This research aims to know the use of Digital Storytelling to practice listening on
learning English and the students' perceptions in using Digital Storytelling to practice
listening in learning English. The approach of this research uses qualitative research.
To choose the sample, the researcher use purposive sampling technique and take 10
students of eighth-grade and 1 English teacher on SMP Negeri 1 Tonra. The
instruments of this research are observation and interview. The results of this research
that some students gives positive perceptions regarding the use of digital storytelling.
Digital storytelling can attract students’ interest and enthusiasm in learning listening.
This is proven based on the results of interviews that students feel happy learning to
use digital storytelling because students become easier to understand because audio is
accompany by video, animation or pictures. Students can see the story through
videos, pictures or animations so that students can guess or observe what events
happen in the story, what the characters do and what morals to be learnt from the
stories that they have heard.
A. Conclusions
The researcher would make conclusion by showing the result of the observation
checklist and interview towards the students.
Based on the observations and interviews that have been carried out, almost
all students give positive perceptions regarding the use of digital storytelling media.
Digital story telling can attract students' interest and enthusiasm in learning listening.
This is proven based on the results of interviews that students feel happy learning to
use digital storytelling because students become easier understand it because audio is
accompanied by video, animation or pictures. Most of the problems faced by students
are lack of vocabulary so that students find it a little difficult understand the words
they are listening to. However, when listening in using digital storytelling students
can better understand the story they are listening to because students can see the story
through videos, pictures or animations so that students can guess or observe what
events happened in the story, what the characters do and what morals to be learned
from the stories they have heard. In addition, students also become more active
because they can express opinions and exchange ideas with their group mates.
Students also become active because they often ask friends and teachers about words
in the story that they do not understand and they can also be independent in doing the
tasks given by the teacher.
B. Suggestions
From the findings presented earlier in chapter four, there are some suggestions
that can be taken as a consideration for English teacher and the students.
1. For English teacher
English teachers are advised to be more creative in choosing learning media
that are in accordance with the material being taught so that students can explore
other creative media in the learning process. Teachers can not only use one medium,
but teachers can also use two or more media alternately in each meeting in order to
attract students' interest in the material and can help students understand the material
easily. In addition, teachers must control and create comfortable classes for students
even with different backgrounds in order to create effective and conducive learning
conditions. Teachers are also expected to pay attention to students who are less
focused in learning because when students do not focus, the learning material will not
be well received. The teacher can also introduce basic vocabulary to students
understand or memorize. Then, the vocabulary can be stored back before class starts.
It aims to enrich students' vocabulary so that students can easily understand English
words.
2. For the students
In English lessons, students are advised to be able to concentrate and pay
attention to the teacher in explaining the material. When students do not understand
the material presented by the teacher, students are advised to ask the teacher about
things they do not know so that they can get effective learning. Students also need to
be aware of their own needs and look for additional materials such as searching for
unknown vocabulary in a dictionary or on social media such as Google and others.
Students should not be afraid when they make mistakes in the learning process. To
master English well, students must try harder to learn not only at school but also at
home. Students should repeat the lessons that have been taught in class so that
students can better understand and remember the lessons they have received at
school

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176/2022

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