European Journal of English Language Teaching
ISSN: 2501-7136
ISSN-L: 2501-7136
Available on-line at: www.oapub.org/edu
10.5281/zenodo.439125
Volume 1│Issue 1│2015
ENHANCING STUDENTS’ LISTENING THROUGH
DIGITAL STORYTELLING
Syafrizal1, Hasanuddin Chaer2,
Sutrisno Sadji Evenddy3i
1,3
English Educational Department, Faculty of Teaching Training and Education,
Sultan Ageng Tirtayasa University, Indonesia
Indonesian Educational Department, Faculty of Teaching Training and Education,
2
Mataram University, Indonesia
Abstract:
The researchers pointed out that digital storytelling can be used as supporting materials
for the e-learning portal in both departments, English and Indonesian department. It
discussed more about the process of designing the material of a digital storytelling as
teaching aid for literal listening subject. It has a significant contribution for the effective
and fun English learning. Through the qualitative method used to analyze the data. The
research also started by collecting sources for creating and designing the digital
storytelling on stories entitled Aunt Polly and Tom Fight by Mark Twain. It started
from inventorying the teaching and learning stuff such as syllabus, lesson plan,
software, and the digital contents of the storytelling made. The researchers choose
Audacity 3.5 Beta, and Windows Moviemaker 2.6, as the software for editing audio and
creating video. The stories were made for enhancing the students listening skills either
bottom-up or top down. The result of this research proves digital storytelling can be
used in E-learning portal, such as Edmodo. The questionnaires result shows that digital
storytelling is an interesting material, but need to be modified more in e-learning.
Keywords: digital storytelling, audio and video files, e-learning
1. Background
By the rapid technology, development has changed students’ style in learning. Today’s
students or those who were born after 21st century especially they which called "digital
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
natives" are generation of learning that process information differently with parents or
their teachers when they were in their age. Meanwhile, they who have the same age
with adult or students’ lecturers digital natives are called "digital-immigrant" who have
to be able to learn and understand how new technology changes can potentially affect
student’s learning process. The concept of "pencil and notebook / laptop" considers rather
odd to them than the concept of "computer and the web". Doing the assignment means to
copy and paste the topics on the internet while writing activities are traditionally boring
for them. Many experts agree that the generation of those students can improve their
skills with quality e-learning material (Repnik et al: 2012).
Moreover, E-learning is one of the media that is prepared to anticipate changes
on students’ patterns and learning styles which associated with the development of
information and communication technology. Therefore, preparing the material that will
be presented to students in e-learning portal does not like to move the material from the
textbook into a mere format. It requires creativity from the lecturers to prepare the
material that can attract students’ interest and according to students’ learning style who
tend to be different, and especially those that can utilize technology to the fullest.
Digital technology which is considered as a form of third technological revolution after
school as a form of first educational revolution in Socrates' time, and the invention of
the printing press by Guttenberg as the early creation of the book as a form of second
educational revolution, inspire many people to change old habits and conventional
become a brand new tradition all-digital (Motta & Scott: 2014). The example of the
impact of this third technological revolution can be found in our daily life such as
digital clock, digital radio, television and other household devices also get the impact of
this revolution.
One thing that attracts researcher’s interest which is related with above
explanations is to use a device known as Digital storytelling. As one of the media that
restore the tradition of storytelling into latest form and format, which is in a video
format that can be uploaded to video sharing media or through e-learning portal that
has been provided, digital storytelling into one type of material that can increase
students’ interest in learning the material.
The context of this research is in higher education and with the main purpose of
using digital storytelling as an effective learning device. This research is expected to
provide the following benefits: (1) For students, it can facilitate the understanding on
the subject of digital technique; (2) For lecturers, this learning application will facilitate
lecturers in delivering effective and fun learning in the classroom both in English or
Indonesian classes; (3) For department, it can give the input and consideration for
department to develop and enhance teaching and learning activities using appropriate
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
medias; (4) For university, the results of this research can be a source of material or
reference for students in Sultan Ageng Tirtayasa University on research and for the
development of instructional media as an advance research material, and (5) For
researcher, the results of this research are expected to be used as material to broaden the
discourse in the development of instructional media.
