Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study
DOI:
https://doi.org/10.32332/joelt.v11i1.5252Keywords:
digital storytelling, environmental literacy, learning English, meaning-making process, young EFL learnersAbstract
Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment.
References
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Omran, M. S. (2014). The effect of educating environmental ethics on behavior and attitude to environment protection. European Online Journal of Natural and Social Sciences, 3(3), Special Issue on Environmental, Agricultural, and Energy Science, www.european-science.com
Parker L. (2018). Environmentalism and education for sustainability in Indonesia. Routledge. 46(36)
Puspitasari, D., Maulida, H., Novianto, N. (2019). DST (Digital Storytelling) to familiarize Stop Bullying cases among elementary school Aged-Children. Islamic Studies Journal for Social Transformation, 2(1). https://doi.org/10.28918/isjoust.v2i1.1610
Putri, I. G. A. P. E. (2018). Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project. Indonesian Journal of Applied Linguistics, 8, 336-344. https://doi.org/10.17509/ijal.v8i2.13280
Robin, B. R. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, (pp. 709-716). Chesapeake, VA: AACE.
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research Development, 56, 487–506. http://dx.doi.org/10.1007/s11423-008-9091-8
Stables, A. (1998). Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines, Environmental Education Research, 4(2), 155-164, http://dx.doi.org/10.1080/1350462980040203
Thang, S. M., Lin, L. K., Mahmud, N., Ismail, K., & Zabidi, N. A. (2014). Technology Integration in the Form of Digital Storytelling: Mapping the Concerns of Four Malaysian ESL Instructors. Computer Assisted Language Learning, 27(4), 311–329. http://dx.doi.org/10.1080/09588221.2014.903979
Thor, D., & Karlsudd, P. (2020). Teaching and Fostering an Active Environmental Awareness Design, Validation and Planning for Action-Oriented Environmental Education. Sustainability, 12(8), 3209. https://doi.org/10.3390/su12083209
Yuksel-Arslan, P. Y., Yildirim, S,. & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies. http://dx.doi.org/10.1080/03055698.2016.1195717
Widodo, H. P. (2014). Methodological Considerations in Interview Data Transcription. International Journal of Innovation in English Language , 3(1), 101-107
Wolff, L.(2011). Nature and Sustainability. An Educational Study with Rousseau and Foucault; Diss. Saarbrücken; LAP Lambert Academic Publishing: Saarbrücken, Germany.
Wood, L. S. (2013). "Environmental Literacy of Sixth Grade Students in Arkansas: Implications for Environmental Education Reform". Theses and Dissertations, 953. http://scholarworks.uark.edu/etd/953
Ardoin, N. M,. & Heimlich, J. E,. (2021). Environmental literacy in everyday life: foundations of meaning and a context for change. Environmental Education Research, 27(12), 1681-1699. https://doi.org/10.1080/13504622.2021.1992354
Cheng, I. N. Y., & So, W. W. M. (2015). Teachers environmental literacy and teaching stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24(1), 58-79. https://doi.org/10.1080/10382046.2014.967111
Dibaee, SH., & Lahijanian, A. (2009). The study of secondary school curricula with emphasis on environmental education. Journal of Environmental Science, 3, 184-177.
Eheazu, C. L. (2014). Promotion of environmental literacy in university education: A desirable option for schieving Nigeria’s environmental policy objectives. Developing country studies, 4(2), www.iiste.org
Erdogan, M., & Ok, A. (2011). An Assessment of Turkish Young Pupils’ Environmental Literacy: A nationwide survey. International Journal of Science Education, 33(17), 2375-2406. http://dx.doi.org/10.1080/09500693.2010.550653
Goethe, J. W. (2018). Efficacy of Outdoor Environmental Education- A Cross-National Comparative Research Study Investigating Nature Connectedness, Environmental Attitudes, Knowledge and Behavior. Dissertation; Universität in Frankfurt am Main
Hancock, D. R., & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York, NY: Teachers College Press.
Harness, H., & Drossman, H. (2011).The environmental education through filmmaking project. Environmental Education Research, 17(6), http://dx.doi.org/10.1080/13504622.2011.618626
Heimlich, J. E., & Reid, A. (2016). Environmental Leraning. In Encyclopedia of Educational Philosophy and Theory, Edited by M.A. Peters, 1-6. Singspore: Springer-Verlag London Ltd.
