| dc.description.abstract | One effective strategy that can meet a range of learning needs is the Universal Design for Learning (UDL) framework. This study examines its second principle, Multiple Means of Expression (MME), which aims to show students' understanding using a variety of methods that suit their learning preferences and strengths. This study was conducted to determine how well students at MTs Manbaul Ulum Tangsil Wetan Bondowoso learned vocabulary and how UDL- MME improved their motivation and vocabulary mastery.
The problems in this study come from the necessity to determine the efficacy of implementing Multiple Means of Expression (MME) in a real-world learning environment, particularly in class VIII A MTs Manbaul Ulum Tangsil Wetan Bondowoso. The purposes of this study are to: (1) describe the implementation of Universal Design for Learning (UDL) through Multiple Means of Expression (MME), (2) identify the participants perception towards Universal Design for Learning (UDL) through Multiple Means of Expression (MME) for vocabulary learning, (3) understand the challenges and support are experienced by teachers. The purpose of this study is not only to describe the classroom practice but also to understand the impact of MME on students' engagement and motivation.
This study applied a qualitative approach and a descriptive case study design. Classroom observations, semi-structured interviews with the teacher and three students, open-ended questionnaires were given to 24 students in class VIII A MTs Manbaul Ulum Tangsil Wetan Bondowoso, and documentation of learning scenarios were all used to gather data. The goal of triangulating these different tools is to get a complete view from multiple perspectives.
The findings indicate that, by their interests and preferred methods of learning, students can freely express their understanding through writing, drawing, or speaking. Because they may select the method that works best for them, most students are more driven and excited to learn new words. Despite difficulties with assessment time and one-on-one mentoring, teachers also observed an increase in students' participation and comprehension.
This study suggests that in order to establish flexible and student-centred learning, English teachers should begin incorporating MME-based strategies. The
advantages of improving motivation and vocabulary learning make MME a feasible strategy to use in language classes, despite time and evaluation limitations. It is recommended that future studies look into the use of MME in a larger population and setting.
Keywords: Universal Design for Learning (UDL), Multiple Means of Expression (MME), Vocabulary Learning. | en_US |
