Open Access Peer-reviewed Research Article

The use of digital storytelling to improve students' writing skills

Article Sidebar

CSIS Research Results
Download PDF
Submitted   Oct 21, 2022
Published   Dec 15, 2022
Issue    Vol 3 No 1 (2023)
DOI   10.25082/AMLER.2023.01.006

Views

1877

Downloads

945

Citations

PlumX Metrics

Main Article Content

Robiatul Munajah corresponding author
Trilogy University, Jakarta, Indonesia
Mohammad Syarif Sumantri
Jakarta State University, Jakarta, Indonesia
Yufiarti Yufiarti
Jakarta State University, Jakarta, Indonesia

Abstract

Digital storytelling emerges from the integration of storytelling and digital to meet media needs in learning, such as communication and self-expression, as well as to facilitate learning by improving language skills, one aspect of story writing skills. The purpose of this research is to find out the needs of teachers and students in using digital storytelling. This study uses a descriptive qualitative approach with data collection sources from teachers, as many as 10 participants and 60 students---data collection techniques through observation, semi-structured interviews via video calls, and supporting documentation. Based on the data analysis, most of them show that media and teaching materials used in offline and online learning are not much different. This fact illustrates that offline and online learning requires innovation from an educator to create an active and fun learning process for elementary school students to achieve learning objectives.

