Digital Story Telling Based on Multimodal Elements on EFL Leaners’ Speaking Performance

YULIAN, RYANI and YUNIARTI, YUNIARTI and YUNIARTI, YUNIARTI (2022) Digital Story Telling Based on Multimodal Elements on EFL Leaners’ Speaking Performance. JURNAL PENDIDIKAN INDONESIA, 11 (2). pp. 1-13. ISSN p-ISSN: 2303-288X, e-ISSN: 2541-7207

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Abstract

This study examined the effectiveness of digital storytelling based on multimodal elements on EFL learners' speaking performance. A quasi-experimental design with a control and experimental group was employed. The sample consisted of 40 students of Teacher Education of Early Childhood Education in a private university in Pontianak. Both classes studied English for Early Childhood Education. Sample in the experimental group was treated by digital storytelling based on multimodal elements and local contents. The control group studied the storytelling based on a conventional video. The ANCOVA test proved that Sig = 0.000 < 0.05 means that digital storytelling with multimodal elements effectively enhances EFL learners speaking performance. The descriptive statistics show that students in the experimental group (M=85.4) significantly outperformed the control group (M=76.9) on their speaking performance mediated by digital storytelling. The students perceived a positive perception of digital storytelling based on multimodal elements in learning English in terms of enjoyment of multimodal features such as visual and auditory and values depicted from local values. The study also explored several perceived obstacles in using digital storytelling in speaking, such as digital and technical literacy, language skill, creativity and innovative thinking, and collaborative learning.

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