The implementation of digital storytelling as Project-Based Learning (PjBL) in an English-speaking class: A case study at a junior high school in Dumai

Putri, Khalilah Adinda (2023) The implementation of digital storytelling as Project-Based Learning (PjBL) in an English-speaking class: A case study at a junior high school in Dumai. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study was conducted to discover the implementation of digital storytelling as project-based learning in an English-speaking class. It aimed to answer two research questions: 1. How is the implementation of digital storytelling as project-based learning in an English-speaking class? 2. What are students’ perception of digital storytelling as project-based learning in an English-speaking class? This study employed a theoretical framework derived from Yang and Wu (2012), Yusuf and Anwar (2018), and Natasia and Angelianawati (2022) to address the research question. The implementation of DST involved four distinct phases: pre-production, production, post-production, and distribution. These phases were structured into a three-part teaching procedure for the development of speaking classroom activities, comprising pre-teaching, whilst-teaching, and post-teaching stages. In terms of perception, the study explored four categories: motivation and interests, usefulness, benefits, and ease of use. This research adopted a qualitative method with a case study design, which is well-suited for examining the implementation of DST as Project-Based Learning (PjBL) in an English-speaking class at a junior high school in Dumai. The study involved observing an English teacher, administering a questionnaire to 20 eighth-grade students, and conducting interviews with both the teacher and students. The results of the observations and interviews indicated that the implementation of digital storytelling as project-based learning in English-speaking classes at SMPN 1 was effective despite the fact that this was the first time the teacher had used this method. The teacher demonstrated competence by integrating the majority of the theoretical framework's points into the implementation process. Through questionnaires and interviews, the students' responses disclosed that they appreciated learning speaking English through digital storytelling. Nonetheless, some students need to put in additional effort to increase their creativity in their project outputs. As evidenced by their responses to the close-ended questionnaires and interviews, students generally viewed the digital storytelling as project-based learning positively. In conclusion, the implementation of digital storytelling as a project-based learning approach in the speaking class was in line with the theoretical framework, making it an effective implementation. Additionally, the students exhibited positive perceptions across four categories: motivation and interests, usefulness, benefits, and ease of use. Therefore, utilizing digital storytelling as project-based learning resulted in increased motivation, heightened interest in English speaking, improved creativity and self-confidence in speaking, expanded vocabulary, enhanced pronunciation, and the convenience of practicing English speaking anywhere.

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