THE USE OF DIGITAL STORIES IN TEACHING READING COMPREHENSION SKILLS: An Investigation of EYL Students' Responses

Julfa Bela Liani, - and Ika Lestari Damayanti, - (2025) THE USE OF DIGITAL STORIES IN TEACHING READING COMPREHENSION SKILLS: An Investigation of EYL Students' Responses. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

ABSTRAK: Penelitian ini mengeksplorasi respons siswa terhadap cerita digital dalam pengembangan keterampilan membaca pemahaman. Penelitian ini menggunakan metode studi kasus di mana intervensi pembelajaran diterapkan kepada 30 siswa kelas enam sekolah dasar. Intervensi tersebut dirancang dan difasilitasi oleh peneliti yang berperan sebagai guru di kelas. Data dikumpulkan melalui empat kali observasi kelas dan wawancara dengan enam siswa dan satu guru Bahasa Inggris di sekolah tersebut, yang berkontribusi sebagai kolaborator dalam mengidentifikasi kemampuan awal membaca siswa. Data kemudian dianalisis menggunakan analisis tematik yang merujuk pada taksonomi pemahaman bacaan dari Barrett. Hasil penelitian menunjukkan bahwa siswa secara aktif terlibat dengan cerita digital melalui respons verbal yang mencerminkan pemahaman membaca mereka terhadap unsur-unsur naratif. Respons tersebut mencakup mengingat detail eksplisit, menyusun ulang informasi, menyimpulkan makna implisit, mengevaluasi tindakan tokoh, serta mengekspresikan keterhubungan emosional terhadap cerita. Respons-respons ini menunjukkan bahwa cerita digital mendukung perkembangan pemahaman naratif dan mendorong kemampuan membaca yang lebih mendalam. Secara keseluruhan, penelitian ini menunjukkan potensi cerita digital sebagai media interaktif untuk meningkatkan pemahaman membaca dan mendorong partisipasi siswa yang bermakna dalam pembelajaran Bahasa Inggris sebagai bahasa asing (EFL).
Kata kunci: Cerita digital, respons siswa, kemampuan membaca pemahaman, studi kasus

ABSTRACT: This study explores students’ responses to digital stories for developing reading comprehension skills. It employs a case study method in which educational intervention was applied to 30 sixth-grade elementary school students. The intervention was designed and facilitated by the researcher, who served as the classroom teacher. Data were collected through four classroom observations and interviews with six students and one English teacher at the school, who contributed as a collaborator in identifying students’ initial reading comprehension skills. The data were then analyzed using thematic analysis informed by Barrett’s taxonomy of reading comprehension. The findings reveal that students actively engaged with the digital stories through verbal responses, demonstrating their reading comprehension of narrative elements. These included recalling explicit details, reorganizing information, inferring implicit meanings, evaluating characters’ actions, and expressing emotional connections to the story. These responses indicate that digital stories support the development of narrative comprehension and encourage deeper reading engagement. Overall, this study demonstrates the potential of digital stories as an interactive medium for improving reading comprehension and promoting meaningful student participation in EFL classrooms.
Keywords: Digital stories, students’ responses, reading comprehension skills, case study

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Item Type:	Thesis (S1)
Additional Information:	ID SINTA Dosen Pembimbing: Ika Lestari Damayanti: 6745874
Uncontrolled Keywords:	Cerita digital, respons siswa, kemampuan membaca pemahaman, studi kasus di sekolah dasar Digital stories, students’ responses, reading comprehension skills, case study at elementary school
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PE English
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User:	Julfa Bela Liani
Date Deposited:	14 May 2025 02:57
Last Modified:	14 May 2025 02:57
URI:	http://repository.upi.edu/id/eprint/133267

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