Applying Digital Storytelling to Improve Indonesian High School Students� Visual Memory and Writing Skill

Abstract

<jats:p>This study investigated the use of digital storytelling in improving students� visual memory and writing skill of tenth grade students in one of senior high school in Tangerang, Indonesia. A total of 72 students are taken as the sample in the current study. The randomized pretest - posttest control group design was used in the study. Using quasi experimental research-non-equivalent control group design, the students in the experimental groups completed the process through digital storytelling. The students� test and questionnaires were used to collect the data. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. The result showed that the visual memory and writing skill of students undergoing digital storytelling technique and of those undergoing conventional teaching but no significant differences were found between the two conditions. They had same proficiency, focused and same concentration during the learning process, and the students had many opinions in experimental class. Based on the percentages, students� post-test showed that students� visual memory was more dominant than students� writing skill after applying digital storytelling. Moreover, this research also found that students� learning motivation was very good and created a good of class atmosphere in experimental class during the learning process by using digital storytelling.</jats:p>

Supporti̇ng the Wri̇ti̇ng Ski̇lls of Pri̇mary School Thi̇rd Grade Gi̇fted Students Wi̇th Acti̇vi̇ty-Based Di̇gi̇tal Storytelli̇ng: Acti̇on Research

“…From this point of view, it is demonstrated by both evaluation scores and interviews that students' writing skills have improved. This indicates that digital storytelling is an effective method that can be used to improve writing skills and other research in this field is also consistent with the findings of this research (Aktaş, 2019;Baki, 2015;Baki and Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir ve Kılıçkıran, 2018;Fitri, Husnawadi and Harianingsih, 2021;Foley, 2013;Gider, 2019;Girmen, Özkanal and Dayan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru and Çakır, 2020;Riani, Husnawadi and Syarifudin, 2021;Rong and Noor, 2019;Santiana et al, 2021;Saunders, 2014;Sudarmaji, Mulyana and Karsiyah, 2020;Tanrıkulu, 2020;Tarigan and Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç and Ulusoy, 2016;Yılmaz et al, 2017).…”

“…The students stated that the writing activities were fun/good; they learned new information thanks to the activities (Castillo-Cuesta et al, 2021;Özüdoğru and Çakır, 2020;Rong and Noor, 2019;Yamaç, 2015); their writing skills improved (Aktaş, 2019;Baki, 2015;Baki and Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir ve Kılıçkıran, 2018;Fitri, Husnawadi and Harianingsih, 2021;Foley, 2013;Gider, 2019;Girmen, Özkanal and Dayan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru and Çakır, 2020;Riani, Husnawadi ve Syarifudin, 2021;Rong and Noor, 2019;Santiana et al, 2021;Saunders, 2014;Sudarmaji, Mulyana and Karsiyah, 2020;Tanrıkulu, 2020;Tarigan and Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç and Ulusoy, 2016;Yılmaz et al, 2017); it made them like writing (Van Gils, 2005); they increased their interest in writing; they developed their imagination and that they liked the activities.…”

“…In addition, writing activities were integrated with technology and completed with digital storytelling activities. When the literature on the use of digital storytelling in the development of writing skills is examined it is seen that digital storytelling improves writing skills (Aktaş, 2019;Baki, 2015;Baki & Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir & Kılıçkıran, 2018;Fitri, Husnawadi & Harianingsih, 2021;Foley, 2013;Gider, 2019;Gunawan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru & Çakır, 2020;Rahimi & Yadollahi, 2017;Riani, Husnawadi & Syarifudin, 2021;Rong & Noor, 2019;Saunders, 2014;Sudarmaji, Mulyana & Karsiyah, 2020;Tanrıkulu, 2020;Tarigan & Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç & Ulusoy, 2016;Yılmaz et al, 2017). In order to develop the writing skills of gifted students, it is thought that there is a need for studies that prepare students to write according to their interests, abilities and levels and make them love writing and integrate it with technology.…”

Using Digital Storytelling in Language Education: A Systematic Review Study

“…According to the third result of the study, studies using the digital storytelling method in language education have concluded that this method positively affects students' achievement in language and affective factors related to language skills and that it plays an important role in teaching vocabulary. Sudarmaji, Mulyana, and Karsiyah (2020) examined the effect of the digital storytelling method and traditional method on writing success; however, they did not find a significant difference between these two methods, nor did Çiftçi (2019) who determined the effect of digital stories on primary school students' reading skills. Although no significant difference was found between the two studies, the relevant literature shows that using digital storytelling in language education is an effective method in achieving the goals set.…”

Digital Storytelling in an Online EFL Course: Influences on Speaking, Vocabulary, and Cognitive Load

“…When students write their own scripts, record their own voices, mix with different types of multimedia, and present their stories to the audience, they interact with the language and use the target language in authentic ways, fostering meaningful learning (Kajder, 2006;Rance-Roney, 2008). Various studies in the literature present the use of DS for the development of such language skills as Writing (Balaman, 2018;Sepp & Bandi-Rao, 2015;Sudarmaji & Mulyana, 2020;Tanrıkulu, 2020) Reading (Anggeraini & Afifah, 2017;Rahimi & Yadollahi, 2017;Yoon, 2013), Listening (Cigerci & Gultekin, 2017;Loniza, Aslina, & Mazlina, 2018;Tahriri, Tous, & MovahedFar, 2015), and Speaking (Baghdasaryan, 2012;Wei, Siriyothin, & Lian, 2018;Yang, Chen, & Hung, 2020). Baghdasaryan (2012) examined the use of DS as homework for developing learners' speaking skills and revealing their attitude towards the program applied in a mixed-method research and concluded that DS provided significant gains in learners' oral production and learners developed positive attitude towards DS use as homework.…”