Collaborative Strategic Reading in EFL Reading Classroom

Anggeraini, Yentri; Novarita, Novarita; Afifah, Nurul

doi:10.26877/eternal.v9i2.2976

Cited by 3 publications

(5 citation statements)

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“…Regarding language development, other relevant studies also documented that students involved in DST instruction felt their English skills improved, especially for vocabulary enhancement and listening skills (e.g., Tabieh et al, 2020;Gaya, 2018). The improvement of students learning motivations also resonated with the previous study (i.e., Aziz & Husnawadi, 2020;Anggeraini, 2017). Aziz and Husnawadi (2020) revealed that students got highly motivated to study during the second task.…”

Section: Learning Motivationsupporting

confidence: 56%

“…Furthermore, in learning the reading subject, DST is performed to help students improve their academic performance. (Anggeraini, 2017) experimental research aimed to determine the students' primary conditions on reading short story texts before using digital storytelling than how DST was developed for reading a short story to students, and how effective the developed digital storytelling used for teaching reading is. The findings of this study revealed that digital storytelling media meet the needs of students who have a variety of criteria, including the interest to learn vocabulary, reading dramatic and romantic stories by reading short stories.…”

Section: Previous Studies Of Using Dstmentioning

confidence: 99%

“…Due to its educational potential, a myriad of studies has been documented the utilization of DST in four basic skills, such as DST on reading skills (Anggeraini & Afifah, 2017); listening skills (Tabieh, Al-Hileh, Afifa, & Abuzagha, 2020); writing skills (Sudarmaji, 2020;Riani, Husnawadi, & Syarifudin, 2021;Husnawadi & Aziz, 2020); speaking skills (Eissa, 2019;Yang, 2020). Moreover, some of the research findings also reveal the use of DST on students learning motivations (Aziz & Husnawadi, 2020) and improving students' creative thinking (Yang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Implementing Digital Storytelling-based Tasks for the Teaching of Narrative Writing Skills

Fitri

Husnawadi²,

Harianingsih³

2021

edulangue

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Although the myriad study has been done for documenting the educational values of digital storytelling (DST) on EFL learners’ language mastery, the majority of the research does not depict students’ daily life tasks. To fill this void, this mixed-method research involving 24 EFL students explored the implementation of DST-based tasks for the teaching of narrative writing skills. Lied in TBLT methodology instruction of Anwar (2016) also task theory by Nunann (2004), this study aimed to examine the effect of DST-based task on students’ narrative writing skills and their perceptions about its implementation. The statistical evidence indicated a significant difference in the students writing scores for the pre-test score (M=53.54, SD=10.05) and students' narrative writing post-test (M=66.21, SD=12.56). Conditions where; t (23) - 6.545, p= 0.000. The qualitative finding also uncovered students' perceptions of digital storytelling-based task implementation; it found that digital storytelling-based tasks could promote students writing skills, their learning motivations, as well as their language development for several skills such as listening and their vocabulary enhancement. Implications and recommendations for future studies are discussed.

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Section: Learning Motivationsupporting

confidence: 56%

Section: Previous Studies Of Using Dstmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing Digital Storytelling-based Tasks for the Teaching of Narrative Writing Skills

Fitri

Husnawadi²,

Harianingsih³

2021

edulangue

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“…Collaborative Strategic Reading (CSR) fits the problems in learning to read narrative texts because it can improve students' motivation to study, comprehension, imagination, critical thinking, group work, and social skills. Collaborative Strategic Reading (CSR) helps students to improve reading comprehension and increase conceptual learning in ways that maximize students' participation (Anggeraini et al, 2018). In addition, CSR is a process of combining reading comprehension with strategic instruction and cooperative learning and is applied as a set of reading comprehension strategies (Chuong & Huong, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effect of Collaborative Strategic Reading (CSR) on Students’ Reading Comprehension of Narrative Text

Oktorianisarry

Yulitriana

Nova

et al. 2023

EBONY

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There are difficulties faced by students in learning reading of the narrative text, such as difficulties to find details, translating new words, finding main ideas, and making inferences. This research was conducted to see the effect of Collaborative Strategic Reading (CSR) on students reading comprehension of narrative text by applying ‘preview’ for brainstorming, ‘click and clunk’ for translating new words, ‘get the gist’ for finding details, and main ideas, and ‘wrap up’ for making inferences. It is a quasi-experimental research with experimental and control groups. The sample was the eleventh-grade students of SMA Negeri 3 Palangka Raya. XI MIPA 3 and XI MIPA 2 classes were the experimental and control groups, and each consists of 37 students. Reading comprehension tests were used to collect the data. Since the data were normally distributed, the hypotheses were tested by using the independent sample t-test. The hypothesis testing results show that the obtained sig (2-tailed) was 0.027 and smaller than the probability value of sig. 0.05 (Sig. 0.027 < Sig. 0.05). Therefore, Ha was accepted and Ho was rejected. In other words, CSR significantly affects students’ reading comprehension of narrative text.

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“…With the introduction of multifunctional and low-cost digital devices, such as smartphones that capture high-quality video, DST has become increasingly popular. Stories are usually 2 to 10 minutes in length [5], and told through a combination of sound, stills, animation, music, etc. [6].…”

Section: Introductionmentioning

confidence: 99%

The Power of Digital Storytelling: Students’ Perceptions about Its Utilization in Developing Practical Understanding in an Instructional Technology Context

Shemy

2023

IJIET

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Dependence on technological concepts and applications to improve learning outcomes and learners’ performance has broad positive effects on deepening students’ understanding, especially in higher education and postgraduate studies. Digital storytelling (DST) is a high-value-added tool for achieving many learning goals. This study aims to explore students’ perceptions about the use of DST in strengthening the understanding of practical concepts among students on a master’s program in instructional technology at the Arab Open University in Oman. Both quantitative and qualitative methods were used to gather the required data. A total of 67 students participated in the study through a questionnaire, and a semi-structured personal interview format was used to gather qualitative data from ten of these participants. The results indicated that the students used DST for the purpose of learning and deep understanding of some practical concepts in an effective, fun, useful and constructive way in order to achieve targeted learning. The students’ most positive perception was of the technique when used in the following categories: information stability, application of concepts in a variety of contexts, and problem-solving skill development (M = 4.186, SD = 0.7371; M = 4.051, SD = 0.7558; and M = 4.023, SD = 0.7531 respectively). At the same time, the students’ perception was the least positive for DST in the analysis and discussion categories (M = 2.056, SD = 1.209). Most of the participants supported the idea that DST was a perfect and enjoyable tool for learning and deep understanding in their specialization. They also agreed that DST helped them to fix what they had learned and helped them to achieve broad interaction with the content and that it also contributed effectively to the application of the concepts in various learning contexts. DST developed students’ ability to solve any instructional problems but mainly contributed to raising the motivation toward learning.

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Collaborative Strategic Reading in EFL Reading Classroom

Cited by 3 publications

References 0 publications

Implementing Digital Storytelling-based Tasks for the Teaching of Narrative Writing Skills

Implementing Digital Storytelling-based Tasks for the Teaching of Narrative Writing Skills

Effect of Collaborative Strategic Reading (CSR) on Students’ Reading Comprehension of Narrative Text

The Power of Digital Storytelling: Students’ Perceptions about Its Utilization in Developing Practical Understanding in an Instructional Technology Context

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