2. Theoretical Frameworks
Digital technology has the potential to transform the learning experience into a number
of very different ways, which include portability, flexibility, transferability,
interchangeability, students’ autonomy improvement, the development model of hyper
textual of text production, recording and accessing meta-cognitive process, store ability
and search information, improving learning opportunities partner, and a more
comprehensive referencing facilities. Those whole potential has the capacity to
transform the learning process so that the development of knowledge can not only be
achieved by means of more efficient but also changed qualitatively. (Mota and Scott:
2014).
Storytelling is the art of using language, vocalizations, and / or physical
movement, and gesture, to reveal the elements and images of a story on a particular
participant directly. Storytelling is the most effective educational devices from ever
tested, which uses the skills possessed by almost everyone. (Haven & Ducan: 2007). The
writer has many ways to start the story in writing, while storytelling can improve
spontaneously involving participants in the process of speaking. The word is chosen
and arranged. The word chosen and arranged on a paper or presented verbally in an
effort to attract attention of a group of readers or listeners, the effectiveness of the effort
made depend on many factors such as the ability to transfer knowledge, experience and
intuition into words and pictures which are interested to intended participants.
Digital storytelling is basically the practice of using computer-based tools to tell
the story. Enthusiasm broadcaster deals with content ideas which is developed by the
user to lead the emergence of an important community outside of the project such as
the Center for Digital Storytelling which has been widely known in the international
world (Buckingham: 2009). There are various ways to use digital storytelling in
learning. The first consideration that must be taken when deciding to use this device in
the study is whether in these educators will make Digital storytelling or ask the student
to do it as an assignment.
Referring to the video material via Coursera MOOC held by the Center for
Digital storytelling as a pioneer of digital storytelling, there are three types of Digital
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
storytelling namely: (1) Personal narratives, the stories which related to someone's
personal records, especially about events that have significance for their life. (2)
Historical Documentaries, a story that elevates the dramatic stories that help students
be better to understand the past. (3) Content area stories, a story designed specifically to
inform students about specific concepts they are studying or practitioner with a wide
range of topics such as history, culture, mathematic, language, medicine, and others.
The materials about Digital storytelling which are discussed in the MOOC can be found
on the website of "The Educational Uses of Digital storytelling" with the website address
http://digitalstorytelling.coe.uh.edu.
3. Research Methodology
The researchers used qualitative research. The data were collected through
questionnaires from lectures and students who are interested in digital storytelling. The
questionnaire is used to determine how respondents use digital storytelling for
educational purposes. The subject of this research included participants who are
interested or involved in the use of digital storytelling, including lecturers who use
digital storytelling in the classroom. Questionnaire is one of the main instruments in
this research. It includes six open-ended questions. These six questions are asked about
whether or not "Aunt Polly" and "Tom's Fight" material are interesting for the students,
appropriate for literal listening material, accurate to use online, is there any weakness,
and it is appropriate for offline.
Open-ended questions were analyzed using open coding analysis technique
(Strauss and Corbin, 1990). Researchers identify the theme that emerged from the
qualitative raw data included participants' answers to the question under "other"
category. During using open coding analysis technique, researchers created a
descriptive and multi-dimensional category. The same category includes same words,
phrases, and expressions.
Here are some steps that can be done to make Digital storytelling work to be
used for special learning as e-learning material for students, such as; determining the
subjects, inventory of learning tools (syllabus, SAP, textbooks, etc.) for the course,
choose a topic and write a script, collecting digital sources such as pictures, audio /
music, and video clips, select the content and create storyboards that show the factual
information and textual, import, record and finalize. Import files that have been
collected in step 2, start to record sound or narration using audio processing devices,
and then finish making digital storytelling assignment, and the last step, and share or
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
show to the others the result of the work that has been created by uploading them to the
internet.
4. The Result of the Research
4.1 Process in Making Storytelling
a. Literal listening inventory learning device
The establishment of digital storytelling in this research relates to the use of digital
media in the form of storytelling video to learn in Literal Listening subject in English
Language Study Program curriculum academic year 2015/2016. Learning on this course
is focused on activities that can improve students’ listening skill in understanding oral
discourse of English literal, which is related to the process of listening bottom-up
approach that focused on the ability of students in perceiving the sounds become
words, words become sentences, and so on to the form of paragraphs, and the last
discourse. In addition, students are also expected to be able to use their listening skill in
top-down which is to know how far their background knowledge can be used to
understand the discourse that they refer to.
