A PRE-SERVICE TEACHER’S EMOTION IN TEACHING ENGLISH THROUGH DIGITAL STORYTELLING:
AN AUTO-ETHNOGRAPHY STUDY
THESIS
Advisor: Sandi Ferdiansyah, M.Pd.
Author:
Maiga Wahyu Bektiyan Nim. T20186110
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF KH. ACHMAD SIDDIQ JEMBER 2022
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A PRE-SERVICE TEACHER’S EMOTION IN TEACHING ENGLISH THROUGH DIGITAL STORYTELLING:
AN AUTO-ETHNOGRAPHY STUDY
THESIS
Submitted to Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember in Partial Fullfilment of the requirements for
Bachelor Degree of Education (S.Pd) Faculty of Tarbiyah and Teaching Training
English Education Department
By:
MAIGA WAHYU BEKTIYAN SRN T20186110
Approval by Advisor
Sandi Ferdiansyah, M.Pd.
NIP. 198503192019031004
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iv MOTTO
Whatever you get from Allah, and whatever calamity fall on you, it is from your selves. We delegate you become Prophet for human in the word. And Allah
enough to be a witness.
(Q.S. An Nisa’: 79)1
1 Tafsir Web. Online version. Access from https://tafsirweb.com/1611-surat-an-nisa-ayat-79.html (Accessed on November 23 November 2022, 08.25 am).
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DEDICATION I am pleased to dedicate this thesis for:
1. Mrs. Maimuna and the late Mr. Gatot Subiyanto, my beloved parent who always saw my struggles, support and pray me the best for my success journey in finishing my thesis. To my mother who loves me so well, who always works really hard for me, who always takes good care of me, who always supports and motivates me to finish my thesis. Who can be a mother and best friend to me, you mean a lot in my life and I love you so much.
2. Mrs. Mairy Cahya Bianta, my beloved sister and brother, who always loves, supports, motivates, and helps me to finish my thesis. Thanks a lot, of you.
3. Sya’dullah amin, my best friends who support, help, and motivated me in finishing my thesis. Thank you for your time and wish luck on your future.
4. My friends, Yulia, Yuni and who gives me a positive word and supports to finish this thesis. I want to say thank you to all of you and good luck on your life.
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ACKNOWLEDGEMENT
First and foremost, I want to express my appreciation and all the thanks of gratitude for Allah SWT, who has blessed me with good health and the ability of planning or process to complete my thesis. Next, the researcher also understood that assistance and direction from others were necessary to finish this thesis. Thus, I want to offer my sincere gratitude to these persons as follows:
1. Prof. Dr. H. Babun Soeharto, S.E.MM, the Rector of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember who has given me the chance to study at this university.
2. Prof. Dr. Hj. Mukni’ah, M.Pd.I, the Dean of the faculty of tarbiyah and teacher training of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember who has facilitated my study in this faculty.
3. Mr. As’ari, M.Pd, the Chief of English Education Department who approved the title of this thesis.
4. Mr. Sandi Ferdiansyah, M.Pd, my Advisor who has support, guided, and advised me in conducting the research and writing this thesis.
5. All of lecturer of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember who has contributed a wealth of knowledge.
6. My participant who is willing to participate in my research project of using the literature circle strategy in vocabulary learning.
Hopefully, Allah will reward all of the wonderful actions that people did help me in completing this thesis. The author realizes that this thesis has not yet reached perfection, both in terms of writing and language. For the sake of
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perfection of this thesis, the author gladly accepts criticism and suggestions for improvement in the contents of this thesis.
Jember, 30 November 2022
Researcher
viii ABSTRACT
Maiga Wahyu Bektiyan, 2022: Pre service teacher’s emotion in teaching English through digital storytelling: An Auto-ethnography study
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
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TABLE OF CONTENT
COVER ... i
ADVISOR APPROVAL SHEET ... ii
EXAMINERS APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATIONS ... v
ACKNOWLEDGMENTS ... vi
ABSTRACT ... viii
TABLE OF CONTENT ... ix
CHAPTER I: INTRODUCTION ... 1
A. Baground of The Study ... 1
B. Research Questions ... 6
C. Research Objectives... 6
D. Research Significant ... 6
E. Definition of Key Terms ... 7
CHAPTER II: LITERATURE REVIEW ... 8
A. Previous Research ... 8
B. Theoritical Framework ... 12
1. Teacher emotion ... 12
2. The teaching of digital storytelling in ESL/EFL contexts .. 14
CHAPTER III: RESEARCH METHODS ... 17
A. Research Design ... 17
B. Context of the study ... 23
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C. Instructional Procedures ... 25
D. Data Collection ... 29
E. Data Analysis ... 31
F. Trustworthiness ... 34
CHAPTER IV: FINDINGS AND DISCUSSION... 39
A. Research Findings ... 39
B. Discussion ... 59
CHAPTER V: CONCLUSION AND SUGGESTIONS ... 64
A. Conclusion ... 64
B. Suggestions ... 65
REFERENCES ... 67
APPENDICES ... 74
1 CHAPTER I INTRODUCTION
This chapter contains a variety of topics related to the current research including background study, research question, research objective, research significance, and definition of key term. The explanations about them as follow.
