WRITING YOUR RESEARCH PROPOSAL
A. Table 1: Make the outline of your research proposal by writing the pertinent points.
RESEARCH PROPOSAL
No Elements
1 Research Area
2 Title
3 Background
Referred to the
Swalles Framework
Pertinent points
Object materials of English Language Teaching for Fifth
Graders
Designing Video of Digital Literacy Infused English
Microlearning Object Materials for Fifth Graders
The modality, strategy, and methodology of learning
have all been subjected to considerable modifications in
today’s generation. All of these have changed as a direct
result of significant developments in technology innovation
and the digitalization. The rise in digital tool users, the
proliferation of internet connectivity throughout the world
today, and the growing awareness of these technologies
among both learners and teachers have all played a role in this
transformation (Greenberg & Zanetis, 2012). Therefore, it is
essential for everyone to be technologically literate and
digitally compentence (Hafner et al., 2015).
The necessity for technological preparedness to fit
Indonesian generations for employment in an age of free
competition is aligned to the governance of digital literacy in
the education (Falloon, 2020). Specifically, English language
learners are required to utilize digital literacy tools to measure
their ability to use technology to explore, analyze, interpret,
and convey information, as well as their grasp of the ethical
challenges underlying the access and use of information
(Lankshear & Knobel, 2006). As emphazised by Mudra
(2020), in English teaching and learning classroom, learners
require digital literacy skills which indirectly instruct them on
how to become digitally literate. Thus, digital competences
are essential for determining whether learners are prepared to
use digital resources for English learning. In other words, as a
requirement for being digitally literate, digital skills aid
learners in their use of digital literacy tools.
Along with learners nowadays look for quick and
simple sources of knowledge that can be accessed with just
one click due to the fact that the current generation was raised
and educated in a digital world. They search for content that
can be condensed quickly and gets straight to the point.Video
seems to be positioned to be a key contributor to the
transformation in the educational environment, working as a
potent agent that offers value to the learning experience and
increases the overall quality of it. The use of instructional
videos has been shown to significantly raise levels of learner
engagement and proficiency in a subject area (Rafidiyah &
Thania, 2018). Video for learning materials, as proposed by
researchers like Manley & Urness (2014) and Comiskey &
McCartan (2011), has been shown to change how learners feel
about the topic so that they feel better about it and become
more engaged, enthusiastic, and skilled learners. Based on
these research findings, there are benefits to providing English
teaching resources in the form of videos. Nevertheless, there
are a few factors to consider. One of them is that, by focusing
primarily on the features of primary school learners; they
prefer learning materials that are quick, engaging, and simple
to comprehend.
Microlearning may be a viable alternative for today’s
learners. Microlearning, or learning in bite-sized chunks, is
the current fad in the field of lifelong education (Perry, 2017).
Microlearning consists of bite-sized chunks of information no
longer than 7 minutes in total. In this amount of time, the
learners are expected to understand the material and make
some kind of progress (Allela, 2021). It is definitely
appropriate with the characteristics of learners who have a
short attention span at a young age (Nunan, 2010). As
emphasized by McKay (2008), when they first start school,
children have a limited attention span, lasting about 10 to 15
minutes before they get easily distracted by their peers. Thus,
primary school learners, in particular, may benefit from the
concept of microlearning.
In the same way that a single means of information
dissemination is not yet adequate, it is possible that no one
collection of media will ever be acceptable. For this reason,
video is a natural complement to written materials, speeches,
audio recordings, and visual aids like slideshows. Contrarily,
video does more than only emphasize a point. Not only do
today’s learners, who have grown up with sophisticated
digital tools at their fingertips, but so, too, do today’s teachers
(Greenberg & Zanetis, 2012). Users of digital platforms thrive
on education when it’s presented in a number of multimedia
modes. Images, videos, podcasts, music, etc., are all par for
the course. Consequently, the visual and auditory display of
learning materials in multimedia serves as a memory enhancer
since it aids in comprehension.
Video is more flexible in accommodating learners’
varying learning styles and paces due to the complementing
nature of the multiple data types it incorporates (pictures,
motion, sounds, and text). The ability to pause, rewind, fast-
forward, and repeat video material as much as necessary gives
the learner greater agency over the information he gets and
increases his chances of gaining a more thorough
understanding (Greenberg & Zanetis, 2012). Owing to
students may readily access videos, so that videos can be their
preferred alternative for learning English.
Many researchers have examined teaching and learning
via video from various angles, such as the use of videos at
different school levels (Aquino, 2022; Shomurodovich, 2020;
Surtikanti, 2019; Wijnker et al., 2019), the significance of
videos in the field of education (Greenberg & Zanetis, 2012;
Huang et al., 2021; Ou et al., 2019; Sweeney & Baker, 2018) ,
and its establishment in the research of multiple disciplines of
education (Cahyani & Jayanta, 2021; McVee et al., 2018;
Sofyan et al., 2019; Waluyo & Apridayani, 2021). Learning
videos are also frequently utilized and have demonstrated
their effectiveness in enhancing various skills and students’
ability in English (Hariyono, 2020; Nuraeni & Hadi, 2020;
Rafidiyah & Thania, 2018).
