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All Journal The Art of Teaching English as a Foreign Language (TATEFL)
Gede Aritona
Universitas Pendidikan Ganesha
Languange, Linguistic, Communication & Media

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Digital Storytelling on Critical Reading Skills and Students’ Responses in Vocational School Setting Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti; Gede Aritona; Jeane Tuilan; Sun Qi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1143

Abstract

Critical reading remains a persistent challenge in English language learning, particularly in vocational school contexts where instruction often prioritizes functional language use over higher-order thinking. Although Digital Storytelling (DST) has gained attention as an innovative pedagogical approach, limited empirical evidence exists regarding its effectiveness in promoting students’ critical reading abilities. Using an explanatory sequential mixed-method design, this study examines the effect of DST on critical reading skills of vocational school students. Cluster random sampling was used to select two classes, an experimental class tutored using DST-based instruction and a control class taught using conventional method. The statistical outcomes indicated that the difference between the groups was significant. The DST group outperformed the control group (M = 91.00 vs. 80.90; t (70.652) = 15.838, p < .001). Thus, the DST group proved effective in improving interpretive and evaluative reading. In addition, qualitative results show that DST promoted student engagement, deeper meaning-making and critical reflection.  In student reports, multimodal elements helped with a greater understanding of the text and helped to connect real life. According to the results of this research, DST is an instructional tool that does not only captivate attention, but it is also a pedagogically meaningful way to teach reading critically especially in a vocational education context.
Co-Authors Jeane Tuilan Ni Luh Putu Era Adnyayanti Ni Wayan Surya Mahayanti Sun Qi