In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.

Pedagogically, students will gain more when they engage in a discussion actively rather than as passive observers. Therefore, active participation in class is a prominent aspect of enhancing students’ competencies. Additionally, there are several studies of personality traits and gender differences proven to influence students’ participation, which encourage the author to observe the relationship between students’ speaking participation, personality traits, and gender differences. The author also investigated other factors that influence students’ participation in classroom discussions based on the students’ perspectives. Using mixed methods empirical research, the results of this study reveal that introverted students have a slightly higher participation rate than extroverted students which contradicts findings of some previous research. Meanwhile, investigation of gender shows that the average of male students’ speaking participation is relatively higher than females. Further investigation of factors that possibly influence students’ engagement indicates a strong relationship between English education background and students’ speaking participation. Thesee findings are expected to contribute to the literature for higher education researchers interested in understanding factors influencing students’ participation and as a consideration for higher education practitioners to enhance students’ engagement in class activities.

Curriculum 2013 is the latest curriculum created by the government to make the education in Indonesia better. Scientific approach offered in this curriculum is very remarkable to discuss, since almost all educators are talking about this approach. However, most of the educators get trouble and feel confused to apply this approach in teaching English, since it is usually applied in science class. Therefore, this study was written to show the steps of applying this approach in teaching English. This study, used library research, tried to offer new alternative vision to emerge the students’ critical thinking through Model-Based Inquiry, an activity which is able to engage the student to learn more deeply with content and embody of five characteristic of scientific knowledge in which the idea presented in the form of models are testable, revisable, explanatory, conjectural and generative. This study provided the example of teaching narrative text which might be able to be applied in the various final products which could be alternative result of this strategy.

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