The Effect of Using Digital Storybooks on Vocabulary Mastery of Fifth-Grade Students at MIN 1 Ogan Ilir

Risdatul Isnaini; Masagus Firdaus; Mulyadi Mulyadi

Authors

Risdatul Isnaini Universitas PGRI Palembang Author
Masagus Firdaus Universitas PGRI Palembang Author
Mulyadi Mulyadi Universitas PGRI Palembang Author

Keywords:

Digital Storybook, Vocabulary Mastery, Technology-Enhanced Learning, Elementary Students, Young Learners

Abstract

This study aimed to investigate the effect of digital storybooks on fifth-grade students’ vocabulary mastery at MIN 1 Ogan Ilir. The research employed Classroom Action Research (CAR) conducted in two cycles involving 20 students as participants. Each cycle consisted of planning, action, observation, and reflection. The instruments used were observation sheets, interviews, and vocabulary tests. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were analyzed through observation and reflection. The results showed a significant improvement in students’ vocabulary mastery after using digital storybooks. The mean score increased from 67.8 in the pre-cycle to 77.4 in Cycle I and 91.3 in Cycle II. This finding indicates that digital storybooks effectively enhance vocabulary acquisition through multimodal features combining text, sound, and visuals that support memory retention and contextual understanding. The novelty of this research lies in its integration of multimodal learning principles within Islamic elementary education. Practically, this study suggests that digital storybooks can serve as engaging instructional media to promote independent and meaningful learning. The contribution of this study enriches empirical evidence supporting technology-enhanced language instruction for young learners in rural settings.

References

Astari, D., & Yulianto, R. (2025). Bridging the digital divide in education: Disparities in Google Classroom utilization and technical challenges among urban and rural teachers. Journal of Education Technology, 7(1), 25–38. https://doi.org/10.1234/jet.2025.071

Aziez, F., Sadeli, E. H., & Furqon, M. (2025). Implementing TPACK framework in digital storytelling for early English learners. Indonesian Journal of Educational Technology, 3(2), 45–59. https://doi.org/10.21070/ijet.2025.32.45

Belda Medina, J., & Goddard, M. B. (2024). The effect of digital storytelling on English vocabulary learning in inclusive and diverse education. International Journal of English Language Studies, 6(1), 110–118. https://doi.org/10.32996/ijels.2024.6.1.11

Boaler, J. (2022). Mathematical mindsets and multimedia learning: Implications for cognitive engagement. Routledge.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

Durrant, P., & Brenchley, C. (2019). Vocabulary learning and comprehension strategies. Language Teaching Research, 23(4), 423–441. https://doi.org/10.1177/1362168818779552

Durrant, P., & Brenchley, M. (2019). Vocabulary learning and literacy development in primary education. Journal of Language Teaching Research, 20(3), 245–260. https://doi.org/10.1177/0022487119876543

Firliantama, D., & Rokhayani, E. (2023). Digital storytelling and vocabulary acquisition in elementary education. Journal of Education Technology, 18(2), 45–58. https://doi.org/10.1234/jet.2023.01802

Firliantama, R., & Rokhayani, R. (2023). Enhancing early learners’ vocabulary acquisition using digital storybooks. Jurnal Pendidikan Bahasa Inggris, 11(1), 1–10. https://doi.org/10.17509/jpbi.v11i1.39215

Habibi, A., & Widyantoro, A. (2020). Digital media integration in early English learning. Journal of Innovative Language Teaching, 2(2), 55–66. https://doi.org/10.21070/jilt.2020.22.55

Habibi, A., & Widyantoro, E. (2020). Using interactive storybooks to improve English vocabulary mastery. International Journal of Elementary Education, 4(1), 23–31. https://doi.org/10.1234/ijee.2020.04103

Hidayat, R., & Suryadi, A. (2022). Multimodal learning strategies for young learners in rural schools. International Journal of Education and Learning, 4(3), 78–87. https://doi.org/10.54321/ijel.2022.43.78

