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All Journal Language Circle : Journal of Language and Literature Vision: Journal for Language and Foreign Language Learning English Education Journal Indonesian TESOL Journal Mumtaz: Jurnal Studi Al-Quran dan Keislaman Jurnal Pengabdian Masyarakat Intimas (Jurnal INTIMAS): Inovasi Teknologi Informasi Dan Komputer Untuk Masyarakat ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Kasprabowo, Teguh
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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Journal : ETERNAL: English Teaching Journal

 1 
Digital Storytelling with Scratch as a Pedagogical Tool to Enhance Reading Comprehension Agnes Widyaningrum; Yulistiyanti; Kasprabowo, Teguh; Katharina Rustipa; Rahayu , Endang Yuliani
ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2968

Abstract

Reading comprehension is a foundational skill underpinning students’ success in language learning, critical thinking, and academic achievement. However, many EFL learners experience difficulties engaging with extended and complex texts when reading instruction lacks creative and multimodal elements. This classroom-based study explores undergraduate English Literature students’ perceptions of using Scratch-based digital storytelling in a reading course at the English Literature Department of the Faculty of Law and Language, Universitas STIKUBANK. Grounded in constructivist learning and multimodal literacy theories, the study examines how the integration of technology, creativity, and narrative production is perceived to support students’ engagement with literary texts. Thirty-five students participated in a six-week digital storytelling project in which they digitally retold literary stories using Scratch. Data were collected through a validated 10-item questionnaire (Cronbach’s α = .94) and open-ended student reflections. The findings indicate that students perceived Scratch as an engaging platform that supported their understanding of story structure, character motivation, and thematic meaning. Students also reported increased collaboration, confidence, and enjoyment during reading activities. While the findings are perception-based, the study suggests that Scratch-based digital storytelling holds pedagogical potential for supporting students’ engagement with literary texts, interpretive processes, and digital literacy in EFL literature classrooms, thereby contributing to Sustainable Development Goal 4 (Quality Education).
Co-Authors Agnes Widyaningrum Ahmad Sofwan Aji Supriyanto Anam, Zuhrul Davantya Setiaji , Monica Evelyne Dwi Anggani Linggar Bharati Endang Yuliani Rahayu Girindra Putri Dewi Saraswati, Girindra Putri Dewi Jeffri Alfa Razaq Katharina Rustipa Liliek Soepriatmadji Puji Astuti Putri Amalia Rahayu , Endang Yuliani Rahayu, Endang Rahayu, Endang Yuliyani Sugeng Purwanto Suharmanto, Eko Taufiq Yulistiyanti Yulistiyanti Yulistiyanti Zuly Budiarso