b. Determination of themes and competencies goal
Relating with the competences and the topics that have been prepared by the lecturer of
the literal listening course, researchers jointly determine the competence and what
topics will be used as reference in making this digital storytelling. In this case the
researchers only took four topics in two competencies in this literal listening syllabus
course, the competences related to the ability to improve students’ listening skill in a
bottom-up with the topic of Aunt Polly and Tom's Fight, and which is relating with the
ability to listen in top down which are Napoleon Bonaparte and Pompeii theme.
c. Collecting digital files (audio, picture, video clip)
For the material under the title "Aunt Polly" and "Tom's Fight" researchers used
audiobook of the novel entitled "The Adventures of Tom Sawyer" by Mark Twain, the
novel in the form of recorded audio in mp3 format and downloaded from American
English site. As for the material with the topic of Napoleon Bonaparte and Pompeii,
researchers took from Listening Intermediate book which is included with audio CD,
compiled by Phillip L. Lims and Susan Proctor. In addition to audio files of some of the
themes that have been defined above, researchers collected pictures and clips (if any)
that will be the visualization of digital audio narration in this storytelling.
d. Preparing Processing Audio and Video Software
There is some software used by researchers in constructing audio files and process the
materials using a video processing device, or a video editor. To process the audio,
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
researchers used audio software Audacity version 3 beta. The reason researchers used
this software was one way to avoid the use of pirated software which is typically
inserted by adware virus that can damage the computer and send the user to the risk of
internet phishing and cybercrime, and especially because the price is very affordable for
anyone.
e. Processing Audio Files
Relating with digital storytelling which was made in this research, researchers used the
original or authentic narration read by English native speakers of audiobooks in audio
files from intermediate modules listening book. Researchers’ reason to take native
speakers voice in order to make the students hear language model derived from
authentic material for digital storytelling is created specifically for the learning to listen.
f. Preparation of storyboards
Storyboard is needed to compile the fragments of stories based on pictures used.
Storyboard is compiled by the title of digital storytelling made.
g. The process of Digital Storytelling video editing
In making digital storytelling, basically, there are many applications that can be used.
Researchers used Windows Moviemaker 2.6 a freeware downloaded from Microsoft's
site in the establishment of digital storytelling which was the reason for this application
free and easy to use.
4.2 Online Literal Listening Lesson Plan with Using Digital Storytelling Material
Researchers will explain about the design or online lesson plan of literal listening
storytelling courses using digital material. Here are the steps:
a. Determine the E-learning portal
After preparing literal listening learning materials, researchers determined what elearning portal that will be used for learning. In this case, the researchers chose Edmodo
as a free e-learning. Edmodo is an e-learning portal that has a function as a social media
which is free. Teachers or lecturers can register as a teacher and create a group or class
as much as possible and with the number of participants as desired.
b. Setting e learning portal
After determining e-learning portal, researchers set up the e-learning portal. In this
case, participants (students and teachers) should have Edmodo accounts.
c. Upload video to YouTube Channel
In the trial of the material in the form of digital storytelling, researchers need a place to
share videos, and the famous free video sharing is YouTube.
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
d. Publishing digital storytelling materials through Edmodo
After finished with the process of uploading a digital storytelling video through
YouTube, the next step is to publish such material through a virtual classroom / online
courses Literal Listening on Edmodo e-learning portal.
e. Developing questionnaire through polling facilities on Edmodo
To know students’ responses to the use of digital storytelling in literal listening subject,
researchers can response students directly.
6.3 Students’ Responses toward Digital Storytelling used in Literal Listening through
Portal Learning Edmodo
Questionnaire consist of six question which is asking whether or not "Aunt Polly" and
"Tom's Fight" material are interesting for the students, appropriate for literal listening
material, accurate to use online, is there any weakness, and it is appropriate for offline.
On the first question, regarding with students’ opinion about the video entitled
"Aunt Polly" the result of the questionnaire has been given to the students by the total 62
respondents, it was known that 7 (11.29%) chose the response "Very Attractive", 46
(74.19%) chose the response "Interesting", 8 (12.9%) chose the response "Neutral", none (0,
00%) chose the responses "Not interesting", and only 1 person (1.61%) who chose the
response "It's not interesting".
On the second question, according to respondents' opinion on "Tom's fight"
video, from 60 respondents, 10 respondents (16,67%) chose
respondents (60%) chose
person (1.67%) chose
Very attractive , 36
Interesting , 13 respondents (21.67%) chose
Neutral , 1
Not interesting , and no one (0%) chose Strongly attractive .
