ENGAGING SECONDARY SCHOOL STUDENTS IN EFL SPEAKING CLASSROOM THROUGH DIGITAL STORYTELLING
DOI:
https://doi.org/10.62734/jetling.v4i2.588Keywords:
Digital Storytelling, EFL, speaking skills, interactive learning, Classroom Action Research, Student EngagementAbstract
This research aims to improve secondary school students' speaking skills in English as a Foreign Language (EFL) learning through the use of Digital Storytelling. The research employs a Classroom Action Research (CAR) design, involving 10 eighth grade students in a junior high school in Banyuwangi. Over four weeks, students participated in various stages of learning, including creating, presenting, and reflecting on digital stories. The data were collected from observation, interviews, and speaking tests. The qualitative data gathered from observation and interviewed were analyzed thematically where as data from speaking test were statistically analyzed. The findings reveal that implementing Digital Storytelling significantly enhanced students' speaking skills, such as fluency, pronunciation, and confidence. This method also fostered an engaging and interactive learning environment, helping students overcome their anxiety when speaking English. Moreover, students exhibited increased motivation, engagement, and creativity in storytelling. The process encouraged active participation and improved their ability to organize ideas coherently. Additionally, students demonstrated improvement in contextual vocabulary usage, grammar accuracy, and pronunciation. The results suggest that Digital Storytelling is an effective and innovative approach for enhancing students' speaking skills in EFL classrooms, making learning more meaningful and enjoyable.
Downloads
References
Alotumi, M. (2021). EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study. Heliyon, 7(4).
Arias, M., & Dominguez, I. (2023). The effect of digital storytelling on English language learners' pronunciation. Journal of Language Education, 56(4), 123- 135.
Arroba, J., & Acosta, H. (2021). Authentic digital storytelling as alternative teaching strategy to develop speaking skills in EFL classes. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 317-343.
Ary, D., Jacobs, L. C., &Razavieh, A. (2010).Introduction to research in education. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Brown, G., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge university press.
Brown, H. (2001). Douglas. Teaching by Principles. An Interactive Approach to Language Pedagogy. Publisher: Pearson ESL.–491 p.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.
Burns, A., & Seidlhofer, B. (2019). Speaking and pronunciation. In An introduction to applied linguistics (pp. 240-258). Routledge.
Chubko, N., Morris, J. E., McKinnon, D. H., Slater, E. V., & Lummis, G. W. (2020). Digital storytelling as a disciplinary literacy enhancement tool for EFL students. Educational Technology Research and Development, 68, 3587-3604.
Chung, S. K. (2006). Digital storytelling in integrated arts education. The International
Journal of Arts Education, 4(1), 33-63.
Clark, J. S., Porath, S., Thiele, J., &Jobe, M. (2020).Action research.New Prairie Press.
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. In Research Methods in Education. https://doi.org/10.4324/9781315456539
Eastwood, J. (1994). Oxford guide to English grammar. Oxford University Press.
Fazlollahi, N., & Valizadeh, M. (2022). The impact of digital storytelling on students' anxiety and participation in English classrooms. International Journal of Educational Technology, 31(2), 45-58.
Flick, U. (2004). Triangulation in qualitative research. A companion to qualitative research, 3, 178-183.
Frazel, M. (2010). Digital storytelling guide for educators. Washington, DC: International Society for Technology in Education (ISTE).
Frymier, A. B. (2005). Students’ classroom communication effectiveness. Communication Quarterly, 53(2), 197-212.
Fu, J. S., Yang, S. H., &Yeh, H. C. (2022). Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence. Journal of Research on Technology in Education, 54(5), 679-694.
Guebba, B. (2021). The nature of speaking in the classroom: An Overview. British Journal of Philosophy, Sociology and History, 1(1), 37-41.
Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners. English Language Teaching, 12(6), 191-198..
Harris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill Book Company.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (hardback: ISBN-0-521-47409-4; paperback: ISBN-0-521-47942-8).
Hernandez, C., & Ortega, M. (2024). Digital storytelling as a tool for language learners: An interdisciplinary approach. Journal of Educational Research, 89(1), 78-92.
Huang, H. T. D. (2023). Examining the effect of digital storytelling on English speaking proficiency, willingness to communicate, and group cohesion. Tesol Quarterly, 57(1), 242-269.
