Children in the digital era are exposed to the advancement of information technology and multimedia that might bring both positive and negative influence toward their development. During early childhood, children are using mostly their senses to explore the world around them, including learning some values from the story books exposed to them. However, parents or family do not give optimal support in the children’s learning process. Therefore, it is a challenge for English language teaching (ELT) pre-service teachers in implementing a digital storytelling to engage the children with the learning material and creative ways to optimally utilize technology, but at the same time give a comprehensive support for children to improve their English skills as well as the embedded values within the stories. The present study aims to reveal the opportunities and challenges in fostering a child’s reading interest through digital storytelling. All the details were recorded through observations, responses from the children while they were watching the digital story, and a daily journal written by ELT preservice teacher. From the result, it was found that through their interactions with the stories, children were exposed by the values embedded, furthermore, their reading interest is developing where more optimal support from the parents or caregivers is urgently needed.a
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Effectiveness of New Media as a Tool of Edu-Entertainment among School Childreninventionjournals
In this era of technological revolution and changing patterns of family life, children’s favorite pastime has gone beyond outdoor activities or reading bed time stories. Like any other age group, media and children are dependent mutually for their existence. While a majority of children are found watching Television, surfing internet, playing video games on smart phones or on computer, or watching their favorite cartoon/videos online media, we also have children being seriously considered as their prospective customers. We have an influx of Kids channels on Television, comics, VCD’s/DVD’s and New Media in its various manifestations are available in abundance. Childhood also refers to education and children spend a quality time in schools. Thanks to the concept of globalization, technological revolution has made their presence in many international schools that have mushroomed in many big cities. New Media which has found its niche in all fields has not spared education field also. Bangalore being an IT hub hosts innumerable types of educational franchise catering to the needs of customers. One of the most defining factors as observed in these schools is their extensive usage of new media tools as part of their system. In these schools the children are not only being exposed to new media as an educative medium but also for entertainment purposes, thus providing an impetus for better learning and understanding
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Effectiveness of New Media as a Tool of Edu-Entertainment among School Childreninventionjournals
In this era of technological revolution and changing patterns of family life, children’s favorite pastime has gone beyond outdoor activities or reading bed time stories. Like any other age group, media and children are dependent mutually for their existence. While a majority of children are found watching Television, surfing internet, playing video games on smart phones or on computer, or watching their favorite cartoon/videos online media, we also have children being seriously considered as their prospective customers. We have an influx of Kids channels on Television, comics, VCD’s/DVD’s and New Media in its various manifestations are available in abundance. Childhood also refers to education and children spend a quality time in schools. Thanks to the concept of globalization, technological revolution has made their presence in many international schools that have mushroomed in many big cities. New Media which has found its niche in all fields has not spared education field also. Bangalore being an IT hub hosts innumerable types of educational franchise catering to the needs of customers. One of the most defining factors as observed in these schools is their extensive usage of new media tools as part of their system. In these schools the children are not only being exposed to new media as an educative medium but also for entertainment purposes, thus providing an impetus for better learning and understanding
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
CONNECTING LEARNING THROUGH PLAY AND TECHNOLOGY ganga749530
School is the most infallible institution that shapes and moulds a child's personality and prepares them to socialise, develop life skills, and educate. One remembers how learning used to be earlier at school. However, it has taken a 360-degree turn in the present epoch.The curriculum is theme-based, and thematic concepts taught in class integrate different subjects. International Schools focus on the overall personality development of children coupled with knowledge
15 Unique Benefits Of Online Learning Resources For Primary School Children |...Future Education Magazine
Here Are 15 Benefits Of Online Learning Resources For Primary School Children: 1. Flexibility and Convenience 2. Engaging Multimedia Content 3. Personalized Learning 4. Access to a Wide Range of Subjects 5. Interactive Learning and Immediate Feedback
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
This research aimed to determine the effect of scrapbook child stories as a
media for storytelling skills for elementary school students. This type of
research was a quasi-experimental quantitative study with a pretest-posttest
group design. The population of this research was second grade elementary
school students of Candimulyo sub-district, involving two classes as the
control class and the experimental class. The test results were then analyzed
using the prerequisite test and hypothesis testing. The prerequisite test
consists of the normality test using the Kolmogorov Smirnov test and the
homogeneity test using the One Way Anova. Hypothesis testing using t-test
with independent sample t-test. The results of the analysis were then tested
using a significance level of 0.05. The results of this result showed that the
control class and the experimental class had a normal and homogeneous
distribution. The t-test results showed a significance level <0.05. It means
that there was a significant effect of scrapbook child stories to improve
storytelling skills.