Hsiao, C. Y., & Shih, P. Y. (2016). Exploring the effectiveness of picture books for teaching young children the concepts of environmental protection. International Research in Geographical and Environmental Education, 25(1), 36-49, http://dx.doi.org/10.1080/10382046.2015.1106203
Hwang, S. (2009). Teachers’ environmental education as creating cracks and ruptures in school education: a narrative inquiry and an analysis of teacher rhetoric.Routledge: Environmental Education Research, 15, 697-714. https://doi.org/10.1080/13504620903380771
Karimzadegan, H., & Meibouidi, H. (2012). Exploration of environmental literacy in science education curriculum in primary schools in Iran. Procedia - Social and Behavioral Sciences, 46, 404-409. www.sciencedirect.com https://doi.org/10.1016/j.sbspro.2012.05.131
Kasami, N. (2018). Advantages and disadvantages of digital storytelling assignments in EFL education in terms of learning motivation. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: language learning as exploration and encounters - short papers from EUROCALL,. Research-publishing.net. https://doi.org/10.14705/rpnet
Kasapoğlu, A., & Turan, F. (2008). Attitude-behaviour relationship in environmental education: a case study from Turkey. International Journal of Environmental Studies, 65(2), 219-231, https://doi.org/10.1016/j.sbspro.2012.05.131
Kim, M. (2018). Fostering Environmental Sensitivity by Observing Everyday Environments. Journal of Geography, 118(4). https://doi.org/10.1080/00221341.2018.1564351
Kosara, R., & Mackinlay, J. (2013). Storytelling: The next step for visualization. Computer, 46(5), 44–50. https://doi.org/10.1109/MC.2013.36
Lambert J. (2013). Digital storytelling: Capturing lives, creating community. New York, NY: Routledge:.
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8, 488-494. https://doi.org/10.17509/ijal.v8i2.13314
Lin, M. R., & Pao, P. J. (2004). Action research for the green consumption in an elementary school. Journal of Taiwan Normal University Mathematics & Science Education, 4(2), 134-150.
Mirdamadi, M., Esmaili, S., & Bagheri V. A. (2008). The study of high school student’s interest in protecting environment. Journal of Environment, 46, 21-39
Nilsson, M. (2010). Developing voice in digital storytelling through creativity narrative and multimodality. Seminar Net, 6(2), 148–160.
O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01800
O’Neill, S. & Nicholson-Cole, S.(2009).“Fear Won’t Do It” Promoting Positive Engagement With Climate Change Through Visual and Iconic Representations. Sci. Commun. 30(3), 355–379. https://doi.org/10.1177/1075547008329201
Ohler, J. B. (2013). Digital storytelling in the classroom: new media pathways to literacy, learning, and creativity (2nd ed.). https://doi.org/10.4135/9781452277479
Omran, M. S. (2014). The effect of educating environmental ethics on behavior and attitude to environment protection. European Online Journal of Natural and Social Sciences, 3(3), Special Issue on Environmental, Agricultural, and Energy Science, www.european-science.com
Parker L. (2018). Environmentalism and education for sustainability in Indonesia. Routledge. 46(36)
Puspitasari, D., Maulida, H., Novianto, N. (2019). DST (Digital Storytelling) to familiarize Stop Bullying cases among elementary school Aged-Children. Islamic Studies Journal for Social Transformation, 2(1). https://doi.org/10.28918/isjoust.v2i1.1610
Putri, I. G. A. P. E. (2018). Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project. Indonesian Journal of Applied Linguistics, 8, 336-344. https://doi.org/10.17509/ijal.v8i2.13280
Robin, B. R. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, (pp. 709-716). Chesapeake, VA: AACE.
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research Development, 56, 487–506. http://dx.doi.org/10.1007/s11423-008-9091-8
Stables, A. (1998). Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines, Environmental Education Research, 4(2), 155-164, http://dx.doi.org/10.1080/1350462980040203
Thang, S. M., Lin, L. K., Mahmud, N., Ismail, K., & Zabidi, N. A. (2014). Technology Integration in the Form of Digital Storytelling: Mapping the Concerns of Four Malaysian ESL Instructors. Computer Assisted Language Learning, 27(4), 311–329. http://dx.doi.org/10.1080/09588221.2014.903979
Thor, D., & Karlsudd, P. (2020). Teaching and Fostering an Active Environmental Awareness Design, Validation and Planning for Action-Oriented Environmental Education. Sustainability, 12(8), 3209. https://doi.org/10.3390/su12083209
Yuksel-Arslan, P. Y., Yildirim, S,. & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies. http://dx.doi.org/10.1080/03055698.2016.1195717
Widodo, H. P. (2014). Methodological Considerations in Interview Data Transcription. International Journal of Innovation in English Language , 3(1), 101-107
Wolff, L.(2011). Nature and Sustainability. An Educational Study with Rousseau and Foucault; Diss. Saarbrücken; LAP Lambert Academic Publishing: Saarbrücken, Germany.
Wood, L. S. (2013). "Environmental Literacy of Sixth Grade Students in Arkansas: Implications for Environmental Education Reform". Theses and Dissertations, 953. http://scholarworks.uark.edu/etd/953
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2023-06-30
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