Digital Storytelling in Listening EYL Context: Students’ Responses
Abstract
In the contemporary educational landscape, digital storytelling (DST) has surfaced as a promising pedagogical paradigm for facilitating the instruction of English as a Foreign Language (EFL). Nonetheless, its implementation in educational settings has yielded divergent student responses, influencing the efficacy of educational DST as an English language instructional instrument (Baehaki & Wahyuni, 2023). This study aims to scrutinize the responses of kindergarten pupils engaged in the DST learning process, with a particular emphasis on nurturing students' listening proficiencies. The investigation was conducted at TK Labschool UPI establishments in Bandung, encompassing a cohort of 10 students aged 5-6 years, employing a qualitative inquiry approach and adopting a case study framework. Data accrual entails classroom observations, while thematic analysis is the methodological scaffold for discerning patterns and discrepancies within the gathered data corpus. The overarching aspiration of this research endeavor is to furnish nuanced insights into the efficacy of DST as a multimodal language acquisition tool in the milieu of kindergarten education. The findings endeavor to elucidate educational practices and enrich the ongoing dialogue of innovative language pedagogical methodologies by augmenting the extant reservoir of knowledge concerning early childhood English language assimilation. The research findings are considered favorable when students exhibit an 80% success rate in behavior and answering questions, indicating a significant response toward achieving the educational objectives.
Keywords
References
Abiola, L. L. (2014). The effect of digital storytelling on kindergarten pupils’ achievement in moral instruction in basic schools in Oyo State. IOSR Journal of Research & Method in Education, 4(5), 26–34. https://doi.org/10.9790/7388-04552634
Absalom, M., & Rizzi, A. (2008). Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study. ReCALL, 20(1), 55–66. https://doi.org/10.1017/S0958344008000517
Ahmad, T. (2018). Teaching evaluation and student response rate. PSU Research Review, 2(3), 206–211. https://doi.org/10.1108/PRR-03-2018-0008
Ahmed, S. (2021). Exploring the use of online digital storytelling among Bangladeshi young learners in English classrooms. Brac University.
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373–398. https://doi.org/10.1016/j.compedu.2004.10.013
Asemota, H. E. (2015). Nature, importance and practice of listening skill. British Journal of Education, 3(7), 27–33.
Assesmen Pendidikan. (n.d.). Pembelajaran dan Asesmen (2nd ed.). Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP) Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Baehaki, F., & Wahyuni, A. (2023). STUDENTS’RESPONSES AND BEHAVIOURS TOWARD THE USE OF EDUCATIONAL DIGITAL STORYTELLING. Journal of English Language Studies Volume, 5(1). https://doi.org/10.55215/jetli.v5i1.7158
Bakar, R. A. (2019). Digital storytelling: An influential reading comprehension and creativity tool for the 21st century literacy skills. Journal of English Language Teaching Innovations and Materials (Jeltim), 1(2), 49–53. https://doi.org/10.26418/jeltim.v1i2.34362
Bekleyen, N. (2011). Demotivating factors in the EFL environment. Frontiers of Language and Teaching, 2(3), 151–156.
Belda-Medina, J., & Goddard, M. B. (2024). The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education. International Journal of English Language Studies, 6(1), 110–118. https://doi.org/10.32996/ijels.2024.6.1.11
Blackwell, C. (2013). Teacher practices with mobile technology integrating tablet computers into the early childhood classroom. Journal of Education Research, 7(4), 1–25.
Brody, J. E. (2015). Screen addiction is taking a toll on children. The New York Times, 6.
Bruner, J. (1974). Toward a theory of instruction. Harvard university press. https://doi.org/10.1177/019263656605030929
Bruner, J. S. (2009). The process of education. Harvard university press.
Buck, G. (2001). Assessing listening. Cambridge University Press.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36–57.
Cahyana, N. D. (2019). THE STUDENTS’RESPONSE TOWARD ELT PRACTICE IN CLASSROOM OF THE FIRST GRADE AT SMAN 1 KAMPAK TRENGGALEK.
Carolan, P. J., Heinrich, A., Munro, K. J., & Millman, R. E. (2022). Quantifying the effects of motivation on listening effort: A systematic review and meta-analysis. Trends in Hearing, 26, 23312165211059984. https://doi.org/10.1177/23312165211059
Chand, S. P. (1995). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and Bruner. Children, 10. https://doi.org/10.21275/SR23630021800
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons. https://doi.org/10.1002/pfi.4930420510
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dogan, B., & Robin, B. (2009). Educational uses of digital storytelling: Creating digital storytelling contests for K-12 students and teachers. Society for Information Technology & Teacher Education International Conference, 633–638.
Eriani, E., & Dimyati, D. (2019). Story telling using madihin: learning methods for early childhood listening skills. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(2), 303–310. https://doi.org/10.31004/obsesi.v3i2.172
Firyati, Y. I., & Haenilah, E. (2016). Story telling meningkatkan perkembangan bahasa anak usia dini. Jurnal Pendidikan Anak, 2(2).
