Investigating EFL Students’ Perception on The Use of Digital Storytelling (DST) In Learning to Speak English
DOI:
https://doi.org/10.61672/eji.v10i1.3300Keywords:
Digital Storytelling, speaking skills , Students' perceptionAbstract
The aim of this study was to investigate how EFL students saw the application of Digital Storytelling (DST) as a means to support their English. The aims are to establish the advantages of the application of Digital Storytelling (DST) at school and to examine how the students view DST as a way of supporting their speaking. The study is conducted at SMAN 1 Sindang, Indramayu, involving 44 senior high school participants. For the sake of obtaining overall data, a mixed method was utilized through the use of questionnaires and semi-structured interviews. The results indicated that students have positive attitudes towards DST, demonstrating how DST makes them more motivated, creative, and confident in delivering their messages in English. In addition to encouraging learners to become active in studying, DST is a great avenue for fluency, pronunciation, and vocabulary practice. However, it was also mentioned that some of the issues were quoted, such as a lack of technical knowledge and a shortage of resources. The significance of the findings is the potential of DST as an effective pedagogical instrument that integrates technology application and language learning. The implication of the study is that DST is effective in developing student engagement and speaking skills. Further research is recommended to investigate its long-term impact and explore its application in other language skills and educational environments.
References
Asmawati, M., Asmara, C. (2023). Students’ perception on the use of Digital Storytelling as media in teaching english speaking at Anuban Chumchon Phukradueng School, Thailand. Journal Pemikiran Pendidikan. Vol. 29 No. 1
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our English isn’t a language, what is it?" Indonesian EFL Student Teachers’ Challenges Speaking English. Qualitative Report, 23(1), 129–145. https://doi.org/10.46743/2160-3715/2018.3013
Creswell, J. W. (2009). Research Design : Qualitative, Quantitative, and mixed metghods approaches (3rd ed). Sage Publication
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Sage Publication.
Harmawati, (2022). The effectiveness of using digital storytelling in teaching speaking at SMA Muhammadiyah 9 Makassar. ELTM Journal: English Language Teaching Methodology, 2(1), 37–45. https://jurnal.fkip.unismuh.ac.id/index.php/eltm/article/view/40
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
Mawar, P.A. (2025). Fostering EFL Learners’ speaking fluency through digital storytelling: A literature-based inquiry. Inovasi: Jurnal Sosial Humaniora dan Pendidikan, 4(3), 548-559. https://doi.org/10.55606/inovasi.v4i3.4585
Natasia, G., & Angelianawati, L. (2022). Students’ Perception of Using Storytelling Technique to Improve Speaking Performance at SMPN 143 Jakarta Utara. JET (Journal of English Teaching), 8(2), 282–292. https://doi.org/10.33541/jet.v8i2.4063
Pitura, J. (2022). Developing L2 speaking skills in English-medium EFL higher education. Innovation in Language Learning and Teaching, 16(2), 118–143. https://doi.org/10.1080/17501229.2021.1884688
Sam, I., & Hashim, H. (2022). Pupils’ Perceptions on the Adoption and Use of Creative Toontastic 3D, a Digital Storytelling Application for Learning Speaking Skills. Education, https://doi.org/10.4236/ce.2022.132034 13(02), 565–582.
Setiyorini (2022). Digital storytelling to improve learners’ motivation in learning speaking. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1). https://doi.org/10.24256/ideas.v13i1.6730
Septiana (2024). The effect of digital storytelling on students’ pronunciation skill on narrative text: An experimental research at the ninth grade of SMPN 1 Karang Tanjung. Sabda: Jurnal Sastra dan Bahasa, 3(3), 223–232. https://jurnal.anfa.co.id/index.php/sabda/article/view/2226
Tanrıkulu, F. (2022). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 35(5–6), 1090–1105. https://doi.org/10.1080/09588221.2020.1774611
Visa Alvionita, K., Widyaningrum, L., & Prayogo, A. (2022). EFL Learners’ Reflection on Digitally Mediated Multimodal Project-Based Learning: Multimodal Enactment in a Listening-Speaking Class. Journal of Language and Literature, 17(1). http://journal.unnes.ac.id
Wafa & Chakim (2022). The use of digital storytelling to enhance the students’ speaking ability. ELITE Journal of English Language Education and Linguistics, 4(2), 69–76. https://doi.org/10.29407/elite.v4i2.16772
Zarifsanaiey, N., Mehrabi, Z., Kashefian-Naeeini, S., & Mustapha, R. (2022). The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. Cogent Psychology, 9(1). https://doi.org/10.1080/23311908.2021.2004872
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Atikah Wati, Anita , Ida Yulianawati
This work is licensed under a Creative Commons Attribution 4.0 International License.