A. Research Background
Teachers’ emotions are an essential part of teaching so, it becomes the heart of teaching2. Add,that teachers’ emotion is very influential toward the achievement or unachieved goals of teacher personal significance express both pleasant and unpleasant emotions in the classroom3. Withal, illustrate that teachers will have more enjoyment and more intent for students when they succeed in teaching and learning. Conversely, the teacher will reactwith more anxiety and anger when the students fail after the teacher teach. In similar veins, illuminates that teaches’ emotion has positive emotions (confident, curious, engaged, enjoyment) and negative emotions (angry, annoyed, anxious, bored).,
In the context of English language teaching, several previous studies have examined teachers' emotions. Explores that the kind of teachers’
emotions and learners’ experiences in order they can manage their emotions in
2 Hargreaves, Andy. (1998). “The emotional practice of teaching”. Elsevier Ltd. Teaching and Teacher Education. Vol. 14. No. 8, pp. 835-854
3 Frenzel, C, Anne, Goetz, Thomaz & Jacob, Barbara. (2009). “Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test”. © Springer Science+Business Media. DOI:10.1007/978-1-4419-0564-2_7
language learning and teaching4. Furthermore, investigates ESL teachers’
emotions through teachers’ experiences in their interaction with the school community. This research reported that ESL teachers have negative emotions like of their self-perceived low efficacy when interacting with the school community5. The previous studies show that teachers’ emotions have been implemented in teaching English in ESL settings. Grounded in emotional geography theory, the present study examines how a pre-service teacher’s emotions manage her teaching experience in implementing digital storytelling to secondary school students in the writing classroom
In this digital age, technology has an important role in the education system. Teachers and students use computers, iPad, mobile phones, or laptops in classrooms to mediate and facilitate learning. Technology always becomes an integral part of the teaching and learning process and also an essential part of teachers that they can use to facilitate their students’ learning6. In addition, technology can enhance the learning process in which technology increases students’ learning experience7. Therefore, incorporating technology into learning can be implemented to improve learning in either online, offline, or blended learning environments.
4 Ricards, C, Jack. (2020). “Exploring Emotions in Language Teaching”. RELC Journal. 1–15.
10.1177/0033688220927531
5 Nguyen, Hue, Minh. (2018). ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education.
Springer International Publishing. 10.1007/978-3-319-75438-3_14
6 Ahamdi, Reza, Mohammad. (2018). “The use of Technology in English Language Learning: A Literature Review”. International Journal of research in English Education. Vol (3), No 2.
7 Benjamin, A, Kehrwald., & Faye, McCallum. (2015). “Degrees of change: understanding academics experiences with a shift to flexible technology enhanced learning in initial teacher education”. Australian journal of teacher education. Vol. 40, No. 7, p. 43-56.
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Teaching and learning English, technology utilize for pedagogical tasks and it can improve teachers’ teaching in creating interesting teaching and learning activities. The effectiveness of teachers perceives utilizing integrating technology has a positive attitude into their teaching8. Technology integration was a positive collaboration in teaching and learning9. Although technology brings about positive impressions, it also presents challenges for teachers to utilize technology in learning. Although educators use technology in schools, they get difficulties to use technology in learning process10. Furthermore, integrating technology into classroom instruction is still slow, it caused influenced by some factors such as teachers need professional learning support workshops in order, they add their knowledge how to use technology; and professional learning support and learning activity11. In fact, most of the teachers are facing obstacles in using technology to their learning process. It because they lack of knowledge about using technology. In addition, the teachers have barriers to use technology such as lack of accesses, time, training and facilities12. In other words, the integration of technology in
8 Emhamed, H, D, E. & Krishnan, D, S, K. (2011). Investigating Libyan teachers’ Attitude Towards Integrating Technology In teaching English In Sebha Secondary Schools. Academic Research International. Vol 1
9 Potter, S., & Rockinson-Szapkiw, A. J. (2012). “Technology integration for instructional improvement”: The impact of professional development. Performance Improvement, 51(2).
doi:10.1002/pfi.21246
10 Balanskat, A., Blamire, R., & Kefala, S. (2006). “A review of studies of ICT impact on schools in Europe”: European Schoolnet
11 Levin, T., & Wadmany, R. (2008). “Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery”. Journal of Technology and Teacher Education, 16(2), 233-263.
12 Allahyar, N., Riasati, J,M & Tan, Kok-Eng. (2012).”Technology in Language Education:
Benefit and Barriers”. Journal of Education and Practice, Vol (3), No 5.
successful learning process needs many supports from school such as facilities and workshop training for teachers about technology.
DST is a digital story that has maximum time is 6 minutes and it use with mixing photos, music, video, or audio13. Furthermore, digital storytelling can be implemented in forms of narrative story that to utilize the advantage the possibilities that presented by digital media14. (DST) presents begun in the 21st century digital media, such as video, which makes it easier to save, distribute, and share widely15. In additions, digital storytelling is essentially
“the art and craft of exploring different media and software applications to communicate stories in new and powerful ways” (p. 66)16. In the context of education, this media can give students chance to use the general media tool in their daily lives in outside of classroom, such us Internet, platform media social, editing application online, recording video, to add the quality multi- media to their stories particularly in educational field.
Empirically speaking, DST has been widely documented that it can be utilized to facilitate the development of students’ creativity, identity, and technological skills. Through DST students can develop creativity, multimodal
13 Kearney, M. (2009). Towards a learning design for student-generated digital storytelling. The Future of Learning Design Conference, 4. Retrieved 15 October 2016, From http://ro.ouw.edu.au/fld/09/Program/4
14 Shin, Elizabet. (2016). “Constructivist learning environments in digital storytelling workshops:
an interview with Joseph Lambert”. Theses and Dissertations. 658.
https://digitalcommons.pepperdine.edu/etd/658
15 Sepp, M., & Bandi-Rao, S. (2015). “Creating an effective model for digital storytelling in the ESL writing class”. CUNY Academic Works. Retrieved 15 October 2016, from http://academicworks.cuny.edu/bm_pubs/23
16 McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (6th.). Boston, MA: Pearson Education.
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literacy, and story literacies17. In similar vein, DST allows students to show thoughtful expression, creativity and adding the knowledge of technological development18. Additionally, that digital “tools allow students to express their identities, reflect on their lives, and share their stories with an audience…
consequently, narrative is both an exploration and an expression of identity”
(p. 60)19. The digital aspect from DST allows students can demonstrate their language knowledge improvement and their creativity through making story.
