This study examined the effectiveness of the English Fairy Tales YouTube channel in enhancing students’ listening comprehension. A quasi-experimental pretest–posttest control group design was employed with 70 tenth-grade students at SMA Negeri 1 Sukodadi, divided into experimental and control groups. Data were collected through listening tests and analyzed using SPSS 30. The intervention was carried out in two reflective cycles, following the principles of Classroom Action Research (planning, action, observation, reflection). Results showed equivalent pretest scores, while the experimental group’s posttest mean (82.15) significantly outperformed the control group (70.32, p < 0.05). Reflection between cycles revealed improvements in vocabulary support and learner engagement. Findings suggest that integrating digital storytelling with reflective teaching practice can effectively improve EFL students’ listening comprehensionn.
Kusumaningtiyas et al. (Fri,) studied this question.
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