BRIDGING THE LITERACY GAP: THE ROLE OF MULTIMODAL DIGITAL STORYTELLING IN HIGH SCHOOL EFL READING CLASSROOM

Abstract

This classroom action research (CAR) study investigates the efficacy of integrating digital storytelling (DST) to improve the narrative text reading comprehension of tenth-grade students at an Islamic state senior high school (MAN) in West Jakarta. Grounded in cognitive multimedia learning and action research frameworks, the study was executed across three iterative cycles consisting of planning, implementation, observation, and reflection. The participants comprised 30 students selected based on initial diagnostic assessments indicating low engagement, sub-optimal text structure identification, and weak sentence retention. Data triangulation was achieved through mixed-method instruments, including classroom observation sheets, semi-structured interviews, and quantitative pre- and post-tests. The qualitative findings revealed that while students initially exhibited passive behaviour and native-language code-mixing due to cognitive overload in Cycle I, the systematic addition of technical scaffolding via Google Classroom, WhatsApp, and interactive smart boards in Cycles II and III transformed the classroom into an active, autonomous learning environment. Quantitatively, the intervention yielded an outstanding academic progression, with the class post-test average rising dramatically from an initial baseline of 55.4 to 93.5 by the conclusion of Cycle III. The results demonstrate that digital storytelling serves as an effective pedagogical tool to bridge literacy gaps, enhance student motivation, and cultivate a conducive learning atmosphere. Consequently, this study recommends that EFL educators transition away from traditional text-heavy materials and systematically integrate multimodal storytelling to maximize student academic productivity.