Therefore, based on the results of the questionnaire, digital video storytelling entitled
Tom's Fight was interesting because 36 respondents from 62 respondents which 60%
chose the response with interest.
The third question about which was related with digital storytelling material was
highly appropriate in learning literal listening, from 65 respondents, 9 (13.85%)
respondents answered
Strongly Agree , 42 respondents (64.62%) chose
people (16.92%) chose
Undecided , 2 respondents (3.08%) chose
Agree , 11
Disagree , and 1
respondent (1.54%) chose Strongly disagree . Therefore, based on the results of the
questionnaire, both of digital video storytelling was highly appropriate to use for literal
listening because 42 respondents (64.62%) from total 65 respondents chose Agree with
the statement
The fourth question which was relating with the use of online material explained
that the results of questionnaires that have been obtained by researchers of the third
question through a poll given in e-learning portal Edmodo note that 9 respondents
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
(13.85%) from total 65 respondents chose Strongly Agree , 25 respondents (38.46%)
chose Agree , 18 respondents (20.69%) chose Undecided , 13 respondents (20%) chose
Disagree , and no one (0%) chose Strongly disagree . Therefore, based on the results of
the questionnaire, both storytelling digital video was not appropriate to use in literal
listening because there were only 25 (38.46%) from 65 respondents that agreed with the
statement. Researchers need to reconsider the use of such material online.
On the fifth question, there were still a shortage of material that must be
corrected, the results of questionnaires that have been obtained by researchers of the
third question through a poll given e-learning portal Edmodo note that from a total of
63 respondents, 5 respondents (7.94%) chose Strongly agree , 39 respondents (61.9%)
chose Agree ,
respondents
. % chose Undecided , 3 respondents (4.76%) chose
Disagree , and no one (0%) chose Strongly agree . Therefore, based on the results of the
questionnaire of both digital storytelling video, it still needs a lot of improvement
because 39 (61.9%) from 63 respondents chose agree with the statement. Researchers
need to improve the material to make it more attractive and perfect.
In the sixth question, digital storytelling was better to use offline than in
language lab. Based on the result of questionnaires that have been obtained by
researchers the third question through a poll given e-learning portal Edmodo note that
15 (23,08%) from 65 respondents chose the answer Strongly agree , 43 respondents
(66.15%) chose Agree , 7 respondents (10.77%) chose Disagree and no one choose
Very disagree
(0%). Therefore, based on the results of the questionnaire that the
researcher must reconsider the things that need to be improved and added to the
second digital video storytelling to be eligible to be used as the material online for 49
respondents from a total of 65 respondents, amounting to 66.15% chose the response
Agree with the statement. Researchers need to restore the material to make it more
attractive and perfect.
5. Conclusion
Based on the result of research obtained in the form of a video file and also in the form
of Digital Storytelling after passing through several stages of making digital
storytelling, the researchers concluded that the process of making a video file of digital
storytelling has been implemented properly so that the file can be used in order to
prepare the portal eLearning, especially for establishing course or material in dealing
with the material that has been made, such as Literal Listening subject.
Besides preparing the materials for the course digital storytelling literal listening,
the researchers also set up e-learning portal to students and faculty use online. In this
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
case, Edmodo become a recommended option because it is free of charge, it is practical
and easy. The use of digital media storytelling can be uploaded to Edmodo via
YouTube.
In this study, the researchers also obtained data through questionnaires by
exposing six questions distributed via online or offline. Based on the results of the
questionnaire, it was concluded that most respondents liked the English language
learning using digital storytelling, but the use of digital storytelling online must be
improved to make it more attractive.
Nonetheless, there are many obstacles when the researchers compiled this device
such as 1) relating to the processing time is relatively short so that the results are less
than the maximum, 2) lack of availability of image files that can represent the narrative,
3) other constraints of a technical nature workmanship digital video storytelling, and 3)
the unavailability of e Learning portal so that researchers learning difficulties to the
testing device is online.
6. Suggestions
Finally, based on the experience that has been done by researchers from preparation to
the creation of digital media storytelling, there are several things to be taken into
account, especially for users (user) and the maker (creator) which will consider the use
of digital storytelling as a medium for effective learning to many subjects or materials:
1) create the video that will be used as attractive as possible so that the device can be
attractive to students; 2) careful in selecting themes and images that represent them;
and 3) remember the wise words "respect the work of others like you to respect your work
yourself"
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
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Syafrizal, Hasanuddin Chaer, Sutrisno Sadji Evenddy ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING
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