Using Interactive Storytelling to Boost Listening Engagement in Young Learners

Abstract

This study aims to examine the impact of interactive storytelling on improving listening engagement and comprehension among first-semester young learners at STAI Miftahul Ula. By integrating culturally relevant stories and interactive elements, the research seeks to fill the gap in effective listening strategies within religious education contexts. A quasi-experimental design was used, involving 60 participants divided into an experimental and a control group. The experimental group experienced interactive storytelling sessions, while the control group followed traditional listening methods. Data were gathered through engagement observation checklists, comprehension tests, and learner feedback. Statistical analysis using paired t-tests and thematic analysis showed that the experimental group achieved significant improvements—listening engagement increased by 31% and comprehension by 36%. Thematic findings revealed greater interest, cultural relevance, and better retention among participants. The results demonstrate that interactive storytelling transforms listening activities into meaningful, engaging experiences. This study contributes to constructivist learning theory and provides practical insights for educators to design culturally grounded, interactive lesson plans. Overall, interactive storytelling emerges as an effective pedagogical tool for enhancing listening skills in young learners, particularly within cultural and religious education settings, and offers a strong foundation for future research in innovative teaching methodologies.