Multimodal Literacy dalam Pembelajaran Bahasa: Dari Teks Cetak ke Teks AI, Gambar, Suara, dan Video

Multimodal Literacy in Language Learning: From Printed Text to AI Text, Images, Sound, and Video

Abstract

The shift in the communication ecology from printed texts to digital and artificial intelligence-based texts demands that language learning is no longer understood as merely verbal reading and writing exercises. This article aims to examine the concept of multimodal literacy in language learning by examining the shift in sources of meaning from printed texts to AI-powered texts, images, sound, and video. The method used is a literature study with a narrative-critical review approach, focusing on classic works on multiliteracies, multimodal social semiotics, multimedia learning, digital literacy, and recent studies on generative AI in language education. The analysis is conducted through a thematic-critical synthesis to identify conceptual patterns, pedagogical implications, and ideological risks in multimodal literacy practices. The results of the study indicate that multimodal literacy is not simply the use of engaging learning media, but rather the ability to interpret, verify, produce, and critique meaning constructed through verbal, visual, audio, video, and AI output relationships. This article concludes that language learning needs to shift from a technical orientation to a critical multimodal literacy pedagogy that positions teachers as curators of meaning, students as producers of ethical texts, and technology as objects of analysis, not merely tools.