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. ERIC.
Frazier, S. (2001). Teaching by principles: An interactive approach to language pedagogy. JSTOR.
Hayes, N. (2007). Perspectives on the relationship between education and care in early childhood: a research paper. Aistear: The Early Childhood Curriculum Framework Background Papers.
Heriyana, W., & Maureen, Y. I. (2014). Penerapan metode digital storytelling pada keterampilan menceritakan tokoh idola mata pelajaran bahasa indonesia siswa kelas VII di SMP negeri 1 kedamean, gresik. Jurnal Mahasiswa Teknologi Pendidikan, 5(2), 1–9.
Hopkins, L., Brookes, F., & Green, J. (2013). Books, bytes and brains: The implications of new knowledge for children’s early literacy learning. Australasian Journal of Early Childhood, 38(1), 23–28.
Hossein, B. (2013). Enhancing foreign language learning through listening strategies delivered in L1: An Experiment Study. International Journal of Instruction, 5(1).
Isbell, R. T. (2002). Telling and Retelling Stories: Learning Language and Literacy. Supporting Language Learning. Young Children, 57(2), 26–30.
Ivala, E., Gachago, D., Condy, J., & Chigona, A. (2013). Enhancing student engagement with their studies: A digital storytelling approach. Creative Education, 4(10), 82. https://doi.org/10.4236/ce.2013.410A012
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200–207. https://doi.org/10.1111/j.1467-971X.2009.01582.x
Josué, A., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Mesías-Simisterra, Á. E., & Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in Education. Ibero-American Journal of Education & Society Research, 3(1), 259–263. https://doi.org/10.56183/iberoeds.v3i1.626
Judi, B. (2012). Listening: Attitudes, principles, and skills. New York: Roultledege Press.
Kaminskienė, L., Järvelä, S., & Lehtinen, E. (2022). How does technology challenge teacher education? International Journal of Educational Technology in Higher Education, 19(1), 64. https://doi.org/10.1186/s41239-022-00375-1
Kim, M.-Y., & Wilkinson, I. A. G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70–86. https://doi.org/10.1016/j.lcsi.2019.02.003
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications.
Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727. https://doi.org/10.1016/j.neuron.2010.08.038
Kuşay, Y. (2019). Digital storytelling as a part of participatory culture in communication and public relation practices. In Handbook of Research on Transmedia Storytelling and Narrative Strategies (pp. 271–291). IGI Global. https://doi.org/10.4018/978-1-5225-5357-1.CH014
Lathem, S. (2005). Learning communities and digital storytelling: New media for ancient tradition. Society for Information Technology & Teacher Education International Conference, 2286–2291.
LESTARI, S. R. I. (2017). THE EFFECTIVENESS OF THINK-PAIR-SHARE STRATEGY IN TEACHING LISTENING (An Experimental Research at Seventh Students of SMP N 3 Ajibarang in Academic Year 2016/2017). UNIVERSITAS MUHAMMADIYAH PURWOKERTO.
Liontas, J. I. (2018). The TESOL Encyclopedia of English Language Teaching, 8 Volume Set (Vol. 1). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0573
Loniza, A. F., Saad, A., & Mustafa, M. C. (2018). The effectiveness of digital storytelling on language listening comprehension of kindergarten pupils. The International Journal of Multimedia & Its Applications (IJMA) Vol, 10. https://doi.org/10.5121/ijma.2018.10611
Maureen, I. Y., van der Meij, H., & de Jong, T. (2022). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 30(4), 679–696. https://doi.org/10.1080/09669760.2021.1933917
McLellan, H. (2008). Digital storytelling: Expanding media possibilities for learning. Educational Technology, 18–21.
Milawati, M. (2017). Teacher questioning as a formative assessment strategy in EFL context. Journal of English Language Teaching and Linguistics, 2(2), 117–134. https://doi.org/10.21462/jeltl.v2i2.67
Miller, S. M., & McVee, M. (2012). Multimodal composing in classrooms. New York, NY. https://doi.org/10.4324/9780203804032
Mohamed, M. M. K. (2018). Using audiobooks for developing listening comprehension among Saudi EFL preparatory year students. Journal of Language Teaching and Research, 9(1), 64–73.
Murray, J., Harris, J., & O’Brien, C. (2019). Observing and assessing children. Early Childhood Studies, 339–358.
Nassim, S. (2018). Digital storytelling: An active learning tool for improving students’ language skills. PUPIL: International Journal of Teaching, Education and Learning, 2(1), 14–27. https://doi.org/10.20319/pijtel.2018.21.1427
Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.18488/journal.23.2020.92.63.75
Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
Ostrower, F. (1998). Nonparticipant observation as an introduction to qualitative research. Teaching Sociology, 26(1), 57–61. https://doi.org/10.2307/1318680
Pei, T., Suwanthep, J., & Lu, H. (2023). The effect of self-directed online metacognitive listening practice on Chinese EFL learners’ listening ability, metacognition, and self-efficacy. Frontiers in Psychology, 14, 1285059. https://doi.org/10.3389/fpsyg.2023.1285059
Pinter, A., & Zandian, S. (2015). ‘I thought it would be tiny little one phrase that we said, in a huge big pile of papers’: Children’s reflections on their involvement in participatory research. Qualitative Research, 15(2), 235–250.
Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63–74. https://doi.org/10.1111/J.1099-0860.2008.00180.X
Purdy, M. (1997). What is listening. Listening in Everyday Life: A Personal and Professional Approach, 2, 1–20.
Purnama, S., Ulfah, M., Ramadani, L., Rahmatullah, B., & Ahmad, I. F. (2022). Digital storytelling trends in early childhood education in Indonesia: A systematic literature review. Jurnal Pendidikan Usia Dini, 16(1), 17–31. https://doi.org/10.21009/JPUD.161.02
Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x
Ratri, S. Y. (2018). Digital Storytelling pada pembelajaran IPS di Sekolah dasar. Jurnal Pena Karakter, 1(01), 1–8.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (Seville site). https://doi.org/10.2760/159770
Richards, J. C. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032
Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219–240.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Robin, B. R., & McNeil, S. G. (2019). Digital Storytelling. In The International Encyclopedia of Media Literacy (pp. 1–8). https://doi.org/10.1002/9781118978238.ieml0056
Rohmatillah, R. (2017). A STUDY ON STUDENTS’DIFFICULTIES IN LEARNING VOCABULARY. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75–93. https://doi.org/10.33503/journey.v4i2.1413
Rost, M. (2013). Teaching and researching: Listening. Routledge. https://doi.org/10.4324/9781315732862
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487–506. https://doi.org/10.1007/s11423-008-9091-8
Sintonen, S., Kumpulainen, K., & Vartiainen, J. (2018). Young children’s imaginative play and dynamic literacy practices in the digital age. In Mobile technologies in children’s language and literacy: Innovative pedagogy in preschool and primary education (pp. 15–28). Emerald Publishing Limited. https://doi.org/10.1108/978-1-78714-879-620181002
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1, 1–21.
Spooner, L., & Woodcock, J. (2010). Teaching Children to Listen: A practical approach to developing children’s listening skills. Bloomsbury Publishing.
Tarigan, H. G. (1987). Membaca: sebagai suatu keterampilan berbahasa. CV Angkasa
Trang, M. (2020). Understanding listening comprehension processing and challenges encountered: Research perspectives. International Journal of English Language and Literature Studies, 9(20), 63–75. https://doi.org/10.1080/00220671.2016.1220359
Trawick-Smith, J. (2022). Early childhood development: A multicultural perspective. ERIC.
Ur, P. (2012). A course in English language teaching. Cambridge University Press.
Usman, H., Ferdiansyah, S., Widodo, H. P., & Lestariyana, R. P. D. (2020). Primary School English Teachers’ Perceptions of the Teacher Educator-Created English Textbook: The Case of Indonesia. Journal of Asia TEFL, 17(3), 1057.
Vandergrift, L. (2004). 1. Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25.
Wang, X. C., & Hoot, J. L. (2006). Information and communication technology in early childhood education. Early Education and Development, 17(3), 317–322. https://doi.org/10.1207/s15566935eed1703_1
Widodo, H. P. (2016). Engaging young learners of English in a genre-based digital storytelling project. Final Report. https://doi.org/10.18823/asiatefl.2020.17.3.22.1057
Wodak, R. (2011). Complex texts: Analysing, understanding, explaining and interpreting meanings. Discourse Studies, 13(5), 623–633. https://doi.org/10.1177/1461445611412745
Wolvin, A. D. (2011). Listening and human communication in the 21st century. John Wiley & Sons.
Wright, A. (1995). Storytelling with children. Oxford University Press.
Yavuz, F., & Celik, O. (2017). The importance of listening in communication. Global Journal of Psychology Research: New Trends and Issues, 7(1), 8–11. https://doi.org/10.18844/gjpr.v7i1.2431
Ybarra, R., & Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9(3), 1–5.
Yu, M. H., Reynolds, B. L., & Ding, C. (2021). Listening and speaking for real-world communication: what teachers do and what students learn from classroom assessments. SAGE Open, 11(2), 21582440211009164. https://doi.org/10.1177/21582440211009163
Zuhairi, A., & Hidayanti, I. (2016). The strategies of Indonesian junior high school students in learning listening skill. Arab World English Journal (AWEJ), 7(4).
Zurek, A., Torquati, J., & Acar, I. (2014). Scaffolding as a Tool for Environmental Education in Early Childhood. International Journal of Early Childhood Environmental Education, 2(1), 27–57.
DOI: 10.55215/jetli.v6i2.10760
Abstract views : 94
views : 51
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Journal of English Teaching and Linguistics Studies (JET Li)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
