The particular dialect or language that a person chooses to use on any occasion is called a code


 

4229 

 

Copyright © 2025 The Author 
IDEAS is licensed under CC-BY-SA 4.0 License 

 

Issued by English study program of IAIN Palopo 

IDEAS  

Journal on Language Teaching and Learning, 
Linguistics and Literature 
 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

Volume 13, Number 2, December 2025 
pp. 4229 - 4242 

Enhancing Students’ Speaking Skills through 

Digital Storytelling: A Mixed-Methods Study  
Wihdatun Nisa1, Zulfa Sakhiyya2 

1,2Pendidikan Bahasa Inggris, FBS Universitas Negeri Semarang  

Corresponding E-Mail: wihdatunnisa@students.unnes.ac.id  

 

Received: 2025-07-10 Accepted: 2025-08-16 

DOI: 10.24256/ideas. v13i2.7841 

 

Abstract  

This study examines the effectiveness of digital storytelling in enhancing English speaking 

skills among students at MA Mamba'ul Ulum. Based on multimedia learning theory and 

social constructivism, the research tackles low speaking proficiency and limited 

participation in English learning. It uses a mixed-methods sequential explanatory design 

combining a pre-experimental (one-group pretest-posttest) approach with qualitative 

analysis. Twenty-four students participated in the quantitative part, while six students 

and one teacher provided qualitative insights through interviews. The digital storytelling 

process involved five stages: warming-up, viewing, comprehension check, retelling, and 

individual presentation. Results showed significant improvement, with mean scores rising 

from 50.13 to 77.63 (N-Gain: 57.34%, moderately effective). The paired sample t-test 

confirmed the results were statistically significant (p < 0.001). Fluency saw the most 

tremendous improvement, followed by content and coherence. Teachers and students 

reported positive perceptions of higher participation, motivation, and confidence. 

However, technical issues such as limited equipment and unstable internet connections 

were identified as barriers. The study concludes that digital storytelling effectively 

improves English speaking skills in Islamic educational settings, with implications for EFL 

teaching in environments with limited resources. Recommending improvements in 

technical infrastructure and teacher training. 

Keywords: digital storytelling, speaking skills, English as a foreign language, mixed-

methods, EFL, Madrasah 

 

Introduction  

English is a foreign language often taught in Indonesian schools. In today's 

globalized world, the ability to speak English has become an essential skill 

(Rahmawati et al., 2023). Speaking is considered the most important for learning 

a foreign or second language among the four main language skills. According to 

http://u.lipi.go.id/1457703302
mailto:wihdatunnisa@students.unnes.ac.id


Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4230 

 

 

 

Derakhshan et al. (2016) Speaking is an interactive process of constructing 

meaning that involves producing, receiving, and processing information, while 

speaking proficiency is the ability to communicate effectively and accurately in the 

target language (Jon et al., 2022). However, many students find it challenging to 

master this skill, especially in English as a Foreign Language (EFL) settings, due to 

factors such as limited exposure to the language, speaking anxiety, a small 

vocabulary, and low self-confidence. (Al-Amri, 2020)and (Kho & Ting, 2023) 

Based on observations at MA Mambaul Ulum, students encounter specific 

speaking challenges that reflect broader issues in Indonesian EFL education. 

Students show little interest in speaking English due to a lack of confidence, often 

make pronunciation errors, leading to classroom silence, and struggle with 

phonological aspects such as stress and intonation. These challenges are 

compounded by the unique educational context of Madrasah Aliyah, where 

students must balance learning English with Islamic educational values, creating a 

complex learning environment that requires innovative teaching methods. 

Recent research has investigated digital storytelling as a new method to 

improve speaking skills challenges in EFL settings. Digital storytelling, defined as 

using computer-based tools to tell stories that blend personal narratives with 

multimedia elements like images, audio, and video Yuliani et al. (2021) Has become 

a promising teaching tool. This method is supported by multimedia learning 

theory, which suggests that combining different elements like text, images, sound, 

and video can boost learning effectiveness. Social constructivism theory highlights 

the value of interaction and active student participation in learning. 

Comprehensive studies have shown notable improvements in speaking skills 

through digital storytelling. Fu et al. (2022) found that digital storytelling 

significantly improved EFL learners' speaking abilities in fluency, coherence, 

vocabulary, grammar, and pronunciation. Arroba and Acosta (2021) reported 

improvements across various aspects, including organization, language use, and 

delivery techniques. In Indonesian contexts, Ningsih (2016) revealed that 86% of 

students were fully engaged during digital storytelling activities, with 88.5% 

agreeing that this technique improved their speaking skills. 

