Article Sidebar

Submitted
December 20, 2023
Accepted
February 27, 2024
Published
August 6, 2024
Download
Pdf
Statistic
Read Counter : 23 Download : 19

Main Article Content

Abstract

This study aims to provide students' perceptions of how to use digital storytelling in the classroom to facilitate their understanding of reading narrative texts. The research sample consists of eighth-graders from the Islamic junior high school SMPIT IQRA. In this study, a quantitative approach was paired with a descriptive research strategy. Using a closed-ended questionnaire, the study's researchers gathered data on how students felt about the use of digital storytelling in the instruction of reading narrative texts. Descriptive statistics were also used to examine the data, and tables displaying and discussing the results were created. According to the findings, most students firmly agreed with the following: students should find learning and teaching enjoyable; students should be able to comprehend when reading narrative texts; and students should use digital storytelling in the classroom. In summary, students' favorable opinions on using digital storytelling in reading instruction help them understand how to read narrative texts.

Keywords

Students’ perception, Digital storytelling, teaching reading, narrative text

Article Details

License

Copyright (c) 2024 Liza Hidayati, Ira Maisarah

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Hidayati, L., & Ira Maisarah. (2024). Students’ Perception of the Use of Digital Storytelling in Teaching Reading Narrative Text. Journal of English for Specific Purposes in Indonesia, 3(2), 90–103. https://doi.org/10.33369/espindonesia.v3i2.31932
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abbott, H. P. (2002). The Cambridge introduction to narrative. New York, NY: Cambridge University Press.
  2. Adrian, R. & Rosa, R. N. (2012). Using the Syntax Surgery in Teaching Reading a Narrative Text to Junior High School Students. Journal of English Language Teaching. Vol 1(1), 109-118.
  3. Dewey, M & Leung, K (2010). “English in English Language Teaching: Shifting Values and Assumptions in Changing Circumstances”. London. King’s College London. Working Papers in Educational Linguistics, Vol25, Num1.
  4. Grabe, W., & Stoller, F.L. (2002). Teaching and researching reading. Great Britain; Pearson Education.
  5. Gay, L., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications. Pearson College Division.
  6. Hamdy, M (2017). The effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. Journal of English and Arabic Language Teaching Vol. 8, No. 2, 2017, pp. 112-123
  7. Handayani, S & Youlia, L. (2020). The use of digital literature in teaching reading narrative: Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 3 (2).
  8. Harmer, J (2001). How to Teach English, An Introduction to the Practice of English Language Teaching. England: Pearson Education Limited.
  9. Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications.
  10. Morgan, H. (2012). Using Digital Story Projects to Help Students Improve in Reading and Writing. Reading Improvement, 51(1), 20–27.
  11. Nassim, S. (2018). Digital Storytelling: An Active Learning Tool For Improving Students’ Language Skill. International Journal of Teaching, Education and Learning Vol 2 (1), 14-29.
  12. Perfetti, A. C (2001). Reading Skill. Pittsburgh. Learning Research and Development Center University of Pittsburgh
  13. Rahimi, M & Yadollahi, S (2017). The effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education 4:1, 1285531, DOI: 10.1080/2331186X.2017.1285531
  14. Rusdi, A. S & Marlina, L. (2017). Teaching Narrative Reading Text by Using Very Important Point (VIP) Strategy to Senior High School Students. Journal of English Language Teaching. Vol 6(1), 232-241.
  15. Willis, D. (2008). Reading for information: Motivating learners to read efficiently. Retrieved from http://www.teachingenglish.org.uk/articles/readinginformation-motivatinglearners-read-efficiently
  16. Wang, S., & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76–87. https://doi.org/10.4018/jicte.2010040107