The Benefits of Kids' Stories and E-Learning_ Unlocking New Avenues for Educa...Creta Class
In today's digital era, technology is transforming traditional learning approaches, bringing about a revolution in education. Two influential tools that have emerged as transformative forces in children's education are kid's story and e-learning platforms.
A Study on the Expectations of Modern Day Students in Developing Their Englis...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
Thematic learning, especially thematic integrative, basically requires the optimization of the use of varied learning media so that it will help students in understanding the concepts of material which are abstract. Therefore, the use of learning media is important in learning. This study aims to reveal: 1) the eligibility of Dakon-themed game media on the topic “Where I Live”, and 2) the effectiveness of Dakon-themed game media in improving the curiosity of grade IV students of elementary school. This development research was conducted in Kulonprogo Regency, Special Region of Yogyakarta, Indonesia and developed the media according to the 10 steps developed by Borg & Gall. The testing subjects consisted of 9 students in the initial field trial phase, 34 students in the main field trial and 74 students in the operational field trial which were divided into experimental and control groups. The data collection was trough tests, expert rating scale and response questionnaire. The effectiveness of the media of media on the theme of topic Where I live in improving the curiosity of analytical students with N-gain, and t-test with an alpha level of 0.05.The results reveal that: (1) the developed Dakon-theme on the topic Where I Live meets the eligibility criteria based on the results of the validation with very feasible criteria; and (2) the developed game is effective in improving curiosity of the fourth grade students of elementary schools.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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CONNECTING LEARNING THROUGH PLAY AND TECHNOLOGY ganga749530
School is the most infallible institution that shapes and moulds a child's personality and prepares them to socialise, develop life skills, and educate. One remembers how learning used to be earlier at school. However, it has taken a 360-degree turn in the present epoch.The curriculum is theme-based, and thematic concepts taught in class integrate different subjects. International Schools focus on the overall personality development of children coupled with knowledge
15 Unique Benefits Of Online Learning Resources For Primary School Children |...Future Education Magazine
Here Are 15 Benefits Of Online Learning Resources For Primary School Children: 1. Flexibility and Convenience 2. Engaging Multimedia Content 3. Personalized Learning 4. Access to a Wide Range of Subjects 5. Interactive Learning and Immediate Feedback
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
This research aimed to determine the effect of scrapbook child stories as a
media for storytelling skills for elementary school students. This type of
research was a quasi-experimental quantitative study with a pretest-posttest
group design. The population of this research was second grade elementary
school students of Candimulyo sub-district, involving two classes as the
control class and the experimental class. The test results were then analyzed
using the prerequisite test and hypothesis testing. The prerequisite test
consists of the normality test using the Kolmogorov Smirnov test and the
homogeneity test using the One Way Anova. Hypothesis testing using t-test
with independent sample t-test. The results of the analysis were then tested
using a significance level of 0.05. The results of this result showed that the
control class and the experimental class had a normal and homogeneous
distribution. The t-test results showed a significance level <0.05. It means
that there was a significant effect of scrapbook child stories to improve
storytelling skills.
The Benefits of Kids' Stories and E-Learning_ Unlocking New Avenues for Educa...Creta Class
In today's digital era, technology is transforming traditional learning approaches, bringing about a revolution in education. Two influential tools that have emerged as transformative forces in children's education are kid's story and e-learning platforms.