While extensive research demonstrates the effectiveness of digital 

storytelling, significant gaps still exist in understanding its application within 

Indonesian Islamic secondary schools. Most previous studies focus on university-

level or general secondary education settings, with limited exploration of 

Madrasah Aliyah environments where students must combine English language 

learning with Islamic educational values. Additionally, there is a notable lack of 

mixed-methods research that combines quantitative measures of speaking skill 

improvements with qualitative analysis of implementation processes and 

stakeholder perceptions. 

 

 



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4231 
 

 

This study explores digital storytelling techniques to improve students' 

speaking skills at MA Mambaul Ulum using a mixed-methods sequential 

explanatory approach. The research aims to answer three main questions: first, 

how effective are digital storytelling techniques in enhancing students' English-

speaking abilities? Second, how are digital storytelling techniques implemented at 

MA Mambaul Ulum? Furthermore, third, what are teachers' and students' 

perceptions of digital storytelling techniques in English learning? 

Based on the theoretical framework and prior research findings, this study 

hypothesizes that, (1) digital storytelling techniques will significantly improve 

students' English speaking skills, especially in fluency and coherence; (2) 

implementing digital storytelling at MA Mambaul Ulum will encounter technical 

challenges but can be effectively addressed through creative strategies; (3) both 

teachers and students will view digital storytelling positively, reporting increased 

motivation and engagement in learning English. 

This research's novelty lies in its comprehensive mixed-methods study of 

digital storytelling implementation in Indonesian Islamic secondary schools. It 

employs a sequential explanatory design to provide quantitative data on 

effectiveness and qualitative insights into the implementation process within the 

unique context of Madrasah Aliyah schools with limited resources.  

 

Method  

This study used a mixed methods approach with a sequential explanatory 

design, involving the collection of quantitative data first, followed by qualitative 

data to clarify the quantitative results (Creswell, 2009). The study employed a 

quasi-experimental design with a pre-test and post-test on a single group because 

the educational research at MA Mambaul Ulum did not allow for random 

assignment. The independent variable was the digital storytelling technique, 

defined as a technology-based storytelling method that incorporates multimedia 

elements. The dependent variable was students' English-speaking skills, assessed 

through fluency, pronunciation, vocabulary, grammar, and comprehension. 

The research population included all grade 11 students at MA Mambaul 

Ulum, totaling approximately 70-80 students across three classes. For the 

quantitative phase, 24 students from one class were selected through purposive 

sampling based on specific criteria: students with basic English language skills 

from previous education, availability during the entire intervention period, and 

willingness to participate in digital storytelling activities. The selection also 

considered students not under immediate examination pressure, making them 

suitable for implementing new teaching methods. For the qualitative phase, six 

students were chosen using purposive sampling based on the results from the 

quantitative phase, including two with the highest improvement, two with medium 

improvement, and two with the lowest speaking skill scores. Additionally, one 

English teacher served as a key informant, providing pedagogical insights on the 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4232 

 

 

 

implementation of digital storytelling. 

The research instruments included speaking skill tests (pre-test and post-

test) assessed with validated rubrics covering fluency, pronunciation, grammar, 

vocabulary, and comprehension. The rubrics demonstrated high content validity 

through expert judgment and acceptable reliability (Cronbach’s alpha = 0.84). The 

student perception questionnaire used a 5-point Likert scale adapted from Khan 

et al. (2021), addressing usability, effectiveness, and satisfaction, with good 

reliability (α = 0.83). Semi-structured interviews with students and the teacher 

explored experiences, challenges, and suggestions. All instruments underwent 

expert review to establish content validity, and internal consistency was assessed 

statistically; however, no separate pilot study was conducted. 

Data collection took place over six meetings divided into three main stages, 

spanning four weeks from April to May 2025. The pre-test was administered on 

April 17, 2025, where students delivered short presentations (with 3-5 minutes of 

preparation and 2-3 minutes of presentation), recorded for objective assessment. 

The digital storytelling treatment was carried out during five consecutive meetings 

from April 19 to May 10, 2025, each lasting 90 minutes. This treatment included 

digital narrative materials such as a folklore video, a slideshow of narrative images, 

a podcast, and an inspirational video designed to practice retelling, expressing 

opinions, and making personal connections. On May 28, 2025, the post-test was 

conducted using the same format as the pre-test, followed by questionnaire 

administration and interviews. 

