<![CDATA[The purpose of this study was to investigate of Digital Storytelling (DST) in teaching reading comprehension of narrative texts to 10th-grade vocational high school students, focusing on inferential comprehension and main idea identification. A quantitative quasi-experimental study with a non-equivalent control group design was conducted with two intact classes: 35 students in the experimental group and 32 students in the control group. Data were collected through 16 multiple-choice questions covering eight inferential comprehension and eight main idea items in the pre-test and a post-test. The experimental group used Digital Storytelling, while the control group received conventional instruction using printed materials. The Mann-Whitney U test showed no significant difference between the two groups (p = .185). In other words, Digital Storytelling was not statistically proven to improve students’ reading comprehension during the treatment period. Nonetheless, Digital Storytelling can still function as an additional medium that enriches contextual learning experience when teaching reading narrative text comprehension.]]>
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