IMPROVING EFL LEARNERS' LISTENING SKILLS THROUGH DIGITAL STORYTELLING WITH VICA STRATEGIES

Abstract

EFL learners often struggle to develop listening skills in English language contexts. Educators are exploring innovative methods such as digital storytelling and ViCA (Visualization, Collaboration, and Action) strategies to enhance interactive learning experiences. This research aims to analyze learners' experiences and challenges in using digital storytelling with ViCA strategies to improve listening skills, offer valuable insights for learners, teachers, future researchers, and advance the role of technology in language learning. The research combines a qualitative approach with case study methods. The research instruments used were observation and interviews. Participants in this research were 5 EFL learners in class 11C Islamic Senior High School of Mathlaul Anwar Pameuntasan. Data were analyzed using the interaction model of Miles and Huberman (1994). This research found that experience in digital storytelling with ViCA strategies benefits EFL learners, improving their listening skills and overall engagement in the learning process. By fostering collaborative exploration, active participation, and utilization of visualization tools, learners experience improvements in understanding, critical thinking, and communication. Despite facing obstacles such as unfamiliar vocabulary and technical problems, learners thrive in a collaborative environment, demonstrating high enthusiasm and focus.