Ethical considerations were thoroughly addressed throughout the study. 

Formal ethical approval was obtained from the institutional review board, and 

informed consent was secured from all participants and their parents or guardians. 

Students were assured of confidentiality, voluntary participation, and the right to 

withdraw at any time without penalty. All recordings and data were stored 

securely and will be destroyed once the research is complete. 

Quantitative data analysis started with prerequisite tests, including 

normality testing using the Kolmogorov-Smirnov method with SPSS version 30. If 

assumptions were satisfied, paired sample t-tests were used to identify significant 

differences between pre-test and post-test scores. The method's effectiveness was 

evaluated using normalized gain scores, categorized as ineffective (<40%), less 

effective (40-55%), effective enough (56-75%), and effective (>76%), following 

Arikunto (2010) classification. 

Qualitative data were analyzed using Braun and Clarke (2006) six-phase 

thematic analysis framework, which involved familiarizing with data, generating 

initial codes, searching for themes, reviewing, defining, naming, and producing the 

report. Data integration followed the sequential explanatory design principles, 

where qualitative findings were used to explain and deepen understanding of 

quantitative results, providing a comprehensive understanding of digital 

storytelling's effectiveness in improving students' speaking skills at MA Mambaul 



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4233 
 

 

Ulum. 

This study recognizes certain limitations. The quasi-experimental design 

without a control group restricts causal claims. The sample size (24 students) and 

single-site setting limit generalizability. The relatively short intervention period 

might not capture long-term effects. The researcher’s dual role as instructor and 

evaluator could introduce bias, although standardized procedures and external 

validation were employed to reduce this risk. 

 

Results 

This study evaluated the effectiveness of digital storytelling techniques in 

enhancing the English-speaking skills of 24 eleventh-grade students at MA 

Mambaul Ulum. The research was carried out from April to May 2025, using a 

mixed-methods approach that combined both quantitative and qualitative data 

collection methods to understand the intervention's impact thoroughly. 

 

The Effectiveness of Digital Storytelling in Improving Students' Speaking Skills 

Pre-test and Post-test Analysis 

The quantitative analysis showed notable improvements in students' 

speaking skills after the digital storytelling intervention. Before implementation, 

students demonstrated moderate proficiency with a mean score of 50.13 (SD = 

12.34), with considerable variation, with scores ranging from 25 to 71. After the 

intervention, students achieved significant progress, with post-test scores 

averaging 77.63 (SD = 10.52), reflecting an average increase of 27.50 points. The 

smaller standard deviation in post-test scores indicated more consistent 

performance among students, emphasizing the intervention's effectiveness across 

different ability levels. 

 

Table 1. Descriptive Statistics of Pre-test and Post-test Speaking Scores 

Statistical Measure Pre-test Post-test Difference 

Mean 50.13 77.63 +27.50 

Median 50.00 75.00 +25.00 

Mode 50.00 68.00 +18.00 

Maximum Score 71 96 +25 

Minimum Score 25 54 +29 

Standard Deviation 12.34 10.52 -1.82 

Range 46 42 -4 

 

Testing for Statistical Significance 

Normality testing with the Shapiro-Wilk test confirmed that both pre-test (p 

= 0.768) and post-test (p = 0.222) data were normally distributed, meeting the 

assumptions for parametric statistical analysis. The paired sample t-test showed a 

statistically significant improvement in speaking abilities (t = -25.579, df = 23, p < 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4234 

 

 

 

0.001), with a 95% confidence interval from -29.724 to -25.276. The Cohen's d 

value of 2.39 indicates a strong effect size, demonstrating both statistical 

significance and notable practical impact. 

 

Table 2. Paired Sample t-test Results for Speaking Skills Improvement 

Variable Mean 

Difference 

95% CI T-value df Sig. (2-

tailed) 

Cohen's 

d 

Effect 

Size 

Pre-test to 

Post-test 

-27.500 [-29.724, -

25.276] 

-25.579 23 <.001 5.267 Very 

large 

 

Effectiveness Analysis Using N-Gain Score 

The normalized gain (N-Gain) analysis offered further insight into practical 

effectiveness. The average N-Gain score of 57.34% falls within Hake's "moderately 

effective" range (30-70%), indicating that students improved by about 57% of their 

potential maximum gain. Individual N-Gain scores ranged from 39.00% to 88.00%, 

showing that all students made significant progress, with some reaching near-

optimal gains. 

