Volume 4, Number 2, August 2023, pages 190-202 E-ISSN 2721-1916
The Use of Digital Storytelling to
Improve Students’ Speaking Ability in Secondary EFL Classroom
Melynda Windy Astuti
Universitas Negeri Surabaya, Indonesia Nur Chakim
Universitas Negeri Surabaya, Indonesia
Abstract
The demand of incorporating digital technology into English speaking activities in the secondary EFL classroom is becoming more essential in this digital era. Various teaching strategies have been applied by EFL teachers in enhancing the students’
speaking ability. One of the most popular strategies used by teachers in teaching speaking is using digital storytelling. This research aims to investigate the use of digital storytelling to improve students’ speaking ability in secondary EFL classrooms. A quantitative approach with a quasi-experimental design is employed. This study involves 62 ninth graders in one of state junior high schools in Gresik, East Java. The subjects are obtained through random sampling which are classified into two groups:
experimental (31 students) and control groups (31 students). To collect data, speaking pre-test and post-test was used as the research instrument. The findings revealed that the use of digital storytelling as an alternative teaching strategy effectively enhanced the students’ speaking ability. It is proven that the mean score of the experimental group (M= 58.45) is higher than the control group (M= 53.29). Additionally, the Eta-squared which shows the effect size is .63 which means that the utilization of digital storytelling has a large effect on students’ speaking skills. In conclusion, the use of digital storytelling has a positive impact on the secondary EFL students’ speaking ability.
Keywords
digital storytelling, secondary EFL classroom, students’ speaking ability
Corresponding author:
Nur Chakim, Universitas Negeri Surabaya, Indonesia Email: [email protected]
Volume 4, Number 2, August 2023 | 191 INTRODUCTION
The ultimate goal for students in learning English is to be able to speak and write well. Different from writing which is done silently, speaking requires more active expression to directly communicate students’ ideas to their speaking opponents. In foreign language communication, students are demanded to be able to express their feelings, ideas, thoughts, and emotions through active speaking. Ramalingam, Jiar, and Mathiyazhagan (2022) assert that having a second or third-language conversation improves students’ capacity to think, relate, and comprehend circumstances outside of the classroom. Among many foreign languages learned by students, English is the most widely learned and used to communicate on a daily basis and it is taught at many educational levels, started from primary education (Elenein, 2019), secondary education (Nampaktai, 2018) to tertiary education levels (Wei, Siriyothin, & Lian, 2018). Since communication is one of the essential abilities of the 21st century skills, in the second- language classroom, the teaching of speaking for the purpose of communication has obtained much attention (Abdelmageed & El-Naggar, 2018). Research done by James, Yong, and Yunus (2019) reveals that most educators and EFL learners believe one of their major obstacles is the capacity to communicate ideas or concepts verbally, especially in a second-language classroom. Gumelar (2018) also argues that speaking in English has become the most challenging aspect for students, especially EFL learners.
He adds that speaking in a foreign language is more complicated than other skills, like writing, listening, or reading. Many EFL learners also have challenges to speak English for a variety of reasons, including psychological aspects, peer and instructor influences, the management system, and a lack of vocabulary (Sam & Hashim, 2022).
As the value of speaking abilities has become more widely recognized, diverse approaches vary in conducting communicative and collaborative activities such as storytelling. In line with this, Kayi (2006) states that some effective strategies can be applied to foreign language learners to achieve communication effectively. These strategies involve re-telling a story, playing cards, role-playing, simulation, information gaps, brainstorming, discussions, interviews, and reporting. Among those strategies, an effective strategy to develop students’ speaking skill is by implementing storytelling techniques, a method which is considered to be the finest recommendation by the researchers for better language learning to expand the students’ speaking ability (Hidayati, 2019; Khodabandeh, 2018).
In this modern era where technology has progressed significantly, it brings many benefits to the pedagogical aspect. The incorporation of technology is crucial in the sphere of education, and it is much more appealing to employ creative models to enhance students’ interest in learning English. Digital storytelling is a different method of teaching English that makes it captivating and engaging. In this regard, the term Digital Storytelling refers to a strategy for telling stories that incorporates technology into speaking activities. It helps students the chance to raise their knowledge and skill levels as well as their academic standards. In addition, a study done by Eissa (2019) shows that the implementation of digital storytelling as a pedagogy helps EFL teachers
Volume 4, Number 2, August 2023 | 192 create a supportive environment in the classroom that will strongly encourage students to speak English fluently. Therefore, the utilization of digital storytelling can be applied as a learning tool for the students to enhance their speaking abilities, particularly for the improvement of students’ pronunciation, vocabulary, fluency, grammar, and comprehension (Idayani, 2019).