The utilization of instructional videos created
specifically for the purpose of learning is crucial. Learners are
able to boost their numeracy literacy and digital literacy skills,
according to the findings of a research that examined the
benefits of using mathematics learning videos in the
classroom (Winarni et al., 2021). Later, research from Maulid
& Sakti (2021) has shown that students’ digital literacy may
be indirectly improved via the use of interactive learning
videos, making them a feasible option for educational media.
In addition, in most flipped classrooms (DeLozier & Rhodes,
2017; Long et al., 2016), instructional videos are used as pre-
class learning materials (Bonafini et al., 2017; Hansch et al.,
2015; Leontyev & Baranov, 2013).
In the online learning, the use of videos in is on the rise,
according to a recent research by Wijnker et al. (2019), videos
are popular among both learners and teachers. In addition,
both conventional and cutting-edge pedagogies may benefit
from the use of instructional videos. For instance, to provide
primary school learners more liberty in their studies,
Palagieorgiou and Papadopoulou (2019) advocated for the use
of engaging videos in an online learning setting. Later,
according to research by Chen, Liu, and Tretheway (2022),
accessibility to instructional videos and technology
improvements are two factors that contribute to the usage of
instructional videos in both K-12 and higher education.
 Owing to the previous research above, the use of videos
as English learning materials may provide a dynamic and
engaging educational setting, which can be of great help to
teachers of English as a foreign language (EFL). Moreover,
video-based learning materials allow teachers to make
creative and unique choices when constructing English
classes. Yassaei (2012) said that EFL learners can learn more
than just grammar and vocabulary through classes with
instructional videos and sound effects. They can also learn
how to write creatively. Moreover, by using video, teachers
may better adapt their lessons to the individual learning styles
of their learners. Likewise learners may stop, rewind, and
speed up videos as needed. Learners may see them whenever
it is convenient for them, fitting their studies into their already
packed schedules.
Furthermore, considering some previous and relevant
researches, the researcher is aware of the rise in popularity of
video usage in the classroom and is thinking of writing on the
advantages of using video to study English. In this context,
the video serves as a media for the teacher.The integration of
different forms of media into the teaching process is very
necessary in order to provide students with an atmosphere that
is conducive to productive learning (Saeedi & Biri, 2016).
Because learning is a communication process that takes place
inside a system, communication would not be possible in the
absence of the media. As a result, the learning process in
primary school may also fail to work effectively. Therefore,
teachers need to employ media or approaches that assist
learners in learning in an efficient and effective manner.
Therefore, the purpose of this research is to develop
videos of English microlearning objects enriched with digital
literacy for fifth graders. This research differs from earlier
research in a number of ways. First, it seeks to emphasize the
underlying demands of video as learning tools, which are
filled with digital literacy for fifth graders which created for
speaking, writing, and listening skills. Second, it attempts to
highlight that the prototype will not only improve the English
proficiency skills of learners, but also motivate them to be
more interested in studying English as well as enhance their
digital literacy skills. Third, this research is performed within
the educational setting of Indonesia, which is one of the
emerging nations that has began using digital technology in
education. Problem may arise, not all young learners are
capable of using and purchase digital tools. Fourth, the EFL
teachers and learners are carefully picked from a random
sample of three primary schools in Bekasi area.
By comparing and integrating the prior studies
described above, it can be shown that video-based and digital
literacy infused English learning material for fifth graders
needs to be develop. Looking over the demands, it is clear that
it is necessary to develop video of digital literacy infused
English learning material for fifth graders. In addition,
conventional forms of teaching method were argued to be
unsuitable for delivering English material in the twenty-first
century classrooms, but prefer on the current technology-
based teaching approarch that tries to meet today’s global
requirement.
In addition, numerous scholars have studied the use of
digital literacy to promote learning in the twenty-first century
(Armanda & Yosintha, 2022; Chan et al., 2017; Maya &
Suseno, 2022; Murtafi’ah & Setyo Putro, 2019a). However,
there appears to be no study that integrates these two focus
topics into one research research concurrently. This study
aims to fill this gap by looking at how digital literacy-based
videos can be used in English language teaching materials for
fifth graders.
There are some factors that triggerred the researcher to
conduct this research; 1) Learners in primary school are
typically unwilling to engage in their schoolwork; they
require engaging and enjoyable activities; 2) Since English is
not their mother tongue, language learning is seen as less fun
and more challenging; 3) The development of the world today
cannot be ignored in light of advancements in digital
technology, notably in the realm of education, which is deeply
intertwined to it. Therefore, current learners need to be able to
use digital tools to keep up with technological changes; 4)
Almost of all learners of a particular age are quite well in the
use of technological devices such as playing games, watching
videos, and so on. Therefore, the researcher perceives a
tremendous opportunity to explore and investigate the world
of young learners by proposing an entertaining learning model
without departing from the targeted learning goals. Young
learers will feel as if they are playing, but will be learning
without realizing it. Because the learning they do is tied to
their everyday enjoyable activities.
Looking into today’s situation that learners at the
primary level in Indonesia have a very hard time picking up
English as a foreign language (EFL). Most students despise
language lessons because they find it challenging to
comprehend their teachers who speak a language different
than their own language. Moreover, students have a hard time
interacting with the teacher and contributing to class
discussions, which leaves them feeling bored, shy, and unable
to focus, which in turn leads to scattered thinking and an
overall impression of absent-mindedness. The result is that the
learners cannot accomplish as much as the teacher would
want. Therefore, the primary goal of this research is to
provide a novel approach to aiding learners in their academic
pursuits. Therefore, the researcher recommends displaying
instructional videos to learners particularly those in the fifth
grade to help them better comprehend the curriculum and to
make the classroom a more interesting place to study.
