Abstract
The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning.
 HIGHLIGHTS:
 The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.
Highlights
As was the case in several other countries, tens of thousands of schools in Indonesia were closed in March 2020 as a result of COVID-19's pandemic lockdown
Three months (March–May 2020) of research observations were conducted at the Islamic Elementary School in Sidoarjo, East Java, Indonesia, with the following considerations: (1) the school provides an EYL curriculum for the International Class Program (ICP); (2) the school has a bilingual class that uses English in the learning process; and (3) the researcher has access to the school to carry out the research process
Students can prepare for interactive story creation with classmates by developing knowledge about stories and using Microsoft Picture Story 3 as a technology tool
Summary
As was the case in several other countries, tens of thousands of schools in Indonesia were closed in March 2020 as a result of COVID-19's pandemic lockdown. The teachers' constraints remain, and it's almost impossible to predict when the closure will end at this point. Teachers face enormous difficulties adapting to online teaching in the face of this pandemic, sustaining learning with limited contact with students, and encouraging students to pursue learning and growth. Extensive school closures have taken place over several periods, generally affected by rapidly changing technological advances and digitalization, not least to the point of education (eg, Selwyn 2012; McFarlane 2019). 'digitalization in the classroom' has become a major concern, both before and after the COVID-19 pandemic
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