A Study on the Expectations of Modern Day Students in Developing Their Englis...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
Thematic learning, especially thematic integrative, basically requires the optimization of the use of varied learning media so that it will help students in understanding the concepts of material which are abstract. Therefore, the use of learning media is important in learning. This study aims to reveal: 1) the eligibility of Dakon-themed game media on the topic “Where I Live”, and 2) the effectiveness of Dakon-themed game media in improving the curiosity of grade IV students of elementary school. This development research was conducted in Kulonprogo Regency, Special Region of Yogyakarta, Indonesia and developed the media according to the 10 steps developed by Borg & Gall. The testing subjects consisted of 9 students in the initial field trial phase, 34 students in the main field trial and 74 students in the operational field trial which were divided into experimental and control groups. The data collection was trough tests, expert rating scale and response questionnaire. The effectiveness of the media of media on the theme of topic Where I live in improving the curiosity of analytical students with N-gain, and t-test with an alpha level of 0.05.The results reveal that: (1) the developed Dakon-theme on the topic Where I Live meets the eligibility criteria based on the results of the validation with very feasible criteria; and (2) the developed game is effective in improving curiosity of the fourth grade students of elementary schools.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
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Fostering reading interest through digital storytelling for young learners in the early childhood
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 2, May 2023, pp. 301~306
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i2.18372 301
Journal homepage: http://edulearn.intelektual.org
Fostering reading interest through digital storytelling for young
learners in the early childhood
Siane Indriani, Hanna Suteja
Department of English Language Education, Faculty of Education, Universitas Pelita Harapan, Tangerang, Indonesia
Article Info ABSTRACT
Article history:
Received Nov 30, 2020
Revised Mar 02, 2023
Accepted Mar 21, 2023
Children in the digital era are exposed to the advancement of information
technology and multimedia that might bring both positive and negative
influence toward their development. During early childhood, children are
using mostly their senses to explore the world around them, including
learning some values from the story books exposed to them. However,
parents or family do not give optimal support in the children’s learning
process. Therefore, it is a challenge for English language teaching (ELT)
pre-service teachers in implementing a digital storytelling to engage the
children with the learning material and creative ways to optimally utilize
technology, but at the same time give a comprehensive support for children
to improve their English skills as well as the embedded values within the
stories. The present study aims to reveal the opportunities and challenges in
fostering a child’s reading interest through digital storytelling. All the details
were recorded through observations, responses from the children while they
were watching the digital story, and a daily journal written by ELT pre-
service teacher. From the result, it was found that through their interactions
with the stories, children were exposed by the values embedded,
furthermore, their reading interest is developing where more optimal support
from the parents or caregivers is urgently needed.
Keywords:
Digital storytelling
Early childhood
Reading interest
This is an open access article under the CC BY-SA license.
Corresponding Author:
Siane Indriani
Department of English Language Education, Faculty of Education, Universitas Pelita Harapan
UPH Tower, M. H. Thamrin, Blv 00-00, Lippo Village, Karawaci, Tangerang, Indonesia
Email: siane.indriani@uph.edu
1. INTRODUCTION
Young learners nowadays are exposed very much to technological advancement where they can
easily get access to online resources, such as movies, games, social media, or others available on the internet.
The demand is getting higher, especially in this international mindedness that is represented using English in
almost all online media. The exposure of online resources using English that they can access very easily,
such as variety of contents found on Youtube channels, movies and songs in English, and others make the
urge even more challenging for education practitioners to achieve learner autonomy during the language
learning. Technology was also found to provide a variety of authentic and age-related materials enhancing
autonomy and language learning [1]. However, young learners still need guidance from the adults around
them, especially in discussing some contents on online media that might not be suitable for their age. Studies
on how technology plays an important role in facilitating language learning, stimulating creativity, criticality
[2], and fostering learners’ autonomy in language learning [3] had been widely discussed, but how humans’
interactions play an important role in revealing the meaningful values embedded in the digital storytelling
still gained a little attention. Thus, it is a challenging task to prepare pre-service teachers who will teach and
play their roles as ‘in loco parentis’ for their young learners in this globalization era. Technology has been a
2. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 2, May 2023: 301-306
302
part of the younger generations nowadays; thus, it is supposed to be used optimally to support not only their
cognitive abilities, but also their social-emotional growth, and their character development as well. Value-
based digital storytelling indeed helps to foster students’ character development [4] that require a careful
attention from the adults around the child. As young learners still need more guidance from adults near them,
then, it is necessary to accompany them while they are listening to or watching a story. In the present study,
digital storytelling conducted or responded to any situation around them. Therefore, the present study aims to
explore the challenges and opportunities in fostering a reading interest through digital storytelling for young
learners. There are many ways to facilitate self-access language learning using technology to encourage a
child's development more holistically [5]. Interactions between parents and their child are crucial, especially
during childhood because children will take everything done by their parents into account and what they do
also will reflect on what their parents did. Parents give modeling to the child’s attitude and behavior. A child
will imitate what their parents do [6], it is often said “like father like son, like mother like daughter”.