The current study is driven mostly by the following
research questions: 1) To what extent do the existing English
Microlearning Object Materials for fifth graders employ
Video of Digital Literacy?; 2) How is the Video of Digital
Literacy Infused English Microlearning Object Materials for
Fifth Graders developed? 3) How is the design of Video of
Digital Literacy Infused English Microlearning Object
Materials for Fifth Graders? 4) How is the readability of
Video of Digital Literacy Infused English Microlearning
Object Materials for Fifth Graders?
For the most part, the purpose of the current research is
to create English microlearning object materials for fifth
graders that use video of digital literacy infused. The current
study is distinguished from previous studies by the areas of
emphasis. Therefore, it is critical to analyze the current
English learning materials for fifth graders who use video and
incorporate digital literacy. To satisfy the stated demands, it is
important to establish which sorts of video of digital literacy-
infused materials should be developed. Which in turn the
learning material must match the standards of the current
Indonesian Curriculum for English at the primary school
level. In essence, research into preexisting English learning
materials is required to investigate further the present
positions in the development of video of digital literacy-
infused English microlearning object materials. By
synthesizing findings from many researches, this research is
able to identify critical issues that could be categorized and
examined to identify promising areas for future product
development.
The following research outline goes into detail about the
steps of research to help explain what this research proposal is
about. In the first chapter, the introduction, the researcher
 attempts to establish the research background, the research
problem, and the research objectives. In addition, it highlights
the research’s scope, its significance, and the state of the art.
The second chapter, the literature review, follows. The
literature review is arranged according to the major issues of
video in English language teaching, digital literacy,
microlearning for English language teaching, and young
learners. In this section, the researcher also performs some
revelant research pertaining to this research as well as the
theoretical framework. In the third chapter, entitled
“Methodology,” the researcher discusses the design of the
research method that will be used to perform the research.
This section also describes the source of the data and the
technique for collecting and analyzing it.
4 Problem(s) 1. To what extent do the existing English microlearning object
materials for fifth graders employ video of digital literacy?
2. How is the video of digital literacy infused English
microlearning object materials for fifth graders developed?
3. How is the design of video of digital literacy infused
English microlearning object materials for fifth graders?
4. How is the readability of video of digital literacy infused
English microlearning object materials for fifth graders?
5 Purpose(s) 1. To elaborate the existing English microlearning object
materials for fifth graders which employ video and infuse
digital literacy.
2. To present the procedure for developing video of digital
literacy infused English microlearning object materials for
fifth graders
3. To establish the design of video of digital literacy infused
English microlearning object materials for fifth graders
4. To convey the readability of video of digital literacy
infused English microlearning object materials for fifth
graders
6 Scope The line of the research tries to promote fifth graders who
may benefit from the incorporation of video and digital
literacy infused microlearning learning materials for English
language learning. This research will leverage data from
current models of English learning materials for fifth graders
that include video and digital literacy. Later, the research will
result in the production of a model of video-based and digital
literacy-infused English microlearning object learning material
for the purpose of preparing teachers for the process of
teaching in primary school, particularly for fifth grade. The
Design and Development Research (DDR) method will be
employed in this research, which entails four stages: need
analysis, design, evaluation, and revision. In the need analysis
stage, the data will be gathered from observing fifth grade
classes at five different primary schools, interviewing the
English teachers, and reviewing their respective English
document curriculum. Secondly, library research will be
conducted by reviewing some different models of learning
materials that are already in use, and they will be examined to
determine the extent to which the different models of English
learning materials utilize video and infuse digital literacy for
fifth graders at the primary school level. The researcher strives
to develop English object materials for fifth graders by
combining the microlearning framework proposed by Allela
(2021) together with the theory of Tomlinson (2013)
pertaining to the way in which video-based and digital
literacy-infused learning materials are developed.
Furthermore, this research is restricted to the development and
production of a suitable model of video of digital literacy-
infused English microlearning materials, which is merely
designed for fifth graders. The content will be developed
according to the needs of the English curriculum document in
the second semester. However, the materials will include the
four English proficiency skills – speaking, writing, reading,
 and listening.
7 Significance Theoretically, the findings of this research are expected to
be able to strengthen the understanding of the developing
model of video of digital literacy-infused English
microlearning materials for fifth graders. This research also
intends to provide more information regarding the
development of video of digital literacy-infused English
microlearning object materials for fifth graders, which may be
utilized as an efficient medium for the English language
teaching process. This research will also help educational
developers, teachers, and other researchers who want to do
more research in this area.
Practically, the research findings are intended to provide
useful information and support the institution, future
researchers, and, in particular, English teachers, in their efforts
to implement video of digital literacy-infused English
microlearning object materials in the fifth grade. This research
is also expected to be useful for future researchers, which will
make it possible to build on it and make it a more
comprehensive research.
