DEVELOPING AUTONOMOUS LEARNING USING

DIGITAL STORYTELLING FOR ENGLISH DEPARTMENT

STUDENTS ORAL PROFICIENCY AT UNIVERSITY OF
MUHAMMADIYAH MALANG

This study focuses on self centered learning using self study resource

Why learner autonomy

1. According to Xu The teaching trend over the last two decades has been
moving into the more communicatively learner-centered teaching mode,
which places much emphasis on developing learner autonomy as one of
educational goals (2015 p.2)
2. According to Chen (2015) English learning is a lifelong journey, not one
that begins and ends in a language classroom. During this process, learners
should be taught and guided to become autonomous and take the
responsibility of their learning so as to improve their language skills
3. There is significant and positive correlation between students English
proficiency and learner autonomy (Myartawan et al: 2013 & Dafei: 2007)

What is learner autonomy?

Nga has stated (2014) the definition of learner autonomy for the
current research is a learners willingness and ability to take
responsibility, to plan, implement, monitor and evaluate his/her learning
with tasks that are constructed in negotiation with and support from the
teacher.

Why digital storytelling (DST)

1. According to Kim (2014) digital storytelling has been widely used to help learners
communicate their own stories effectively since it can be a learner-centered
activity when the topic is related to their daily life and personal subject matter
2. Smeda, Dakich, & Sharda have stated (2014) digital storytelling is one of the
innovative pedagogical approaches that can engage students in deep and
meaningful learning.
3. According to Kim (2014) in particular, having easy access to recording tools can
support the unlimited communicative practice that assists language learners in
building knowledge for communicative competence.

What is DST?
DST is telling story using contemporary multimedia tools including
graphics, audio, video, and animation (Smeda, Dakich, & Sharda: 2014)
The multimedia tools to support the research
1. Vocaroos (online voice recorder)
2. Zabaware Reader (text-to-speech software)
3. voiceThread (Assessment tool)

Vocaroo (online voice recorder)

Zabaware Reader (text-to-speech software)

voiceThread (assesment tool)

voiceThread

Type of research and research question

DEVELOPING AUTONOMOUS LEARNING USING
DIGITAL STORYTELLING FOR ENGLISH
DEPARTMENT STUDENTS ORAL PROFICIENCY AT
UNIVERSITY OF MUHAMMADIYAH MALANG
Type: Quasi Experiment research
Research Questions:
1. Does independent learning improve students oral proficiency?
2. Does digital storytelling encourage motivation and self assessment?

Procedure
1. 14 weeks research period
2. The assessment using silent movie uploaded on voiceThread will be
conducted four times during reasearch period (week 1, 5, 10, and 14)
3. To see whether self-study resources (e.g vocaroo, zabaware,
voiceThread, email) develop learner autonomy, participants
voluntarily emailed their recorded link twice or more a week using
vocaroo to the instructor to receive feedback
4. The instructor will not ask the participants to submit their weekly
indidual work, instead encourage them to engage in self-study
resources

Questions to discuss
1. Should I use mixed method research since there will be both
quantitative data (Students score after conducting assessment via
voiceThread) and qualitative data (Students attitude toward selfstudy resources in speaking skill using questionaire) ?
2. What if the instructor is my close relative ? Will the data be reliable
and valid enough?
3. Is there any theory stating the least periods for giving treatments in
experiment research?