Aside from encouraging students to speak fluently, the utilization of digital storytelling can assist students in improving critical and creative thinking, motivation, and self-confidence, as well as expanding their HOTS (Hava, 2019; Setyarini, Muslim, Rukmini, Yuliasri, & Mujianto, 2018; Yang, Chen, & Hung, 2020). Despite its advantages, digital storytelling also has some disadvantages. Gürsoy (2021) revealed that digital storytelling was time-consuming and required technical expertise, making it less effective. Furthermore, Rahimi and Yadollahi (2017) also indicate that by implementing digital storytelling as a teaching strategy in the classroom, EFL students may employ technology more frequently, leading students not to focus on the learning material.
As awareness of the importance of speaking abilities and efforts to expand EFL learners’ speaking abilities have grown, some research projects concerning the utilization of digital storytelling in raising the speaking abilities of EFL learners are mostly conducted at primary and tertiary education levels. Previous research has examined the use of digital storytelling at the primary education level (Elenein, 2019;
Ramalingam et al., 2022; Zarifsanaiey, Mehrabi, Kashefian-Naeeini, & Mustapha, 2022). Additionally, some research projects have investigated the implementation of digital storytelling at the tertiary education level (Abdelmageed & El-Naggar, 2018;
Wei et al., 2018). As a result, it is increasingly crucial that this study be used with Indonesian EFL learners, particularly at the secondary education level, to enhance their speaking skills and classroom activities using cutting-edge teaching tools like digital storytelling.
The effectiveness of employing digital storytelling as a teaching strategy to enhance students’ speaking abilities has been the subject of numerous studies up to this point. However, this present study intends to employ digital storytelling as a learning tool which is an alternative teaching strategy for improving EFL students’ speaking ability. This teaching strategy is expected to assist students to find a new attractive strategy to enhance their speaking ability. The objective of the study is to investigate whether the students who are taught using digital storytelling achieve better speaking ability than those who are not taught by using digital storytelling. This study also intends to develop teachers’ awareness regarding the positive impact of utilizing digital storytelling to motivate and enhance students’ speaking performance.
LITERATURE REVIEW
In recent decades, researchers have been studying the use of digital storytelling to enhance speaking abilities among EFL students. Some studies have investigated the implementation of digital storytelling on the EFL learners’ speaking ability, specifically
Volume 4, Number 2, August 2023 | 193 at the university level (Abdelmageed & El-Naggar, 2018; Kallinikou & Nicolaidou, 2019; Wei et al., 2018). Additionally, some studies examine the effect of using digital storytelling among EFL young learners from primary school as their research subjects (Elenein, 2019; Ramalingam et al., 2022; Zarifsanaiey et al., 2022). All of those studies are quite different from this study because the researchers choose the students from the secondary level which is still few to be investigated as the research subjects.
Although Hava (2019) explores the use of digital storytelling on EFL learners, the study does not focus on the speaking ability but on the student’s motivation and satisfaction. Moreover, several studies examine the utilization of digital storytelling as a teaching strategy or technique to improve speaking ability (Arroba & Acosta, 2021;
Ginting, Situmorang, Tanti, Putri, & Tarigan, 2021; Yang et al., 2020). Meanwhile, in this study, the researchers focus on using digital storytelling to improve students’
speaking ability as the teaching strategy. Besides, this study also has similarities with some previous studies which focused on the investigation of the use of digital storytelling to improve EFL learners’ speaking ability in secondary school (Eissa, 2019;
Idayani, 2019; James et al., 2019; Nampaktai, 2018; Rosyidah & Putri, 2019). However, those studies use different and various teaching strategies and learning materials.
The advancement of information and communication technology provides an attraction and convenience for teachers to construct innovative learning activities. In the education field, technological improvements have benefited both students and teachers.
Digital storytelling represents one illustration of a different method of teaching English that teachers might adopt to make it more engaging (Rosyidah & Putri, 2019). Digital storytelling, according to Porter (2004), is the technique of narrating tales with the help of digital visuals, illustrations, sound, and melody together with the storyteller’s voice.
It combines the traditional oral storytelling technique with a variety of digital tools.