It also gives them who might initially be less confident in expressing ideas orally to be more confident. DST can demonstrate in making story enable to engage student in learning language in more confident ways20. With this in mind, DST is not only a tool that can make students learn in fun ways but also help them exercise their creativity. In addition, they can express their idea easily when making story as an assignment given by their teachers.
Against this backdrop, language teachers are suggested to incorporate DST into language learning because it helps them and their students to create effective, meaningful, and fun learning. While previous studies have demonstrated how DST can develop students’ creativity and motivation in language learning, few studies have investigated how pre-service teachers
17 Nilsson, Monica. (2010). “Developing Voice in Digital Storytelling Through Creativity, Narrative and Multimodality”. Www.Reseachgate.net, 6(2), 148-158
18 Ohler, D. (2007).” Digital storytelling in the classroom: New media pathways to literacy, learning and creativity”. Heatherton: Hawker Brownlow Education.
19 Gresham, Peta. (2014). “Fostering Creativity Through Digital Storytelling “It’s a paradise inside a cage”. English Teachers Association of NSW. 47-55
20 Macleroy, Vicky, Hakney, Claire & Samland, Susi. (2021). “An Exploration of How Children’s Language Leraning Can Be transformed when teachers Place Creativity and Stories at the Centre of the Curriculm and Experiment with Digital Storytelling in the Classroom”. Modern Language Open, 91), p. 18. DOI: http://doi.org/10.3828/mlo.voio.348
perceive the enactment of DST in teaching practice. Therefore, the present study examine how is pre-service teacher’s engage students in language learning through digital storytelling. Furthermore, this study also contributes what emotion are reflected in pre service teacher’s experience in teaching English through digital storytelling.
B. Research Questions
To guide the study, the research questions are formulated:
1. How can a pre-service teacher engage secondary school students in learning to narrative write through digital storytelling?
2. What emotions are reflected in pre-service teacher’s teaching experience?
C. Research Objectives
Based on the research questions above, the objective of this study is:
1. To find out how a pre-service teacher engage students in learning English through DST.
2. To examine emotions reflected in pre-service teacher’s teaching English thorough digital storytelling.
D. Research Significances
The result is expected to provide some theoretical and practical knowledge for the following parties:
1. Theoretically
teacher emotion research is mainly conducted in subject areas such as science, mathematics and physical education, while research focusing
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specifically on language teachers is limited and often subsumed under the domain of language teacher
2. Practically
The result of this study is to contribute to the teachers’ experience teaching narrative writing through digital storytelling. Additionally, it can add new perspectives on how digital storytelling is designed to teach narrative writing to secondary school students.
E. Definition of Key Terms 1. Digital storytelling
DST is technology tool that can use in classroom and it can support teaching and learning process effectively and easily. DST is implemented with mixing photo, text, music, audio, and video, to create a digital story.
the longest duration for creating DST is 5 minutes. Digital storytelling also is a tool used to integrate technology into the teaching and learning process especially for students to encourage fun, interesting and creative activities in the classroom.
2. Narrative writing
Narrative writing is similar to story writing. Narrative writing is a story that can be fiction or nonfiction, and also semi-autobiography, experience, and historical. Narrative writing is a story that is written on past or present information. Narrative also has part of the structure, characters, object look, and feel. it is called the story’s setting
8 CHAPTER II LITERATURE REVIEW
This chapter discusses two point’s namely previous research and theoretical framework. The point of previous research describes about the several previous studies which dealing with the current study. Meanwhile, the theoretical framework explains about various theories to support the current study. The discussion on this part presents in the below.
A. Previous research
In this section, several previous studies are discussed to identify the research gap and new insight proposed for the present study.
First, “The Emotional Geography of language teaching” showed this study examined ESL teacher’s emotion from her teaching experience in England. This emotion examined use emotional geography perspective such as physic, moral, professional, political and socio cultural. The result of these studies showed that the teacher had various emotions such as positive and negative in emotional geography21.
Second, investigated “Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil. The research examined in-service and pre-service teachers of English in Brazil22. They focused on the teachers’
feelings and the relationship between their beliefs and emotion. The finding suggests that language teachers in Brazil felt kind of both positive emotions (happiness, joy, contentment) as well as negative ones (fear, frustrations,
21 Liu, Yongcan. (2016). “The emotional geographies of language teaching, Teacher Development”, DOI: 10.1080/13664530.2016.1161660.
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sadness) basically related to students, for pre-service teachers, their emotions (positive and negative ones) are usually connected to their experiences in using the language and their (lack of) confidence in seeing themselves as able to speak the language
Third, a study reported on “Foreign language teachers’ emotion recognition in college oral English classroom teaching”23. This study presented emotional recognition to foreign language teacher who was originally from China to native students. The aim of this research is to know teacher’s communication barriers between them during their learning process.
