Popularizing Indonesian scenes through picturebooks and digital animation software: a World Englishes teaching idea

Dukut, Ekawati Marhaenny

doi:10.1080/13488678.2018.1459071

Cited by 12 publications

(13 citation statements)

References 4 publications

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“…A study conducted by [19] mentioned students spent their time more than an hour a day on the YouTube platform for entertainment, information seeking, and academic learning. In education, YouTube has been chosen as one of the language learning teaching tools with various types of learning videos and is categorised as a rich source of teaching materials [4], [18]. With YouTube, students can access material that is suitable for learning topics at school and create a fun learning styles to improve their understanding and skills [16], [4].…”

Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

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Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

View full text Add to dashboard Cite

show abstract

“…In formulating a teaching learning model for English, the researcher has designed a two-year TOEFL-like game software project. The first year was to create the software on a PC (Personal Computer) platform (Dukut, 2018), whereby the second year was on a mobile smartphone. The choice of transforming the game onto a smartphone is due to the aim of having the game becomes more globally popular.…”

Section: Methodsmentioning

confidence: 99%

The Local-Global Innovation of an Indonesian Toefl-Like Game: A Cultural Hybridity Model

Dukut¹

2019

ERJEE

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The door to globalization for an Indonesian product is believed possible only when fulfilling some characteristics of other nation�s culture. To ensure the global popularity of a product, therefore, there is a need of mixing the local with a global culture. The cultural hybridity strategy of mixing local-global scenes is evident in the invention of a TOEFL-like game software, which based itself on a mobile application for its platform. With the platform, the game becomes easily downloadable through Google Playstore. It is innovative as it accommodates the Generation Z�s characteristics who are digital savvy. In the game, an animation is created for Listening section which takes in some forms of Javanese culture that are made hybrid with some American and Japanese ones. In finding out how successful the game is in fulfilling the needs of TOEFL-like game players, a Technology Accepted Model questionnaire is given to students from Indonesia and Japan. Japanese players, who are English Department students, were chosen on the assumption that they are more digital savvy. This article reports that the game is useful and beneficial in raising the English competence of both Indonesian and Japanese students. With the cultural hybridity strategy in creating the animation, the players agree that the game is a good model for learning about the English language in a fun and innovative way.

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“…There is also a red symbol of going back or do a reverse/ undo action, in addition to a cross sign to show that a player does not want to go ahead. More details on how to play the game is discussed in the head researcher's article supplied in Ref [10].…”

Section: The Asset Design Supplementmentioning

confidence: 99%

Designing Tommy and Pokina Educative Language Game Software: a Transnational Popular Culture Project

Dukut

Wulandari

Chandrawati

2019

Journal of Information Systems

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Products of popular culture are many. One of those is educative language game software. Not only is a game useful in combating boredom, but a game can increase someone’s education capability. The PC (personal computer) a TOEFL-like game software created by the researchers applies the American TOEFL (Test of English as a Foreign Language) as a basis of the game. It has transnational qualities because it integrates some local Indonesian culture into an American based English competence test. Being a transnational product, the game induces creativity for a number of Indonesian-English students to have a global imagination. The popular culture product named Tommy & Pokina language game software is an educative game produced for 8th grade students studying at Junior High School. In designing the game, the method of symbolic analogy with the use of simple objects becomes the main characteristics of the game. In its visualization, the design process makes use of not only particular graphics, visualization effects, typography and interface; but also a number of other aspects. The aspects include the object’s illustrations, viewpoint, composition, and layout in developing the game’s visualization. These aspects are found to be valuable in designing the game.

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Popularizing Indonesian scenes through picturebooks and digital animation software: a World Englishes teaching idea

Cited by 12 publications

References 4 publications

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

The Local-Global Innovation of an Indonesian Toefl-Like Game: A Cultural Hybridity Model

Designing Tommy and Pokina Educative Language Game Software: a Transnational Popular Culture Project

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