Needs Analysis for Using Digital Storytelling to Improve Elementary School Students' Story-Writing Skills

Abstract

Digital storytelling can strengthen story-writing instruction by integrating text, images, sound, narrative structure, and digital production. However, its use in elementary schools requires a needs analysis so that developed materials address pedagogical problems rather than function only as visual media. This study analyzed teachers' and students' needs for digital storytelling to improve elementary students' story-writing skills. A descriptive qualitative needs-analysis design involved 10 teachers and 60 elementary students in Pandeglang Regency selected purposively. Data were collected through classroom observations, semi-structured interviews, student responses, and document review, using instruments validated through content validity. Data analysis included condensation, display, conclusion drawing, and verification through source and technique triangulation. Five needs emerged: multimodal writing media, staged writing activities, digital materials connected to students' experiences, practical teacher guidance, and clear story-writing assessment rubrics. The novelty lies in positioning digital storytelling as a needs-based writing-learning ecosystem that integrates story stimuli, narrative scaffolding, simple digital production, reflection, and feedback. These findings provide a foundation for developing digital storytelling materials for elementary story-writing instruction.