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The Impact of Digital Storytelling and Spoken Storytelling to Improve Students’ Reading Comprehension Through Project Based Learning

English Education Journal · Vol. 14 No. 1 (2024) · hlm. 171–178

DOI
10.15294/39fkgh76
Terbit
2024-03-15
Penerbit
English Education Journal
Bahasa
eng

Abstrak

Reading is one of the most significant problems facing educators today because it one of the basic ways of acquiring information in our society and in academic setting in particular. Individual who can not read well is at a serious disadvantage with respect to educational and, consequently, vocational opportunities. Using an appropriate strategy will help to solve the problem. This study aims to analyse the impact digital storytelling and spoken storytelling to improve students’ reading comprehension. This study used mixed method research design, samples of this study were 72 students which divided into two group; X.2 as experiment who were taught by using digital storytelling group and X.3 as control group who were taught by spoken storytelling. Some instruments were used, such as test, interview, observation, and questionnaire. Pre-test was given before treatment then post-test was given after treatment. To measure student’s perception, questionnaire was given to all participant, and interview was given as representative of each group, while observation did in teaching learning process. The result of study revealed that teaching reading using digital storytelling was more significant than spoken storytelling, it can be seen from the mean result between pre-test and post-test. Students who got treatment by using digital storytelling has significant value in passing KKM. It also can be seen from students’ perception from questionnaire, the benefits using digital storytelling in reading were students contributed in teaching learning by utilising technology, improved their digital literacy, and increased their creativity. In briefly, digital storytelling can be used as alternative teaching reading in classroom, using Digital Storytelling improved not only reading comprehension but also student’s creativity, critical thinking, and collaboration or communication, such as mentioning in Profil Pelajar Pancasila. Meanwhile, for students, this research assisted students to be confident in learning English, use technology in appropriate way, and they can work together, for instance, discussing, delivering ideas, having meaningful learning English

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  • Institut Agama Islam Negeri Kendari
  • Universitas Halu Oleo
  • Institut Teknologi Sepuluh Nopember
  • Universitas Airlangga
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  • Organisasi berbeda
  • Organisasi sama
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Januarius MujiyantoAfiliasi tidak diketahui12
Issy YuliasriAfiliasi tidak diketahui8
Abdurrachman FaridiAfiliasi tidak diketahui7
Sri Wuli FitriatiAfiliasi tidak diketahui5
Djoko SutopoAfiliasi tidak diketahui4
SRI WAHYUNIAfiliasi tidak diketahui3
Puji AstutiAfiliasi tidak diketahui3
Mursid SalehAfiliasi tidak diketahui3
Sri Wuli FitriatiAfiliasi tidak diketahui3
Hendi PratamaAfiliasi tidak diketahui2
Dwi RukminiAfiliasi tidak diketahui2
Ahmad SofwanAfiliasi tidak diketahui2
Bambang PurwantoAfiliasi tidak diketahui2
Aunur RofiqAfiliasi tidak diketahui2
Yuliana YulianaUniversitas Halu Oleo2
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui2
Zulfa SakhiyyaAfiliasi tidak diketahui2
Rosnawintang RosnawintangAfiliasi tidak diketahui1
Nur AzisahAfiliasi tidak diketahui1
Elisabeth Lenny MaritAfiliasi tidak diketahui1
Fahrulman FahrulmanAfiliasi tidak diketahui1
Nyayu Yayu SuryaniAfiliasi tidak diketahui1
Nesia OktaniaAfiliasi tidak diketahui1
Novi Rahmania AquarizaAfiliasi tidak diketahui1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Muhamad Dedi Manfaluthi ManfaluthiAfiliasi tidak diketahui1
Rini MaulidhawatiAfiliasi tidak diketahui1
Januarius MujiantoAfiliasi tidak diketahui1
Frimadhona SyafriAfiliasi tidak diketahui1
wilis nurlelaAfiliasi tidak diketahui1
Andini Lusiana SariAfiliasi tidak diketahui1
Widya AmaliaAfiliasi tidak diketahui1
Fahrur RoziInstitut Teknologi Sepuluh Nopember1
Hamidah Ary RuchanaAfiliasi tidak diketahui1
Endah PurwantiUniversitas Airlangga1
Kathrina RustipaAfiliasi tidak diketahui1
Lucky Kristina DamayantiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Impact of Digital Storytelling and Spoken Storytelling to Improve Students’ Reading Comprehension Through Project Based Learning</dc:title>
	<dc:creator xml:lang="en">Fatmawati, Eka</dc:creator>
	<dc:creator xml:lang="en">Rudi Hartono</dc:creator>
	<dc:creator xml:lang="en">Suwandi Suwandi</dc:creator>
	<dc:subject xml:lang="en">Written in English  3-5 words or groups of words, written alphabetically.</dc:subject>
	<dc:description xml:lang="en">Reading is one of the most significant problems facing educators today because it one of the basic ways of acquiring information in our society and in academic setting in particular. Individual who can not read well is at a serious disadvantage with respect to educational and, consequently, vocational opportunities. Using an appropriate strategy will help to solve the problem. This study aims to analyse the impact digital storytelling and spoken storytelling to improve students’ reading comprehension. This study used mixed method research design, samples of this study were 72 students which divided into two group; X.2 as experiment who were taught by using digital storytelling group and X.3 as control group who were taught by spoken storytelling. Some instruments were used, such as test, interview, observation, and questionnaire. Pre-test was given before treatment then post-test was given after treatment. To measure student’s perception, questionnaire was given to all participant, and interview was given as representative of each group, while observation did in teaching learning process. The result of study revealed that teaching reading using digital storytelling was more significant than spoken storytelling, it can be seen from the mean result between pre-test and post-test. Students who got treatment by using digital storytelling has significant value in passing KKM. It also can be seen from students’ perception from questionnaire, the benefits using digital storytelling in reading were students contributed in teaching learning by utilising technology, improved their digital literacy, and increased their creativity. In briefly, digital storytelling can be used as alternative teaching reading in classroom, using Digital Storytelling improved not only reading comprehension but also student’s creativity, critical thinking, and collaboration or communication, such as mentioning in Profil Pelajar Pancasila. Meanwhile, for students, this research assisted students to be confident in learning English, use technology in appropriate way, and they can work together, for instance, discussing, delivering ideas, having meaningful learning English</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2024-03-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/10455</dc:identifier>
	<dc:identifier>10.15294/39fkgh76</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 14 No. 1 (2024): March 2024; 171-178</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/10455/2205</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 English Education Journal</dc:rights>
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