IMPROVING VOCABULARY MASTERY OF ELEMENTARY STUDENTS BY WATCHING DIGITAL STORYTELLING AT SD SWASTA YABES SCHOOL GRADE 5 ACADEMIC YEAR 2024-2025

Abstrak

This study aims to investigate the effectiveness of using digital storytelling to improve the vocabulary mastery of fifth-grade students at SD Swasta Yabes School during the 2024–2025 academic year. The research employed a quasi-experimental design with a one-group pretest-post test approach. The sample consisted of 25 students from the fifth grade. Data were collected through a pretest and a post-test to measure students' vocabulary knowledge before and after the intervention. The treatment involved exposing students to a series of digital stories over a period of four weeks. The findings, analyzed using a paired-sample t-test, showed a statistically significant improvement in the students' post-test scores compared to their pretest scores. This indicates that digital storytelling is an effective and engaging method for enhancing vocabulary acquisition in elementary school students. The study concludes that incorporating digital storytelling into the English language curriculum can be a valuable pedagogical tool for teachers seeking to improve their students' vocabulary mastery.