Designing Digital Storytelling in English Online Learning

Abstract

The covid-19 outbreak has led to many opportunities and chances for teachers and lecturers to create many media for online learning. The purpose of this research discusses 1) to design Digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the practicality of digital storytelling for pre-service teacher students. This research uses d research development model developed by Alessi and Trollip (2001), which consists of three stages; the first stage is planning, the second stage designs, and third is development which focuses on designing digital storytelling to find more about the impact of digital storytelling as an online learning media process for English teaching material. The sample was 180 junior high students to get the needed analysis data, eight pre-service teacher students implemented the digital storytelling in the online classroom, and two evaluators to assess the appropriateness of digital storytelling to be used by pre-service teachers as it is found in this research that designing digital storytelling showed practically on how digital storytelling was designed, developed and applied in English class. The pre-service students successfully implemented digital storytelling, and the appropriateness was high, which can be used in the online teaching process

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

“…Moreover, DST has been integrated into various disciplines such as physics instruction, values education and nursing education, demonstrating its versatility and effectiveness in different educational contexts (Balaman & Ataman, 2022;Kotluk & Kocakaya, 2016;Petty, 2021;West et al, 2022). The use of DST has also been associated with increased student engagement, critical thinking and creativity, aligning with the demands of the 21st-century digital landscape (Azliza et al, 2019;Baehaki, 2023;Yuliani & Hartanto, 2021). Furthermore, it has been recognised as a method that can effectively engage young learners, especially during challenging circumstances such as school closures (Nuroh et al, 2021).…”

“…Research has shown that DST can be utilised to improve speaking skills, reading comprehension and writing skills in English language education (Lim & Noor, 2019;Nair & Yunus, 2021;Radaideh et al, 2020). Moreover, DST has been found to positively influence students' speaking performance and motivation in learning English as a foreign language (Kasami, 2021;Yulian & Yuniarti, 2022;Yuliani & Hartanto, 2021). Studies have also highlighted the potential of DST to improve students' content knowledge, speaking skills and fluency in language learning (Kallinikou & Nicolaidou, 2019;Zakaria et al, 2016).…”

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

“…It is emphasised that learning strategies are actions the learner deliberately selects, and that it is the aspect of choice that provides the strategies significance in the process of acquiring a new language (Fuad et al, 2020;Gilakjani et al, 2016;Prasetya, 2021). It can be asserted that learners employ techniques to speed up learning, making it more self-directed, efficient, and practical for new language material information (Cahyono & Rahayu, 2020;Yuliani & Hartanto, 2022). Researchers should focus on the learning process rather than the final output when examining the steps that the learners take to acquire a language.…”

Developing Individual Students through Changes of Thinking Pattern and Self Perception on Learning Activities

“…Regarding Self Concept, the results of a study by Syefriyani et al (2018) got the findings that there are differences in the self-concepts of students who are taught with the concept of achievement learning model and learning outside the classroom. Then the latest study done by Yuliani and Hartanto (2021) concluded that the use of learning models through digital storytelling was feasible and possible, especially in the online learning process, especially for university students. Another trend also states that in the learning activities, there are still lecturers of Economic Education Studies Program Faculty of Teacher Training and Education, Batanghari University Jambi who in fact have not been able to apply varied learning models, interpersonal relationships between educators with learners are very lacking.…”