2. RESEARCH METHOD
The research method used in the current study is qualitative research method. The participants
involved in the study were six pre-service teachers who presented digital storytelling to their learners. To
gather data, the instruments used were class observations, focus group discussions (FGD), and reflective
journals. To get the details of how the young learners responded naturally to the story being told to them, the
classroom setting was designed in such a way so that observations were undertaken before, during, and after
the story-telling time was done. Along with the advancement of technology, a digital story was prepared from
the beginning to ensure that the message the storyteller was going to convey through the story could be
delivered successfully to the children. The indicators where the learner was able to respond according to the
questions given to them and express their thoughts, the learner was able to follow the instructions given by
the storyteller. There were 15 students involved in the present study. There were nine girls and six boys
whose ages ranged between 5-8 years old. They all communicated in Indonesian in daily communication
with their family and friends. They learned English as a foreign language and used it only for their school
tasks. To keep things documented, journals were written by the pre-service teachers who were also the
storytellers, starting from the beginning of the digital storytelling recording process until the evaluation on
the implementation of the digital-storytelling in fostering young learners’ reading interest.
3. RESULTS AND DISCUSSION
3.1. Challenges in implementing a digital storytelling
There have been studies focusing on digital storytelling which is one of the effective strategies to
enhance learning autonomy in the early years of young children [7]. It is also a powerful tool to improve
reading interest for young learners through visuals, characters of the story, sequence of events, the main idea
and other elements of a story will bring the learners to see the story more alive. Thus, providing learners with
multimedia authoring tools is a great advantage for unbinding their imagination when developing stories, but
the complexity of digital story construction still presents several challenges to students.
In the current study, digital storytelling is utilized to provide a fun technology-based storytelling to
present vocabularies in English in a more interesting way to improve reading interest of 5-7 years old young
learners. As teaching young learners in globalization demands a deeper understanding about the
characteristics of young children and their needs through activities, such as playing together, reading books
together and implementing a digital storytelling to engage the children with life values embedded in the
stories, but at the same time give a comprehensive support for children to improve their English skills, such
as listening skill, comprehension skill, and vocabulary buildings. During ages 0-5 years old, a child is in the
period where they like to explore their surroundings, including the linguistic varieties and semiotic resources
that will help them to learn and understand words, such as gestures, facial expressions, voice intonation, even
emotion or other communicative functions they earlier expressed by preverbal means [7]. Young children can
understand gestures or instructions as another way to convey message from the speaker [8]. They can identify
the new words outside their class and make sense of them when the words are relevant to their lives [9].
Based on how young learners can make sense of the world around them that fast, another challenge would be
on how digital storytelling can help develop their characters. The application of digital storytelling develops
young learners’ character including religiosity, honesty, discipline, responsibility, courtesy, self-confidence,
and care [4]. During early childhood, having easy access to digital tools can support the unlimited
communicative practice that assists language learners in building knowledge and the embedded values within
the stories for engaging communicative and social competence [10].
3. J Edu & Learn ISSN: 2089-9823
Fostering reading interest through digital storytelling for young learners in the early … (Siane Indriani)
303
During early childhood, children are using mostly their senses to explore the world around them.
They are surrounded by different symbols through words, pictures, video clips, movies, songs, and others that
hold their own meanings. Those symbols are found in the media or resources to which children are usually
attached, such as television, theatre, Youtube channels, gadgets, or other electronic communication devices
[11]. Therefore, adults around them, teachers or parents play an important role to engage their children with
the essential values in a more relevant and meaningful way to their children so that they may always
remember that life is not about fulfilling their own needs, but it talks about sharing with others. One of the
ways is through stories exposed to them. Both traditional and digital storytelling have been shown as
effective tools to learner autonomy throughout the learning process [12].