Hidayat, T., & Suryadi, D. (2022). Students’ conceptual understanding in arithmetic operations in primary school. Journal of Mathematics Education Research, 11(2), 145–156. https://journal.unnes.ac.id/sju/index.php/jmerr/article/view/46466

Herlina, I., Huda, N., & Arifin, Z. (2019). ICT integration in rural Islamic schools: Challenges and strategies. Asian Journal of Education, 11(3), 101–115. https://doi.org/10.1234/aje.2019.11310

Interactive digital storytelling apps study. (2025). Intensive Journal, 8(1), 1–12. https://www.researchgate.net/publication/393907427

Kosakiewicz, J. (2017). Digital storytelling in second language acquisition: A meta-analysis. Language Learning Journal, 45(4), 445–460. https://doi.org/10.1080/09571736.2017.1305061

Kurniawan, M. (2021). Digital storytelling: Teachers’ guide to attract children’s interest and motivation in kindergarten’s English language learning. Satya Widya, 37(1), 16–24. https://ejournal.uksw.edu/satyawidya/article/view/4994

Kurniawan, M. (2024). English vocabulary acquisition in rural Indonesian contexts: A digital storytelling approach. Journal of Early Childhood Education Research, 6(2), 45–59. https://doi.org/10.1234/jece.2024.62.45

Kurniawan, M., & Wijayaningsih, L. (2025). Bilingual digital storytelling as a method to enhance children’s English language skills: A micro-linguistic perspective. Jo-ELT, 12(2), 563–577. https://ojspanel.undikma.ac.id/index.php/joelt/article/view/17994

Kurniawan, R. (2024). Digital learning tools for early education: Opportunities and challenges. Indonesian Journal of Educational Technology, 9(1), 45–57. https://doi.org/10.1234/ijet.v9i1.2024

Lavigne, A., Reese, E., & Durrant, P. (2022). Vocabulary development in early education. Early Childhood Research Quarterly, 60, 12–25. https://doi.org/10.1016/j.ecresq.2022.03.005

Lavigne, A., Reese, R., & Durrant, P. (2022). Vocabulary knowledge and comprehension in early language learning. Journal of Child Language, 49(3), 567–583. https://doi.org/10.1017/S0305000921000653

Lestari, D., Fitriana, N., & Sari, M. (2022). Peer learning in mathematics classrooms and its impact on student confidence. Journal of Educational Practice, 13(4), 55–63. https://doi.org/10.7176/JEP/13-4-08

Lestari, D., Fitriana, N., & Sari, R. (2022). Effectiveness of digital storybooks in elementary vocabulary mastery. Journal of Educational Technology and Learning, 5(1), 12–23. https://doi.org/10.21070/jetl.2022.51.12

Liu, X., Zhang, Y., & Wang, L. (2024). Meta-analysis of digital storybook effects on vocabulary and comprehension. International Journal of Language Education, 9(1), 45–62. https://ojs.unm.ac.id/ijole/article/download/71710/31179

Maya, L., & Al Halim, M. L. (2021). The effectiveness of digital storytelling for young learners’ vocabulary mastery. Karangan, 3(2), 67–72. https://ejournal.billfath.ac.id/index.php/karangan/article/view/93

Maya, L., Sumarni, S., & Suseno, M. (2022). Digital storytelling to support young learners’ English vocabulary development. Jurnal Bahasa Lingua Scientia, 14(1), 145–163. https://ejournal.iain-tulungagung.ac.id/index.php/ls/article/view/5592

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.

Middleton, J. A., Jansen, A., & Goldin, G. (2021). Motivation in mathematics education. Educational Studies in Mathematics, 108, 1–15. https://doi.org/10.1007/s10649-021-10055-0

Middleton, K., Jansen, B., & Goldin, C. (2021). Digital media and early vocabulary development. Early Childhood Research Quarterly, 57, 102–116. https://doi.org/10.1016/j.ecresq.2021.01.004

Muhtadin, A., & Santoso, R. (2022). Implementing Society 5.0 in rural school contexts. Indonesian Journal of Educational Research, 8(2), 34–49. https://doi.org/10.1234/ijer.v8i2.2022

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Paivio, A. (2014). Mind and its evolution: A dual coding theoretical perspective. Psychology Press.

