Abstract:
This study aims to determine the effectiveness of using digital fables to stimulate
critical thinking in speaking and to analyze the extent to which digital fables
containing asking and giving opinions influence critical thinking in speaking
based on the perceptions of EFL learners. The population and sample consist of
eighth-grade junior high school students in Tasikmalaya who are learning asking
and giving opinions in English class. This study employs a mixed method with an
explanatory model. Quantitative data is collected using a quasi-experimental
model with pre-test and post-test data collection in the control group and
experimental group. Qualitative data is collected using a case study model with
data collection through interviews to analyze EFL learners' perceptions.
Quantitative data analysis was conducted using SPSS 26. The results confirmed
the hypothesis, with the alternative hypothesis (Ha) accepted and Hypothesis Nol
(H0) rejected, yielding a value of 0.011 < 0.05, indicating that the results were
effective. The effectiveness level category was tested using N-Gain, yielding a
value of 51%, which falls into the less effective category. Although the results
were proven to be less effective through calculations, the interview analysis
showed that students responded positively toward self-confidence, motivation,
and enjoyment during learning. With this, the researcher suggests further research
using digital fables in other subjects to foster students' enthusiasm for learning.
