Effects of Digital Storytelling-Aided Instruction on Students' Narrative Writing and Speaking Skills

Although Digital Storytelling (DST) has been widely and recently applied studied in ELT classrooms, little research documented its efficacy towards narrative writing speaking skills. For this reason, quasi-experimental aimed to investigate effects when used as a medium of learning on students' skills at an Indonesian privately owned Islamic school. A total 42 participants were divided into two groups: experimental control groups. The data collected through pre-and post-writing oral tests analyzed using the independent t-test formula SPSS 20. statistical evidence showed that students groups significantly outperformed their counterparts group terms given t(19) -12.02, p= 0.000. However, another indicated both not different t(19)-2.02 p-value= 0.057. This study further discusses limitations implications for effective deployment DST EFL classrooms.