Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19

Nair, Viknesh; Yunus, Melor Md

doi:10.3390/su14159215

Cited by 26 publications

(18 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The reason that this study puts more emphasis on speaking skill is that it requires learners to enable their productive skills in situations where they need to communicate effectively in L2 situation. According to previous study speaking is the same as oral interaction which are conventional ways of presenting information (Nair et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

The Effect of ESA and PPP Method on Students’ Speaking Skill

Hulwana

2024

JPBI

View full text Add to dashboard Cite

The problem was found class that students got some difficulties in speaking skill. ESA (Engage, Study, and Activate) and PPP (Participation, Practice, and Production) techniques are teaching methods to teach English as a Foreign Language. It is believed that these methods are suitable to teach speaking because by using this method the student will have better participation in the classroom, encourage their curiosity in English learning. The aims of research was to analtyze speaking performance between the students who learned using ESA,and PPP. A quasi experimental research was administered as the design of the research. The sample was taken by using purposive sampling technique. The data was collected by using a speaking test. The data was analysed using the SPSS Independent T-test. Based on the result of independent sample t-test, it was found that ESA class had the significance value (Sig.) was 0.589 which was higher than the value 0.05. Thus, H0 was accepted, which meant that speaking skills of students who were taught by using ESA were the same as speaking skills of students who were taught by using conventional method. While PPP class had significance value (Sig.) was 0.029 which was smaller than the value 0.05 which indicated that speaking skills of students who were taught by using PPP were not the same as speaking skills of students who were taught by using conventional. Therefore, using PPP technique has positive effect for the students in speaking skill rather than ESA and Conventional.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of ESA and PPP Method on Students’ Speaking Skill

Hulwana

2024

JPBI

View full text Add to dashboard Cite

show abstract

“…The literatures processed are based on journals dated between 2018 and 2022. For the analysis, the researchers adopted the four phases of systematic review from Nair and Yunus (2022) which includes the identification phase, screening phase, eligibility phase, and inclusion phase respectively.…”

Section: Methodsmentioning

confidence: 99%

“…Learners were able to be creative and innovative with their digital stories based on the language content. In another study, Nair and Yunus (2022) investigated the use of Toontastic 3D, a digital storytelling application in improving learners' speaking skills. This study was conducted due to the inadequate opportunities for the rural pupils to use the language especially during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

Sabari¹,

Hashim²

2023

IJARBSS

View full text Add to dashboard Cite

Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.

show abstract

“…Modern technological tools such as language laboratories, video, satellite, internet, blog, and digital dictionary are found to be much more interesting and provide fun and enjoyable learning, motivating the students and helping them to enhance their speaking skills in a fruitful way, to learn at their own pace (Kuning, 2019;Megat Abdul Rahim at al., 2021). Digital storytelling is also proven to have a beneficial impact on pupils' speaking skills in English (Nair, V., & Md Yunus, M. (2022). Studies show that zoom and google hangouts meet are among popular video applications.…”

Section: Teaching and Learning Speaking Through Online Learningmentioning

confidence: 99%

The EFL Learners’ Lens on Online Teaching Speaking and its Effective Teachers at Islamic Higher Education

Iftanti

2022

View full text Add to dashboard Cite

Learning language skills such as speaking, which is emphasized by practicing a lot, should also adjust to the online learning platform. This paper is then intended to portray how EFL learners perceive online learning to learn and improve their speaking skills. The study was done by administering an online questionnaire survey to forty-six students of UIN Sayyid Ali Rahmatullah Tulungagung who attended Speaking for Daily Interaction Subject. This study revealed that Google meet is the most helpful learning application for online speaking classes, but attending offline classroom meetings is preferable to improve their speaking skills. Although there are some challenges, such as feeling insecure, less social contact with practicing speaking, and a bad internet connection, they claim that their skills of using a daily expression in English are getting improved through using appropriate online learning applications taught by an effective teacher. The portrait of the effective teacher of speaking was also ferreted out. These findings are pedagogically implemented to conduct an effective online speaking class. Yet, because this study was conducted with a small scope of respondents, then future researchers are suggested to include a wider scope of respondents in order to contribute to the finding of this research.

show abstract

Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19

Cited by 26 publications

References 40 publications

The Effect of ESA and PPP Method on Students’ Speaking Skill

The Effect of ESA and PPP Method on Students’ Speaking Skill

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

The EFL Learners’ Lens on Online Teaching Speaking and its Effective Teachers at Islamic Higher Education

Contact Info

Product

Resources

About