The findings of this research showed that wase were four emotional emotion recognition between teachers (native English speakers) and students such as smile, eye contact, gesture, and tone which influenced foreign language teachers with students in the classroom. The findings of the study suggest that foreign language teachers can improve good communication and good connection with students and also students can increase learning outcomes through emotional recognition.
Fourth, investigated “Emotion regulation and identity negotiation: A short story analysis of Finnish language teachers’ emotional experiences teaching pupils of immigrant background”. This research involved four women Finnish language teachers’ emotions through their short stories that explored the connection between emotion regulation and a teacher’s identity.
This method was applied to textual analysis of teachers’ short stories.
23 Dai, Yanyun. (2021). “Foreign language teachers’ emotion recognition in college oral English classroom teaching”. Frontiers in physiology. Vol.12, p.782379-782379.
Teachers’ short stories focused on exploring negative emotions analyzed using the narrative analysis method. The research found out that emotion regulation strategy carried out cognitive change and create teachers’ identities24.
Table 1
The similarities and differences Previous research and researcher’s study
No Researcher’s name and title Similarities Differences 1. An article journal is written by Liu
(2016) “The Emotional Geography of language teaching”
Both types of research use
emotional geography theory
by Andy Hargreaves
Research participant
Research focus
The previous study focused on the data teachers’ diaries in teaching professional English programs and the present study focused on teachers’
experience through photovoice in teaching digital storytelling.
Type of research design,
The previous study used Narratives Inquiry research and the present study use autobiography study
2. An article journal is written by Aragao and Barcelos (2018)
“Emotions in Language Teaching: A Review of Studies on Teacher
Emotions in Brazil
Both kinds of research examined
teachers’
emotions
Research participant
Research focus
The previous study focused on reviewing studies on teacher emotions the present study focuses on teachers’ experiences based on an emotional geographical perspective
24 Hokka, Palvi & Pappa, Sotiria. (2021). “Emotion regulation and identity negotiation: A short story analysis of Finnish language teachers’ emotional experiences teaching pupils of immigrant background”. The teacher educator. Vol. 56, No. 1, 61–82
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No Researcher’s name and title Similarities Differences 3. An article journal is written by” Dai
(2021) on “Foreign language teachers’ emotion recognition in college oral English classroom teaching”
Both kinds of research examined teachers’
emotions in English classroom teaching.
Research participant
Research focus
The previous study focused on the emotion recognition perspective and the present study focus on the emotional geography perspective 4. An article journal is written by Hokka
and Pappa (2021) investigated
“Emotion regulation and identity negotiation: A short story analysis of Finnish language teachers’ emotional experiences teaching pupils of
immigrant background
Both kinds of research examined teachers’
emotions in English classroom teaching
Research participant
Research focus
The previous study focused on exploring the negative emotions analyzed and the present study focuses on teachers’ experiences based on an emotional geography perspective
Type of research design, the previous study used a narrative analysis study, and the present
study use the
autobiography method Although the previous studies have provided significant contributions to the body of literature on teachers’ emotional experience of EFL and ESL teaching and learning context, few studies examined pre-service teachers’
emotional knowledge and used emotional geography in the English classroom, particularly in teaching digital storytelling. Additionally, informed by the autoethnography study, this study would like to explore pre-service teachers’
emotional focused on teaching digital storytelling to secondary school students.
B. Theoretical framework 1. Teacher emotion
The research on emotionality in learning has a long history, while the research on emotionality in teaching has long been neglected25. Increasing attention has been given to the role of emotion in teachers’ professional practice26. A review of this body of work has revealed some critical issues which frame the theoretical and methodological approaches
First, teacher emotion research is mainly conducted in subject areas such as science27, mathematics28 and physical education29, while research focusing specifically on language teachers is limited and often subsumed under the domain of language teacher anxiety. An exception is Cowie’s study on experienced EFL expat teachers’ emotions in Japan which makes explicit use of the term ‘teacher emotion’30. The finding of his research is not very different from that reported in the general literature on teacher emotion, which acknowledges the essential role of emotion in teaching.
Cowie, however, rightly points out that the importance of emotion may be especially prominent for language teachers living in a foreign country,
25 Zembylas, M. 2007b. “Theory and Methodology in Researching Emotions in Education.”
International Journal of Research and Method in Education 30 (1): 57–72.
26 Day, C., and J. Lee. 2011. New Understandings of Teacher’s Work. Dordrecht: Springer
27 Zembylas, M. 2002. “Constructing Genealogies of Teachers’ Emotions in Science Teaching.”
Journal of Research in Science Teaching 39 (1): 79–103
28 Hodgen, J., and M. Askew. 2011. “Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher.” In New Understandings of Teacher’s Work, edited by C. Day and J. Lee, 165–183. Dordrecht: Springer.
29 Dowling, F. 2008. “Getting in Touch with Our Feelings: The Emotional Geographies of Gender Relations in PETE.” Sport, Education and Society 13 (3): 247–266
30 Cowie, N. 2011. “Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about Their Students, their Colleagues and their Work.” Teaching and Teacher Education 27: 235–242.
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because they encounter various emotional challenges as a result of change in their work environment. The number of immigrant background language teachers has continued to rise in recent years as a result of transnational migration. The research on this particular group of teachers is extremely limited, let alone research on their emotions. More research is thus needed to reconceptualise language teaching as an emotional enterprise.
According to Denzin emotional understanding ‘‘is an intersubjective process requiring that one person enter into the field of experience of another and experience for herself the same or similar experiences experienced by another’’
(p. 132)31. Teachers draw upon emotional understanding when they reach into the past store of their own emotional experience to interpret and unravel, instantaneously, at-a-glance, the emotional experiences and responses of others.
