Teaching Narrative Text in Junior High School: Digital Story Telling in English as a Foreign Language (EFL) Context
Abstract
Current learning perspective is a process of giving learners to have the ability or skills in an innovative learning situation. In learning English, it requires techniques and creative so that learners have competence in writing narrative text. This research aims at proving digital storytelling can improve the junior high school students’ writing skill in making narrative text. Digital storytelling is one of the media for teaching writing narrative text. The objectives of this qualitative study are to discuss the technique of teaching digital storytelling in writing process based on the selected literature and current study regarding the use of digital storytelling. This ongoing research tries to give an additional perspective and motivation to improve students’ writing skill in the narrative text through digital storytelling. This study reveals that by using digital storytelling, the students can mastery some aspect in English.
Downloads
References
Arizona State University.Garcia, P. & Rossiter, M. (2010). Digital storytelling as a narrative pedagogy. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education
Aswad, M., Rahman, F., Said, I. M., Hamuddin, B., & Nurchalis, N. F. (2019). A Software to Increase English Learning Outcomes: An Acceleration Model of English as the Second Language. The Asian EFL Journal. 26. (6.2), 157-169.
Ballast, K. (2007). Heart and Voice: A digital storytelling journey.Retrieved from http://www.nwp.org/cs/public/print/resource/2392
Behmer, S., Schmidt, D., & Schmidt, J. (2006). Everyone has a story to tell: Examining digital storytelling in the classroom.
Benmayor, R. (2008). Digital storytelling as a signature pedagogy for the new humanities. Arts and Humanities in HigherEducation 7(2), 188-204.
Berk, R. A. (2009). Teaching strategies for the net generation. Transformative Dialogues: Teaching & Learning Journal, 3(2), 1-23.
Boase, K. (2008). Digital storytelling for reflection and engagement: A study of the uses and potential of digital storytelling.Retrieved from https://gjamissen.files.wordpress.com/2013/05/boase_assessment.pdf
Cennamo, K., & Kalk, D. (2005). Real-world instructional design.Belmont, CA: Thompson/Wadsworth Learning.
Clark, D. (2011). ADDIE timeline.Retrieved from:http://www.nwlink.com/~donclark/history_isd/addie.htmlDaniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3. doi: 10.5334/2012-18
Fletcher, C., & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom. Journal of Canadian Studies, 43(1),109-130.
Foley, L. M. (2013). Digital storytelling in primary-grade classrooms [Doctoral dissertation, Arizona State University ], https://keep.lib.asu.edu/_flysystem/fedora/c7/81826/Foley_asu_0010E_12913.pdf
Nofita, N. S. G., Yudar, R. S., & Nursafira, M. S. (2019). Exploring Quantity and Diversity of Informal Digital Learning of English (IDLE): A Review of Selected Paper. Utamax: Journal of Ultimate Research and Trends in Education, 1(1), 1-6.
Safhira, S., & Hamuddin, B. (2019). Online Interactive Communication via Academic Blogging Activities among Indonesian EFL Students. REiLA: Journal of Research and Innovation in Language, 1(2), 46-54.
Susilo, N. (2019). Kahoot Apps in ELT Context: An alternative Learning Strategy. ELSYA: Journal of English Language Studies, 1(1), 11-15.