The participants of the current study started their teaching journey from their beliefs that the earlier
learners are exposed to English, the more quickly they learn, as they hear and use English to practice their
communication skills, it will be easier for them to internalize it and begin to think in English [6]. The more
they hear words expressed repeatedly and use them in their daily practice to communicate, the more make
sense those words would be for young learners to engage with more complex sentences. Young learners can
gain new vocabulary which they can hear repeatedly through stories [7]. Through utilizing technology
integrated in the learning process as well as in designing the learning objectives and materials, it is necessary
for an instructor to know the learners’ prior knowledge and characteristics, so that what the instructor
planned for the lesson will be achievable by the learners. Based on the journals written by the pre-service
teacher who is also the story-teller, it was found that a teacher’s or instructor’s role is to guide and support
the young learners to analyze each one of the elements of a story, to get more of their attention to see how the
story is structured sequentially in such a way to be easily understood by the learners and how the characters
come into alive in their imagination. As learners are getting used to hearing more words from the story,
unconsciously they gained more vocabulary, new insights and the values embedded in the story as well that
will be very beneficial to enhance their story comprehension skill. Thus, the challenge in applying this digital
storytelling would be also related to the English proficiency, linguistic repertoire, and communication skills
of the instructor while delivering the story. The instructor needs to be able to convey the targeted message
that would be understandable by the learners [13]. The fact that young learners are still in the period where
they have a short attention span which means they need time to refresh themselves in the middle of the
learning process. Based on the observation while the learners watched and listened to the digital storytelling,
the young learners seemed very attentive to the story. Unfortunately, no more than 10 minutes, they started to
get distracted by their friends or they became not focused. Therefore, an instructor needs to be creative in
combining activities during the digital storytelling time to keep the students interested and engaged with the
stories told to them. Instructors may also encourage students to express and explore their daily contexts, their
needs, and interests through situated learning activities [14]. For example, asking the learners about the
characters of the story, then letting them share how they feel about the characters, relating the story with their
daily lives, and others.
Anxiety in expressing ideas in a foreign language influence how the students respond to the story
being told to them. The lack of vocabulary, grammar, and motivation have been some variables that might
hinder the learners to comprehend the story completely and to practice and improve their English skills [15].
Thus, through stories, young learners will get input stored in their linguistic repertoire, feedback, and
guidance along with the analytical process bring positive impact to the way the learners start to get connected
with the message gain more confidence knowing that they are still learning and making mistakes are ladders
to succeed. The digital storytelling increases the learner independence to see the natural process in the
teaching and learning of a second or language [16] where learners might fail but moving forward to
maximize opportunities to practice their speaking, listening and comprehension skills to be more confident
speaker of English.
Another challenge is related to the storytelling done digitally and its technicalities. In most cases,
the quality of the recorded storytelling depends much on the recording of the voice of the storyteller.
No matter how good and interesting the stories are, the quality of the story-teller’s voice in the digital
storytelling determines the quality of the information they shared. Therefore, it is a great opportunity for pre-
service teachers to improve their skills in operating the digital tools that can be used to enhance the learning
process as well as their learner’s competence and understanding about life values [16]. There is a need to
reveal the embedded values from each story and make it sense in the young learner’s life. How to make the
characters alive and let the learners interact with the story or the characters are the ways to keep the story
‘make sense and real’ for young learners. They also need interaction with the instructor as well as their
friends or other people, such as their family, school community and church who can give them space to make
them engaged with the embedded values within the story [17]. In the middle of ‘borderless’ world, parents
have a big responsibility on how to guide their children to know which information is valuable or not for
them and to choose the content on the internet according to their needs, not on their human desires. The next
institution as the closest environment for young children after family is school. Providing clear guidance for
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children to choose; there are many ways to facilitate self-access language learning using technology [18] and
encourage a child’s development in a more comprehensible and meaningful way. By considering the needs of
young learners that they still need direct guidance, parents at home or teachers in class should have a
sufficient understanding that young learners need motivation to learn and mostly they gain it through a direct
interaction between them and their parents. The intention of helping the students achieve their learning goals
should be the goal of parents or teachers to produce a suitable tool suitable to improve the learning
motivation or reading interest [19].
3.2. Opportunities to foster a reading interest of young learners
Providing learners with multimedia authoring tools for unbinding their imagination when
developing stories as well as their critical thinking through a deep analysis towards the content of the story
are found as opportunities gained through digital storytelling activities. From the observation during the
story-telling time, learners were engaged with the story structure, how the sequence of events were folded,
the characters and their characteristics, and other elements of the story [20]. Through digital storytelling,
learners need to be aware of all information that sound appropriate and convincing, thus there should be a
continuous reflection on what they are reading about and learning habits [21]. Parents also need to be ready
to scaffold their young children to enhance their interest in reading. Spending time together with their young
children should be a priority because that is the time when young children still need direct guidance from
parents at home and teachers at school. Stories can be a means to have deep and thorough discussions
between parents and their children which might spark ideas to be used in developing speaking and
communication skills [22].