One of the primary ways in which emotional understanding is established is through developing long-standing, close relationships with others. Without such relationships, people are prone to experience emotional misunderstanding where they ‘‘mistake their feelings for the feelings of the other’’ (p. 134)32. Where such close relationships do not exist in schools, teachers can easily misconstrue the words and actions of others. Here, teachers view others’ emotions as extensions of their own, or they treat others’ emotions stereotypically as when they attribute typical emotional states to whole groups of students such as grade levels, high or low tracks, or cultural minorities33. Successful teaching, therefore, depends on
31 Denzin, N. 1984. On Understanding Emotion. San Francisco: Jossey-Bass
32 Denzin, N. 1984. On Understanding Emotion. San Francisco: Jossey-Bass
33 Hargreaves, A. 2001a. “The Emotional Geographies of Teachers’ Relations with Colleagues.”
International Journal of Educational Research 35: 503–527.
teachers establishing close bonds with key people around them, colleagues as well as students, and on creating working conditions that make emotional understanding possible.
Besides these analyses of the emotional consequences of change and reform, however, there have been no systematic efforts to understand and explain what patterns and components of teachers’ relationships with students in teaching English through digital storytelling in expressing positive or negative emotions. This chapter examine how pre service teachers’ in her teaching experience. It draws upon Liu and andy Hagreaves concept of teacher emotion in emotional geography to examine one individual teacher’s social construction of emotions within a teacher professional community. While this study just focused on pre service teacher emotion in expressing both positive and negative emotions.
2. The teaching of digital storytelling in ESL/EFL contexts
Nowadays, students have widely used technology to use in language teaching and learning context through digital storytelling (DST) format. DST is a digital story to practice a specific topic or story that uses computers, laptops, or mobile phones to mesh together image, text, recorded audio, video, and music. In addition, DST is one of the multiliteracy practices that allow students to design multimodal narrative, which is represented through storytelling to make students’ stories alive34. Similarly, digital storytelling is a practice of creating digital stories by
34 Choi, Jayoung., Crowder, Tuba, Angay., & Yi, Youngjoo. (2013). “Putting Multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program”. Tesl Canada journal, Vol 30, No.2.
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combining narrative stories, digital content, images, and making short movies35. In addition, DST also gives some advantages that had advancements in instructional design that support enhancing learning processes such as improving critical thinking, motivation, and multi- literacies36.
From previous studies, using DST implemented in EFL and ESL classrooms can help and support students in the learning process. For example, investigated two groups of EFL learners from Australia and Kyrgyzstani who created digital storytelling37. The result showed that using DST positively affects EFL students in literacy acquisition.
Furthermore, investigated Turkish EFL students’ opinions toward DST in the learning environment38. The findings showed that positively improved students’ self-confidence and personal use after the digital storytelling activity. Inspected 101 south American EFL students as the participant in this research. This study used a quasi-experimental approach combined with a mixed-method design39. The finding showed that DST significantly
35 Hung, Alan, Shao., (2019). “Creating Digital Stories: EFL Learners’ Engagement, Cognitive and Metacognitive Skills”. Educational technology & society. Vol.22 (2), p.26-37
36 Yang, Ya–Ting, C & Wu, Wan–Chi, I. (2012).” Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study”. Computers and education. Vol.59 (2), p.339-352
37 Chubko, Nadezhada., et.al. (2020). “Digital storytelling as a disciplinary literacy enhancement tool for EFL students”. Education Tech Research Develpment. Vol.68 (6), p.3587-3604.
38 Hava, Kevser. (2021). “Exploring the role of digital storytelling in student motivation and satisfaction in EFL education”. Computer assisted language learning, 2021-09-03, Vol.34 (7), p.958-978.
39 Ana, Quinonez-Cuesta., et.a. (2021). “Using Digital Storytelling as a Strategy for Enhancing EFL Writing Skills”. International journal of emerging technologies in learning. Vol.16 (13), p.142-156
improved students’ writing skills, particularly in grammar and vocabulary subjects.
Withal, spectacled students at a lower or higher secondary school in Vienna, Austria40. This study used a qualitative methodology and involved five case studies of classroom activities. The finding showed two steps; first, the digital storytelling story writing and the digital storytelling producing phase. Those are students’ control and action through giving, sharing, and taking in the digital writing activities. Meanwhile, students experienced co-creative with enjoyment and fun in the digital storytelling producing step.
Drawing on the previous study, DST has given some advantages to supporting students and teachers in the teaching and learning process.
Therefore, this study makes use of DST as a tool to facilitate and support teachers and students in their teaching and learning process. In particular, DST is enacted to mediate the development of student’s narrative writing skill.
40 Alexsander, Schmoelz. (2018). “Enabling co-creativity through digital storytelling in education”. Elsevier Ltd. Vol.28, p.1-13
17 CHAPTER III RESEARCH METHOD
This chapter illustrates the process of conducting the research project. The chapter consists of several parts namely research design, research setting and participants, instructional procedures, data collected, data analysis, and trustworthiness. The descriptions on this part as follow.
A. Research design
The present study is grounded in the social constructivism paradigm. The social constructivism paradigm as a part of qualitative research that involves researchers’ activity in their interpretation of the study41. He also describes that the social construction paradigm has been rapidly influenced by the Vygotskian perspective which focuses on the intersubjective experiences during the research process. Stipulates that paradigm is an assumption of the researchers to share their beliefs of the study42. Anchored in this paradigm, it allows me to play roles as both the researcher and participant at the same time to particularly examine my emotion as a pre-service English teacher in teaching students narrative writing through digital storytelling. Therefore, autoethnography is suitable for examining my emotion in teaching English through digital storytelling based on my experience for the purpose of teacher’s personal identity.
