Implementing Digital Storytelling to Foster Students' Writing Skill
Abstract
This study examines the effectiveness of implementing digital storytelling on students' writing skill through a quasi-experimental research design. Data was collected through observations, pre-tests, and post-tests, with a sample size of 22 students in both the experimental and control classes. The findings indicate that students in the experimental class, who were exposed to digital storytelling, achieved higher average scores compared to the control class. The average pre-test score in the experimental class was 53.18, while in the control class it was 48.55. The average post-test score in the experimental class was 72.91, while in the control class it was 61.23. The t-test analysis revealed a tobservation value of 2,942, with a degree of freedom (df) of 42. When comparing the calculated t-value with the critical t-value (ttable) at a significance level of 5% and 1%, the results indicated that the calculated t-value (2.942) was greater than both critical t-values (1.682 and 2.418) respectively. These findings suggest that the implementation of digital storytelling had a significant positive impact on students' writing skill.
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