This research investigates the effectiveness of digital storytelling as an
assistant language learning media to enhance students' speaking skills at SMA
Negeri 3 Bone. With the increasing integration of technology in education, digital
storytelling has emerged as a promising approach to engage students and improve
language proficiency. The research involved 11th-grade students, whose ages
ranged from 16 to 17 years, with a pre-intermediate level of English proficiency.
A quasi-experimental design was implemented, comprising a pre-test and a post-
test to assess speaking skills before and after the treatment. The experimental
group utilized digital storytelling techniques through YouTube videos, while the
control group employed conventional teaching methods. Results indicated a
significant improvement in the speaking skills of students in the experimental
group compared to the control group. This research demonstrates that digital
storytelling is an effective pedagogical tool that not only engages students but also
enhances their speaking abilities in English, providing valuable insights for
educators seeking to implement innovative teaching strategies in language
learning.
A. Conclusion
This study had quasi-experimental design which was intended to get
empirical evidence of the effectiveness of using storytelling technique to enhance
students’ speaking skill at the eleventh grade of SMAN 3 Bone. Based on the
statistical analysis, the scores of experimental class in pre- test were lower than
the control group. The data showed that the mean score of pre test in experimental
class was 72.97, while the mean score of pre-test in control group was 73.20.
From the scores of both classes, it means that there was a difference between the
students’ achievement of scores in pre-test (experimental class and control group).
Moreover, there is also a significant difference between the experimental
class and control group scores in post-test. Meanwhile, the mean score of post-test
in experimental class was 78.27, and the mean score of post-test in control group
was 74.87. It means that, in the post-test session, the experimental class got the
higher score than the pre-test, and also higher than the control group. Thus there
was a significant difference between the scores of the experimental class and the
control group in the post-test. The experimental score with the Problem Beside
Learning method using Digital story telling media showed a higher score
compared to the class control score with the conventional way method. The
Descriptive Statistics showed that the minimum score of experimental and control
class was 65. While, the highest gained score of experimental class was 84 and
control group was 82.
The data had been tested to a t-test by the researcher. To figure out
whether or not there is significant different in the learning outcomes of the two
classes The paired t-test results showed a highly significant difference between
the pre-test and post-test scores. The mean score difference value was -36.900,
with the negative sign indicating that the post-test scores of experiment class were
consistently higher than the pre-test scores of control class.
The data analysis suggest that the use of digital storytelling technique is
effective to be applied in teaching speaking skill. It can develop confidence,
vocabulary, grammar, vluency and comprehension. It can be concluded that the
students’ speaking skill in experimental class that were given by the treatment
through storytelling technique were enhanced more effectively than the control
group.
B. Suggestion
There are two internal threats to the findings of the study. First, is about
the time management. The writer had to manage her time to keep consistence in
study and she also had to take a sample of research to complete the research.
These things surely made her a bit confused. But, finally the writer had
successfully finished all her works by making a schedule and estimating the time.
Based on the findings, several suggestions can be made:
1. The students who need improvement in their speaking skill may try to practice
with digital storytelling technique. The writer thinks that the using of digital
storytelling technique in teaching and learning speaking can give the students a lot
of opportunities to be creative and brave in their speaking performance.
2. The teacher should try to put the storytelling technique in speaking class. It can
help the students enjoy, bacause the writer suggests that the storytelling technique
in teaching speaking, can make the classroom more attractive.

STAR20250014

14/2025

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