41 Kim, Song, Mi., (2014). “Doing social constructivist research means making empathic and aesthetic connections with participants”. European Early Childhood Education Research Journal, Vol. 22, No. 4, 538–553. https://doi.org/10.1080/1350293X.2014.947835
42 Morgan, L, David., (2007).” Paradigms Lost and Pragmatism Regained: Methodological Implications of Combining Qualitative and Quantitative Methods”. Journal of Mixed Methods Research. DOI:10.1177/2345678906292462
With this in mind, some narratives provide story human life experiences similarly, autobiography is also providing human life experiences so, autobiography is called a part of the narrative form43. Autobiography is retrospective life that is designed for referential writing. And it is a form of narrative. Autobiography is the term for life writing or life narrative that takes a life of one’s own or another subject (p.4)44. Furthermore, highlights that autobiography is storytelling based on one’s personal memories.
Additionally, autobiography represents what happens, what and how to think, feel, and react45. In the context of education, autobiography is utilized for teacher education context to tell teachers’ experiences during the teaching process46. To add, explored multimodal storytelling use to investigate second language teachers’ identities, focusing on her participant’s teaching experiences47. Against this backdrop, this study employs an autobiography approach as a part of the narrative inquiry that examines how a pre-service teacher’s emotion is reflected in her own experience teaching digital storytelling to secondary school students.
Narrative inquiry investigates what happened, how a story can be
43 Mathias, D, Blake & Smith, D, Anne. (2016). “Autobiographies in Organizational Research:
Using Leaders’ Life Stories in a Triangulated Research Design”. Sagepub.com, Vol. 19(2) 204- 230
44 Smith,Sidonie & Watson, Julia. (2010). “Reading Autobiography: A Guide for Interpreting Life Narratives”.4
45 Fivush, Robyn. (1998). “The Stories We Tell: How Language Shapes Autobiography”. Applied cognitive psychology. Vol. 12, 483-487
46 Diamond, Fleur.(2020). “Cultural memory in English teaching: a critical autobiographical inquiry”. English Teaching: Practice & Critiqu. Vol. 19 No. 2, 2020 pp. 231-244
47 Vitanova,Gergana. (2017). “Multimodal Autobiographies as Sites of Identity Construction in Second-Language Teacher Education”. Tandfonline.com. 39-53, DOI:
10.1080/08989575.2016.1222493
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meaningful, and how it is told and shared48. Furthermore, narrative inquiry is a subject of qualitative design used in humans’ lives49. thus, the narrative inquiry is a qualitative design that can interpret, explore, tell and inform a story from humans’ lives experience. In addition, narrative inquiry is “a story or collection of stories” that is why it is called narrative (p. 46)50. As Holland, Lachicotte, Skinner, and Cain (1998) point out that
“[T]hrough narratives, people tell others who they are, but even more importantly, they tell themselves and try to act as though they are who they say they are. These self-understandings, especially those with strong emotional resonance for the teller, are what we refer to as identities”. (p. 3)51
In light of those perspectives, previous studies have almost implemented a narrative inquiry to examine and explore EFL teachers’ or preservice teachers’ emotions or experiences while teaching English. For example, presented a narrative inquiry approach to explore and investigate an English teacher’s emotions in becoming a teacher52. Similarly, investigated two beginner Chinese teachers’ experiences employed in two middle schools after becoming the Free teacher Education (FTE)
48 Thomas, Sharon., (2012) “Narrative inquiry: embracing the possibilities”. Qualitative Research Journal. Vol. 12. Iss 2 pp. 206 - 221
49 Polkinghorne, E, Donald. (1995). “Narrative configuration in qualitative analysis”, International Journal of Qualitative Studies in Education,5-23, DOI: 10.1080/0951839950080103
50 Heigham, J., & Croker, R. A. (Eds.). (2009). “Qualitative Research in Applied Linguistics”.
London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230239517.
52 Lee, Icy & Yuan, Rui. (2015). ‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Tandfonline.com; teaching practicum, Teachers and Teaching, DOI: 10.1080/13540602.2016.1185819
Program53. The result of this study was both beginner teachers felt strained becoming beginner English teachers. In other words, both teachers said they were motivated to join the FTE program. Additionally, explored two EFL teachers’ emotions from Korea. The data of this research was from teachers’ experience so, the finding reported that it was having positive and negative emotions during incorporate critical literacy practices into their regular high school EFL instruction.
Besides, my rationale using this method stems from the curiosity and interest in using unique and creative methodology which enables me to tell my experience in teaching English using digital storytelling.
Furthermore, to meet this goal, I deployed an auto-ethnography narrative inquiry as the research design. Define narrative inquiry as a theory in educational research that talks about human experience or human storytelling. They mention that narrative inquiry constructs and reconstructs personal stories such as learners, teachers, and researchers because they are storytellers in their own stories or experience in authentic ways54. With this in mind, I argue that narrative inquiry serves as a springboard to examine teachers’ or learners’ experience or their personal stories on their teaching and learning process. Furthermore, I use auto- ethnography as a form of autobiography which is a first-person perspective or a story one’s experiences that provide a story, experiences, or history of
53 Wang, C, Caeoline. (1999).” Photovoice: A Participatory Action Research Strategy Applied to Women's Health”. Vol. 8 (2)
54 Clandinin, Jean, D & Connelly, Michael, F., (2014). Stories of Experience and Narrative Inquiry. Sagepublications.com, DOI: 10.3102/0013189X019005002.
