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A Classroom Experience: Digital Story Board for Youngsters

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As stated by Jenkins & Lonsdale (2007), digital storytelling has been used in a language-teaching classroom involving encouragement and engagement of students, and establishing students’ social presence for on-line learning, participation and interaction. It is supported also by Carolyn Miller (2014), she said that in the educational area “digital storytelling” is used to mean the employment of still images and a recorded script, and possibly some video or animation, to tell personal stories or stories relating to an element in the education curriculum. Digital storytelling has been used at University of PGRI Adi Buana Surabaya for its fourth semester students and the research reported in the paper will further explore students’ perception on increasing their awareness and improvement in the language skills. Digital stories allow students to take a linear series of events and turn them into a multidimensional experience. It encourages them to communicate, collaborate, and research as well as to infuse media into the process. The research uses voice recording of the students as well as questionnaires to determine students’ perspective. This study presents the benefits of digital storytelling for learning and improving the language skills and is expected to make a contribution to the teaching and learning of English to the learners and also to enlighten English teachers.
Keywords: digital story board, youngsters, speaking, writing

Published in: Education
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A Classroom Experience: Digital Story Board for Youngsters

  1. 1. A CLASSROOM EXPERIENCE : DIGITAL STORY BOARD FOR YOUNGSTERS
  2. 2. What is Digital Storytelling? Combination of traditional storytelling anddigital technology Pictures, backgroundmusicand a story to tell 3 – 10 minutes long
  3. 3. Importance of Digital Storytelling Effective Instructional Tool for Teachers Effective Learning Tool for Students
  4. 4. Seven Elements of Effective Digital Stories A Point of View A Dramatic Question Emotional Content Economy Pacing The Gift of Your Voice An Accompany Soundtrack
  5. 5.  It provides knowledge of an applieddigital storyboard into ICT subject  The creation of an interactive digital storyboard; require students to be well-prepared, organized and technological savvy Significance of the Study
  6. 6. The Implementation  This study shall contribute significant and practical skills to English teachers when they are expectedto be able to innovatively create their own digital storyboard. Digital storyboardactivities can create productive environment where the undergraduates’ students develop theircreative personality andmore positive attitude to learning the foreign language
  7. 7. Classroom Experience  It was assignedto the thirty students of fourth semester class B at University of PGRIAdi Buana. The ICT class students were required to produce four digital storyboards on topics such as friendship, love story, unforgettable experience and Indonesian folk tales.
  8. 8.  ICT is compulsory for the students. It is intended to improve students’ English competency for technology andlanguage skills applications. The students were dividedinto groups of four to five for each group. This grouping was heterogeneous basedon students’ language ability. The purpose was to have group dynamicbetween weak andstrong students and understanding differences among themselves.
  9. 9. Process of Creating Digital Storytelling  Choose the suitable topic  Write a script and create a storyboard Recordaudionarration Use technology to builda digital story Revise, publish andshare the final digital story
  10. 10. 0 2 4 6 8 10 12 14 16 18 20 Friendship Love Unforgettable Experience Indonesian Folk Tales TotalofStudents Students' Topic Interest
  11. 11. 0 2 4 6 8 10 12 14 Partner Storyboard Time Technology TotalofStudents Students' Problem
  12. 12. 0 5 10 15 20 25 30 YES NO TotalofStudents Students' Progress
  13. 13. The Digital Storytelling Videos
  14. 14.  It is a powerful way to motivate students to understand an academic concept while building their narrative presentation.  It allows the students space for peer-to-peer learning and has a positive effect on students learning outcomes especially in improvingspeaking and writing skills. Conclusion
  15. 15. Thanks For Your Great Attention

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