DEVELOPMENT AND VALIDATION OF THE BACP MULTIMODAL INSTRUCTIONAL MODEL FOR TEACHING PUBLIC SPEAKING IN INDONESIAN SENIOR HIGH SCHOOLS

Abstract

This study aimed to develop and validate the BACP (Build, Analyze, Create, Present) multimodal instructional model designed to enhance public speaking competence among Indonesian senior high school students. Grounded in multimodal learning theory and communicative competence frameworks, the study employed a Research and Development (R&D) design adapted from Borg and Gall (2014), encompassing six sequential phases: needs analysis, model design, initial development, expert validation, classroom trial, and effectiveness testing. Participants included 80 eleventh-grade students from three public senior high schools in Jakarta, along with three Indonesian language teachers and two instructional design experts. Data were collected through observation checklists, expert validation sheets, student self-assessments, and rubric-based performance evaluations. Quantitative results revealed that the BACP model achieved a high level of expert validation (M = 4.62, SD = 0.31), indicating strong content relevance, instructional clarity, and multimodal integration. Paired-sample t-test analysis showed a significant improvement in students’ public speaking performance after implementation (p < .001), particularly in vocal delivery, multimodal integration, and audience engagement. Qualitative findings further demonstrated that the BACP model fostered student confidence, creativity, and reflective awareness in multimodal expression. These results suggest that the BACP model is both theoretically sound and pedagogically effective in improving multimodal public speaking competence in senior high school contexts.