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one's life 55. And this method called creative method because it is research subject which engaging personal or oneself experience to establish the her/his story56. Similarly, states that autoethnography is different from other methodologies because it focusson in subject of the study57. In addition, auto-ethnography is a part of the characteristics of autobiography and ethnography which an author does retroactively, analyzes, and writes their personal past experience58. Drawing from these propositions, autoethnography is the methodology that the researcher also play role as research participant able to use and draw to share or tell his/her personal experience.
The present auto-ethnography is guided by the following research questions: 1) how can a pre-service teacher engage secondary school students in learning to write through digital storytelling? And 2) what emotions are reflected in the pre-service teacher’s teaching experience?
Personally and professionally speaking, these questions are worth thinking about for two reasons. First, nowadays, technology has been rapidly developed particularly in the educational field. So, as a millennial pre- service teacher, I utilize technology, including digital storytelling because it allows students to create their own digital stories through which they can
55 Mathias, D, Blake & Smith, D, Anne. (2016). Autobiographies in Organizational Research:
Using Leaders’ Life Stories in a Triangulated Research Design. Sagepub.com, Vol. 19(2) 204- 230
56 Marechal, Garance., (2011). Book reviews: Creating Autoethnographies Tessa Muncey.
Management learning. p. 124-128. DOI:10.1177/13505076110420010704
57 Nguyen, Tram, (2019)"A Journey of Cross-Cultural Adaptation: An Autoethnography of a Vietnamese Graduate Student in The American Classroom". Masters Theses. 4459
58 Adams, E, Tony., Bochner, P, Arthur & Ellis, Carolyn. (2011). Autoethnography: An Overview.
Forum Qualitative Sozialforschung. Volume 12, No. 1. https://www.qualitative- research.net/index.php/fqs/article/download/1589/3095?inline=1#gaut
improve their creativity, digital literacy, and writing skills. Secondly, I am interested in teacher emotion because it has been developed to enable researchers to examine teacher emotions.
I choose the auto-ethnography research design because I am interested in narrating my own teaching experiences and reflecting on the emotions that I feel during my teaching. I illustrate the emotions using reflective journals. To support this, Yung (2019) stipulates that autobiography could be used to narrate human experience by engaging the researcher herself/himself59. With this in mind, I can establish the authority of my experience to examine my self-emotion as an English pre- service teacher in teaching digital storytelling. To establish my credibility, I am an English education department student who is in the last semester.
At present, I am doing my research under the guidance of my supervisor.
In the beginning, I did not know that there is an auto-ethnography approach that is part of the narrative inquiry method. It can be implemented in the educational context and can be used to examine the researcher’s experience of the study. In other words, I chose it because its methodology enabled the researcher to explore his or her own experience.
So far, I have learned some research methods such as case studies or experimental studies in the ELT context. They are employed only to investigate a particular issue dealing with students’ or teachers’
experiences as research participants. For these reasons, I argue that auto-
59 Yung, Ho-Wai, Kevin. (2019). “Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry”. Sage journal. Vol. 2(1) 64–76
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ethnography is a unique methodology and I am interested in examining myself as both a preservice teacher and researcher in conducting my own study. Drawing on my illustration, I hope that the present study can inspire my readers to develop an understanding of recent theories of emotion and auto-ethnography design as a research method that explores pre-service teachers’ emotions in teaching digital storytelling.
B. Context of the study
In this study, I play multiple roles as a pre-service teacher, researcher, participant, and author. I am a final year university student majoring in English education department who is writing a final report. When I choose the school as a site to do my research, I consider some reasons: 1) the school has earned many academic and nonacademic achievements such as sports, academics, movies, environment, music, and technology such as robotics; 2) the school is based on the technology-oriented curriculum. It is proven that the school did the cooperation with the University of Technology Surabaya (ITS) in the Applied Education Program for Information and Communication which aims to look for a breakthrough in additional provisions for students in technology information and Communication. It also aims to equip students to adjust to the rapid development of technology; 3) the school has a good and complete facility in the classroom such as lab computer and language, LCD projector, etc.; 4) the school has welcomed any early career researchers to collaborate for doing research which aims to improve the quality of learning,
and 5) the school is easy to access. It is nearby my house which only takes around five minutes to get there.
Before going to the field, I provided the school with a letter of permission from the faculty and informed consent. It is done to provide ethical establishment before doing the research. I asked the administration staff at the campus to get the informed consent of observation used to get permission before conducting the research at the school. The next day, I met an English teacher and informed her that I was interested to do research at the school. I explained the concept and the goal of the research to her. She was very happy to welcome me as a researcher to do the research in that school. Furthermore, I discussed with her the class for conducting the research. She offered me the acceleration class because all students liked learning to use technology and she regarded them as capable of learning digital storytelling. Acceleration class was different from regular class. Acceleration class was an educational service program offered to students who had the potential for intelligence and or special talents such as high IQ, academics, and excellent achievements.
Acceleration class had a shorter completion time compared to the regular class which did not provide special groupings or differentiation on the basis of students’ ability and achievement. Furthermore, the regular class took three years of education to get a high school certificate while the acceleration class took two years. The total number of students in the accelerations class where I did the research was 26 students. There were 23 females and 3 males. And the average age of acceleration students was 16 years old.
