ABSTRACT
In recent years the use of technologies in educational systems has increased worldwide. The impact of technologies in educational contexts has been mostly positive. Project based digital storytelling is one of the innovative way that has benefecial effect for teaching and learning English. This research is aimed to (1) identify whether project-based digital storytelling can develop students speaking fluency; (2) describe the students’ learning motivation when project-based digital storytelling is implemented; and (3) describe the class climate when project-based digital storytelling is implemented.
The research applied a classroom action research which consisted of two cycles, with three meetings in every cycle. Each cycle consisted of planning, acting, observing and reflecting. There are two types of data in the research, quantitative and qualititative data. The quantitative data were obtained through pre test, post test 1, and post test 2. Those data, moreover, were analyzed in order to find out the mean score, and it was also administrated t-test of non-independent to find the significant improvement. Furthernore, the qualitative data were collected using observation, interview, questionnaire, and diary. The data were then analyzed using a technique proposed by Burns consisting of five steps: assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes.
The results of the research showed that: (1) Project based digital storytelling can be used to develop students’ speaking fluency in terms of: (a) improving the speed rate, (b) reducing the pauses, and (c) increasing the mean length of runs; (2) the students had high learning motivation when project based digital storytelling was implemented, the learning motivation can be seen from the students effort, desire/interest, and attitute; and (3) Project based digital storytelling created a condusive class. This positif class climate was seen from the students’involvement, affiliation, teacher support, and order or organization.
Hence, the finding of this research above can be a foundation to claim that the implementation of project based digital storytelling has benefecial effects to the students’ speaking fluency achievement, students’ learning motivation, and class climate.
Key words: Class Climate, Learning motivation, Project based digital storytelling, Speaking fluency