8 Literature Review a. Microlearning: Definition, Framework, Benefits &
Challenges, Steps for Designing Microlearning Content
(Allela, 2021; Bannister et al., 2020; Corbeil et al., 2021;
Dolasinski & Reynolds, 2020; Giurgiu, 2017; Hug et al.,
2007; Jahnke et al., 2020; Javorcik & Polasek, 2019;
Kapp & Defelice, 2019; Khan, 2019; Olivier, 2021;
Perry, 2017; Peters, 2021; Reynolds & Dolasinski, 2020;
Torgerson & Iannone, 2020; Yuniarsih et al., 2022;
Zheng et al., 2019)
b. Video for English Language Teaching: Types of video,
benefits of video for ELT, Steps and Principles of Video-
Making for Teaching and Learning (Choi, 2015; Firda et
al., 2022; Gedera & Zalipour, 2021; Köster, 2018;
McVee et al., 2018; Rahmawati & Muliadi, 2022;
 Shomurodovich, 2020)
c. Digital Literacy: Definitions, Scope of digital literacy,
digital litearcy indicators, digital literacy in English
language teaching (Spires et al., 2018; Maya & Suseno,
2022; Buckingham, 2015; Cahyani & Jayanta, 2021;
Mudra, 2020; Murtafi’ah & Setyo Putro, 2019b)
d. English Learning Materials for Fifth Graders:
Definition and scope, English Curriculum for Fifth
Graders (KI KD), Learning Object Materials (LOM),
Principles and Procedures of Materials Development
(Alwasilah, 2013; Hamied & Musthafa, 2019; Kristian
Adi Putra, 2014; Mappiasse & Bin Sihes, 2014; Nugroho
& Narawaty, 2022; Saputra, 2019; Shi & Nunan, 2000;
Tomlinson, 2008, 2011, 2013; McDonough et al., 2013;
Seel et al., 2017)
e. English Language Teaching in Primary School: Policy
and pratice, young learners and their characteristics
(Garton & Coplan, 2019; Harsono, 2015; Hawanti, 2014;
Iskandar, 2015; Juhana, 2014; Kurniasih, 2016; Linse,
2005; Marsuki, 2016; Maya & Iskandar, 2022; Mutiah et
al., 2020; Nunan, 2010; Oktariyani & Juwita, 2019;
Raman et al., 2011; Renandya et al., 2018; A. Saputra,
2017; Sepyanda, 2017; Setiawan, 2021; Shin, 2006;
Subhan Zein, 2012; Sulistiyo et al., 2020; Thomson,
2011; Mochamad Subhan Zein, 2011; Muchamad Subhan
Zein, 2012; S. Zein, 2016)
f. Pertinent Researches (Alhaj & Albahiri, 2020; Expósito
et al., 2020; Harefa, 2020; Hariyono, 2020; Huang et al.,
2021; Shomurodovich, 2020; Sofyan et al., 2019;
Sweeney & Baker, 2018; Waluyo & Apridayani, 2021;
Winarni et al., 2021; Yusuf, 2020)
g. Conceptual Framework
9 Methodology
9.1 Method Design and Development Research (DDR)
9.2 Hypothesis*
9.3 Time and Place  February – May 2023
 Five primary schools in Bekasi
9.4 Data 1) Need analysis stage: English teaching and learning
activities in the fifth grade, recording of teacher’s
interviews, and learning materials for fifth graders which
employ video and infuse digital literacy.
2) Design stage: theories related to design/model of video-
based and digital literacy infused English learning
materials
3) Evaluation stage: the compenent of the developed video-
based and digital literacy infused English learning
materials
4) Revision stage: The feedbacks, advices, and suggestions
from experts
9.5 Data Source 1) Need analysis stage: ELT in the classroom activity,
English teachers, and document of syllabus or lesson plan
or curriculum of English for fifth graders
2) Design stage: the literature of review of video-based and
digital literacy infused English learning materials
3) Evaluation stage: the analysis result of the existing design
of video-based and digital literacy infused English
learning materials
4) Revision stage: the statement from the result of the
evaluation
9.6 Instrument 1) Need analysis: Classroom observation checklist,
interviews, table analysis for document of English syllabus
or lesson plan or curriculum
2) Design: the researcher (The design grid of video-making)
3) Evaluation: the expert judgement (Material validation
expert and media validation expert)
4) Revision: the researcher
9.7 Validity Content validity, construct validity, triangulation (Cohen et al.,
2018)
9.8 Reliability Audit trial
9.9 Data Collection 1) Need analysis stage
Procedure/Technique a. Conducting classroom observation
b. Conducting interviews with English teachers
c. Collecting the document of syllabus/lesson
plan/curriculum of English for fifth graders
2) Design stage
a. Describing the result of analysis do design a
preliminary model of video-based and digital literacy
infused English learning material for fifth graders
d. Doing library research to collect and explore the
relevant theories
e. Formulating video-based and digital literacy indicators
based on the theories
f. Describing the procedure for developing the model of
learning material
g. Providing evaluation sheet to be used in the next stage
(evaluation stage)
3) Evaluation stage: organizing the evaluation sheet used by
experts to evaluate the preliminary model of learning
material
4) Revision stage: Note the feedback and suggestion from the
expert, then revise it in order to create a betterment of the
model of learning material
9.10 Data Analysis 1) Need analysis stage
Procedure/Technique a. Synthesizing the results of classroom observation and
interviews
b. analyzing the existing syllabus/lesson plan of English
for fifth graders by putting them into the formulated
table of analysis to know whether they employ video-
based and digital literacy
 2) Design stage
c. Synthesizing the related theories of video-based and
digital literacy infused English learning material
a. the researcher adjusts the components of the model of
learning material that can employ video-based and
digital literacy in the content
b. the researcher develops the model of video based and
digital literacy infused learning material for fifth
graders. The design products are in the form of video
about English learning material
3) Evaluation stage: the researcher asks for suggestions,
advices, and feedbacks from the expert who are the
researcher's advisers and media expert(s) about the
prototype model of learning material design
4) Revision stage: the researcher revises the prototype model
of learning material based on the suggestions, advices and
feedbacks from the experts then draw conclusion based on
the finding and discussion
10 Reference
*Write when necessary

B.Develop your proposal based on the table of outline above.

