Enhancing Children’s English Vocabulary Acquisition Through Digital Storytelling  of Happy Kids Kindergarten of Palembang

Tridinanti, Gaya

doi:10.20319/pijss.2018.33.980989

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…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].…”

Section: To Foster a Reading Interest Of Young Learnersmentioning

confidence: 99%

Fostering reading interest through digital storytelling for young learners in the early childhood

Indriani

Suteja

2023

EduLearn

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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.

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Section: To Foster a Reading Interest Of Young Learnersmentioning

confidence: 99%

Fostering reading interest through digital storytelling for young learners in the early childhood

Indriani

Suteja

2023

EduLearn

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“…Cara bercerita inilah yang nanti bisa membantu anak belajar serta menambah perbendaharaan kosakata mereka. Terkait pembelajaran bahasa asing bagi anak-anak, penelitian Gaya (2017) mendukung bahwa penggunaan storytelling efektif dalam peningkatan literasi bahasa asing anak. Dalam penelitiannya, anak-anak tertarik untuk belajar serta mampu menguasai kosakata bahasa Inggris terkait bunga dan buah-buahan.…”

Section: Pendahuluanunclassified

“…Terkait penguasaan kosakata yang diberikan, di saat guru mengonfirmasi empat kata yang dikenalkan di awal, anak mampu mengulangi kembali kata-kata tersebut baik dalam bahasa Indonesia maupun bahasa Inggris. Hal ini senada dengan penelitian terdahulu bahwa penggunaan big book storytelling bisa secara efektif mengenalkan literasi dwibahasa bagi anak (Gaya, 2017;Tuerah, 2021). Selain itu, penggunaan flashcard juga bisa membuat anak mudah mengingat kosakata bahasa Indonesia dan Inggris.…”

Section: Implementasi Produkunclassified

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Pengembangan Big Book Storytelling Dwibahasa untuk Meningkatkan Literasi Anak Usia Dini

Yansyah¹,

Hamidah²,

Ariani³

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Pendidikan literasi saat ini marak diagunkan karena memiliki peran penting bagi masa depan anak. Namun, berbanding terbalik dengan teori, praktik pendidikan literasi di lapangan masih memerlukan perhatian. Penelitian ini bertujuan untuk mendesain dan mengembangkan big book storytelling dwibahasa untuk mendukung perkembangan literasi anak usia dini. Menggunakan bahasa Indonesia dan bahasa Inggris, big book disampaikan dengan teknik mendongeng yang bertujuan untuk mengembangkan kosakata anak dan minat mereka terhadap kedua bahasa tersebut. Penelitian ini menggunakan desain penelitian pengembangan berdasarkan model Reeves (2006) dan melibatkan 74 guru taman kanak-kanak yang ada di Banjarmasin. Data dikumpulkan dengan teknik wawancara dan observasi. Tahapan pengembangan terbagi menjadi empat fase: analisis kebutuhan, pengembangan produk, implementasi, dan refleksi. Validasi ahli menunjukkan bahwa big book yang dikembangkan telah layak dan dapat digunakan untuk anak usia dini baik dari segi psikologis, pembelajaran, kualitas fisik, dan bahasa. Anak-anak juga menikmati belajar dengan menggunakan media ini berdasarkan hasil observasi

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“…In addition, the development of materials improves students' scores and can increase their interest in reading different stories. Moreover, the effectiveness of DST in vocabulary skills examined by (Gaya 2018) aimed to determine the improvement of students' English vocabulary acquisition by using digital storytelling. Observation and documentation were utilized as data collection methods.…”

Section: Previous Studies Of Using Dstmentioning

confidence: 99%

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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Enhancing Children’s English Vocabulary Acquisition Through Digital Storytelling of Happy Kids Kindergarten of Palembang

Abstract: Enhancing English vocabulary to early childhood is the main problem often

Cited by 4 publications

References 6 publications

Fostering reading interest through digital storytelling for young learners in the early childhood

Fostering reading interest through digital storytelling for young learners in the early childhood

Pengembangan Big Book Storytelling Dwibahasa untuk Meningkatkan Literasi Anak Usia Dini

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

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