Pre-Service Teacher’s Emotion in Teaching English Through Digital Storytelling: An Auto-Ethnography Study

Bektiyan, Maiga (2022) Pre-Service Teacher’s Emotion in Teaching English Through Digital Storytelling: An Auto-Ethnography Study. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

Text Maiga Wahyu Bektiyan_T20186110 (1).pdf Download (4MB)

Abstract

Keywords: Digital storytelling, narrative writing, and An Auto-ethnography.
Using digital storytelling (DST) to teach English is necessary for English as foreign language (EFL) students in language classroom because digital storytelling can mediate the development of students’ creativity, critical thinking, speaking, digital skill, and especially, writing skill. While DST has been widely researched in the context of English language teaching, little is known how study on pre-service teacher implementing DST in EFL classroom is investigated. Thus, the current study aims to find out how a pre-service teacher engaged students in language learning through digital. storytelling. It also aims to examine the emotions reflected in pre-service teacher’s teaching English thorough DST. Furthermore, this research focused on the two research questions: 1) how can a pre-service teacher engage secondary school students in learning to narrative write through digital storytelling? and 2) what emotions are reflected in pre-service teacher’s teaching experience?
The present study is an auto-ethnography study. In this study, I played a role as the researcher, author, and participant. This research project was conducted in one secondary school located in Probolinggo. The data collected gathered from reflection journaling, informant talk, observation and artefact. For data analysis, the researcher artefact and thematic analysis.
Anchored in the findings, it was found out that that my engagement in pre-teaching, while-teaching, and post-teaching activities of digital storytelling has given me an opportunity to reflect on my teaching experiences as a pre-service English teacher. And also, this study presents narrative inquiry that allowed me to tell my experience to examine my emotion in teaching English through DST.
From the finding of the study, it can be concluded that my emotion in teaching English through DST found positive and negative emotion. First, “It was not my expectation that I wish. I should be read more” I found that I thought that making lesson plan was easy because I had experienced in creating lesson plan. but it was unexpected negative emotions while I prepared lesson plan and guided students to create story and digital storyboard. For instance, I felt stress and tired caused many time revisions and while guiding creating stories and digital storyboard, students acquired many problems such as, confused in using the features, and asking many vocabularies. “I played role as DST robot which I had multitalented pre service teacher” Teaching DST I felt happy, fun and sometime it was so tired and little bit unconfident. The positive feeling that I had it when I looked students were so excited, joy and happy to learn something new like DST then it transferred positive energy for me. While in negative feeling also, I was so tired because while enacting DST I should guide all of students that I could control it. becoming pre service teacher who taught DST I was role like DST robot that helped guided students’ problem to make them easier in their creating project DST

Actions (login required)

View Item