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All Journal Al Ishlah Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Dinda Hanifa Dewi
Universitas Muhammadiyah Tangerang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Innovation: Book Creator for Academic Speaking and Creativity in Higher Education Arjulayana Arjulayana; Nargis Nargis; Dinda Hanifa Dewi; Suci Kintamani; Dara Dwi Kencana; Husna Khofifah Mulyadi; Nanda Faradilla Anwar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7630

Abstract

Academic speaking remains a major challenge for many EFL students in higher education, often due to low confidence, limited vocabulary, and difficulty organizing ideas. This study explores the integration of Book Creator, a digital storytelling platform, to enhance students' academic speaking skills and creativity through multimodal learning. Using a Research and Development (RD) approach based on Rowntree’s instructional design model, the study involved 31 fourth-semester English Education students at Universitas Muhammadiyah Tangerang. The intervention incorporated digital storyboards using Book Creator across planning, development, and evaluation phases. Data were collected through classroom observation, pre- and post-speaking tests, and semi-structured interviews. A mixed-methods design was applied to analyze both quantitative and qualitative outcomes. The findings indicated an improvement in students’ speaking performance, with mean scores rising from 63.09 (pre-test) to 79.26 (post-test). The paired samples t-test yielded t(30) = 6.882, p = 0.06, showing a positive trend though not statistically significant at α = 0.05. Qualitative data revealed increased student motivation, confidence, and creativity, with students appreciating the ability to structure, rehearse, and visually present their ideas through multimodal features. The use of Book Creator as a digital storyboard tool fostered a student-centered environment that supported expressive, engaging, and reflective learning. While live practice remains essential, digital tools can complement and enhance academic speaking instruction in EFL contexts.
DIGITAL STORYTELLING IN EFL CLASSROOM: SPEAKING AND CREATIVE THINKING SKILLS Dinda Hanifa Dewi; Arjulayana Arjulayana; Yudhie Indra Gunawan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13422

Abstract

This study investigated EFL students’ speaking and creative thinking skills through digital storytelling activities using Book Creator. The objectives were to assess changes in speaking performance, evaluate creative thinking levels, and explore the Book Creator’s role in supporting both skills. This study employed a pre-experimental one-group pretest–posttest design within a quantitative framework. Data were collected through pretest and posttest speaking scores, rubric-based creative thinking assessment, and field notes. The findings showed a marginal increase in mean speaking scores from 78.30 to 78.48. However, the paired-sample t-test indicated that the improvement was not statistically significant (Sig. = 0.831). In contrast, students demonstrated competence to excellent creative thinking, evident in their ability to generate and express ideas through visual, written, and audio elements. Field notes indicated increased comfort in independent recording, although speaking anxiety persisted. These findings suggest that digital storytelling facilitated idea expression and organization but did not significantly improve speaking performance. This study contributes by integrating multimodal digital storytelling into EFL contexts, highlighting its potential for fostering creativity despite its limited impact on speaking performance. Future research may further explore cognitive load, interactive speaking practices, and other 4C skills to provide a more holistic understanding of DST in EFL contexts.
Co-Authors Arjulayana Arjulayana Dara Dwi Kencana Husna Khofifah Mulyadi Nanda Faradilla Anwar Nargis Nargis Nargis Suci Kintamani Yudhie Indra Gunawan