PROMOTING STUDENTS SPEAKING FLUENCY USING DIGITAL STORYTELLING

Abstract

This study discusses students' perceptions of the application of digital storytelling in teaching speaking fluency. The purpose of this research is to describe students' perceptions and to find out the benefits and drawbacks encountered by students to promote student speaking fluency by using digital storytelling. This study used a qualitative case study method involving 28 class IX students in learning speaking fluency. A short rating scale questionnaire was used to collect data, via Google form. The results showed that students gave a positive response to the use of digital storytelling to promote students speaking fluency. Most of the students agreed that the use of digital storytelling made their speaking-learning process clearer, easier, and more interesting. Digital storytelling can help students come up with ideas and sentences that they speak in their speaking abilities. However, the pronunciation of the word order must be grammatically correct and good so that it is in accordance with linguistic rules. The researcher suggests further research to focus on students' responses to the advantages and disadvantages of using digital storytelling to promote students' speaking fluency.