Huang, X., & Lin, Y. (2024). Overcoming digital storytelling challenges: Teacher preparedness and resource access. Journal of Applied Pedagogy, 12(3), 44-57.
Hughes, A. (2002). Testing for language teachers.
Hughes, R., & Reed, B. S. (2016). Teaching and researching speaking. Routledge.
Hunt, S., Simonds, C., & Cooper, P. (2010). Communication and teacher education: Exploring a communication course for all teachers. Communication Education, 51(1), 81-94.
Kallinikou, E., &Nicolaidou, I. (2019). Digital storytelling to enhance adults’ speaking skills in learning foreign languages: A case study. Multimodal Technologies and Interaction, 3(3), 59.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. In Action Research.
Kim, D., & Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8(1), 33-61.
Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building,
Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Iranian Journal of Language Teaching Research, 10(1), 19-36.
Le Febvre, L., Lane, D. R., & Allen, M. (2024). Collaborative student-to-student communication during Team-Based Learning test-taking. Review of Communication, 1-14.
Leong, A. C. H., Abidin, M. J. Z., & Saibon, J. (2019). Learners’perceptions Of The Impact Of Using Digital Storytelling On Vocabulary Learning. Teaching English with Technology, 19(4), 3-26.
Lin, J., et al. (2023). Enhancing creativity and language acquisition through digital storytelling in EFL classrooms. TESOL Journal, 14(2), 105-119.
Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66, 913-935.
Mettetal, G. (2002). Improving Teaching Through Classroom Action Research. Essays on Teaching Excellence: Toward the Best in the Academy, 14(7).
Mirza, H. S. (2020). Improving University Students' English Proficiency with Digital Storytelling. International Online Journal of Education and Teaching, 7(1), 84- 94.
Nair, V., & Md Yunus, M. (2022). Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19. Sustainability, 14(15), 9215.
Newton, J. M., & Nation, I. S. (2020). Teaching ESL/EFL listening and speaking. Routledge.
Nguyen, D., & Tran, L. (2023). Digital storytelling for English language teaching: Teacher preparation and classroom application. Language Learning & Technology, 27(1), 54-71.
Normann, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning (Master's thesis, Norgesteknisk-naturvitenskapeligeuniversitet, Fakultet for samfunnsvitenskapogteknologiledelse, Program for lærerutdanning).
Nunan, D. (2003). Practical english language teaching.McGraw-Hill Education
OLeary, M. (2020). Classroom Observation. A Guide to the Effective Observation of Teaching and Learning. In Classroom Observation; A Guide to the Effective Observation of Teaching and Learning; Second Edition.
Park, H., & Kim, J. (2023). The role of digital storytelling in improving English language fluency. Language Education & Technology, 18(2), 91-104.
Rahman, M., et al. (2024). The impact of storytelling tasks on speaking performance. Journal of Second Language Acquisition, 34(3), 145-162.
Rao, P. S. (2018). Developing speaking skills in ESL or EFL settings. International Journal of English Language, Literature and Translation Studies, 5(2), 286-293.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Richards, J. C. (2008). Teaching listening and speaking (Vol. 35, No. 4). Cambridge: Cambridge university press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital education review, (30), 17-29.
Sadiku, L. M. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1(1), 29-31.
Savignon, S. J. (2018). Communicative competence. The TESOL encyclopedia of English language teaching, 1-7.
Sembiring, D. L. B., & Simajuntak, D. C. (2023). Digital storytelling as an alternative teaching technique to develop vocabulary knowledge of EFL learners. Journal of Languages and Language Teaching, 11(2), 211-224.
Sharma, R., & Patel, S. (2023). Digital storytelling and teacher training: Bridging the gap for effective implementation. Journal of Teacher Education, 41(4), 299-312.
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1, 1-21.
Tiwery, D. S., &Souisa, T. R. (2019). Inside-Outside Circle as the Way in Building Students' Motivation and Interaction in Speaking Classroom Activities. International Journal of Language Education, 3(1), 33-45.
Yang, X., et al. (2023). The effects of digital storytelling on EFL students' motivation and engagement. Journal of Educational Technology, 25(2), 112-126.
Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840-862.
Zhang, T., et al. (2024). Digital storytelling in language education: Building confidence in English learners. Language Teaching Research, 31(1), 24-38.
Downloads
-
PDF
Abstract
View: 121,
PDF
Download: 86
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Navila Nuril Azqiya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
