Scribd Logo
Upload

Welcome to Scribd!

  • 11 views

    Abstrak Maiga

    Uploaded by

    Wahyuni Susanti
    The document discusses using digital storytelling to teach English as a foreign language. It examines how a pre-service teacher engaged students in language learning through digital storytelling and the emotions the teacher experienced. The study found that digital storytelling has positive implications for students, helping to improve meaning-making, creativity, speaking, and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Abstrak Maiga

    Uploaded by

    Wahyuni Susanti
    11 views1 page
    The document discusses using digital storytelling to teach English as a foreign language. It examines how a pre-service teacher engaged students in language learning through digital storytelling and the emotions the teacher experienced. The study found that digital storytelling has positive implications for students, helping to improve meaning-making, creativity, speaking, and writing skills.

    Original Title

    abstrak maiga

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses using digital storytelling to teach English as a foreign language. It examines how a pre-service teacher engaged students in language learning through digital storytelling and the emotions the teacher experienced. The study found that digital storytelling has positive implications for students, helping to improve meaning-making, creativity, speaking, and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    11 views1 page

    Abstrak Maiga

    Uploaded by

    Wahyuni Susanti
    The document discusses using digital storytelling to teach English as a foreign language. It examines how a pre-service teacher engaged students in language learning through digital storytelling and the emotions the teacher experienced. The study found that digital storytelling has positive implications for students, helping to improve meaning-making, creativity, speaking, and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Using digital storytelling (DST) to teach English is necessary for English as foreign

    language (EFL) students in language classroom because digital storytelling can mediate the
    development of students’ creativity, critical thinking, speaking, digital skill, and especially,
    writing skill. While DST has been widely researched in the context of English language
    teaching, little is known how study on pre-service teacher implementing DST in EFL
    classroom is investigated. Thus, the current study aims to find out how a pre-service teacher
    engaged students in language learning through digital. storytelling. It also aims to examine
    the emotions reflected in pre-service teacher’s teaching English thorough DST. Furthermore,
    this research focused on the two research questions: 1) how can a pre-service teacher engage
    secondary school students in learning to narrative write through digital storytelling? and 2)
    what emotions are reflected in pre-service teacher’s teaching experience?
    The present study is an auto-ethnography study. This research project was conducted
    in one secondary school located in Probolinggo. In this study, I played role as researcher,
    author and participant. The data collected gathered from three stages include photo voice
    through capture photos of pre service teacher and students while teaching and learning
    activity, and journal reflection analysis through pre service and students when teaching
    learning such as worksheet, small interview through audio recording and diary video. For
    data analysis, the researcher uses a thematic analysis Koltz et al (2010) to analyze the data.
    There are three findings of this study includes designing to teach narrative writing
    through digital storytelling, my reflection of lesson plan making, supervisor feedback,
    negotiating lesson plan with an English teacher, and teaching collaborative. Also, the last
    finding, it reports that pre service teacher felt both both positive (e.g., happy, confident, fun,
    enjoyed, exited, grateful and joy). Negative emotion (e.g., tired, disappointed, and stressed)
    while pre service teacher teaching English though digital storytelling
    In conclusion, the use of digital storytelling in teaching English particularly narrative
    writing lesson has a positive Implication for students. The theoretical implication gives good
    impact for students such as it can encourage them to improve their making meaning skills,
    enrich their creativity, and build speaking and writing skill. Hence, this study suggest that use
    digital storytelling as a learning strategy is necessary for students to develop their creativity,
    critical thinking, digital skill and writing and speaking skill. Additionally, this study found
    how pre service teacher emotions during teaching English through digital storytelling.

    You might also like