DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH
Main Article Content
Abstract
This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.
Article Details
How to Cite
Damayanti, I. L., Nurlaelawati, I., Amalia, L. L., Dharma, N. S., & Ratnaningsih, S. (2023). DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH. English Review: Journal of English Education, 11(3), 599-608. https://doi.org/10.25134/erjee.v11i3.7706
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References
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Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198.
Hodges, C. & Moore, S., Lockee, B., Trust, T. & Bond, M. (2020). The difference between emergency remote teaching and online learning.
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Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of education, 193(3), 13-19.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
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Lipowsky, F., & Rzejak, D. (2015). Key features of effective professional development programmes for teachers. Ricercazione, 7(2), 27–51.
Lubis, A. H. (2018). Ict integration in 21st-century Indonesian english language teaching myths and realities. Cakrawala Pendidikan, 37(1), 11–21. https://doi.org/10.21831/cp.v37i1.1673
Lwin, S. M. (2016). It's story time!: Exploring the potential of multimodal
Macken-Horarik, M., & Sandiford, C. (2016). Diagnosing development: A grammatics for tracking student progress in narrative composition. International Journal of Language Studies, 10(3), 61-94.
Maretha, A. L., & Anggoro, K. J. (2022). App Review:" TikTok"--Benefits, Drawbacks, and Implications for the ELT Field. MEXTESOL Journal, 46(2), n2.
Martin, J. R., & Rose, D. (2008). Genre Relations. Equinox Pub.
Martin, J. R., & Rose, D. (2012). Learning to write, reading to lLearn: Genre, knowledge and pedagogy in the Sydney School. Equinox Publishing.
Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audiovisual aids in EFL classroom: Implications for effectiveinstruction. International Journal of Higher Education, 2(2), 86-92. https://doi.org/10.5430/ijhe.v2n2p86
NCTE. (1992). A Position Statement from the Committee on Storytelling. Retrieved from http://www2.ncte.org/statement/teachingstorytelling/
Pantaleo, S. (2011). Warning: A Grade 7 Student Disrupts Narrative Boundaries. Journal of Literacy Research, 43(1), 39-67.
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. ICONNECTS 2021, 372–382. https://doi.org/10.35194/cp.v0i0.1374
Rose, D. (2016). Engaging children in the pleasures of literature and verbal art. English in Australia, (2), 52.
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33.
Sharma, V. (2019). Saudi Students' Perspective on Social Media Usage to Promote EFL Learning. Online Submission, 2(1), 129-139.
Sukri, H. I. M., Mustapha, L., Othman, M., Aralas, D., & Ismail, L. (2018). Social media: Engaging language learning. International Journal of Academic Research in Business and Social Sciences, 8(12), 287-294.
Syaparuddin, S., & Elihami, E. (2020). Improving student learning motivation through the utilization of video media in education students. Jurnal Edukasi Nonformal, 1(1), 228-235. https://ummaspul.e-journal.id/JENFOL/article/view/570/315
Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. In PNAS-The Proceedings of the National Academy of Sciences, 110(16), 6313-6317.
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: Challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1-22.
Wilson, A. (2015). YouTube in the classroom. (Published Master Thesis). University Toronto.
Yang, H. (2020). Secondary-school students' perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. In 2020 3rd International Conference on Education Technology and Social Science (ETSS 2020), (pp. 163-183).
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. United States: SAGE Publications.
Zaitun, Z., Hadi, M. S., & Emma, D. I. (2021). TikTok as a media to enhancing the speaking skills of EFL student’s. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94. https://e-journal.my.id/jsgp/article/view/525
Atmojo, A. E. P. & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal. 49-76. 13. 49-76. 10.18326/rgt.v13i1.
Bachtiar, B. (2021). Professional teaching and learning effectiveness: A Case study of English language teaching in Indonesia. International Journal of Education, 14(1), 11-20. https://doi.org/10.17509/ije.v14i1.25533
Bashan, B. & Holsblat, R. (2017). Reflective journals as a research tool: The case of student teachers’ development of teamwork. Cogent Education. 4(1). https://doi.org/10.1080/2331186X.2017.1374234
Bohang, F. K. (2018) Tik Tok Punya 10 Juta Pengguna Aktif di Indonesia. Kompas.com. Retrieved from https://tekno.kompas.com/read/2018/07/05/09531027/tik-tok-punya-10-jutapenggunaaktif-di-indonesia. (March 8, 2023)
Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231. https://doi.org/10.28945/2051
Bresnick, E. (2019). Intensified Play: Cinematic study of TikTok mobile app. University of Southern California, 4(4), 1-12.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications, Inc.