Furthermore, Idayani (2019) defines Digital storytelling as a way to convey a story by using technology that inspires students to be imaginative and creative in their use of many types of media, such as audio, video, and photos. Besides, Kallinikou and Nicolaidou (2019) assert that digital storytelling is a media tool that is capable of being used in language teaching and learning to assist learners develop their foreign language speaking abilities by integrating technology to tell the story in their own words, and it is a powerful learning tool.
In recent years, many researchers have been investigating the utilization of digital storytelling to enhance speaking abilities among EFL students (Eissa, 2019; James et al., 2019; Sembiring & Ginting, 2019; Wei et al., 2018). The studies revealed that language learners have a ton of chances thanks to digital storytelling, especially EFL learners. A study conducted by Nampaktai (2018) reveals that digital storytelling enables learners to speak English fluently. He also argues that digital storytelling gives students the chance to practice and study the language on their own, which improves their confidence and their English-speaking skills. Additionally, besides proving to be beneficial in helping students speak English fluently, digital storytelling has also benefited pedagogy by encouraging active participation among students (Sam &
Volume 4, Number 2, August 2023 | 194 Hashim, 2022). Moreover, Yang et al. (2020) argue that the digital storytelling implementation is able to support the pupils’ growth as proficient English speakers and creative thinkers. According to Ramalingam et al. (2022), participating in digital storytelling sessions has had a substantial positive impact on the speaking capabilities of students both within and outside of the classroom. This suggests that incorporating digital storytelling as a teaching strategy could be a successful way to help students learn to use their mother tongue as a second language.
The capacity to verbally articulate or convey thoughts, ideas, or feelings is referred to as speaking. According to Zuhriyah (2017), speaking is the process by which individuals articulate and verbally transmit ideas to others. Idayani (2019) defines speaking as a crucial ability that students need to learn since they need to develop their oral communication skills by expressing their ideas and opinions in real-world situations. Speaking ability is the main component of communication. Besides, speaking is the foremost ability used in communication and interaction by conveying ideas to others, as stated by James et al. (2019). Speaking can be defined as the interaction of two or more people, referred to as the speaker and listener. The communication process then takes place between the speaker and listener so that they can understand one another. This statement is confirmed by Hakim (2018), who says that in communication, there is a process where the speaker and the listener exchange information throughout the collaborative and participatory process of communication.
One of the most difficult abilities for EFL pupils to master is speaking.
Furthermore, Yanto (2018) also states that speaking is thought to be a crucial ability for students to master in terms of their communication needs through the use of digital storytelling. Thus, to achieve effective communication, speaking becomes the main part of language abilities, which are very important to learn and develop for language learners, particularly EFL learners. This research emphasizes the investigation of the utilization of digital storytelling as an alternative teaching strategy for enhancing speaking skills. In short, there is only one question which is proposed to be investigated:
Do the students who are taught by using digital storytelling achieve better speaking ability than those who are not taught by using digital storytelling?
RESEARCH METHOD
This study employed a quantitative approach to achieve its goal. Quantitative research is a research method used to examine large populations or samples in the form of numbers or numerical data, not words or descriptions, that are collected using instruments or measuring instruments, then analyzed statistically or quantitatively (Ary, Jacobs, Sorensen, & Razavieh, 2010). Additionally, a quasi-experimental design was employed in this study. According to Ary et al. (2010), a quasi-experimental design is a sort of study design in which the independent variable is altered but in which the participants are not randomized to treatment groups and in which the independent variable is not completely controlled. A quasi-experimental design is categorized into two specific designs, those are the non-randomized control group, the pretest-posttest
Volume 4, Number 2, August 2023 | 195 design, and the counter-balanced design. In this study, a non-randomized control group, pretest-posttest design was used by the researchers in which only the experimental group accepted a treatment.
In this regard, the experimental group consisted of participants who received the treatment by using digital storytelling. Meanwhile, the control group consisted of participants who did not receive the treatment by using digital storytelling. In this study, digital storytelling was the independent variable, whereas secondary EFL students’
speaking ability was the dependent variable. The goal was to compare and contrast the subjects between the control group and the experimental group, as shown in Figure 1.
