Presenting storytelling through the use of technology is called

“Digital Storytelling”. According to Hayo Reinders (2015), he defined

digital storytelling as sharing of stories through computer devices.
“Teachers have always giving emphasis the learning experiences of
their students. They see digital storytelling as a new and effective
tool that can be use in teaching and learning process” (Normann,
2011). Digital storytelling was use as an instructional material in the
field of education to catch the attention and interest of the students
(Robin, 2008). Shahala Nassim (2018), also said that “Application of
Digital storytelling in learning can enhances thinking of new ideas”.
But digital storytelling is not only telling and sharing stories, and
instructional materials. It is also a teaching approach use by the
teachers to enhance students’ learning motivation. It is use as an
effective approach because it let students to relate their life in their
learning through the use of digital storytelling (Gribsby, Theard-
Griggs, & Lilly, 2015).
The general problem of this research is the
effectiveness of digital storytelling as a
tool in second language acquisition. In this
regards this will answer the following
questions.
1. What is the demographic profile of the
respondents?
1.1 Sex
1.2 Age
2. How may the second language
acquisition of the students be measured in
terms of:
2.1 Reading comprehension
2.2 Vocabulary?
3. Is there a significant difference between
pre-test and post-test results of the
respondents in utilizing digital storytelling
in the acquisition of the second language?
4. What are the proposed materials can be
use to enhance digital storytelling?
 The participants of this study are the selected
grade 7 students. The coverage of this research is
about the digital storytelling as a tool in the second
language acquisition. The purpose of this research is
to find out the effectiveness of using digital
storytelling as a tool in second language acquisition.
This research will use the quasi-experimental
design of quantitative research method. The
respondents will answer the same pre-test and post-
test.
The duration of this research was conducted
during the second semester of school year 2018-2019.
A test questionnaire was provided to test the reading
comprehension and vocabulary building of the
respondents. The research tool was prepared and
constructed by the researchers from the digital story
downloaded from YouTube by My Pingu TV/ English
Fairy Tales entitled “The Wild Swans”. Suggestion and
comments were made by the adviser and research
instructor for the improvement and effectiveness of
the research tool, through checking and revisions until
the final copies for the research tool were produced.
Researchers conducted the study. The respondents
are fifteen (15) grade 7 students from different
schools.
 1.1 Sex of Respondents

Frequency Percent

Male 5 33.3

Female 10 66.7

Total 15 100.0
 1.2 Age of Respondents

Frequency Percent

12 6 40.0

13 5 33.3

14 3 20.0

15 1 6.7

Total 15 100.0
Table 2.1: Mean score and Standard Deviation
(Vocabulary test)

Mean Std. Deviation

Pre-test 30.0000 16.90309

Post-test 78.6667 17.26543

 Table 2.2: Mean score and Standard
Deviation (Reading Comprehension test)

Mean Std. Deviation

Pre-test 39.3333 15.79632

Post-test 92.6667 9.61150

 Table 2.3: Probability Value T-Test

P- Value
Sig. (2- tailed) Level of
Remarks
significance
α (Alpha)

Pre-test and There is

.000 0.05
post-test of the significant
respondents difference
 Table 3.1: Vocabulary Test

No. Category Score (%) Pre-Test Post-Test

F % F %

1 Excellent 96-100 0 0% 4 26.67%

2 Very Good 86-95 0 0% 0 0%

3 Good 76-85 0 0% 6 40%

4 Fairly Good 66-75 0 0% 3 20%

5 Fair 56-65 0 0% 1 6.67 %

6 Poor 36-55 5 33.3% 1 6.67%

7 Very Poor 0-35 10 66.7% 0 0%

 Table 3.1: Vocabulary Test

No. Category Score (%) Pre-Test Post-Test

F % F %

1 Excellent 96-100 0 0% 4 26.67%

2 Very Good 86-95 0 0% 0 0%

3 Good 76-85 0 0% 6 40%

4 Fairly Good 66-75 0 0% 3 20%

5 Fair 56-65 0 0% 1 6.67 %

6 Poor 36-55 5 33.3% 1 6.67%

7 Very Poor 0-35 10 66.7% 0 0%

Total 15 100% 15 100%
 Table 3.2: Reading Comprehension Test

No. Category Score (%) Pre-Test Post-Test

F % F %

1 Excellent 96-100 0 0% 8 53.33%

2 Very Good 86-95 0 0% 4 26.67%

3 Good 76-85 1 6.67% 2 13.33%

4 Fairly Good 66-75 1 6.67% 1 6.67%

5 Fair 56-65 1 6.67% 0 0%

6 Poor 36-55 5 33.33% 0 0%

7 Very Poor 0-35 7 46.67% 0 0%

Total 15 100% 15 100%
 Based on the findings, the following
conclusions were made:
Digital storytelling can be use as a tool in
second language acquisition. It improves the
vocabulary skill and reading comprehension of
the respondents. As stated in the study of
Shahala Nassim (2018), Patrick Grady O'Malley
(2017)and Muhammad FajriHamdy (2017), they
proved that digital storytelling can improve the
vocabulary and reading comprehension skill.
Based on the findings and conclusions
aforementioned in previous part of this study, the
researchers have some recommendations stated
below:

1. Provide a wide range and varieties of teaching

strategies most specially for the instructional
materials to engage the students to participate in
class and to be more creative in doing such task.
2. Assess the students before and after the
class when they’re watching a digital
storytelling to evaluate if they really learn and
to give aid or remedial to their weaknesses.

3. Teachers may ask the students to create

their own digital storytelling to create a team
dynamic, engage their social learning and
participate in class discussions.
4. Teachers could also provide some
motivational techniques and build the student’s
confidence in speaking.

5. Teachers may teach the students to make

their own digital storytelling through the use of
Microsoft Sway and it fits in very well with
some recent trends like responsive design and
interactive stories. (Branscombe 2015)