Damayanti, I. L. (2017). From storytelling to story writing: The implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232-245. https://doi.org/10.17509/ijal.v6i2.4870
Damayanti, I. L., & Sibarani, B. (2020). WhatsApp with preservice teacher learning experiences in the midst of COVID-19 pandemic. In Language, Education, and Policy for the Changing Society: Contemporary Theory and Research (1st ed., pp. 413–429). UPI PRESS.
Dzulfaroh, A. N . 2023. Indonesia Pengguna TikTok Terbesar Kedua di Dunia, Mengapa Aplikasi ini Begitu Digemari? -Kompas.com. Retrieved January 19, 2023 jam 20.00 WIB, from https://www.kompas.com/tren/read/2023/01/19/200000065/indonesia-pengguna-tiktok-terbesar-kedua-di-dunia-mengapa-aplikasi-ini?page=all?lgn_method=google
Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport & Tourism Education, 28.
Guo, P. J., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Learning@ Scale Conference, Georgia, USA, March (pp. 41-50). Association of Computing Machinery. https://doi.org/10.1145/2556325.2566239
Herlisya, D., & Wiratno, P. (2022). Having Good Speaking English through Tik Tok Application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198.
Hodges, C. & Moore, S., Lockee, B., Trust, T. & Bond, M. (2020). The difference between emergency remote teaching and online learning.
https://dx.doi.org/10.23977/ETSS2020030
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32(3), 157-163.
Kheryadi, K. (2018). The implementation of “WhatsApp” as a media of English language teaching. Loquen: English Studies Journal, 10(2), 1. https://doi.org/10.32678/loquen.v10i2.685
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of education, 193(3), 13-19.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Komariyah, T., Sulistiowati, W., Fajri, L. A., & Allatif, N. (2022, June). The Implementation of TikTok Application to Learn Speaking Skill in English Language Teaching (ELT). In Conference on English Language Teaching (Vol. 2, pp. 142-154).
Lipowsky, F., & Rzejak, D. (2015). Key features of effective professional development programmes for teachers. Ricercazione, 7(2), 27–51.
Lubis, A. H. (2018). Ict integration in 21st-century Indonesian english language teaching myths and realities. Cakrawala Pendidikan, 37(1), 11–21. https://doi.org/10.21831/cp.v37i1.1673
Lwin, S. M. (2016). It's story time!: Exploring the potential of multimodal
Macken-Horarik, M., & Sandiford, C. (2016). Diagnosing development: A grammatics for tracking student progress in narrative composition. International Journal of Language Studies, 10(3), 61-94.
Maretha, A. L., & Anggoro, K. J. (2022). App Review:" TikTok"--Benefits, Drawbacks, and Implications for the ELT Field. MEXTESOL Journal, 46(2), n2.
Martin, J. R., & Rose, D. (2008). Genre Relations. Equinox Pub.
Martin, J. R., & Rose, D. (2012). Learning to write, reading to lLearn: Genre, knowledge and pedagogy in the Sydney School. Equinox Publishing.
Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audiovisual aids in EFL classroom: Implications for effectiveinstruction. International Journal of Higher Education, 2(2), 86-92. https://doi.org/10.5430/ijhe.v2n2p86
NCTE. (1992). A Position Statement from the Committee on Storytelling. Retrieved from http://www2.ncte.org/statement/teachingstorytelling/
Pantaleo, S. (2011). Warning: A Grade 7 Student Disrupts Narrative Boundaries. Journal of Literacy Research, 43(1), 39-67.
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021). Utilizing TikTok application as media for learning English pronunciation. ICONNECTS 2021, 372–382. https://doi.org/10.35194/cp.v0i0.1374
Rose, D. (2016). Engaging children in the pleasures of literature and verbal art. English in Australia, (2), 52.
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24-33.
Sharma, V. (2019). Saudi Students' Perspective on Social Media Usage to Promote EFL Learning. Online Submission, 2(1), 129-139.
Sukri, H. I. M., Mustapha, L., Othman, M., Aralas, D., & Ismail, L. (2018). Social media: Engaging language learning. International Journal of Academic Research in Business and Social Sciences, 8(12), 287-294.
Syaparuddin, S., & Elihami, E. (2020). Improving student learning motivation through the utilization of video media in education students. Jurnal Edukasi Nonformal, 1(1), 228-235. https://ummaspul.e-journal.id/JENFOL/article/view/570/315
Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. In PNAS-The Proceedings of the National Academy of Sciences, 110(16), 6313-6317.
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: Challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1-22.
Wilson, A. (2015). YouTube in the classroom. (Published Master Thesis). University Toronto.
Yang, H. (2020). Secondary-school students' perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. In 2020 3rd International Conference on Education Technology and Social Science (ETSS 2020), (pp. 163-183).
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. United States: SAGE Publications.
Zaitun, Z., Hadi, M. S., & Emma, D. I. (2021). TikTok as a media to enhancing the speaking skills of EFL student’s. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94. https://e-journal.my.id/jsgp/article/view/525