Engaging Students Literacy Participation Using Audio Visual Storytelling

Martina Elvisa


The aim of this study is to engage students literacy participation using audio visual storytelling to the students of primary school in the fourth grade. Every day in the first period time of school activities, students would have literacy time whether it was reading stories, books, telling stories, and sharing experiences in front of the classroom. Day by day this kind of activities bored the students. Many students preferred to talk to each other rather than spent the literacy time properly. In this case, the researcher gave another way to engage students literacy participation by giving them audio visual storytelling in order to make all students got the benefit of literacy. The participants of this research were 27 students of fourth grade in primary school. Before the audio visual story telling was given to the students, there were 68% of the students were not participated in the literacy time. After the audio visual story telling was given, all of the students got participated (90%) in the literacy. This research was held at the third months of the odd semester. Literacy was given every day. Audio visual storytelling was given for a week. This is a descriptive research because which described systematically the existing phenomena under the study. Engaging students participation in literacy, in order to motivate them in English literacy time would improve their capability in other skills as well such as: listening, reading, vocabulary, writing, speaking and grammar. The researcher found out that audio visual storytelling is useful to engage students literacy participation in the classroom.

Full Text:



Agun, Astini. 2018. The Implementation of Storytelling To improve Listening Skill of The 8th Grade Students of SMPN 1 Yogyakarta. Sanata Dharma University.

Acevedo, Neusa Milena Lugo. 2017. Digital Storytelling and Top Down Strategies For Enhancing Listening Comprehension Skills. Universidad Pedagógica Nacional Facultad De Humanidades Departamento De Lenguas Licenciatura En Español E Inglés. Bogotá.

Churchill, Natalia; Ping, Lim Cher and Oakley, Grace; Churchill, Daniel. 2008. Digital storytelling and digital literacy learning. Readings in Education and Technology: Proceedings of ICICTE. Ci?erci, F. M. & Gultekin, M. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), 252-268. http://www.iier.org.au/iier27/cigerci.pdf.

Guaqueta, Nelson Mellizo. 2017. Digital storytelling and top down strategies for enhancing listening comprehension skills. Universidad Pedagógica Nacional, Facultad De Humanidades, Departamento De Lenguas, Licenciatura En Español E Inglés. Bogotá, D.C.

Loerts, Terry S. 2013. Multimodal literacy learning opportunities in one grade six classroom: possibilities and constraints. Electronic Thesis and Dissertation Repository. Paper 1735.

Mills, Michael S. 2014. Fostering collaboration and digital literacy with mobile technology. Educational IS&T Book Chapter | IGI Global. University of Central Arkansas, USA.

Mills, Michael S. 2014. Facilitating multimodal literacy instruction through digital curation. Educational IS&T Book Chapter | IGI Global. University of Central Arkansas, USA.

Oakley, G. (2017). Engaging students in inclusive literacy learning with technology. In M. Milton (Ed.), Inclusive principles and practices in literacy education (pp. 143-158). NY: Emerald Publishing.

Putriani, Desy. _______. The use of video movie to improve students’ listening comprehension achievement. FKIP Lampung.

McCombes, Shona. 2019. Descriptive Research. Accessed on November 2019.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.