The Effect of Using Digital Storytelling Strategy on Students’ Reading comprehension and Listening Comprehension

The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test procedure. Thus, two classes containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants’ comprehension abilities prior to and after the treatment implementation. In analyzing the data, the t-tests (paired sample, and independent sample ) were run in SPSS. In addition, Cohen D formula was apllied to determine the effect size. The results indicated that while no significant differences (p > 0.05) were displayed between the means of the pretests scores, the significant differences (p < 0.05) appeared between the means of both groups post-tests scores, reading comprehension (p=0.02), and listening comprehension (p=0.04). In other words, the students’ comprehension abilities were similar prior to the treatment implementation while the sudents of the experimental group outperformed the control group after the treatment implementation. In addition, the values of the effect size obtained, reading (0.5), and listening (0.5 ), were categorized as the moderate effects. Thus, it was inferred that the implementation of digital storytelling strategy had a significant effect on students’ reading comprehension and listening comprehension at Language Development Center of UIN Suska Riau