CHAPTER IV: FINDINGS AND DISCUSSION
B. Discussion
The finding presents two stories of my experience as pre service teaching while teaching English through digital storytelling in classroom. The stories focus on to investigate my emotions while teaching English thought digital storytelling starting with pre teaching, while teaching and post teaching. in pre teaching I talked about how my experience in making lesson plan, while pre teaching and post teaching I told how I enacted digital storytelling in the classroom. the stories were analyzed based on the concept by Liu in presenting teaching emotion in expressing my emotion both positive and negative emotion during teaching English.
The study found that teacher emotion in teaching English through digital storytelling had both positive and negative emotions. Teacher’s emotion is a part of teachers’ life while they teach in the classroom and build their professional identity as a teacher. Similar, teacher emotions are shaped through the goals and action from she/he experience. Also, He added that teacher emotion is one of process can emerge teacher identity87..
My Teaching journeys
“It was not my expectation that I wish. I should read more”
This is my story when I teaching DST with my students. before teaching DST, I had many preparations that I finished it. One of them were lesson plan making. I felt stressed in creating lesson plan because I did many
87 Chen S. Guo, J. Huang, F & Lou, Y. (2020). “Students’ Perceptions of Using Mobile technology in Informal English Learning during the COVID-19 Epidemic: A Study in Chinese rural Secondary School”. Journal of Pedagogical research. 4(4), p. 475-483
revisions by my supervisor. It caused my mistake in arranging lesson plan was not clear and less much explanation in collaborating between the giving the task and teaching activity. I thought that making lesson plan was easy because I had experienced in creating lesson plan. but it was unexpected. In this experienced I expressed negative emotion during making lesson plan before I teaching English through digital storytelling. However, carried out that negative emotion is included, stressed, disappointed, angry that is resulted that from teaching and learning88. With this in mind, as a pre service teacher, I found 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 and tenses. I prepared 4 lesson plans. Each meeting had different activity. Therefore, I became more aware of the importance of reading because it could help me draft the lesson plan from certain theoretical or practical point of view. I could adapt or adopt the learning tasks designed by the authors. And it could shape my creativity in combining my ideas and the expert’s ideas of teaching writing through digital storytelling.
Furthermore, the data also shows that even though I had ample experience of making lesson plan, it was not enough. I believe I still needed more practice in making a better lesson plan for different learning purposes
88 Cowie, Neil. (2011). “Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work”. Teaching and Teacher Education. p.
235-242
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“I played role as DST robot which I had multitalented pre service teacher”
Meanwhile, in enacting DST found that I was so happy to teach and implement DST. It because I had good feedback from students such as welcoming me well to teach in their classroom. 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. So, it supported by Sutton and Wheatley show that teaching has classified of emotions such as positive include how the process teaching having good progress or it is consisting with teaching goal89. (e.g., happiness, joy, caring, love, fun, exited, and satisfaction). Furthermore, from the teacher emotions, during the process teaching English through digital storytelling, pre service teacher found positive emotion for instance, enjoy, happy, exited, proud and grateful while pre service teacher taught digital storytelling in acceleration class which they were so welcome, smart and easy to direct when teaching digital, looked at students enjoy and fun learning English and the result of digital storytelling project which it was so amazed project creation and so creatively After that, I felt fun and enjoy because my students were attention my teaching well, obey my direction, easy to understand, school had completed my teaching that could support me to teach DST. Because it was so important in implementing DST in the classroom. While in negative feeling
89 Sutton, E, Rosemary and Wheatley, F, Karl. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review.
Vol. 15, No. 4
also, I was so tired because while enacting DST I should guide all of students.
and sometime I could not control it. Because DST was something new learning activity for them, they faced many difficulties such as, how to make character, internet was so low, how to save the project, and how to add the cell in creating DST. It spent much energy because I must check and solve every group just to solve and guide their problem. Sometime becoming pre service teacher who taught DST I was role like DST robot that helped guided students’s problem to make them easier in their creating project DST.