Keywords
digital storytelling, writing skills, elementary school students

Article Details

How to Cite
Munajah, R., Sumantri, M. S., & Yufiarti, Y. (2022). The use of digital storytelling to improve students’ writing skills. Advances in Mobile Learning Educational Research, 3(1), 579-585. https://doi.org/10.25082/AMLER.2023.01.006
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Abdollahpour, Z., & Asaszadeh, N. (2012). The impact of exposure to digital flash stories on Iranian EFL learners’ written reproduction of short stories. Canadian Journal on Scientific and Industrial Research, 3(2), 40-53.
  2. Aguayo, J. M. B., Valdes, J. H., Cordoba, V. H. M., Nájera, M. J., Vázquez, F. R. S., Muñoz, E. M., & Lirios, C. G. (2022). Digital activism in students of a university in central Mexico in the COVID-19 era. Advances in Mobile Learning Educational Research, 2(1), 297-307. https://doi.org/10.25082/AMLER.2022.01.014
  3. Ampartzaki, M., Kalogiannakis, M., & Papadakis, S. (2021). Deepening our knowledge about sustainability education in the early years: Lessons from a water project. Education Sciences, 11(6), 251. https://doi.org/10.3390/educsci11060251
  4. Adisel, A., & Prananosa, A. G. (2020). Penggunaan Teknologi Informasi dan Komunikasi dalam Sistem Manajemen Pembelajaran pada Masa Pandemi Covid 19. Journal Of Administration and Educational Management, 3(1), 1-10. https://doi.org/10.31539/alignment.v3i1.1291
  5. Alexander, B., Adams Becker, S., & Cummins, M. (2016). Living with New Technologies. Scientific American, 273(3), 190-205. https://doi.org/10.1038/scientificamerican0995-190
  6. Anisimova, E. S. (2020). Digital literacy of future preschool teachers. Journal of Social Studies Education Research, 11(1), 230-253.
  7. Asri, A. N., Indrianti, T., & Perdanasari, N. (2017). Penerapan Digital Storytelling dalam Pembelajaran Bahasa Inggris di Program Studi Manajemen Informatika. Jurnal Ilmiah Edukasi & Sosial, 8(2), 81-89.
  8. Barianos, A. K., Papadakis, A., & Vidakis, N. (2022). Content manager for serious games: Theoretical framework and digital platform. Advances in Mobile Learning Educational Research, 2(1), 251-262. https://doi.org/10.25082/AMLER.2022.01.009
  9. Bron, M., & Barrio, M. G. (2019). Project-Based Learning for Teaching Transmedia Communication. Journal of Problem-Based Learning in Higher Education, 7(1), 141-151. https://doi.org/10.5278/ojs.jpblhe.v7i1.2405
  10. Casselman, M. D., Atit, K., Henbest, G., Guregyan, C., Mortezaei, K., & Eichler, J. F. (2020). Dissecting the Flipped Classroom: Using a Randomized Controlled Trial Experiment to Determine When Student Learning Occurs. Journal of Chemical Education, 97(1), 27-35. https://doi.org/10.1021/acs.jchemed.9b00767
  11. Chan, C. (2019). Using digital storytelling to facilitate critical thinking disposition in youth civic engagement: A randomized control trial. Children and Youth Services Review, 107, 104522. https://doi.org/10.1016/j.childyouth.2019.104522
  12. Hasanah, U., & Dewi, R. S. (2019). Integrated Learning Design Based on Google Classroom to Improve Student Digital Literacy. In 2019 5th International Conference on Education and Technology (ICET) (pp. 108-111). IEEE. https://doi.org/10.1109/ICET48172.2019.8987219
  13. Flórez-Aristizábal, L., Cano, S., Collazos, C. A., Benavides, F., Moreira, F., & Fardoun, H. M. (2019). Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87–99. https://doi.org/10.1016/j.tele.2018.09.002
  14. Fong, J., & Wang, F. L. (2007). (Eds): Blended Learning, 1-8, Pearson, 2007. Workshop on Blended Learning 2007, Edinburgh, United Kingdom.
  15. Grimaldi, E., & Ball, S. J. (2021). The blended learner: digitalisation and regulated freedom-neoliberalism in the classroom. Journal of Education Policy, 36(3), 393-416. https://doi.org/10.1080/02680939.2019.1704066
  16. Huang, H., Wang, X., Hu, M., & Tao, Y. (2019). Applied to Mobile Multimedia Intelligent Speech System Interactive Topic Guiding Model. IEEE Access, 7, 182348-182356. https://doi.org/10.1109/ACCESS.2019.2959906
  17. Kalogiannakis, M., & Papadakis, S. (2017a). A proposal for teaching ScratchJr programming environment in preservice kindergarten teachers. In Proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland.
  18. Kalogiannakis, M., & Papadakis, S. (2017b). An evaluation of Greek educational Android apps for preschoolers. In Proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland.
  19. Kalogiannakis, M., & Papadakis, S. (2020). The use of developmentally mobile applications for preparing pre-service teachers to promote STEM activities in preschool classrooms. In Mobile Learning Applications in Early Childhood Education (pp. 82-100). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch005
  20. Karakose, T., Ozdemir, T. Y., Papadakis, S., Yirci, R., Ozkayran, S. E., & Polat, H. (2022). Investigating the relationships between COVID-19 quality of life, loneliness, happiness, and internet addiction among K-12 teachers and school administrators—a structural equation modeling approach. International Journal of Environmental Research and Public Health, 19(3), 1052. https://doi.org/10.3390/ijerph19031052
  21. Karakose, T., Yirci, R., & Papadakis, S. (2022). Examining the associations between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression among school principals and teachers through Structural Equation Modeling. International journal of environmental research and public health, 19(4), 1951. https://doi.org/10.3390/ijerph19041951
  22. König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
  23. Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: Preschool teachers' views. Education Sciences, 12(7), 459. https://doi.org/10.3390/educsci12070459
  24. Maksum, A., Wahyuni, E. N., Aziz, R., Hadi, S., & Susanto, D. (2022). Parents' and children's paradoxical perceptions of online learning during the Covid-19 pandemic. Advances in Mobile Learning Educational Research, 2(2), 321-332. https://doi.org/10.25082/AMLER.2022.02.002
  25. Miller, L. C. (2010). Make me a story: Teaching writing through digital storytelling. Stenhouse Publishers.
  26. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data Analysis ``a methods sourcebook." United States of Amerika: SAGE Publications.
  27. Mohammed, D. Y. (2022). The web-based behavior of online learning: An evaluation of different countries during the COVID-19 pandemic. Advances in Mobile Learning Educational Research, 2(1), 263-267. https://doi.org/10.25082/AMLER.2022.01.010
  28. Olive, T. (2004). Working Memory in Writing: Empirical Evidence From the Dual-Task Technique. European Psychologist, 9(1), 32. https://doi.org/10.1027/1016-9040.9.1.32
  29. Ololube, N. P. (Ed.). (2013). Advancing technology and educational development through blended learning in emerging economies. IGI Global. https://doi.org/10.4018/978-1-4666-4574-5
  30. Papadakis, S. (2018). Is pair programming more effective than solo programming for secondary education novice programmers?: A case study. International Journal of Web-Based Learning and Teaching Technologies, 13(1), 1-16. https://doi.org/10.4018/IJWLTT.2018010101
  31. Papadakis, S. (2021). The impact of coding apps to support young children in computational thinking and computational fluency. A literature review. In Frontiers in Education (p. 183). Frontiers. https://doi.org/10.3389/feduc.2021.657895
  32. Papadakis, S., & Orfanakis, V. (2018). Comparing novice programing environments for use in secondary education: App Inventor for Android vs. Alice. International Journal of Technology Enhanced Learning, 10(1-2), 44-72. https://doi.org/10.1504/IJTEL.2018.088333
  33. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. CSEDU, 2, 55-63. https://doi.org/10.5220/0010413900550063
  34. Pujilestari, Y. (2020). Dampak Positif Pembelajaran Online Dalam Sistem Pendidikan Indonesia Pasca Pandemi Covid-19. Adalah, 4(1), 49-56. https://doi.org/10.32584/jpi.v4i3.555
  35. Rachmadtullah, R., Zulela, M. S., & Sumantri, M. S. (2018). Development of computer-based interactive multimedia: Study on learning in elementary education. International Journal of Engineering and Technology(UAE), 7(4), 2035-2038. https://doi.org/10.14419/ijet.v7i4.16384
  36. Sarica, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers and Education, 94, 298-309. https://doi.org/10.1016/j.compedu.2015.11.016
  37. Sugiono. (2016). Metode Penelitian (Kuantitatif, Kualitatif, dan R&D (1st ed.). Bandung: Alfabeta CV.
  38. Sylla, C., Coutinho, C., Branco, P., & Müller, W. (2015). Investigating the use of digital manipulatives for storytelling in preschool. International Journal of Child-Computer Interaction, 6, 39-48. https://doi.org/10.1016/j.ijcci.2015.10.001
  39. Strataki, A. (2022). An evaluation of educational apps for preschool-age children in Android and iOS. Advances in Mobile Learning Educational Research, 2(1), 278-288. https://doi.org/10.25082/AMLER.2022.01.012
  40. Muskania, R. T., & Wilujeng, I. (2017). Pengembangan perangkat pembelajaran Project-Based Learning untuk membekali foundational knowledge dan meningkatkan scientific literacy. Jurnal Cakrawala Pendidikan, 36(1), 34-43. https://doi.org/10.21831/cp.v36i1.8830
  41. Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers and Education, 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
  42. Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of educational technology & society, 14(4), 181-191. https://www.jstor.org/stable/jeductechsoci.14.4.181
  43. Yocom, D., Bashaw, C., Price, D., & Cook, M. (2020). Perceptions of digital storytelling in the classroom. Teaching and Learning in Nursing, 15(3), 164-167. https://doi.org/10.1016/j.teln.2020.01.010