 REFERENCES

Alhaj, A. A. M., & Albahiri, M. H. (2020). Using Pedagogic Video to Enhance English for
Specific Purposes Teaching Program (ESP) for Saudi University Students: A New
Prospective Approach. Arab World English Journal (AWEJ), 6, 81–90.
Allela, M. (2021). Introduction to Microlearning. Commonwealth of Learning. www.col.org
Alwasilah, A. C. (2013). Policy on Foreign Language Education in Indonesia. International
Journal of Education, 7(1), 1–19.
Aquino, J. M. (2022). Students’ evaluation in the developed video-based learning materials
fpr physical education in higher Education Institutins (HEIs). EDu SPortivo Indonesian
Journal of Physical Education, 3(2), 111–124.
Armanda, M. L., & Yosintha, R. (2022). the Role of Critical Digital Literacy in Foreign
Language Learning: a Survey on Young Learners. ETERNAL (English, Teaching,
Learning, and Research Journal), 8(1), 160–173.
https://doi.org/10.24252/eternal.v81.2022.a11
Bannister, J., Neve, M., & Kolanko, C. (2020). Increased Educational Reach through a
Microlearning Approach: Can Higher Participation Translate to Improved Outcomes?
Journal of European CME, 9(1), 1834761.
https://doi.org/10.1080/21614083.2020.1834761
Buckingham, D. (2015). Defining digital literacy: What do young people need to know about
digital media? Nordic Journal of Digital Literacy, 2015(4), 21–34.
https://doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-03
Cahyani, N. L. P., & Jayanta, I. N. L. (2021). Digital Literacy-Based Learning Video on the
Topic of Natural Resources and Technology for Grade IV Elementary School. Jurnal
Ilmiah Sekolah Dasar, 5(3), 538. https://doi.org/10.23887/jisd.v5i3.37918
Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher
Education Through Digital Storytelling Approach. Journal of International Education
Research (JIER), 13(1), 1–16. https://doi.org/10.19030/jier.v13i1.9907
Choi, J. (2015). Design and Development of an Online Video-Based English Listening
Comprehension Package. The Journal of Teaching English for Specific and Academic
Purposes, 3(2003), 21–40.
Cohen, L., Manion, L., & Morrion, K. (2018). Research Methods in Education (8th Editio).
Routledge.
Comiskey, D., & McCartan, K. (2011). Video: An effective teaching aid? an teaching
 Technologist’s perspective. CEBE Transactions, 8(1), 25–40.
https://doi.org/10.11120/tran.2011.08010025
Corbeil, M. E., Corbeil, J. R., & Khan, B. H. (2021). A Multidimensional Roadmap for
Implementing Effective Microlearning Solutions. In Microlearning in the Digital Age.
https://doi.org/10.4324/9780367821623-2
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A New Learning Model. Journal of
Hospitality and Tourism Research, 44(3), 551–561.
https://doi.org/10.1177/1096348020901579
Expósito, A., Sánchez-Rivas, J., Gómez-Calero, M. P., & Pablo-Romero, M. P. (2020).
Examining the use of instructional video clips for teaching macroeconomics. Computers
and Education, 144(September 2019). https://doi.org/10.1016/j.compedu.2019.103709
Firda, N., Fatirul, A. N., & Walujo, D. A. (2022). Media Development Using Video with the
ADDIE Model in the 4th Grade English Subject at the Karitas III Surabaya SDK.
Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(2),
17322–17335. https://doi.org/https://doi.org/10.33258/birci.v5i2.5679 17322
Garton, S., & Coplan, F. (2019). The Routledge Handbook of Teaching English to Young
Learners. In S. Garton & F. Coplan (Eds.), The Routledge Handbook of Teaching
English to Young Learners (First Edit). Routledge.
https://doi.org/10.4324/9781315623672
Gedera, D. S. P., & Zalipour, A. (2021). Video Pedagogy: Theory and Practice. In Springer
Link. https://doi.org/10.1007/978-981-33-4009-1_1
Giurgiu, L. (2017). Microlearning an Evolving Elearning Trend. Scientific Bulletin, 22(1),
18–23. https://doi.org/10.1515/bsaft-2017-0003
Greenberg, A. D., & Zanetis, J. (2012). The Impact of Broadcast and Streaming Video in
Education: Executive Summary - What the Research Says and How Educators and
Decision Makers Can Begin to Prepare for the Future. March, 39.
http://www.cisco.com/web/strategy/docs/education/ciscovideoes.pdf
Hafner, C. A., Chik, A., & Jones, R. (2015). Digital literacies and language learning.
Language Learning & Technology, 19(3), 1–7.
http://llt.msu.edu/issues/october2015/commentary.pdfhttp://llt.msu.edu/issues/october20
15/commentary.pdf
Hamied, F. A., & Musthafa, B. (2019). Policies on language education in Indonesia.