Although technology could be the media to engage learners with content knowledge and empower
them with the 21st-skills [10], parents still hold a full responsibility to transfer the life planning strategy to
their children. Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for
teaching their children values and knowledge that might prepare the children to face challenges in the future.
Through digital storytelling, students can share stories of success and develop a sense of community. Young
learners learn things from their socialization with their friends and surroundings [23]. By using storytelling
students can also explore their personal roles and make sense of their lives [24]. Digital storytelling allows
the storyteller to enrich the stories and make them more exciting, and interesting by using text, voice, music,
animation [25]. The pre-service also roused that “a digital storytelling is an empowering and creative way for
kids to tell their stories, and when they are all done, then they can share it with the world” [26]. It is a big
opportunity for pre-service teachers as they are preparing themselves to plan their lessons and utilize the
more suitable tools that can engage their learners to the core of the learning process, which is to learn the life
values from any contents they have learned to bring impact in a wider society.
4. CONCLUSION
In the early childhood, the use of high technology in the learning a new language is very crucial for
a comprehensive linguistic development for young learners. When the receptive skills are activated, which is
the listening skill, the production process of a digital storytelling and participating in the discussion while the
story was exposed to them digitally, the learners can get more engaged with the story elements as well learn
about the embedded values within the story being told to them. Implementing a digital story-telling in this era
has brought up issues related to whether the digital story-telling is a benefit to foster their reading interests or
not. Despite the challenges of a digital story that since the story is recorded digitally, so there will be a
limited interaction. As young learners still need the guidance from an instructor, this condition will be a
chance for parents or the school teachers to engage the young learners with the content or values that are
embedded within the story.
This condition also opens up an opportunity for pre-service teachers to equip themselves better with
technical skills on how to operate digital devices, such as video camera, audio-visual presentations, and
others. It is also essential for parents or teachers in school to know their learner well in order to utilize an
integrated tool to enhance the students’ competence as well their life values that can be or parents or
instructors in class about their needs and characteristics. By acknowledging their needs and characteristics,
instructors can design a more suitable learning tools or media to enhance their linguistic competence as well
as foster their learning motivation. It is also important to know that providing multimedia authoring tools
which young children are attached with every day, instructors need make sure that scaffolding and guidance
from parents and teachers will be a great advantage for the more meaningful learning process for young
learners to gain learning autonomy. Therefore, this is a good opportunity for pre-service teachers to prepare
themselves, so that they can be more skillful in regard to the technicalities of how to operate digital tools with
a high quality product. Other than that, through stories, young learners also will also develop their linguistic
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repertories as they are exposed to colorful pictures, new vocabularies, and through the voice and intonation
used by the storyteller.
ACKNOWLEDGEMENTS
A high appreciation is given to the Faculty of Education, Teachers College, and Research Institute
of Pelita Harapan University for the funding support of study with No. PM-095-M/FIP/VI/2019.
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BIOGRAPHIES OF AUTHORS
Siane Indriani is a full-time lecturer in the Faculty of Education, Teachers
College, Universitas Pelita Harapan (UPH) Lippo Karawaci. She earned her bachelor
degree in English Literature from Universitas Sanata Dharma in 2006. She continued
her study in 2008 and earned her master degree in educational technology at Pelita Harapan
University. She is currently taking her doctoral degree in English Applied Linguistics at
Atma Jaya University. Her research interests are English Language Teaching,
English Applied Linguistics and teacher professional development. Her email address is
siane.indriani@uph.edu.
Hanna Suteja is a full-time lecturer in the Faculty of Education, Teachers
College, Universitas Pelita Harapan (UPH) Lippo Karawaci. She earned her bachelor degree
in Englih Language Education from Universitas Kristen Satya Wacana in 1994. She earned
her master degree in English Applied Linguistics at Universitas Katolik Atma Jaya. Her
research interests are English Language Teaching, vocabulary, Teaching Indonesian as a
Foreign Language. Her email address is hanna.suteja@uph.edu.