DIGITAL FABLE CONTAINING ASKING AND GIVING OPINION TO STIMULATE CRITICAL THINKING IN EFL LEARNERS’ SPEAKING

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.