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All Journal Jurnal Cakrawala Ilmiah SENTRI: Jurnal Riset Ilmiah Jadila: Journal of Development and Innovation in Language and Literature Education
Nelvia Ibrahim
UIN Sultan Syarif Kasim Riau
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Digital Storytelling and Reading Comprehension in EFL Classrooms: A Systematic Literature Review Nelvia Ibrahim
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 6 (2026): SENTRI : Jurnal Riset Ilmiah, Juni 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i6.6839

Abstract

This article presents a Systematic Literature Review (SLR), a method for systematically identifying and synthesizing research, examining the use of digital storytelling (DST) – the creation of narratives using digital tools – to enhance reading comprehension (RC) among learners of English as a Foreign Language (EFL). Adopting the PRISMA 2020 protocol, an evidence-based guideline for reporting systematic reviews, the study analyzes 27 peer-reviewed articles indexed in Scopus, Web of Science, and ERIC, published between 2013 and 2026. The review is guided by three primary research questions: (1) Which DST platforms are most frequently utilized in EFL reading instruction? (2) To what extent is DST effective in improving reading comprehension across educational levels? and (3) What instructional approaches are employed in integrating DST into EFL reading practices? The findings indicate that DST consistently improves reading comprehension through mechanisms such as multimodal scaffolding, which supports learning across multiple modes like text, images, sound, and video; affective engagement, or learners' emotional involvement; and schema activation, the use of background knowledge to help learners understand texts. Frequently employed platforms include web-based applications, augmented reality tools, and collaborative online environments. Notably, 77.8% of the reviewed studies reported statistically significant improvements in reading comprehension in the experimental groups compared with the control groups. Furthermore, four dominant instructional approaches were identified: scaffolded multimodal reading (combining supportive tools and multiple content formats), collaborative story creation, retelling and response-based activities, and question-and-answer-oriented reading instruction. Despite these promising findings, several gaps remain, particularly in longitudinal research designs, studies situated in Southeast Asian contexts, and the development of explicit instructional design frameworks. The article concludes by outlining pedagogical implications for EFL practitioners and proposing directions for future research.
TEACHING READING USING FIX-UP STRATEGY IN READING COMPREHENSION Nelvia Ibrahim; Kurnia Budiyanti
Jurnal Cakrawala Ilmiah Vol. 5 No. 4 (2025): Desember 2025
Publisher : Bajang Institute

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Abstract

The purpose of this article is to describe how to teach reading using the fix-up strategy. For a variety of reading objectives, teachers have used a wide range of instructional tactics. In the meanwhile, it aids readers in fulfilling their reading goals. The fix-up strategy was suitable for solving the issue pertaining to the metacognitive process through readers' comprehension. During text processing, these strategies help readers recognize comprehension challenges and apply focused understanding.
EFL Learners’ Opinion on Difficulties in Pronouncing English Sounds Kurnia Budiyanti; Nelvia Ibrahim
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 2 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i2.815

Abstract

This study investigated the students’ opinion on difficulties in pronouncing English sounds. The study employed a quantitative method with survey research design. Approximately 90 students of the third semester of English Education Department participated to answer a questionnaire which included the pronunciation features and the factors that affect the problem. The data collected were analyzed by employing descriptive analysis. The results indicated that the third semester students of English Education Department had negative opinion in pronouncing English sounds. The difficulties involved vowels, consonants, stress, and intonation. Related to factors that affect pronunciation, the findings revealed that native language was the most dominant factor compared with others. It could be concluded that pronouncing English sounds became a problem of the students due to different phonological system. These research findings have implication for learners to be aware of specific pronunciation challenges. Moreover, teachers also need to adopt phonetics-based approaches in teaching process. Further study could investigate research that explore more on research samples, research design, and instruments to gain more specific results.
Co-Authors Kurnia Budiyanti