Figure 1. The non-randomized control group, pretest-posttest design
In research, the population and sample play critical roles because they determine the results and validity of the study. The research population refers to the whole research object or individuals who have certain characteristics to be studied (Borg, 2014). Meanwhile, the sample is a subset of the population in terms of number and characteristics. The population of this study consisted of 9th-grade middle school students from UPT SMP Negeri 8 Gresik who were chosen at random by using random sampling. The sample of this research consisted of 62 students taken from two classes, including 9I and 9J. The participants were chosen randomly by the teacher. After that, the participants were separated by the researchers into two groups: the experimental group and the control group. Here, the first class, 9I, served as the control group in this case. Meanwhile, the experimental group was 9J. In short, there were 31 participants in each group. The present study used narrative text material because telling stories concerning folklore, fairytales, legends, and fables was the main topic in this study.
Although the materials distributed to each group's students were exactly the same, the method of group instruction varied.
A test was used by the researchers as the research instrument in this study. Here, the test in the form of a speaking proficiency test was used to obtain the data. The speaking proficiency test is a test designed by the teacher to measure the learners’
Volume 4, Number 2, August 2023 | 196 speaking ability. In this test, participants are asked to describe the picture sequence task adapted from Brown (2004) that has been provided by the teacher. Here, the participants are given 2 minutes. Then the results of student performance have been assessed based on an assessment rubric that has been adapted from Brown (2001). The assessment rubric focused on the five categories of speaking skills: grammar, vocabulary, comprehension, fluency, and pronunciation. Moreover, the researchers gave two types of tests, which were pre-test and post-test. Both groups, experimental and control took the pre-test before the treatment was applied. Meanwhile, the post-test was carried out on both groups after the treatment was administered. However, before the pre-test and post-test were administered, the researchers accomplished the try-out test first. The outcome of the try-out test was employed to determine the reliability and validity of the instrument before it was given to the students. There were 10 students from 9A – 9H who were randomly chosen by the teacher as the try-out subjects. In the try-out test, the students were asked to describe the picture sequence in 2 minutes with the topic of Indonesian legendary folktales.
Hereafter, all of the data was computed by using some formulas in Statistical Package for the Social Sciences (SPSS) program 26 version. The data was collected and counted before and after the treatment was given to the students. In the current study, the researchers analyzed the average scores of each group using descriptive analysis and Paired Sample T-test to evaluate the data. The Paired sample T-test is a kind of parametric different test on two paired data including subject, object, and even related unit. The significant value of Paired Sample T-test by George and Mallery (2020):
1. if the significant value Sig. (2-tailed) more than 0.05 (> 0.05), there is no significant improvement in students speaking skills
2. if the significant value Sig. (2-tailed) less than 0.05 (< 0.05), there is a significant improvement in students speaking skills
Moreover, to find out the effect size, the researchers employed the Eta-squared formula. This measurement aimed to determine how big the effect size of the significant difference in students speaking skills from the experimental group who got treatment.
Thus, the Eta-squared formula adopted by Pallant (2016) was used by the researchers to measure it. The formula of Eta-squared can be seen in the following descriptions:
.01 = small effect .06 = moderate effect .14 = large effect
FINDINGS AND DISCUSSION
This part demonstrates the answer to the research question, which is whether or not the use of digital storytelling considerably improved the students’ speaking abilities.
The data would initially be subjected to descriptive analysis as seen in the table below.
Volume 4, Number 2, August 2023 | 197 Table. The statistic on students’ project task scores in the 1st cycle
Group
N
Experimental Control
Tests Mean Std.
Deviation
Mean Std.
Deviation Pre-test 31 52.26 12.261 54.58 9.036 Post-test 31 58.45 10.516 53.29 7.331
Based on the finding above, the mean score of the experimental group in the speaking skill pre-test is 52.26 (SD= 12. 261) and the control group is 54.58 (SD=
9.036). Based on the result above, both groups have mean scores on the speaking skill pre-test that are not significantly different. Thus, both groups were at a similar level or had equal speaking abilities before the treatment was applied. Furthermore, based on the table, the mean score of the experimental group in the speaking skill post-test is 58.45 (SD= 10.516) and the control group is 53.29 (SD= 7.331). It shows that the mean score of the speaking post-test in the experimental group is greater than the control group.
The table indicates that there is an improvement in the experimental group after the treatment was applied. It is shown by the changes in the mean score in the experimental group from 52.26 to 58.45. Meanwhile, the control group had a change in the mean score from 54.58 to 53.29. Moreover, the researchers use paired sample t-test to compare the mean score of the speaking pre-test and post-test in the experimental group. This measurement is used to investigate whether there is a significant improvement in the students’ speaking abilities or not, as stated in the figure 2 below.
