A Scaffolded Multimodal Approach through Brainstorming, Discussion, and Role Play in Teaching English

Aqilla Zafira Khansa; Zakiya Binte Mohamad Rafie; Shintya Erviyantika; Feronikana Haniyatur Ridha; Tintin Susilowati

Authors

Aqilla Zafira Khansa English Language and Education Department, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Kiai Ageng Muhammad Besari
Zakiya Binte Mohamad Rafie English Language and Education Department, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Kiai Ageng Muhammad Besari
Shintya Erviyantika English Language and Education Department, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Kiai Ageng Muhammad Besari
Feronikana Haniyatur Ridha English Language and Education Department, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Kiai Ageng Muhammad Besari
Tintin Susilowati English Language and Education Department, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Kiai Ageng Muhammad Besari

Keywords:

EFL, Multimodal Approach, Speaking Skills

Abstract

Indonesia's EFL speaking skills remain critically low, as evidenced by a speaking sub-score of 447 on the EF English Proficiency Index 2025. This reflects the ongoing ineffectiveness of traditional, grammar-centric teaching methods in developing verbal communication skills. This article explores how a scaffolded multimodal approach combining brainstorming, group discussion, and role-playing enhances EFL students' speaking abilities and motivation. A qualitative research design utilizing library resources was implemented, utilizing 31 sources chosen via PRISMA-modified screening from Google Scholar and ResearchGate (2000–2025), evaluated through content analysis, thematic grouping, and comprehensive theoretical synthesis. Results indicate that the three-step cycle generates cumulative benefits: brainstorming stimulates lexical frameworks through dual-channel processing; group discussions enhance interaction competence via ZPD-centered support; and role-play combines all speaking aspects into genuine performance, resulting in an 11.8% increase versus 5.2% in traditional teaching. Motivationally, the cycle creates a gradual decrease in the affective filter throughout all three stages, leading to confidence-enhancing performance safeguarded by the psychological separation of role-play. These results advocate for embracing this combined approach as a theory-based and research-supported option to traditional EFL speaking teaching in Indonesia because it addresses the limitations of conventional grammar-focused instruction by providing structured, interactive, and authentic speaking experiences that foster both communicative competence and learner motivation

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