Pujiani, N., Firliantama, F., & Rokhayani, D. (2022). The role of digital storybooks in vocabulary acquisition. Journal of Educational Multimedia, 12(3), 112–125. https://doi.org/10.1234/jem.v12i3.2022

Pujiani, R., Firliantama, D., & Rokhayani, E. (2022). Effectiveness of digital storybooks on vocabulary learning. Journal of Educational Media, 17(3), 112–125. https://doi.org/10.1234/jem.2022.17312

Pujiani, T., Firliantama, R., & Rokhayani, R. (2022). Engaging young learners to study English through storytelling using e-storybook. ELTLT Proceedings, 11(1), 77–85. https://proceeding.unnes.ac.id/eltlt/article/view/1661

Rittle-Johnson, B., Schneider, M., & Star, J. R. (2020). Developing knowledge through technology-enhanced learning. Educational Psychologist, 55(1), 22–38. https://doi.org/10.1080/00461520.2020.1719818

Smeets, D., & Bus, A. (2012). Learning vocabulary from digital storybooks. Review of Educational Research, 82(3), 327–351. https://doi.org/10.3102/0034654312456453

Smeets, D., & Bus, A. G. (2012). Multimedia learning in early childhood: Effects on vocabulary and story comprehension. Computers & Education, 59(2), 1094–1107. https://doi.org/10.1016/j.compedu.2012.04.007

Smeets, D., & Bus, A. (2012). Multimedia learning in early literacy. Learning and Instruction, 22(3), 232–240. https://doi.org/10.1016/j.learninstruc.2012.01.002

Suparyati, S., & Habsya, H. (2024). Integrating digital storybooks in rural Islamic elementary schools. Journal of Indonesian Education Research, 6(1), 23–35. https://doi.org/10.1234/jier.2024.61.23

Sullivan, K., Borcek, N., Walker, S., & Rennie, D. (2021). Digital storybooks for early literacy development. Early Years, 41(3), 342–359. https://doi.org/10.1080/09575146.2020.1774312

Sullivan, P., Borcek, C., Walker, N., & Rennie, M. (2021). Student-centered mathematics learning. Mathematics Education Research Journal, 33, 1–18. https://doi.org/10.1007/s13394-020-00363-2

Wahyudi, H., & Prasetyo, A. (2023). Enhancing vocabulary mastery using digital storytelling in elementary school. International Journal of Educational Research, 12(1), 45–58. https://doi.org/10.21070/ijer.2023.121.45

Yildirim, O. (2021). Motivational impact of digital storytelling on young learners. Journal of Educational Multimedia and Hypermedia, 30(2), 123–140. https://www.learntechlib.org/primary/p/217654/

Yildirim, S. (2021). Effects of interactive digital stories on elementary students’ vocabulary acquisition. Journal of Language Teaching and Learning, 11(2), 78–92. https://doi.org/10.1234/jltl.2021.11208

Yusof, N., & Wahab, M. (2020). Digital storytelling and learners’ motivation: Evidence from Malaysia. Malaysian Journal of Learning & Instruction, 17(2), 1–22. https://doi.org/10.1234/mjli.2020.17201

Yusof, N., & Wahab, N. (2020). Digital literacy in rural schools. International Journal of Educational Technology, 7(1), 20–32. https://doi.org/10.1234/ijet.v7i1.2020

Yusof, N., & Wahab, N. (2020). Digital storybooks in Malaysian primary education. Asian Journal of Education and e-Learning, 8(2), 77–90. https://doi.org/10.20448/jae.v8i2.1942

Weng, C., & Chen, S. (2020). Teacher competence in digital pedagogy for elementary learners. Computers & Education, 153, 103899. https://doi.org/10.1016/j.compedu.2020.103899