THE ROLE OF DIGITAL STORYTELLING IN ENHANCING THE ENGLISH-SPEAKING SKILLS OF 11th GRADE STUDENTS AT MAN MANGGARAI BARAT 2025

KAMELIA, KAMELIA (2026) THE ROLE OF DIGITAL STORYTELLING IN ENHANCING THE ENGLISH-SPEAKING SKILLS OF 11th GRADE STUDENTS AT MAN MANGGARAI BARAT 2025. undergraduate thesis, Universitas Muhammadiyah Mataram.

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Abstract

This research examines the use of digital storytelling to improve the English speaking skills of 11th-grade students at MAN Manggarai Barat and focuses on two research questions: (1) how students perceive the use of digital storytelling in enhancing their speaking skills, and (2) what challenges are experienced by both students and teachers during its implementation. Employing a qualitative design, the data were collected through semi-structured interviews with selected students after they completed all stages of the digital storytelling activity. The findings indicate that students demonstrated positive perceptions toward the activity, describing it as enjoyable, motivating, and helpful in increasing their confidence while supporting improvements in pronunciation, fluency, vocabulary, and grammar accuracy. These results align with Lambert’s and Robin’s multimodal learning framework, Brown’s components of speaking, Krashen’s Affective Filter Hypothesis, and the principle of guided support emphasized in Vygotsky’s sociocultural theory. Students also benefited from the opportunity to rehearse privately, revise their recordings, and express ideas creatively, which is further supported by recent studies (e.g., Alqahtani, 2022; Astuti & Rejeki, 2023; López, 2024) highlighting the effectiveness of digital storytelling in promoting language performance and engagement. However, several challenges emerged during the implementation, including technical difficulties in using editing tools such as Canva and CapCut, linguistic challenges related to vocabulary limitations, grammar uncertainty, and pronunciation problems, as well as time management issues due to the multi-step process of planning, recording, editing, and revising while balancing other school responsibilities. These challenges reflect current findings in digital literacy and technology-integration research (Yoon, 2021; Khoirunisa, 2023; Kim & Park, 2024), which emphasize the need for technological scaffolding and emotional support in digital-based learning. Teachers also faced challenges in providing continuous guidance and technical assistance throughout the activity. Overall, the research concludes that digital storytelling is an effective and meaningful method for improving students’ speaking skills, as it enhances linguistic performance, strengthens confidence, fosters creativity, and increases motivation, though its success requires adequate scaffolding, clear instructions, and sufficient time allocation. Therefore, digital storytelling is recommended as a valuable instructional approach for English speaking classes in EFL contexts.

Item Type:

Thesis (undergraduate)

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