A SYSTEMATIC REVIEW: THE USE OF DIGITAL STORYTELLING IN ENGLISH WRITING CLASSROOM IN INDONESIA

Qomariatul, Magfiroh (2024) A SYSTEMATIC REVIEW: THE USE OF DIGITAL STORYTELLING IN ENGLISH WRITING CLASSROOM IN INDONESIA. Undergraduate thesis, UIN KH Achmad Shiddiq Jember.

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Abstract

For many years, the studies of writing in the English language classroom in Indonesia have been a hot topic. Although the previous research has found research using digital storytelling in the teaching classroom, it could be seen that all of the researchers present different approaches to examining the integration of digital storytelling in English teaching skills focused on. To fill the gap, the present the systematic review focuses on examining the integration of digital storytelling in the English writing classroom in Indonesia by systematic review approach of the table constructed on PRISMA (Preferred Reporting Items for Systematics and Meta-analysis).
The researcher conducted a systematic review as a research design and used PRISMA (Preferred Reporting Items for Systematics and Meta-analysis) analysis technique to select the data based criteria of the only includes (1) studies published in one reputable database, SINTA Indonesia, (2) studies published between 2014 and 2024, and (3) studies reported were conducted in Indonesia contexts, further research on teaching and learning writing through technology needs further investigation to get which fit the criteria in this study. This help the researcher focused on the topic of the integration of digital storytelling into English writing classroom. Data collection was conducted through several stages such as identification, screening, eligibility, and included of the journal that had been selected. After that, the data was analyzed by using thematic analysis.
The findings of this study show that the teaching and learning experienced through digital storytelling such as pedagogical informed digital storytelling in writing classroom exploring the opportunities of digital storytelling in writing classroom, and identify the challenges of digital storytelling in writing classroom.
In conclusion, digital storytelling that is integrated into the English writing classroom in Indonesia depend on teachers need to consider implementing blended learning activities supported by some approaches such as Collaborative Writing Approach, Experimental Approach, Inquiry Based Learning Approach, Task Based Language Teaching Approach (TBLT), Think-Talk-Write Method, Look-Think-Act Method, Technology Based Learning Approach, Computer Assisted Language Learning Approach (CALL), and Digital Storytelling Based Learning Approach. This were several factors that support the teachers to design activities that integrated online and offline learning activities that promote better writing classroom environment and asking students to create individual or collaborative learning activities. This study suggests that implementing digital storytelling into English writing classroom as reference for choose suitable digital storytelling that implement to writing classroom and for future to conduct research particularly in writing classroom because it shows reviews of recent published articles.

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