PROMOTING LITERACY SKILLS THROUGH STORYBIRDS AS WEB-BASED TECHNOLOGY
DOI:
https://doi.org/10.24269/dpp.v7i2.1808Abstract In this 21st century era, technology plays a significat role in language teaching and learning process both inside and outside the classroom This study is intended to describe the language education lecturers’ opinion and the students’ opinion on the use of storybird as web-based technology for literacy skills by using case study design. The subjects of the study were the language education lecturers and the students who joined writing class in STKIP PGRI Pasuruan in the academic year 2018-2019. The instruments used were interviews and document analysis. Three findings are revealed from the study. Firstly, 81% of the language lecturers used web-based technology for their teaching, but only very few of them were familiar with storybird platform. These lecturers agreed that storybird was beneficial to sharpen the students’ literacy skill. Secondly, the majority of the students (73%) believed that the use of storybird helped them to write better. Two appealing aspects of storybird which encouraged students to read and write were its beautiful pictures and its freedom for everyone to use, while the weakness laid in the requirement to be online and the difficulty to download the story.
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References
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Hapsari, C. T, Seniwegiasari, F., & Fauzi, N.A. (2016). The Effectiveness of Storybird Platform Conference On Teacher Training and Education Sebelas Maret University, 2 (1), 414-422.
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Hashim, H., Yunus, M. M., & Embi, M. A. (2016).Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning. Creative Education, 7, 1147-1153.
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Rahmawati, F. P, Sudrajat, K.S., & Widyawulandari, R. (2017). Pelatihan Penyusunan Cerita Anak yang Kreatif dengan Media Storybird di SD Muhhamadiyah Program Khusus Surakarta. The 5th URECOL Proceeding, 18 February 2017. UAD, Yogyakarta. Pp. 1048-1052.
Ramirez, Y. E. H. (2013).Writing Skill Enhancement When Creating Narrative Texts Through the Use of Collaborative Writing and the STorybird. Columbian Applied Linguistic Journal. 15 (2), 166-183.
Setyowati, L. & Sukmawan, S. (2016). EFL_ Indonesian Students’ Attitude toward Writing in English. Arab World English Journal (AWEJ),7 (4), 365-378.
Setyowati, L., Sukmawan, S., Latief, M.A. (2017).Solving the Students’ Problems in Writing Argumentative Essay through the Provision of Planning. CELT, 17 (1), 86-102.
Setyowati, L. & El-Sulukkiyah., A. A. (2017).Explicit Planning For Paragraph Writing Class. Jurnal Bahasa Lingua Scientia, 9 (2), 241-260.
Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28 (3), 202-219.
Thonghattha, M., Kittichartchaowalit, K & Kittisunthonphisarn , N.( 2017). Effects Of Using Storybird To Enhance Creative English Writing Ability Of Mathayomsuksa III Students. IJMAS, 3 (1), 6-9.
Warschauer, M., & Liaw, M. (2011). Emerging technologies for autonomous language learning. Studies in Self-Access Learning Journal, 2 (3),. 107-118.
Wening, R.H. Cahyono, B.Y., Iragiliati, E. (2017) .Effect of Using Picture Series on the Indonesian EFL Students’ Writing Ability across Learning Styles. International Journal on Studies in English Language and Literature (IJSELL), 5 (5), 35-42.
Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ Experience of Using Storybird in Writing ESL Narrative Text. Creative Education, 7, 2107-2120.
Ahmadi, M.R.. (2018)The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3 (2), 115-125.
Anita, R. (2016).Using “Storybird†For Teaching Narrative Writing. Proceeding of 4th ISELT: Igniting a Brighter Future of EFL Teaching and Learning in Multi Lingual Societies, pp 230-239.
Bull, S., & Ma, Y. (2001) Raising learner awareness of language learning strategies in situations of limited recourses. Interactive Learning Environments, 9 (2), 171-200.
