THE IMPACT OF DIGITAL STORYTELLING ON STUDENTS' PROFICIENCY IN WRITING DESCRIPTIVE TEXT

Abstract

This study investigates the impact of digital storytelling on students' proficiency in writing descriptive texts. This study used True experimental research. The respondents were divided into two groups: 24 students in class X-1 formed the experimental group, and 24 students in class X-2 served as the control group. The study employs a pretest/posttest control group design, with one group exposed to traditional teaching methods and another enriched with digital storytelling elements. The calculation of this research was conducted through SPSS 26. Data is collected through pre-test and post-test of students' descriptive writing. Results indicated a significant positive effect of digital storytelling on writing proficiency, with average scores rising from 65.13 in the pre-test to 83.25 in the post-test. Student scores were analyzed using Paired Samples T-Tests which showed a sig. (2-tailed) of 0.000, which is lower than 0.05 (0.000 < 0.05). it means that it is proven that there is a positive impact of the use of digital storytelling on students' writing proficiency. Thus, it is recommended that the impact of digital storytelling at different levels of education be investigated using a variety of research methods. In addition, it is important to conduct vocabulary enrichment before research to support learning through digital storytelling.