THE POTRAITS OF COLLABORATIVE WRITING: A DIGITAL STORYTELLING PROJECT IN SECONDARY SCHOOL

Abstract

Digital storytelling (DST) has gained significant popularity as an instructional method in English language teaching. However, limited research has focused on investigating the experiences of secondary school students learning to create digital stories in the context of English as a foreign language. To address this research gap, this study presents collaborative writing as an approach utilizing digital storytelling in an Indonesian secondary school English classroom. The project involved collaborative activities where six groups of 36 students collectively participated in the creation of digital stories. These activities encompassed various DST projects, including selecting a story theme, developing the narrative, revising the storyline, and presenting the final product digitally. The findings of this case study indicate that student participants were able to enhance their story literacy skills, foster digital literacy development, engage actively in the story drafting process, and enhance their competence in creating and publishing digital storytelling content. Based on these outcomes, the study suggests that genre-based digital storytelling holds the potential to effectively engage secondary school students in English language learning while simultaneously enhancing their technological literacy.