APPLYING DIGITAL STORYTELLING TO IMPROVE INDONESIAN HIGH SCHOOL STUDENTS’ VISUAL MEMORY AND WRITING SKILL

Imam Sudarmaji, Agus Mulyana, Karsiyah Karsiyah

Abstract


This study investigated the use of digital storytelling in improving students’ visual memory and writing skill of tenth grade students in one of senior high school in Tangerang, Indonesia. A total of 72 students are taken as the sample in the current study. The randomized pretest - posttest control group design was used in the study. Using quasi experimental research-non-equivalent control group design, the students in the experimental groups completed the process through digital storytelling. The students’ test and questionnaires were used to collect the data. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. The result showed that the visual memory and writing skill of students undergoing digital storytelling technique and of those undergoing conventional teaching but no significant differences were found between the two conditions. They had same proficiency, focused and same concentration during the learning process, and the students had many opinions in experimental class. Based on the percentages, students’ post-test showed that students’ visual memory was more dominant than students’ writing skill after applying digital storytelling. Moreover, this research also found that students’ learning motivation was very good and created a good of class atmosphere in experimental class during the learning process by using digital storytelling.

Keywords


digital storytelling; visual memory; writing skill.

Full Text:

PDF

References


Abdel-Hack, E. M., & Helwa, H. S. A. A. (2014). Using digital storytelling and weblogs instruction to enhance EFL narrative writing and critical thinking skills among EFL majors at faculty of education. International Research Journal 5(1):8–41.

Baddeley, A. Eysenck, M. W., & Anderson, M. C. (2015). Memory (2nd ed.) London: Psychology Press.

Bai, B. (2018). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 78, 15-26.

Beck, M. S., & Sitzman. K (2019). Compelling reasons for using digital stories to teach: A descriptive qualitative study. Teaching and Learning in Nursing, 14(4), 265–269.

Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond entertainment. Procedia Social and Behavioral Sciences 69 (Iceepsy), 385–393.

Ciğerci, F. M., & Gultekin. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), 252–268.

Coker, D. L., Austin, S. J., Elizabeth, F. R., & MacArthur, C. A. (2018). When the type of practice matters: The relationship between typical writing instruction, student practice, and writing achievement in first grade. Contemporary Educational Psychology 54(June), 235–46.

Eman, M., Abdel-Hack, & Abdel-Hamid A. H. H. S. (2014). Using digital storytelling and weblogs instruction to enhance EFL narrative writing and critical thinking skills among EFL majors at faculty of education. International Research Journal, 5(1), 8–41.

Fadhly, F. Z.. & Nurendah. (2014). Applying scientific approach to

enhance Indonesian EFL learners’ descriptive writing. English Review: Journal of English Education, 1(2), 114–124.

Fraenkel, J. R., Wallen, N. E., & Helen, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.

Gallets, M. P. (2005). storytelling and story reading: A comparison of effects on children’s memory and story comprehension. ProQuest Dissertations and Theses. Tennesse: East Tennessee State University.

Hillmayr, D., Ziernwald, L., Reinhold, F., Sarah I. H., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education 153(2), 103897.

Jabali, O. (2018). Students’ attitudes towards EFL university writing: A case study at An-Najah national university, Palestine. Heliyon, 4(11).

Javed, M., Wu, X. J., & Nazli, S. (2013). A study of students’ sssessment in writing skills of the English language. International Journal of Instruction, 6(2).

Klimova, B. F. (2014). Constraints and difficulties in the process of writing acquisition. Procedia - Social and Behavioral Sciences, 122, 433–437.

Ma’azi, H., & Janfeshan. K. (2018). The effect of edmodo social learning network on Iranian EFL learners writing skill. Cogent Education, 5(1), 1–17.

Magnussen, S. (2009). Implicit visual working memory. Scandinavian Journal of Psychology 50(6).

Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M.. (2019). The role of working memory in young second language learners’ written performances. Journal of Second Language Writing 45(March), 31–45.

Nik, Y. A., Hamzah, A., & Hasbollah, H. (2010). Why writing in ESL is difficult for undergraduates in a public university in Malaysia. Journal of Language Teaching and Research, 1,1–7.

Palermo, C., & Thomson, M. M. (2018). Teacher implementation of self-regulated strategy development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology 54(2), 255–70.

Phillips, W. A., & Christie, D. F. M. (2013). Components of visual memory. Quarterly Journal of Experimental Psychology, 29(1), 117–33.

Razmi, M., Pourali, S., Nozad, S. (2014). Digital storytelling in EFL classroom (Oral presentation of the story): A pathway to improve oral production. Procedia - Social and Behavioral Sciences, 98(2011), 1541–44.

Rubegni, E., & Landoni, M. (2018). How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills. Proceedings of the 2018 CHI Conference.

Rusinovci, X. (2015). Teaching writing through process-genre based approach.) US-China Education Review, 5(10), 699–705.

Sarica, H. C., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers and Education, 94, 298–309.

Schank, R. C., & Abelson, R P. (1995). Knowledge and memory: The real stroy. Lawrence Erlbaum Associates.

Schmoelz, A. (2018). Enabling co-creativity through digital storyelling in education. Thinking Skills and Creativity, 28, 1–13.

Sylvester, R., & Greenidge, W. (2009). Digital storytelling: Extending the potential for struggling writers. The Reading Teacher, 63(4), 284–295.

Tajeri, M., Syal, P., & Marzban, S. (2017). Enhancing vocabulary and writing skills through I-Manager. Journal of Educational Technology, 14(3), 40–48.

Tarigan, K. E., & Liana. (2018). Improving students’ writing descriptive text through digital storytelling technique. Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences, 1(3), 345–351.

Thang, S. M., Lee, Y. S., Mahmud, N., Lin, L. K., Zabidi, N. A., & Ismail, K. (2014). Enhancing 21st century learning skills via digital storytelling: Voices of Malaysian teachers and undergraduates. Procedia - Social and Behavioral Sciences, 118, 489–494.

Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology and Society, 14(4), 181–91.

Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders’ writing skills. International Electronic of Elementary Education, 9(September), 59–86.

Yang, Y. C., & Wan-chi, I. W. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352.

Yao, N., Chen, S., & Qian, M. (2018). Trait anxiety is associated with a decreased visual working memory capacity for faces. Psychiatry Research, 270, 474–482.

Zwart, D. P., Noroozi, O., Luit, J E. H. V., Goei, S. L., & Nieuwenhuis, A. (2020). Effects of digital learning materials on nursing students’ mathematics learning, self-efficacy, and task value in vocational education. Nurse Education in Practice, 44, 102755.




DOI: https://doi.org/10.25134/erjee.v8i2.2987

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 English Review: Journal of English Education