Digital StoryTelling For Language Learning

Written by

RATIH WIJAYANTI

1507042024

There is a technique used in teaching speaking, it is storytelling. Storytelling can make the students to improve their speaking skill. Besides, it can add their confidence and braveness to perform in front of the class. Mary Burns (2005) said that many educators believe in the ‘exceptionality’ of computers, viewing them as instructional media that can do for student learning what other reforms cannot.

The process of digital storytelling provides a high-quality learning experience because the learning experience honors the writing process first. The inclusion of the technology into the process represents a “value-added” approach where the inclusion of the technology extends the learning experience beyond what could be accomplished without technology.

DEFINITION OF DIGITAL STORYTELLING

A digital storytelling is a 2- to 5-minute movie-like digital production that learners create using one of several readily available software programs. Digital storytelling is the process of writing about a story, and adding the multimedia elements of voice, imagery, and music to create a visual story. A digital storytelling teaches elements of technology and information literacy-students use many different computer applications and must be conversant about locating and managing visuals and video, as well as being able to do so in the context of copyright and fair use. Definition of digital storytelling. Digital storytelling is the practice of combining still images with a narrated soundtrack including both voice and music (Bull & Kajder, 2004; Robin, 2008; Sadik, 2008). Additionally, digital storytelling expert Joe Lambertcoined the Seven Elements of Effective Digital Stories. Bull and Kadjer (2004) said that they are: a point of view, a dramatic question, emotional content, economy, pacing, the gift of your voice, and an accompanying soundtrack. 

DIGITAL STORIES AND LANGUAGE ACQUISITION

Digital stories are most effective for language learning when they are embedded in a language-rich curriculum that provides varied and abundant opportunities for learners to acquire new vocabulary and structures. Indeed, there is a danger in the use of this fascinating technology: Teachers must remember that the production of a digital story itself is not the goal but only one of several vehicles through which students can practice language and showcase what they can do with it. 

The process of putting together the story is not linear; students continue to revise the script, edit images, change music, and re-record their voice, giving them the opportunity to practice language more and more at each stage. For example, my students re-recorded their voices upwards of five times, asking my help in pronouncing words and repeating sentences so that their spoken English would be nearly perfect. When I analyzed the finished projects, I had a good sense of what the students could do with writing, listening, and speaking. As Ohler (2007:11-12) said that “the actual digital story is the tip of the iceberg, below which are a number of artifacts for the assessment of literacy. . . . A digital story project can literally be a portfolio unto itself of great depth and breadth” .

THE STEPS IN CREATING A DIGITAL DOCUMENT
Select and research a topic

• identify topic and resources for research
•  gather research and maintain a working/annotated bibliography
•  analyze and select information for inclusion

Prepare for interviews

• conduct background research
• prepare interview questions
• conduct, record, and analyze the interview

Gather media resources

•  still-frame imagery
•  video
•  audio

Tell the story

• create storyboard (narrative/script, visual, audio, etc.)
• develop “point of view”
• identify and cite supporting documentation

Production    

•  create film rough draft
•  add special media effects, transitions, audiovisual extras, etc.
• edit final film

Share the final products

•  premier films and enjoy the hard work of all filmmakers

                  Draft of steps in creating a digital document

References

Burns,Mary. 2005. “Tools for the Mind”. Educational Leadership .Vol. 63 ,No. 4.
Bull, G. & Kajder, S. 2004. Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32 (4), 46-49.

Ohler, J. 2007. Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.

Robin, B. R. 2008. Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 220-228.

Sadik, A. 2008. Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506.