Indonesian Journal of Applied Linguistics, 9(2), 308–315.
https://doi.org/10.17509/ijal.v9i2.20279
Harefa, H. S. (2020). Using Video in Teaching Speaking : an Action Research Using Video
in Teaching Speaking. Jurnal Pendidikan Intelektium, 1(2).
Hariyono, T. C. (2020). Teaching Vocabulary To Young Learner Using Video on Youtube At
English Course. Language Research Society, 1(1), 41–46.
https://doi.org/10.33021/lrs.v1i1.1038
Harsono, Y. M. (2015). Developing Learning Materials for Specific Purposes. TEFLIN
Journal - A Publication on the Teaching and Learning of English, 18(2), 169.
https://doi.org/10.15639/teflinjournal.v18i2/169-179
Hawanti, S. (2014). Implementing Indonesia;s English language teaching policy in primary
schools: The role of teachers; knowledge and beliefs. International Journal of
Pedagogies and Learning, 9(2), 162–170.
https://doi.org/10.1080/18334105.2014.11082029
Huang, Z., Zhou, Y., Wijaya, T. T., & Yan, K. (2021). Improve The Logical Reasoning
Ability of Primary School Students by Using Video Learning Assistant Teaching.
Journal on Education, 3(4), 329–339. https://doi.org/10.31004/joe.v3i4.396
Hug, T., Möller, H., & Mark, T. (2007). Microlearning: an emerging field in science.
Microlearning Conference, 2006, June, 1–324.
https://www.uibk.ac.at/iup/buch_pdfs/microlearning2006-druck.pdf
Iskandar, I. (2015). Teachers’ Attitudes towards the Implementation of the National
Standards in School-Based EFL Curriculum in South Sulawesi Primary Schools in
Indonesia. Proceeding of ICSAI Conferences. https://doi.org/10.31826/9781463236984-
toc
Jahnke, I., Lee, Y. M., Pham, M., He, H., & Austin, L. (2020). Unpacking the Inherent
Design Principles of Mobile Microlearning. Technology, Knowledge and Learning,
25(3), 585–619. https://doi.org/10.1007/s10758-019-09413-w
Javorcik, T., & Polasek, R. (2019). Transformation of e-learning into microlearning: New
approach to course design. AIP Conference Proceedings, 2116(July).
https://doi.org/10.1063/1.5114051
Juhana. (2014). Teaching English to young learners : Some Points to be Considered. Asian
Journal of Education and E-Learning, 02(01), 43–46. www.ajouronline.com
Kapp, K. M., & Defelice, R. A. (2019). Microlearning; Short and Sweet. the Association for
Talent Development (ATD) Press.
Khan, B. H. (2019). Microlearning: Quick and Meaningful Snippets for Training Solutions.
International Journal of Research in Educational Sciences, 2(2), 275–284.
Köster, J. (2018). Video in the age of digital learning. Video in the Age of Digital Learning,
1–146. https://doi.org/10.1007/978-3-319-93937-7
Kristian Adi Putra. (2014). the Implication of Curriculum Renewal on Elt in Indonesia.
Parole, 4(1), 1–13.
Kurniasih, E. (2016). Teaching the Four Language Skills in Primary EFL Classroom. JET
(Journal of English Teaching), 1(1), 70. https://doi.org/10.33541/jet.v1i1.53
Linse, C. (2005). Practical English Language Teaching: Young Learners (D. Nunan (ed.)).
McGraw-Hill ESL/ELT.
Manley, E. D., & Urness, T. M. (2014). Video-based Instruction for Introductory Computer
Programming. 9–25.
Mappiasse, S. S., & Bin Sihes, A. J. (2014). Evaluation of english as a foreign language and
its curriculum in indonesia: A review. English Language Teaching, 7(10), 113–122.
https://doi.org/10.5539/elt.v7n10p113
Marsuki, M. (2016). Pengembangan Buku Ajar Bahasa Inggris Berbasis Kurikulum 2013.
LiNGUA: Jurnal Ilmu Bahasa Dan Sastra, 10(2), 74.
https://doi.org/10.18860/ling.v10i2.3260
Maulid, M. N., & Sakti, A. W. (2021). The Effectiveness of Learning Videos as a Source of
Digital Literacy on Poster Learning in Elementary Schools. Indonesian Journal of
Multidiciplinary Research, 2(1), 51–56. https://doi.org/10.17509/ijomr.v2i1.38623
Maya, L., & Iskandar, I. (2022). English Language Teaching Praxes and Policies in
Indonesia : A Critical Review. Proceedings International Conference on Teaching and
Education (ICoTE), 3, 50–55.
https://jurnal.untan.ac.id/index.php/icote/article/view/56081
Maya, L., & Suseno, M. (2022). Investigating the Incorporation of Digital Literacy and 21st-
Century Skills into Postgraduate Students ’ Learning Activities. English Language
Education (ELE) Reviews, 2(May), 13–27. https://ejournal.uinsaid.ac.id/index.php/ele-
reviews/article/view/5121
McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and Methods in ELT: A
Teacher’s Guide (Third Edit). John Wiley & Sons, Inc. https://doi.org/10.1088/1751-
8113/44/8/085201
McKay, P. (2008). Assessing Young Language Learners. Cambridge University Press.
https://doi.org/10.1093/elt/ccn063
McVee, M. B., Shanahan, L. E., Hayden, H. E., Boyd, F. B., Pearson, P. D., & Reichenberg,
J. (2018). Video Pedagogy in Action. Routledge.
Mudra, H. (2020). Digital Literacy Among Young Learners: How Do Efl Teachers and
Learners View Its Benefits and Barriers? Teaching English with Technology, 20(3),
3–24.