Figure 2. The result of paired sample t-test of students’ speaking skill pre-test and post-test from experimental group
Based on the figure above, it is shown that the significant value Sig. (2-tailed) is .000 which indicates that the significant value Sig. (2-tailed) is < 0.05. It demonstrates that the speaking pre-test and post-test scores differ significantly in the experimental groups. This result answers the research question of this study. In short, the students who received treatment in the form of the utilization of digital storytelling achieve better in their speaking abilities than those who did not. Moreover, to find out the effect size of the result above, the researchers used the eta-squared formula. The result of the effect size is presented in the following explanation:
Volume 4, Number 2, August 2023 | 198 The outcome revealed that speaking abilities had an effect size of 0.63 in the experimental group that received treatment, which indicated that it was more than .14.
Therefore, the utilization of digital storytelling in the experimental group had a large effect on speaking skills after getting the treatment.
The research findings above show that the post-test of the experimental group had better performance than another group, which is the control group. It is proven by the statistical analysis shows that the mean score of the experimental group is a greater increase than the control group (see Table). Furthermore, a paired sample T-test of the experimental group on the statistics table shows there is a significant difference in the pre-test and post-test scores of the students speaking abilities (see Figure 2). Afterward, for further analysis, the researchers also measure the eta-squared after applying the treatment to the experimental group. This measurement is used to determine how great the effect of the utilization of digital storytelling was on students’ speaking abilities.
The result of eta-squared also revealed a large effect, which means digital storytelling significantly improved students’ speaking skills.
According to the research objective, it can be assumed that the use of digital storytelling as an alternative teaching strategy can give a positive impact on the EFL learners speaking ability. Moreover, it also motivates EFL learners to achieve better in their speaking performance. Through the incorporation of digital storytelling, the pupils have learned how to pronounce words correctly, convey the story in their own words, improve their confidence, motivation, and so on. The results suggest that digital storytelling can help students become more proficient speakers, particularly in terms of grammar, vocabulary, understanding, fluency, and pronunciation.
The outcome of the present study supports a study conducted by Ramalingam et al. (2022) who revealed that after participating in the digital storytelling sessions, students’ comprehension, vocabulary, and fluency aspects of their speaking skills all significantly improved. Moreover, a study done by James et al. (2019) also revealed similar results to the findings of this study. He asserted that digital storytelling encourages learners' attraction, which also helps them become active learners and fluent speakers. The pupils were more knowledgeable about storytelling and public speaking techniques. The utilization of digital storytelling as a teaching strategy during learning activities has increased their knowledge of this topic.
Volume 4, Number 2, August 2023 | 199 In light of the foregoing explanation, the findings of this study give two main advantages, which are theoretical and practical. Theoretically, the findings can serve as a guide for future researchers who intend to do similar research regarding the enhancement of the speaking abilities of EFL learners in learning and teaching English by applying digital storytelling. Additionally, it is hoped that this research gives a broader point of view and new insight for teachers who want to develop fascinating teaching and learning activities in the English classroom. Meanwhile, practically, it is hoped that the findings of this study benefits for students in developing a strategy to improve their speaking ability. This research is expected to help teachers in teaching English by applying digital storytelling as an innovative teaching strategy.
CONCLUSION
Referring to the research findings presented in the previous session, it shows that the mean score of the speaking post-test in the experimental group (M= 58.45) is higher than the average score of the control group (M= 53.29). Moreover, the output of the paired sample t-test also reveals that the significant value or Sig. (2-tailed) is .000 showing that the results of speaking pre-test and post-test are significantly different. The findings are also supported by the result of Eta-squared which shows that the effect size is .63 which means the experimental group has a large effect on the students’ speaking skills after getting the treatment using digital storytelling. It implies that there is a significant difference between students who are taught by using digital storytelling and those who are not taught by using digital storytelling. Thus, it can be concluded that the use of digital storytelling can significantly enhance students’ speaking abilities in secondary EFL classrooms.
Based on the findings, some suggestions are given to English teachers, EFL students, and future researchers. For English teachers, digital storytelling can be an alternative teaching strategy to be used for teaching English in the classroom. This strategy has the power to pique students’ interest which encourages students to be motivated to learn English. Furthermore, digital storytelling can also encourage EFL students to express their ideas effectively and confidently. For further researchers, they can adopt, adapt and create different forms of digital storytelling as an alternative teaching strategy.
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