Component-Specific Analysis of Speaking Skills 

 

Figure 1. Comparison of Pre-Test and Post-Test Mean Scores Across Speaking Components 

 

Analysis of specific speaking components revealed different improvement 

patterns across various aspects of oral communication. Fluency showed the most 

significant progress, with students' average scores rising by 1.25 points (from 2.29 

to 3.54). Vocabulary also improved significantly, increasing by 1.25 points (from 

2.08 to 3.33). Improvements in content and coherence (from 2.04 to 3.25, +1.21 

points) indicate a stronger ability to organize ideas logically. Pronunciation 

improved notably from 1.83 to 2.96 (+1.13 points). Grammar showed the most 

minor improvement (from 2.17 to 2.92, +0.75 points), but still reflects meaningful 

progress. 

 

0

0.5

1

1.5

2

2.5

3

3.5

4

Fluency Vocabulary Pronunciation Grammar Content &
Coherence

Creativity

Mean Pre-test Mean Post-test



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4235 
 

 

Student Perceptions and Engagement 

Student perception analysis via questionnaire responses showed mostly 

positive attitudes toward digital storytelling implementation. The overall average 

perception score was 3.37 on a 5-point Likert scale, indicating moderate to positive 

feedback. Students reported the highest satisfaction with increased confidence in 

speaking English (M = 3.73), followed by perceived improvement in speaking skills 

(M = 3.68) and enhanced creativity (M = 3.59). 

Table 3. Student Perception of Digital Storytelling 

Aspect Mean Interpretation 

Confidence in speaking 3.73 Good 

Speaking skill improvement 3.68 Good 

Creativity enhancement 3.59 Good 

Learning interest 3.50 Good 

Pronunciation improvement 3.50 Good 

Idea development 3.50 Good 

Grammar improvement 3.32 Moderate 

Vocabulary retention 3.23 Moderate 

Technology integration challenges 2.95 Moderate 

Technical difficulties 2.68 Moderate 

 

Implementation of Digital Storytelling 

Implementation Process and Challenges 

The implementation followed a structured five-stage framework, including 

warming-up, viewing, comprehension check, retelling, and individual presentation 

phases. However, significant infrastructure limitations emerged as the main 

obstacles. Teachers reported insufficient projectors in classrooms and delays 

caused by equipment sharing. Internet connectivity issues affected video playback 

in three out of five sessions, disrupting the planned activities. 

Adaptive strategies were created to address these challenges, including pre-

downloading materials to remove internet reliance and establishing device-

sharing protocols among students. Assessment was done formatively, emphasizing 

effort and progress over strict correctness. One student said, "I liked the 

assessment because it did not just focus on right or wrong, but also on effort and 

improvement." 

Perceived Benefits and Limitations 

Participants highlighted increased engagement and motivation as the key 

benefits, with students displaying greater enthusiasm during digital storytelling 

sessions. The multimodal format offered essential comprehension support, with 

visual and auditory elements helping students understand content more easily. 

However, concerns arose about potential over-reliance on multimedia stimuli and 

unequal access, especially for students with limited technology at home. 

 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4236 

 

 

 

Integrated Mixed-Methods Findings 

The convergence of quantitative and qualitative data provided strong 

evidence for digital storytelling's effectiveness. The significant statistical 

improvements (Cohen's d = 5,267) were consistently supported by student 

interviews showing increased confidence and engagement. However, some 

discrepancies appeared between objective measurements and subjective 

perceptions, especially in vocabulary retention and grammar improvement, 

indicating gaps between actual progress and students' awareness of their 

improvements. 

 

Discussion 

Effectiveness and Theoretical Foundations 

The significant improvements in students' English-speaking abilities provide 

strong evidence for digital storytelling's effectiveness in EFL settings. The large 

effect size (Cohen's d = 2.39) supports multimedia learning theory, which suggests 

that combining visual, auditory, and textual elements together enhances cognitive 

processing and memory. This theoretical basis explains why students experienced 

such notable gains across various speaking skills. 

The N-Gain classification of "moderately effective" (57.34%) reflects 

significant achievement given the resource constraints and short intervention 

period. This practical effectiveness supports comprehensible input theory, which 

states that meaningful, contextualized language exposure encourages natural 

acquisition processes. The narrative structure inherent in digital storytelling offers 

the meaningful context needed for both lexical retrieval and improving speech flow. 