Creswell, John W. (2012).Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. (4th Ed). Boston: Pearson Education Inc.
Daniel, M.J. (2014).Language Teaching in the Digital Age. IJIRSET, 3 (4), 11029-11031,
Flower, L & Hayes, R J,. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4), 365-387.
Genlott, A. A. & Grönlund, ( 2013). A. Improving Literacy Skills Through Learning Reading by Writing: The IWTR Method Presented And Tested. Computers & Education, 67, 98-104.
Hapsari, C. T, Seniwegiasari, F., & Fauzi, N.A. (2016). The Effectiveness of Storybird Platform Conference On Teacher Training and Education Sebelas Maret University, 2 (1), 414-422.
Harding, K. (2015). From ELT to TLE: Taking Learning Beyond The Classroom.(Online). Retrieved from https://www.teachingenglish.org.uk/article/keith-harding-elt-tle-taking-learning-beyond-classroom.
Hashim, H., Yunus, M. M., & Embi, M. A. (2016).Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning. Creative Education, 7, 1147-1153.
Khotimah, Daud, Burhansyah. (2017). Using Picture Series To Enhance Students’ Ability In Narrative Writing. Research in English and Education (READ), 2 (2), 162-169.
Lambert J . (2010). Digital Storytelling Cookbook. Berkeley: Digital Diner Press,. (Online) Retrieved from https://wrd.as.uky.edu/sites/default/files/cookbook.pdf .
Rahmatunisa, W. (2014) Problems Faced by EFL Learners in Writing Argumentative Essay. English Review: Journal of English Education, 3 (1), 41-49.
Ramadhani, N. F. (2017). Pengembangan Model Pembelajaran Membaca Berbasis Storybird di SDN Tlogoharum 02 Pati Tahun Ajaran 2016/2017. Unpublished Master Thesis. Sekolah Pascasarjana Universitas Muhammadiyah Surakarta: Program Studi Magister Administrasi Pendidikan.
Rahmawati, F. P, Sudrajat, K.S., & Widyawulandari, R. (2017). Pelatihan Penyusunan Cerita Anak yang Kreatif dengan Media Storybird di SD Muhhamadiyah Program Khusus Surakarta. The 5th URECOL Proceeding, 18 February 2017. UAD, Yogyakarta. Pp. 1048-1052.
Ramirez, Y. E. H. (2013).Writing Skill Enhancement When Creating Narrative Texts Through the Use of Collaborative Writing and the STorybird. Columbian Applied Linguistic Journal. 15 (2), 166-183.
Setyowati, L. & Sukmawan, S. (2016). EFL_ Indonesian Students’ Attitude toward Writing in English. Arab World English Journal (AWEJ),7 (4), 365-378.
Setyowati, L., Sukmawan, S., Latief, M.A. (2017).Solving the Students’ Problems in Writing Argumentative Essay through the Provision of Planning. CELT, 17 (1), 86-102.
Setyowati, L. & El-Sulukkiyah., A. A. (2017).Explicit Planning For Paragraph Writing Class. Jurnal Bahasa Lingua Scientia, 9 (2), 241-260.
Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28 (3), 202-219.
Thonghattha, M., Kittichartchaowalit, K & Kittisunthonphisarn , N.( 2017). Effects Of Using Storybird To Enhance Creative English Writing Ability Of Mathayomsuksa III Students. IJMAS, 3 (1), 6-9.
Warschauer, M., & Liaw, M. (2011). Emerging technologies for autonomous language learning. Studies in Self-Access Learning Journal, 2 (3),. 107-118.
Wening, R.H. Cahyono, B.Y., Iragiliati, E. (2017) .Effect of Using Picture Series on the Indonesian EFL Students’ Writing Ability across Learning Styles. International Journal on Studies in English Language and Literature (IJSELL), 5 (5), 35-42.
Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ Experience of Using Storybird in Writing ESL Narrative Text. Creative Education, 7, 2107-2120.
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2019-11-08
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