50
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This part is aimed to show the conclusions drawn from the research. The
conclusions cover two answers of the research problems that have been formulated in Chapter I of this research. This part also contains recommendations
for English teachers of senior high school, students of senior high school, and future researchers who are concerned in making a research in similar field.
A. Conclusions
This research was conducted in order to design a digital storytelling as a medium to teach narrative for senior high school students. There are two
research questions proposed in the beginning of this research, which are 1 how a digital storytelling as a medium to teach narrative for senior high school
designed and 2 what the design of digital storytelling as a medium to teach narrative for senior high school look like. From the research that had been done,
two conclusions are drawn:
1. The Process of Designing the Medium
First, the digital storytelling was designed. As the framework, the researcher combined two major theories which were the cycle of educational
research and development by Borg Gall 1983 and instructional design model by Kemp 2011. The instructional design model was put under the
cycle of educational design and development.
Second, to create an interesting and proper digital storytelling, the researcher used instructional media theory by Brown 1977 and Rowntree
1982, digital storytelling theory by Robin 2008, which stated about 7 elements of digital storytelling, and also the implementation of narrative in
learning by Szurmak Thurna 2013. Third, in order to obtain need analysis from the students and teacher,
the researcher distributed questionnaires and conducted an interview. The result of the questionnaire shows that students are interested in using digital
storytelling to learn narrative, because it is more interesting and could help them to understand the topic better. As for the teacher, she stated that digital
storytelling is good to build students’ background knowledge and attract them
to the learning process. Fourth, the researcher created a complementary lesson plan and
exercises which were put in a Teacher’s Guide booklet. The lesson plan and exercises were made based on basic competence 3.6. and 4.8. from
Kurikulum 2013
document for 10
th
grade. Fifth, evaluation was done once the digital storytelling medium and
Teacher’s Guide are made. From the evaluation process, the researcher found out that the media and exercises are already appropriate for teaching narrative.
Nonetheless, some respondents suggested to fix the recording and added more exercise
in the Teacher’s Guide. One respondent also suggested adding
Kategori