 

Table 4. Comparative Analysis with Previous Studies 

Study Context Key Findings 

Current Study 

(2025) 

Indonesian Islamic 

School 

Fluent and Vocabulary showed the most 

remarkable improvement 

Fu et al. (2022). EFL Learners Significant speaking skill enhancement 

Arroba & Acosta 

(2021) 

Product-based 

learning 

Enhanced delivery techniques 

Ningsih (2016) Indonesian context High student satisfaction 

 

Compared to prior research, this study shows very large effect sizes while 

using more rigorous assessment criteria. The moderate N-Gain compared to 

Ningsih's findings may result from stricter evaluation standards and a shorter 

intervention period, suggesting that digital storytelling's effectiveness depends on 

context. 

Component-Specific Improvements and Learning Mechanisms 

 

 



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4237 
 

 

The significant increase in fluency (from 2.29 to 3.54, +1.25 points) highlights 

digital storytelling's role in improving natural speech flow. This supports social 

cognitive theory's emphasis on observational learning, where students subtly 

imitate natural speech patterns by repeatedly engaging with authentic narrative 

models. The modeling effect appears more powerful than previously thought, 

providing opportunities for implicit learning through audiovisual input. 

Pronunciation also improved considerably (from 1.83 to 2.96, +1.13 points), 

challenging traditional ideas about pronunciation development timelines. 

The concurrent improvements in fluency and vocabulary (both +1.25 points) 

show that digital storytelling develops multiple skills at the same time rather than 

separately. This integrated growth supports the idea that narrative structure 

boosts both speech flow and lexical diversity through meaningful context. Students 

gained from multimodal language input that offered multiple retrieval cues for 

vocabulary while encouraging natural speech patterns. 

Grammar showed only a minor improvement (0.75 points), supporting the 

output hypothesis theory's focus on explicit instruction for grammatical accuracy. 

This suggests that while digital storytelling effectively enhances communicative 

competence, improving grammatical precision needs extra targeted instruction. 

The gap between improvement in grammar and other skills indicates that implicit 

learning via storytelling alone may not be enough for mastering complex 

grammatical structures. 

 

Implementation Framework and Adaptive Strategies 

The five-stage implementation framework that has emerged offers a 

systematic approach for educators aiming to incorporate digital storytelling into 

language teaching. The organized progression from warm-up activities to 

individual presentations tackles common challenges in technology integration by 

providing clear pedagogical guidance. This framework shows that effective 

implementation relies more on careful planning than on having the best resources. 

The adaptive strategies developed to address infrastructure limitations 

provide practical solutions for resource-limited environments. Pre-downloading 

materials removed internet dependence, while device-sharing protocols optimized 

available resources and encouraged collaborative learning. These adaptations 

show that creative problem-solving can preserve instructional effectiveness 

despite technological constraints. 

However, the challenges faced reflect broader issues in adopting educational 

technology in developing regions. The coordination needed for sharing facilities 

and managing equipment shows the necessity for institutional support systems. 

The finding that preparation time increased significantly compared to traditional 

methods highlights the importance of administrative support for successful 

implementation. 

 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4238 

 

 

 

Teacher and Students' Perceptions and Technology Acceptance 

The largely positive perceptions of students and teachers confirm that digital 

storytelling is practically viable in Islamic educational settings. Building student 

confidence was identified as the most notable benefit (M = 3.73), reinforcing self-

determination theory's focus on competence as a key factor in intrinsic motivation. 

This finding goes beyond language learning and applies to broader educational 

participation and academic self-efficacy. 

Teacher observations of increased participation, especially among usually 

passive learners, mark a significant pedagogical achievement. The transition from 

teacher-centered to student-centered interactions matches social constructivist 

principles, where engaging environments foster active knowledge building. 

However, teachers' concerns about preparation time and potential reliance on 

multimedia highlight challenges in implementation that need ongoing professional 

development. 

The identified technical difficulties (M = 2.68) and integration challenges (M 

= 2.95) highlight the need for infrastructure development. These moderate ratings 

indicate that while digital storytelling can be successfully implemented with 

limited resources, achieving the best results requires focusing on technological 

support systems and user training. 