Another finding from this study is related to building students’ critical thinking and creativity in teaching English though digital storytelling. To support this, stimulates that digital storytelling could be one of effective tool that foster students critical thinking by discussing and communicating the stories90. And it can be seen from this study from the reflection activities, students were asked to discuss, develop and negotiate stories among members opinion until they decided and agreed with the stories made for digital storytelling project. To add, I found out that digital storytelling also could build students creativity with proved improving their digital skills. This study also related with the previous study which students exploring their digital skill in creating digital storyboard till became video digital storytelling. They learnt and used the new feature in the website of digital storyboardthat and also their editing skill to make their digital storytelling project good and creative.
Another finding form Andreson, Chung & Macleroy also add that digital
90 Belda-Median, Jose. (2022). “Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates”. International Journal of Inclusive Education. p, 109-123, DOI: 10.1080/13603116.2021.2011440
63
storytelling can empower students’ knowledge and taking ownership with making decision of stories, therefor, Along with this research found out that digital storytelling is a pedagogical tool that build students in learning English more creative critical thinking and meaningful activities91. So, it is positive achievement to implement digital storytelling in the classroom. .
Although this study produced positive findings and insightful information about the teacher emotion and teaching English through digital storytelling. this study also has two significant limitations. Firstly, due to the limited time of this study, researcher cannot always monitor students’ creating digital storytelling to all groups. Secondly, study needs deeper analysis in examining pre service teacher emotions because this study is simple emotion because has limitation time doing the research. Thirdly, this study has significant that the emotional aspect relatively ignored by the researcher. And it is important, therefore, it should be some acknowledgement that emotions are a significant element of EFL (English Foreign Language) teaching, and that time and space needs to be allocated to discuss them deeply.
91 Andresson, Jim., Chung, Yu-Chiao & Macleroy, Vicky. (2018). “Creative and critical approaches to language learning and digital technology: findings from a multilingual digital storytelling project”. Language and Education. DOI: 10.1080/09500782.2018.1430151
64 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
In this last chapter of research was shown the two points which are conclusion and suggestion. Conclusion was made to summary the entire research chapter and for suggestion, hopefully can be used as a reference for further researchers. The both points of conclusion and suggestion as follow.
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. There are three episodes of my teaching journey that I explore in findings of this study including pre-teaching, while teaching, and post teaching episodes. In pre-teaching episode, I shared my story in designing and making lesson plans to teach narrative writing through digital storytelling, responding to my supervisor’s feedback, and negotiating lesson plan with an English teacher.
In addition, my emotions are reflected during my teaching journey.
First, “It was not my expectation that I wish. I should 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
65
as, confused in using the features, and asking many vocabularies. Second, “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. and sometime I could not control it. Because DST was something new learning activity for them, they faced many difficulties such as, how to make character, internet was so low, how to save the project, and how to add the cell in creating DST. It spent much energy because I must check and solve every group just to solve and guide their problem. Sometime becoming pre service teacher who taught DST I was role like DST robot that helped guided students’s problem to make them easier in their creating project DST
B. Suggestion
At the end of this study, the researcher will offer the following suggestion of teacher emotion in teaching English through digital storytelling focus on creativity, critical thinking and writing skills below.
1. For pre-service and in-service English teachers
In language learning and teaching, using digital storytelling with collaborative digital storytelling can be one way to achieve the learning objectives. Therefore, the researcher hopes that using digital storytelling innovation that can be an alternative tool to teach narrative writing on EFL
learners to get a new atmosphere in the learning and teaching process.
Also, it is expected can facilitate pre-service and in-service English teachers if want to teach writing, creativity and speaking skill through digital storytelling.
2. For further researchers
The researcher hopes this result of the study was allowed to serve as a resource for further researchers who are dealing with the topic of teacher emotion in teaching English through digital storytelling. Besides that, the findings of this study could be used as a comparison in arranging a similar study. In addition, this study is still needing more times and deep analysis using reflective journaling and telling story like previous study in using autoethnography research methodology in telling my teaching experience. Also, it can make the readers became a part of the research process and they can enter and feel what my emotion from my experience in narrating my teaching experience. The further researchers are advised to can complete another gap in this study.
67
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