Murtafi’ah, B., & Setyo Putro, N. H. P. (2019a). Digital Literacy in the English Curriculum:
Models of Learning Activities. Acta Informatica Malaysia, 3(2), 10–13.
https://doi.org/10.26480/aim.02.2019.10.13
Murtafi’ah, B., & Setyo Putro, N. H. P. (2019b). Digital Literacy in The English Curriculum:
Models of Learning Activities. Acta Informatica Malaysia (AIM), 3(2), 75–90.
https://doi.org/10.26480/aim.02.2019.10.13
Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The Readiness
of Teaching English to Young Learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387.
https://doi.org/10.31004/basicedu.v4i4.541
Nugroho, T., & Narawaty, D. (2022). KURIKULUM 2013 , KURIKULUM DARURAT (
2020-2021 ), DAN KURIKULUM PROTOTIPE ATAU KURIKULUM MERDEKA (
2022 ) MATA PELAJARAN BAHASA INGGRIS : SUATU KAJIAN BANDINGAN.
Prosiding Seminar Nasional Bahasa, Seni, Dan Sastra, 1, 373–382.
Nunan, D. (2010). Teaching English to Young Learners. Anaheim University Press.
Nuraeni, & Hadi, N. (2020). Developing Students’ Speaking Proficiency Through Video-
Based Learning Project. The 2nd Bogor English Student and Teacher (BEST)
Conference 2020, 106–109.
Oktariyani, & Juwita, R. P. (2019). Analisis Kebutuhan Bahan Ajar Bahasa Inggris Berbasis
Local Learning pada Siswa Sekolah Dasar. Jurnal Ilmu Pendidikan (JIP) STKIP
Kusuma Negara, 11(2), 95–101. https://doi.org/10.37640/jip.v11i2.93
Olivier, J. (2021). Creating Microlearning Objects Within Self-Directed Multimodal Learning
Contexts. Microlearning in the Digital Age, April, 169–188.
https://doi.org/10.4324/9780367821623-15
Ou, C., Joyner, D. A., & Goel, A. K. (2019). Designing and developing video lessons for
online learning: A seven-principle model. Online Learning Journal, 23(2), 82–104.
https://doi.org/10.24059/olj.v23i2.1449
Perry, M. (2017). Learning trend: Microlearning. Canadian Journal of Medical Laboratory
Science, 23707. https://doi.org/10.5923/j.nursing.20150502.07.
Peters, K. R. (2021). The Definitive Guide to Microlearning; The what, why, and how-to
guide to leveraging microlearning. Valamis. https://doi.org/10.1016/s0197-
4572(04)00065-5
Rafidiyah, D., & Thania, M. (2018). Video-based instruction to boost students’ presentation
skill. TEFLA Journal, 1(1), 11–17.
Rahmawati, S., & Muliadi. (2022). Developing Video Based Language Learning to Support
Students’ Autonomous Study in Higher Education Setting. ELT Worlwide Journal of
English Language Teaching, 9(1), 124–134.
Raman, Garton, Burns, Genesee, Crago, Marinova, Snow, & J., M. E. J. M. (2011). Teaching
English to young learners around the world: An introduction.
https://ngl.cengage.com/assets/downloads/tyle_9781111771379/chapter_1_from_97811
11771379_p02_lores.pdf
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in
Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618–629.
https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Reynolds, J., & Dolasinski, M. J. (2020). Microlearning: A Pilot Study. Perspectives in Asian
Leisure and Tourism, 5(1). https://scholarworks.umass.edu/palat/vol5/iss1/1
Saputra, A. (2017). Teaching English to Young Learners. Jurnal Ilmiah Rinjani_Universitar
Gunung Rinjani, 5(1), 165–174. https://doi.org/10.4324/9781315716893
Saputra, B. D. (2019). The implementation of curriculum 2013 : English teachers ’
perceptions on developing lesson plan and teaching materials. Linguists: Journal of
Linguitics and Language Teaching, 5(2), 54–67.
http://ejournal.iainbengkulu.ac.id/index.php/linguists
Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional Design
for Learning: Theoretical Foundations. Sense Publisher. https://doi.org/10.1007/978-1-
4419-1428-6_888
Sepyanda, M. (2017). The Importance of English Subjcet in Elementary School Curriculum.
English Language Teaching and Practice, I(1), 207.
Setiawan, I. (2021). Pengajaran Bahasa Inggris Dalam Kurikulum 2013: Suatu Tinjauan Dan
Perspektif. JIPKIS: Jurnal Ilmiah Pendidikan Dan Keislaman, 1967, 104–112.
https://jipkis.stai-dq.org/index.php/home/article/view/12
Shi, L., & Nunan, D. (2000). Second Language Teaching and Learning. TESOL Quarterly,
34(2), 369. https://doi.org/10.2307/3587962
Shin, J. K. (2006). Ten Helpful Ideas for Teaching English to Young Learners. English
Teaching Forum, 44(2), 2–7. https://files.eric.ed.gov/fulltext/EJ1107890.pdf
Shomurodovich, N. M. (2020). Using video material in teaching a foreign language in
institutions. International Journal on Integrated Education, 3(V), 20–22.