 

Unexpected Findings and Individual Variation 

Several unexpected results warrant discussion about theoretical and 

practical implications. The wide range in individual N-Gain scores (39.00% to 

88.00%) shows different responses to digital storytelling, possibly affected by 

learning styles, prior technology exposure, or motivation levels. This variability 

suggests that personalized approaches could improve effectiveness for various 

learner types. 

The notable improvement in fluency was especially significant, since fluency 

usually depends on extensive practice and exposure to natural language. This 

suggests that digital storytelling's narrative flow modeling effect might be more 

substantial than previously thought, providing new insights into how fluency can 

develop through implicit learning. The impressive pronunciation gain (+1.13 

points) was also surprising, as pronunciation generally needs a lot of practice and 

time to improve. 

The gap between objective measurements and subjective perceptions, 

especially in vocabulary retention (significant gains versus moderate perception 

of 3.23) and grammar improvement (meaningful progress versus 3.32 rating), 

indicates that students might not fully recognize their progress. This discrepancy 

emphasizes the need for more precise feedback mechanisms to help students track 

their learning progress. 

 

 



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4239 
 

 

Limitations and Validity Considerations 

Several methodological limitations restrict the generalizability of the 

findings and point to directions for future research. The quasi-experimental design 

without a control group weakens causal inference, although the large effect size 

and consistent qualitative evidence strongly support the intervention's 

effectiveness. The single-site setting limits how well the results apply to other 

contexts, and the short intervention period may not reflect long-term retention 

effects. 

The researcher's dual role as instructor and evaluator poses a potential bias, 

although standardized procedures were used to reduce this risk. Selection bias 

from purposive sampling and possible Hawthorne effects from research 

participation are additional threats to internal validity. While focusing on speaking 

skills is appropriate for the research questions, it raises questions about the impact 

on other language competencies. 

These limitations suggest that findings should be understood within the 

specific context of Islamic secondary education, which faces similar resource 

constraints. The moderate success despite infrastructure issues shows that 

creative adaptation can preserve learning outcomes in complex environments, 

although optimal implementation needs stronger support systems. 

 

Practical Implications and Recommendations 

For educators, this study shows that meaningful speaking skill improvements 

are possible through the structured use of digital storytelling. The five-step 

framework offers clear guidance for lesson planning, while flexible strategies help 

address common technological issues. Teachers should prioritize fluency and 

vocabulary growth while providing explicit grammar instruction to maximize 

results. The significant improvements in pronunciation also indicate that digital 

storytelling can be an effective tool for implicit pronunciation learning. 

Educational administrators should consider infrastructure and support 

needs when planning technology integration efforts. Investing in teacher 

professional development and continuous technical support is essential for 

successful implementation. The finding that device-sharing and coordinated 

facility use can maximize limited resources suggests that strategic resource 

management can improve outcomes. 

Policymakers should recognize digital storytelling's potential to address 

language learning challenges in resource-limited settings. The evidence shows that 

meaningful improvements can be achieved with modest technological investments 

and that cost-effective ways can be found to enhance instruction quality. However, 

policies need to focus on digital equity issues and infrastructure development 

needs. 

 

 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4240 

 

 

 

Future Research Directions 

Longitudinal studies examining the durability of digital storytelling's effects 

would offer valuable insights into the longevity of improvements. Comparing 

digital storytelling with traditional methods using controlled experimental designs 

would provide more substantial evidence of its effectiveness. The observed 

individual variation (N-Gain range: 39.00% to 88.00%) indicates that personalized 

approaches could improve outcomes. 

Cross-cultural studies examining effectiveness across different educational 

settings would deepen understanding of broader applicability. Investigating 

optimal intervention length, story content features, and how to combine different 

teaching methods would give practical advice for teachers. The minor grammar 

improvements indicate that research into blending digital storytelling with explicit 

grammar instruction could be helpful. 

Studies investigating the link between infrastructure quality and learning 

outcomes could provide valuable insights for educational planning. Research into 

adaptive digital storytelling systems that customize to individual learner traits 

might address the variation in student responses observed in this study. 

 

Conclusion 

This study presents strong evidence that digital storytelling can significantly 

improve English speaking skills in Islamic secondary education settings. The very 

large effect size (Cohen's d = 2.39) and moderate practical impact (N-Gain = 

57.34%) show meaningful gains possible through systematic use, even in 

environments with limited resources. The mixed-methods approach indicates that 

effectiveness goes beyond quantifiable skill improvements to include motivational 

and attitudinal shifts with lasting educational benefits. 

