Ayuni Iswiyana Puspitasari, Bambang Arya Wija Putra, Eka Wahjuningsih

The Effect of Using Digital Storytelling on Students' Listening Comprehension

Introduction

The effect of using digital storytelling on students' listening comprehension. Discover how digital storytelling significantly improves eleventh-grade students' listening comprehension. This study proves its positive effect, offering a valuable reference for educators.

Abstract

This study is a quasi-experimental study using a post-test-only design. The purpose of the study is to determine if there is a significant effect of digital storytelling on the listening comprehension of eleventh-grade students. The population of this research was eight classes of eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Data was collected through a listening test. The data was statistically analyzed using a t-test with SPSS. Based on the results, the mean score of the experimental group (80.00) was higher than the control group (63.00). The significant (2-tailed) showed a value of 0.000 which was lower than 0.05. The results prove that there is a significant effect of using Digital Storytelling on students' listening comprehension on eleventh-grade students at SMAN 1 Kencong in the 2023/2024 academic year. Therefore, it is suggested to English teachers, students, and future researchers to use the results of this research as a reference.

Review

This quasi-experimental study explores the potential of digital storytelling to enhance eleventh-grade students' listening comprehension, employing a post-test-only design. The research clearly articulates its aim to determine a significant effect, utilizing a listening test for data collection from students at SMAN 1 Kencong and subsequently analyzing the results with a t-test in SPSS. The findings indicate a statistically significant difference between the experimental group, which received the digital storytelling intervention (mean = 80.00), and the control group (mean = 63.00), with a p-value of 0.000. This leads to the conclusion that digital storytelling positively impacts listening comprehension within the studied context, suggesting its value as a pedagogical tool. While the study provides preliminary evidence supporting the use of digital storytelling, the methodological approach, particularly the post-test-only quasi-experimental design, presents limitations. Without a pre-test, it is challenging to definitively attribute the observed difference solely to the intervention, as baseline listening comprehension levels between the groups remain unknown. The abstract also lacks crucial details regarding the selection process for the experimental and control groups from the population of eight classes, which impacts the internal validity and generalizability of the findings. Furthermore, information about the specific nature, duration, and fidelity of the digital storytelling intervention, as well as the validity and reliability of the listening test instrument, would significantly strengthen the study's credibility and replicability. Despite these methodological considerations, the study's focus on an innovative teaching method like digital storytelling is timely and relevant for language education. Future research would greatly benefit from incorporating a pre-test to control for initial differences and a more detailed description of the intervention's implementation and the assessment instrument. It would also be valuable to report an effect size alongside the p-value to quantify the practical significance of the findings. Replicating this study with a stronger research design, perhaps incorporating mixed methods to explore student perceptions and engagement with digital storytelling, could provide a more comprehensive understanding of its efficacy and contribute robustly to pedagogical practices for enhancing listening comprehension.

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