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All Journal JOLLT Journal of Languages and Language Teaching Cendekia
Muhamad Zulpiani Hamdi
Universitas Islam Negeri Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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Performance-Based Measurement of Digital Storytelling Effects on Primary EFL Speaking: A Quasi-Experimental Study Muhamad Zulpiani Hamdi
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.xqm9kr09

Abstract

English-speaking proficiency is a foundational component of communicative competence in elementary EFL education; however, empirical investigations of digital storytelling at the primary level have predominantly emphasized motivational outcomes rather than rigorously measured speaking performance. This imbalance has left a methodological and conceptual gap concerning how multimodal narrative pedagogy contributes to objectively assessed oral proficiency. This study aimed to analyze the effect of digital storytelling on primary school students' EFL speaking competence across multiple performance dimensions. A quasi-experimental non-equivalent control group design was implemented in an urban public primary school involving 64 Grade 5 students assigned to experimental and control groups. Data were collected through pre- and post-performance-based speaking tests evaluated using a validated analytic rubric covering fluency, grammatical accuracy, pronunciation, vocabulary, and coherence. Inferential statistical analyses, including ANCOVA and effect size estimation, were conducted to examine group differences. The findings indicated significantly greater multidimensional gains in speaking in the experimental group, with the most substantial improvements observed in fluency and vocabulary development. These results demonstrate that digital storytelling yields measurable linguistic enhancement beyond affective engagement. The study contributes theoretically by integrating Communicative Language Teaching and Multimedia Learning Theory within an empirically validated framework, and it offers practical implications for curriculum design, formative assessment, and technology-mediated speaking instruction in elementary EFL contexts.
Exploring EFL Students’ Perceptions and Learning Experiences in Utilizing Smalltalk2me Media in Enhancing Speaking Skills Muhamad Zulpiani Hamdi; Nur Hairunnisa Annuri; Jingga Sulistia Putri; Siti Muawanah; Rahmat Alfin; Soni Ariawan; Ika Rama Suhandra; Dong Bae Lee; Heri Rahmat
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.15682

Abstract

This study investigates EFL students’ perceptions and learning experiences in using SmallTalk2Me, an AI powered speaking platform, to support speaking development. Employing a descriptive qualitative design, the study involved ten students from the English Education Study Program at the State Islamic University of Mataram, selected through purposive sampling. Data were collected through classroom observation during a mini workshop and semi structured interviews. The findings reveal that students generally perceived SmallTalk2Me positively because it provided immediate and useful feedback on fluency, pronunciation, grammar, and vocabulary. Contextualized prompts, interactive features, and CEFR based evaluations increased learners’ confidence, motivation, and willingness to speak more spontaneously. Participants also appreciated the platform’s natural conversational practice and its support for self directed learning. However, several challenges emerged, including limited access to free features, unstable internet connections, difficulty understanding some features, and a lack of topic variety, especially for beginners. Students suggested expanding conversation topics, providing more detailed corrective feedback, and making premium services more affordable. Overall, SmallTalk2Me shows strong potential as an adaptive medium for enhancing EFL speaking practice, although further development is needed to improve accessibility, inclusivity, and effectiveness in broader instructional contexts.
Co-Authors Dong Bae Lee Heri Rahmat Ika Rama Suhandra Jingga Sulistia Putri Nur Hairunnisa Annuri Rahmat Alfin Siti Muawanah Soni Ariawan