Sofyan, H., Us, T., Wakid, M., & Sulistyo, B. (2019). Developing Micro-Teaching Video As
Learning Media in Automotive Teacher Education. Journal of Physics: Conference
Series, 1273(1). https://doi.org/10.1088/1742-6596/1273/1/012059
Spires, H. A., Medlock Paul, C., & Kerkhoff, S. N. (2018). Digital Literacy for the 21st
Century. January, 12–21. https://doi.org/10.4018/978-1-5225-7659-4.ch002
Students, E. M., Hairuddin, N. H., Abubakar, M., & Astri, Z. (2022). The Utilization of
Video-Based Learning in Teaching English for Non-. 5(1), 27–33.
Subhan Zein, M. (2012). The Contexts of English Language Teaching at Primary Level in
Indonesia. Journal of Teaching and Education, 3, 85–90.
Sulistiyo, U., Haryanto, E., Widodo, H. P., & Elyas, T. (2020). The portrait of primary school
English in Indonesia: policy recommendations. Education 3-13, 48(8), 945–959.
https://doi.org/10.1080/03004279.2019.1680721
Surtikanti, M. W. (2019). Developing video-based english textbook for elementary school
students. Journal of English Language Teaching and Islamic Integration (JELTII),
2(01), 101–112.
Sweeney, K., & Baker, P. (2018). Promoting empathy using video-based teaching. Clinical
Teacher, 15(4), 336–340. https://doi.org/10.1111/tct.12693
Thomson, S. (2011). Teaching young learners: Adapting the classroom for YELLs.
University of Birmingham, 0, 1–17. https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/younglearners/ThomsonYL.pdf
Tomlinson, B. (2008). English Language Learning Materials: A Critical Review. Continuum
International Publishing Group. https://doi.org/10.16136/j.joel.2017.11.0033
Tomlinson, B. (2011). Materials Development for Language Learning (Second Edi).
Cambridge University Press. https://doi.org/10.1007/978-94-6300-432-9_1
Tomlinson, B. (2013). Developing Materials for Language Teaching. Bloomsbury Academic.
https://www.researchgate.net/publication/269107473_What_is_governance/link/548173090cf
22525dcb61443/download%0Ahttp://www.econ.upf.edu/~reynal/Civil
wars_12December2010.pdf%0Ahttps://think-
asia.org/handle/11540/8282%0Ahttps://www.jstor.org/stable/41857625
Torgerson, C., & Iannone, S. (2020). What Works in Talent Development; Designing
Microlearning. the Association for Talent Development (ATD) Press.
Waluyo, B., & Apridayani, A. (2021). Teachers’ beliefs and classroom practices on the use of
video in english language teaching. Studies in English Language and Education, 8(2),
726–744. https://doi.org/10.24815/siele.v8i2.19214
Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film
theory perspective: Relating teacher aims to video characteristics. British Journal of
Educational Technology, 50(6), 3175–3197. https://doi.org/10.1111/bjet.12725
Winarni, S., Kumalasari, A., Marlina, M., & Rohati, R. (2021). Efektivitas Video
Pembelajaran Matematika Untuk Mendukung Kemampuan Literasi Numerasi Dan
Digital Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 574.
https://doi.org/10.24127/ajpm.v10i2.3345
Yassaei, S. (2012). Using Original Video and Sound Effects to Teach English. English
Teaching Forum, 1(1), 12–16.
http://americanenglish.state.gov/files/ae/resource_files/50_1_4_yassaei.pdf
Yuniarsih, T., Sobandi, A., Meilani, R. I., Supardi, E., Indriarti, R., & Faldesiani, R. (2022).
Analysis of Microlearning-Based Learning Media Needs : A Retrospective Study at
Vocational High. 657(Gcbme 2021), 3–6.
Yusuf, R. (2020). Teaching EFL Students Using Selected Media: Offline Video Taken From
YouTube. Utamax : Journal of Ultimate Research and Trends in Education, 2(1),
29–33. https://doi.org/10.31849/utamax.v2i1.2909
Zein, Mochamad Subhan. (2011). One Size does not Fit All : Unravelling the Needs of
English Teachers in Primary Schools in Indonesia. 2011 International Conference on
Languages, Literature and Linguistics, 26(January 2011), 112–116.
Zein, Muchamad Subhan. (2012). Language teacher education for primary school English
teachers in Indonesia: Policy recommendations. University of Wollongong Thesis
Collections, PhD Thesis(December), 364.
https://doi.org/10.1080/19439342.2018.1439078%0Ahttps://www.bertelsmann-
stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/MT_Globalization_Re
port_2018.pdf%0Ahttp://eprints.lse.ac.uk/43447/1/India_globalisation%2C society and
inequalities%28
Zein, S. (2016). Pre-service education for primary school English teachers in Indonesia:
policy implications. Asia Pacific Journal of Education, 36(May 2015), 119–134.
https://doi.org/10.1080/02188791.2014.961899
Zheng, R., Zhu, J., Zhang, M., Liu, R., Wu, Q., & Yang, L. (2019). A Novel Resource
Deployment Approach to Mobile Microlearning: From Energy-Saving Perspective.
Wireless Communications and Mobile Computing, 2019.
https://doi.org/10.1155/2019/7430860