PEMBERDAYAAN PENDIDIK: MANAJEMEN KELAS TRASFORMATIF UNTUK MENGUASAI BAHASA INGGRIS DI SMP SWASTA SURABAYA UTARA DENGAN DIGITAL STORYTELLING
DOI:
https://doi.org/10.36456/pancasona.v4i1.9962Keywords:
bahasa Inggris, digital storytelling, pendidikan, transformatifAbstract
This article aims to explore educator empowerment in transformative classroom management to improve English language proficiency in a private junior high school in North Surabaya through a digital storytelling approach. This study uses a qualitative approach with a case study method. Data were collected through interviews, observations, and document analysis related to English teaching practices in the school. Participants consisted of educators and students involved in the learning process. The results of the study indicate that the application of digital storytelling as a teaching method can increase student engagement and facilitate deeper English understanding. Educators who are empowered with adequate training and resources are able to create a more innovative and interactive learning environment. This study contributes to the development of classroom management theory and practice in the context of English language education, and highlights the importance of educator empowerment in creating transformative learning experiences. Thus, this article is a valuable reference for educators and school administrators in implementing effective learning methods.
References
Ahmad, A., & Yamat, H. (2020). Digital storytelling as a tool for teaching English language: A review of literature. Journal of Education and Learning, 9(3), 123-130. https://doi.org/10.5539/jel.v9n3p123
Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, 45(7), 15-19.
Dufour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Association for Supervision and Curriculum Development.
Emmer, E. T., & Evertson, C. M. (2013). Classroom Management for Middle and High School Teachers. Pearson.
Jones, V., & Jones, L. (2019). Comprehensive classroom management: Creating communities of support and solving problems. Pearson.
Lambert, J. (2006). Digital Storytelling: Capturing Lives, Creating Community. Routledge.
Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia - Social and Behavioral Sciences, 2(2), 3060-3064. https://doi.org/10.1016/j.sbspro.2010.03.465
Ohler, J. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Corwin Press.
Putra, I., et al. (2024). Exploring the effectiveness of digital storytelling in enhancing students' writing skills in English language learning. International Journal of Educational Technology, 12(1), 45-58.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
Toki, E., & Pange, J. (2014). E-storytelling with language activities in a European project for kindergarten children: Teachers’ opinions on ICTs use in a kindergarten class. Procedia - Social and Behavioral Sciences, 116, 1238-1242. https://doi.org/10.1016/j.sbspro.2014.01.376