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C. Instructional procedures
In the present study, I taught secondary school students narrative writing using digital storytelling. Digital storytelling is an art of storytelling that can express students’ experiences through a digital video that consists of effects, pictures, music, and voice recording. It gave students the opportunity to make use of the internet, social media, and editing applications online to create digital storytelling. By engaging students in digital storytelling projects, it was expected that it could help students develop their creativity, fun, literacy, and technological skills in the process of learning. Before teaching digital storytelling, I prepared two websites of online editing applications that students can use to create digital storytelling named storyboardthat and Animaker. I asked students to make small groups that consisted of three students in each group. In teaching narrative writing using digital storytelling, I adopted the instructional procedure proposed by Ferdiansyah (2017) that involves the three-stage framework which consists of lead activity (see Table 1), the story creation (see Table 2), and post-task (see Appendix). I combined it with my own instructional produce which I designed to suit my students’
needs so it becomes a more developed and new approach to instructional procedures of teaching digital storytelling. I began my teaching with a lead-in activity which includes an introduction to digital storytelling, group making, story idea-making, and an introduction to a digital storytelling website (see Table 1).
Table 1. Lead-in Activity
Stages Goals Activities
Introducing Digital storytelling
To introduce to students that technology has been rapidly developed in an educational setting
To Introduce kinds and examples of digital storytelling
To build students who have creative skills, literacy skills, and digital skills.
1. Pre-service teacher explains what is and how digital storytelling can implement learning contexts.
2. Pre-service teacher prepares the material about digital storytelling.
3. Pre-service teacher showing tutorial of digital storytelling through an LCD projector 4. Pre-service teacher and
students do questions and answers about digital storytelling
5. Pre-service asks the students to give their reflection after knowing digital storytelling (see the worksheet below in task 2).
Making group To build the students’
cooperation as a good team
To build students
responsible in their job as group
1. Pre-service teacher asks students to make a group that consists of three students in each group.
2. Pre-service teacher asks students to determine each member job.
3. Pre-service teacher asks students to write down their members job in the worksheet that has been provided by pre-service teacher. It does as evidence that the members group have good
communication, responsible solid and compact. (see the worksheet in task 1).
Discussing topic Idea of stories Introduction of editing website
online
To make students easily on choosing what specific story will be made for students.
To introduce the students to editing applications online for making digital
1. Pre-service teacher asks students to discuss ideas of stories
2. Pre-service teacher introduces and explains about storyboardthat
3. Pre-service teacher shows the
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storytelling
To help students in making projects of digital
storytelling easily
To help students in making storyboards before making digital storytelling
To help students in making video digital storytelling
tutorial on how to use both storyboardsthat
4. Pre-service teacher gives 10 minutes to give opportunity for students to ask questions that they are still confused about in understanding both editing applications online.
After students knew how to use the storyboardthat and animaker, they continued to next step that was creating the story. Creating story consisted of ideas of stories elicitation, storyboard editing, and video digital storytelling making (see Table 2).
Table 2. Creating story
stages Goal Activity
Discussing topic Idea of
stories
To help students arrange the plot, scriptwriting, and place of the story easily
1. Pre-service teacher asks students to start their
discussion for
developing the plot stories. too easy in arranging the story that has been discussed by the group, the group can (see the worksheet below in task 3).
2. Pre-service teacher asks students to pay attention to grammatical errors such as using tenses, conjunctions, and article (see the worksheet below in task 4).
Editing storyboard
To help students easily in creating and arranging as good story sequences before editing digital storytelling
1. Pre-service teacher asks students to make a storyboard based on the
story through
storyboardthat website 2. After making the
storyboard, the pre- service teacher asks
To help students increase writing skills and create fun, creative, meaningful activity
To help students increase their digital skill
students to print out the storyboard and submit it to the pre-service teacher in order to pre- service teacher know that students can improve their creativity in integrating digital
tools using
storyboardthat website Noted: Pre-service teacher always guide and control the students during the process of making a storyboard Editing video
digital storytelling
To help students in making good video storytelling by using digital tools such as effect, audio, picture, and music.
To increase student’s creativity, meaningful activity, and literacy skill
1. Pre-service teacher asks students to start editing video digital storytelling using editing video app 2. During editing videos for
digital storytelling, students discuss dividing what features they use when they edit video digital storytelling using animaker (see the worksheet in task 4).
3. After finishing editing the video, the pre-service teacher asks students to submit the video on social media like Instagram and sent the link to Instagram then sent it to the pre-service teacher’s WhatsApp.
4. pre-service teacher asks students to give their reflections after using both the editing website online in order to they can improve their writing and critical thinking (see the worksheet below in task 5).
5. Pre-service teacher asks
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students to do a group member assessment (see the worksheet below in task 6).
Noted: Pre-service teacher always guides and controls the students during the process of editing video
In addition to students’ activity, I prepared a post-task digital worksheet for helping students do the process of making digital storytelling easily and was arranged well. Any other purpose of making digital storytelling was to build students’ critical thinking, the responsible of the group job, and the compactness of the group (see Appendix).
D. Data collection
For data collection, I did not collect any external such as interview with students because this study conducted an auto-ethnography method design and it derived from my own experiences as an author and participant as well.
Although this study was presented in the form of personal narrative, this research did more than just telling stories. It provided reports that were scholarly and justifiable interpretations based on multiple sources of evidence.
This means autoethnographic accounts did not consist solely of the researcher’s opinions but are also supported by other data that ccould confirm or triangulate those opinions. Methods of collecting data include participant observation, reflection, informal talks, and personal artifacts such as photographs. Of these various methods, participant observation is by far the most characteristic of ethnographic work and the most important for
