Improving Students’ Vocabulary Mastery through Digital Storytelling at the Eighth Grade of MTs NW Juet in the Academic Year 2018/ 2019.

The objectives of this study are: 1) to examine the improvement of students’ vocabulary mastery through digital storytelling at the eighth grade of MTs NW Juet in the academic year 2018/ 2019. 2) to describe the implementation of digital storytelling in teaching vocabulary at the eighth grade of MTs NW Juet in the academic year 2018/ 2019. It is classroom action research (CAR) by adapting some procedures proposed by Kemmis and McTaggart, including planning, acting, observing, and reflecting. The participants were the teacher (collaborator) and the eighth grade of MTs NW Juet East Lombok West Nusa Tenggara, Indonesia. The total number of participants was 19 students consisting of 8 male and 11 female students. They were selected purposively based on teacher suggestion that this class member had the lowest English achievement compared with other classes. This CAR was conducted in two cycles, and the technique of data collection was a questionnaire, field notes, interview, and vocabulary test. The data obtained were analyzed using descriptive statistic and descriptive qualitative. The findings revealed that the use of digital storytelling media was effective to improve students’ vocabulary mastery. Based on the qualitative data gained, digital storytelling is interesting media which could stimulate students’ motivation. Besides, it gives students to have chances to practice the vocabulary in their language skills. Meanwhile, the result of quantitative data showed that there was a significant and consistent improvement of students' mean score in pre-cycle (44.42), cycle 1 (62.31) and cycle 2 (73.89). Thus, there was approximately 29.42 point of improvement during the cycles. In a nutshell, this result indicates that the use of digital storytelling media is effective to improve the students' vocabulary mastery of the eighth grade of MTs NW Juet in the academic year 2019/ 2020