Fostering Secondary School Student's Speaking Fluency through Task-Based Digital Storytelling at Ma Walisongo

Musawimin, Muhammad (2023) Fostering Secondary School Student's Speaking Fluency through Task-Based Digital Storytelling at Ma Walisongo. Undergraduate thesis, UIN KH ACHMAD SIDDIQ JEMBER.

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Abstract

Keywords: Speaking Fluency, Tasks-based Strategy, Digital Storytelling
Learning speaking fluency in the context of English as Foreign Language (EFL) learning is an essential component of language acquisition for learners. Despite the substantial body of research dedicated to enhancing speaking fluency, there exist a limited number of studies that specifically delve into the utilization of digital storytelling as a tool for fostering speaking fluency within language classes. To address this void, this study centers its focus on the potential of digital storytelling as a means to enhance speaking fluency.
Facilitated the improvement of speaking fluency among secondary school students through of task-based digital storytelling served as an engaging and highly effective approach for fostering their proficiency in oral communication. Within this framework, researchers directed their attention towards exploring the strategies and methods that empowered students to enhance their ability to speak fluently.
This case study documents the implementation of a digital storytelling project as a means to facilitate the development of speaking fluency among high school EFL students. The primary objective of this research is to elucidate the experiences of students as they engage with digital storytelling strategies in their pursuit of enhanced speaking fluency. Employing a case study research design, this project unfolded within a high school situated in Jember. The study participants were drawn from 11th-grade students, aged between 16 and 17 years. Data collection transpired across three phases, encompassing classroom observations of student learning activities, an analysis of student learning artifacts and semi-structured interviews. Data analysis procedures involved transcription and thematic analysis as adopted by the researchers.
This research has uncovered three key findings that highlight the role of digital storytelling in shaping students' experiences as they strive to improve their speaking fluency: 1) DST-mediated speaking fluency development, 2) Enhancing students' enthusiasm for acquiring speaking fluency and 3) The enjoyable learning students experience in speaking classroom. Drawing from the research findings, it can be deduced that the emotions and experiences students encounter while learning speaking fluency through digital storytelling are advantageous for both students and educators. The theoretical implications explored in this research affirm that when digital storytelling mediates the process of learning speaking fluency, it facilitates students in nurturing their creativity, experiencing joy and enthusiasm in their learning journey, and ultimately enhancing their speaking skills. Consequently, this research strongly recommends digital storytelling as an effective learning approach for students aspiring to improve their speaking fluency.

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