A thesis proposal submitted in partial fulfillment of the requirements for the degree of Master of Education (M.Pd) at the IAIN Parepare postgraduate program. The items from her masterpiece in this thesis are signed by citation and referenced in the bibliography. If it can be proven that the thesis contains discrepancies, copied or duplicated by someone else, this thesis and the degree obtained will be deferred.
I could never have completed this thesis without the exceptional guidance and advice of my supervisors. I am very much aware that several people have been involved in their great help and helpful suggestions to complete this thesis. Haris Sunubi, M.Sc. Pd, Head of English Education, Graduate Program, National Islamic Institute, Parepare.
All lecturers, especially the lecturers of the Department of English and the staff of the Graduate Program of the State Islamic Institute of Parepar (6). My endless thanks to all my graduate program classmates without exception, I can't thank you enough for the togetherness and brotherhood from day one.
INTRODUCTION
Research Questions
The Objective of the Research
Significance of the Research
Based on the above background description, the formulation of the problem is: “How does the training for designing digital stories in English materials improve the skills of teachers in SMP Negeri 1 Mattiro Bulu Pinrang?”. For the next researcher, it was expected that the result of the study would be useful information and would motivate the next researcher to give another researcher ideas about the latest method of storytelling.
REVIEW OF RELATED LITERATURE
Some Pertinent Idea
The use of modern technology in the teaching of English is broadly understood as an innovative application of methods, tools, materials, devices, systems and strategies that are directly relevant to English language teaching and lead to the achievement of the desired goals. While technology is now widely accepted as an essential educational and assistive tool across a range of teaching and learning contexts, this is particularly true of English language teaching as it offers several potential opportunities to change the content and delivery of the pedagogies typically associated with the English to improve. language teaching. A digital story is one of the 21st century emerging tools that enable students to approach their content critically and present the matter technically15.
They are supposed to know more information than just what is written in the text of the presentation. The benefits and popularity of the digital storytelling method can be used in teaching all levels of students. Another advantage of the digital storytelling method is Story Selection and we can choose stories to use in the classroom based on teacher or student preferences.
The launch of EdTech has highlighted the importance of using technology in education. Regardless of the type of device, connect it to a television (which doesn't have to be a modern flat screen) or a discarded computer monitor. A good teacher and the actions he/she performs in the classroom during the teaching-learning process play a major role in bringing about efficient learning of the students30.
The use of media and learning technology will facilitate students' understanding of the course material. Developing the ability to read words.In Imad Tawfiq Sa'di (2020), Digital Storytelling: Time to Consider in Reading Comprehension. Another is to arrange the text by perceptual range, with the text display favoring the age level of the reader.
A good reader interacts with the text to develop an understanding of the information in front of them. Being able to connect visually allows for a better understanding of the text through emotional responses. Many teachers use formative assessments to determine whether a student has mastered the content of the lesson.
After you complete it, ask them the comprehensive questions listed to test their understanding of the book. The objectives of the training are: 1) Increase the knowledge of training participants about basic concepts, theories and principles on how to develop technology-based learning media in the classroom;.
Conceptual Framework
Teachers will be invited to record their voices according to the selected story script in the next stage. Teachers will learn how to record audio narration using a digital device such as a smartphone or an audio recorder to include the teacher's voice in the digital story. Teachers will have hands-on experience using standard audio recording software features to create a high-quality audio stream.
Teachers will also learn how to find and download suitable background music available in the public domain or out of copyright to include in their digital stories. In the next phase, teachers will learn how to use KineMaster, an online video editing application, to combine all the elements of digital storytelling (text, images, narration, music) into a complete digital story. In addition, teachers will also learn basic video editing techniques to make their digital storytelling look and sound great.
The output of this research is that every teacher has a digital story about the results of the one-day training. If there is a shortage, teachers will revise the final version of their digital story, then publish it online and discuss with other participants how digital stories can be used in the classroom to support learning.
METHODOLOGY OF THE RESEARCH
- The subject of the Research
- The setting of the Research
- Data Collecting Technique
- Techniques of Analysis Data
- Findings
- Discussions
Teachers can independently search and download images. a) At the beginning of the activity, the trainer introduces and assesses examples of Digital Storytelling, created by teachers of different levels and subjects. The trainer gives examples of downloading and saving images in documents. f) The trainer practices the way to open documents. G). Teachers can record audio independently. d) The trainer explains that you are recording audio with good pronunciation and a high-pitched voice. e) The trainer practices the way to record audio via a smartphone. f) The trainer gives an example to save the recording. G).
The trainer gives an example to open the recording. 3. Teachers can independently design a digital English story with the Kine Master Application. The trainer gives an example of how to end the editing process and save the digital story on the smartphone. H). At meeting 1, the teachers will receive instructions from the trainer; the teacher cannot work independently and it takes a long time to complete one phase.
The trainer explained in detail and repeatedly, the teacher cannot work independently and it takes a lot of time to complete this phase. Meeting 3, the coach no longer directs the teachers; teachers can work independently and not take much time to complete this stage. Teacher : yaa bisa mi dicoba bikin sendiri dirumah. teachers cannot work independently, although the trainer explained in detail and repeatedly.
The researcher decided to return to guide the teacher, so the researcher continues to meeting 2. After the researcher conducted the training on Wednesday, February 24, 2021, the data showed that the teachers were still receiving direction from the trainer. The researcher decided to return to guide the teacher, so the researcher continues to meet with 3. After the researcher conducted the training on Wednesday, March 3, 2021. the data showed that the teachers could work independently, although some ask questions to make sure they are doing it right. Enhancing Teaching and Learning with Digital Storytelling. Although the digital story is created using digital technologies, it is the most crucial element in the digital storytelling process (Lambert, 2009; Matthews-DeNatale, 2008). The trainer provides the training with step-by-step explanations about creating digital English story design. Through questions, the researcher and trainer know the teachers' difficulties during the training, and through the teacher's answer, the trainer provides feedback to the teachers. In Bonnie Long (2011), Implementing Digital Storytelling with Pre-service Teachers: Putting the Pieces Together. Shelby-Caffey, Úbéda and Jenkins in Nassim (2018), Digital storytelling: an activity learning tool to improve students' language skills. Using Digital Stories and Weblogs Instruction to Improve EFL Narrative Writing and Critical Thinking among EFL Majors in the Faculty of Education. The effect of digital storytelling on the reading skills of EFL second intermediate students in Saudi Arabia. The impact of technology integration on the engagement levels of ten second graders in an English language arts classroom. Sezginsoy Şeker (2016), Evaluating Digital Stories Created for Best Practices in Teaching Social Studies" in Teaching and Learning: Challenging Current Paradigms and Redefining Their Role in Educatio. Research on the Development of Digital Competence in ESL Student Teachers in a Norwegian Teacher Education Program Technology Trends in Learning and English Language Teaching CONCLUSION AND SUGGESTION
Suggestion
