FOSTERING DIGITAL LITERACIES IN SPEAKING CLASS THROUGH PROJECT-BASED DIGITAL STORYTELLING
Wahyuni, Teguh Sarosa
Available Online October 2017.
- https://doi.org/10.2991/aecon-17.2017.56How to use a DOI?
- Project-Based Learning, digital storytelling, speaking skill, digital literacy, motivation
- This article describes the implementation of Project-Based Learning (digital storytelling) to improve students' speaking skill and digital literacy. The aims of this research are (1) to find out whether Project-Based Learning (digital storytelling) can improve students' speaking skill and (2) to analyze the students' learning motivation when is implemented. The data were collected through observation, interview, questionnaire, and test. Findings of the research revealed that students' speaking competence improved in some aspects such as grammar, vocabulary, pronunciation, fluency, and confidence. Those aspects were improved through a series of speaking activities including group discussion, interview, voice recording, and oral presentation. In addition, students' learning motivation increased in terms of: (a) the students invested more effort in the learning, (b) the students were more interested in the learning activity, and (c) the students' attitude became positive. A challenging multimedia-based project in which students created digital stories could foster students' digital literacy and enhance the students' participation throughout the learning process
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Wahyuni AU - Teguh Sarosa PY - 2017/10 DA - 2017/10 TI - FOSTERING DIGITAL LITERACIES IN SPEAKING CLASS THROUGH PROJECT-BASED DIGITAL STORYTELLING BT - Proceedings of the 4th Asia Pacific Education Conference (AECON 2017) PB - Atlantis Press SP - 298 EP - 303 SN - 2352-5398 UR - https://doi.org/10.2991/aecon-17.2017.56 DO - https://doi.org/10.2991/aecon-17.2017.56 ID - Wahyuni2017/10 ER -