Meta-analysis

META ANALYSIS REPORT

TITLE: THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING-LEARNING LANGUAGE

NO.	RESEARCH TOPIC	AUTHOR	YEAR	JOURNAL	FINDINGS
1	Digital Storytelling: An Active Learning Tool For Improving Students’ Language Skills	Shahala Nassim	2018	PUPIL: International Journal of Teaching, Education and Learning, 2(4), 14-27	“The findings of the study on Digital Story prove that it is a highly recommended tool for English Language students. Students enjoyed it as it demands technical and artistic involvement of the students. Students who participated in the study were engaged and improved their reading and writing skills by the end of the project.”
2	Digital Storytelling in Language Education	Hamzeh Moradi & Hefang Chen	2019	Behavioral Sciences, 9(12), 1-9	“To sum up, DST implementation in language education has many advantages, such as providing creative teaching methods, more variation than traditional approaches, personalizing learning experience, creating real-life situations in a simple and significant way, and engaging learners in the learning process. Integration of DST into the language curriculum is a significant step in language learning and teaching processes that can enhance students’ capacities for learning in the four skills of speaking, listening, reading, and writing.”
3	Digital Storytelling in the Language Arts Classroom	Pınar Girmen, Ümit Özkanal & Gökhan Dayan	2019	Universal Journal of Educational Research 7(1): 55-65	“The results showed that digital story writing studies could be very effective in developing the writing skills of elementary school fourth grade students. Also, the digital story writing activities improved the students’ computer literacy as well as their attitudes and motivation towards writing.”
4	Digital Storytelling as a Communicative Language Teaching Based Method in EFL Classrooms	Haifa Mohammed Al-Amri	2020	Arab World English Journal (AWEJ), 11(1): 270-281	“Results showed students’ favorable views to digital storytelling activity, particularly the ample opportunities it creates for communication inside the classroom. As for communicative competence, improvement in phonology, grammar, and lexicon were the most notable.”
5	Engaging English Student Teachers in a Digital Storytelling Project for Young Learners	R Andayani	2019	IOP Conference Series: Earth and Environmental Science, Vol. 243, 1-11	“Data showed that most of the English student teachers are successfully presenting digital stories. However, some English student teachers faced difficulties in producing pedagogically relevant recorded audio of the stories.” “English student teachers perceived the technology integration into the storytelling activities is beneficial in the language learning while at the same time increasing the English student teachers’ creativity in designing the teaching and learning activities for the English student teachers’ future class.” “Based on the result of the informal interview, English student teachers perceived that the digital story telling project is an interesting activity.”

SUMMARY

                This study is aimed to identify the trend of research in the implementation of digital storytelling in teaching and learning language. Five journal articles that are focusing on digital storytelling in language education has been chosen and mainly retrieved from Google Scholar. It attempts to emphasize on the trend of the research methodology, the findings, area of study covered and the major findings.

                For the past five years, articles published between the year 2016 and 2017 are small in number and irrelevant to the study. Therefore, five articles between the year 2018 and 2020 taken from open source online publications had been analyzed by taking into consideration the year of publication, authors, research methodology and design and the major findings. 40% of the articles, which is 2 out of 5 articles found were focusing on how digital storytelling enhances the writing skills, both published in the year of 2019 respectively. In 2019 and 2020, another 40% of the researches cover the speaking skill whilst 10% of the articles, which is an article from the year of 2018 studied about the use of digital storytelling on language skills in general. This indicates that the focus on the implementation of digital storytelling on different language skills has been evenly distributed. In terms of research methodology, it is found that all of the five articles employed qualitative research method with various research instruments applied. An article from 2018 uses survey as its research instrument for data collection. Observation is the most employed instrument from the five articles which comprise of 3 articles out of 5 published in 2019 and 2020. One of them applied action research as its research methodology and another one applied a case study. Interview is the second most used instrument whereas two articles both published in 2019 and 2020 implement the instrument. An article from 2019 is the only article that is written on systematic review. Finally, since all the articles employed qualitative research methodology, hence the technique used for data analysis procedure are all text based and not numerical.

                The major findings from the articles are focusing on how digital storytelling helps in enhancing teaching-learning experience in a language classroom. Digital storytelling is undoubtedly one of the prominent and effective learning tools and has been proved to positively affect the teaching-learning process. Robin (2016) defines digital storytelling as combining the technique of telling stories through a mixture of digital media such as pictures, videos, text, music and audio narration. Nassim (2018) stated that digital storytelling can stimulate students' imagination and inventiveness as well as it helps to boost students skill of reading, writing and verbal proficiency. This is supported by Moradi and Chen (2019) and Andayani (2019) as they argued that digital storytelling allows learners and teachers to enhance, implement and strengthen creativity during the teaching-learning process. Thus, digital storytelling is helpful in encouraging both teachers and students to explore more of their creativity as it allows users to merge different digital media component to create a meaningful digitalized story. Next, digital storytelling is advantageous in terms of its ability to encourage engagement and cooperation among teachers and learners. Girmen, Özkanal and Dayan (2019) argued that students cooperate together and give each other support especially in choosing the elements for their digital storytelling project. This is further supported by Al-Amri (2020) which elaborates that when digital storytelling is designed as a collaborative task, it enhances student engagement and students can communicate in lengthy discussion, and at the same time, improve their speaking skill. Digital storytelling is an activity that allows learners to value and encourage activities that learners are engaging whether in or outside of educational context (Moradi and Chen, 2019). Finally, another major finding that makes digital storytelling effective even in the language classroom is how it can help to improve students and teachers' multimedia and visual literacy as argued by Moradi and Chen (2019). Andayani (2019) further supported this statement by arguing that the English teachers whom incorporated digital storytelling into their teaching got broader understanding in utilizing technology. However, according to Girmen, Özkanal and Dayan (2019), digital storytelling contributes in educating individuals who can analyse and interpret audio-visual outputs. Hence, digital storytelling is a powerful method that can help to improve teachers and students multimedia literacy as well as enhance their understanding while interpreting the message from audio-visual outputs in digital storytelling.

REFERENCE:

1. Nassim, S. (2018). Digital Storytelling: An Active Learning Tool for Improving Students’ Language Skills. PUPIL: International Journal of Teaching, Education and Learning, 2(1),14-27.

2. Moradi, H., & Chen, H. (2019). Digital Storytelling in Language Education. Behavioral Sciences, 9(12), 147.

3. Girmen, P., Özkanal, Ü., & Dayan, G. (2019). Digital Storytelling in the Language Arts Classroom. Universal Journal of Educational Research, 7(1), 55-65.

4. Al-Amri, H. M. (2020). Digital Storytelling as a Communicative Language Teaching Based Method in EFL Classrooms. Arab World English Journal, 11(1).

5. Andayani, R. (2019, March). Engaging English Student Teachers in a Digital Storytelling Project for Young Learners. In IOP Conference Series: Earth and Environmental Science (Vol. 243, No. 1, p. 012066). IOP Publishing.