The systematic implementation framework and adaptive strategies 

developed provide practical guidance for educators while showing that creative 

problem-solving can remain effective despite technological limitations. The mostly 

positive stakeholder perceptions, along with objective evidence of improved 

speaking skills, indicate that digital storytelling is a feasible method for enhancing 

language instruction in similar educational settings. 

Despite limitations such as the quasi-experimental design, single-site setting, 

and short intervention period, this study offers valuable evidence of digital 

storytelling's transformative potential in language education. The findings show 

that, with proper planning, creative adaptation, and ongoing support, digital 

storytelling can be a powerful tool for improving speaking skills and increasing 

student engagement in English language learning. 

 

 

 

 



IDEAS, Vol. 13, No. 2, December 2025 

ISSN 2338-4778 (Print) 

ISSN 2548-4192 (Online) 

 

4241 
 

 

References  

Arikunto, S. (2010). Prosedur penelitian: Suatu pendekatan praktik (14th ed.). 

Jakarta: Rineka Cipta. 

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative 

Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa 

Arroba, J., & Acosta, H. (2021). Authentic digital storytelling as alternative teaching 

strategy to develop speaking skills in efl classes. LEARN Journal: Language 

Education and Acquisition Research Network, 14(1), 317–343. 

Creswell W John. (2009). Qualitative, Quantitative, and Mixed-Methods Research. In 

Microbe Magazine (Vol. 4, Issue 11). doi :10.1128/microbe.4.485.1 

Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL Learner’s 

Speaking Ability, Accuracy and Fluency. English Language and Literature 

Studies, 6(2), 177. doi:10.5539/ells.v6n2p177 

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-

thousand-student survey of mechanics test data for introductory physics 

courses. American Journal of Physics, 66(1), 64-74. doi:10.1119/1.18809 

Husnaini, H., Yahya, A., & Putri, N. I. W. (2023). The Efficacy of the Presentation, 

Practice, and Production (PPP) Method on the Speaking Skill of the English 

Learners Community (ELC) Students. EDULANGUE, 6(1), 45-61. 

Husnaini, H., Syam, A. T., Niken, N., & Soares, A. (2024). Teachers’ Strategies in 

Teaching Speaking at High Schools: Obstacles and Challenges. Linguistics 

Initiative, 4(2), 243-262. 

Fu, J. S., Yang, S. H., & Yeh, H. C. (2022). Exploring the impacts of digital storytelling 

on English as a foreign language learners’ speaking competence. Journal of 

Research on Technology in Education, 54(5), 679–694. 

doi:10.1080/15391523.2021.1911008 

Jon, R. B., Embong, R., Mohamad, M., Hashim, H. A., Nik Din, N. M., & Abd. Rashid, R. 

(2022). A Holistic Approach for Enhancing English Speaking Proficiency. 

International Journal of Academic Research in Business and Social Sciences, 

12(3), 441–453. doi:10.6007/ijarbss/v12-i3/12976 

Kho, M. G.-W., & Ting, S.-H. (2023). English Proficiency, Public Speaking Experience, 

and Communication Apprehension in Oral Presentation of Polytechnic 

Students. Leksema: Jurnal Bahasa Dan Sastra, 8(1), 55–66. 

doi:10.22515/ljbs.v8i1.6270 

Mohammed Al-Amri, H. (2020). Digital Storytelling as a Communicative Language 

Teaching-Based Method in EFL Classrooms. Arab World English Journal, 11(1), 

270–281. doi:10.24093/awej/vol11no1.20 

Ningsih, F. R. (2016). Utilizing Digital Storytelling In Efl Classroom: A Focus On 

Practicing Students’ Speaking Skill In Senior High School. 1–23. 

Nasriandi, N., & Masruddin, M. (2021). The Use of British Parliamentary Debate 

Style in Teaching Speaking Skill. IDEAS: Journal on English Language 

Teaching and Learning, Linguistics and Literature, 9(1). 



Wihdatun Nisa, Zulfa Sakhiyya 
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study 

4242 

 

 

 

Yuliani, S., Idayani, A., Yunita, W., Yulianto, Y., & Hartanto, D. (2021). Digital 

Storytelling Design: Riau Malay Folklore. AL-ISHLAH: Jurnal Pendidikan, 13(3), 

1735–1746. doi:10.35445/alishlah.v13i3.961