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CHAPTER III RESEARCH METHODOLOGY
This chapter provides the information about how the data were gathered and analyzed. It consists of five parts. They are research method, research setting,
research participants, instruments and data gathering technique, and data analysis technique. The outline of research procedure is provided on the instruments and
data gathering technique.
A. Research Method
There were two research questions of this research: 1 does the use of digital storytelling help 8
th
grade students of SMP Negeri 1 Yogyakarta to improve their narrative writing skill? and
2 how are the students’ impressions of the implementation of digital storytelling in the learning activity in class? In order
to answer those research questions, classroom action research was used. The classroom action research aimed to help 8
th
grade students, specifically 8A of SMP Negeri 1 Yogyakarta to improve their narrative writing
skill. Those narrative writing skill improvements were limited in terms of content, organization, language use and mechanics. In this case, the aim of this research
was in line with Bogdan and Biklen 1982, p. 215 who mentioned the classroom action research aimed to bring out improvement in practice.
34 This research focused on one cycle only because of the available of time
while the writer was doing teaching practice PPL in SMP Negeri 1 Yogyakarta. It was on the contrary with Hughes 2002 who explained that classroom action
research was conducted in more than one cycle to get precise answer to specific questions.
However, the cycle consisted of five steps, namely planning, implementing, observing, analyzing, and reporting. Those steps were modified
and synthesized from Kemmis and McTarget 1998 who mentioned four characteristics of Classroom Action Research. The characteristics of classroom
action research that were used in this research also in line with Holter et al 1993 that belonged to the problem solving and practical experience.
In order to answer the second research question, the questionnaires were used. The purpose of using questionnaires is to gather information related to the
students’ impressions through the use of digital storytelling in the learning activity in class. The results of the questionnaires were shown in percentages in forms of
tables and figure.
B. Research Setting
This research was conducted in SMP Negeri 1 Yogyakarta. It is located in Jalan Cik Di Tiro Yogyakarta. SMP Negeri 1 Yogyakarta is one of the best
schools in Yogyakarta. The students were well-facilitated by their parents. The use of digital storytelling in this school became a new thing for the students. It
was proven by the students’ opinion after conducting the research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 The research was done on March in the academic year of 20152016. It
consisted of three meetings. The first meeting was done on March 19, 2016. The second meeting was done on March 23, 2016. The third meeting was done on
March 25, 2016. In this case, the different topics of digital storytelling were provided in each meeting.
C. Research Participants
The participants of this research were 8A students of SMP Negeri 1 Yogyakarta. The class consisted of 35 students with different narrative writing
skill abilities, but the writer only chose 20 students who finished the whole meetings of this research. Those 20 students were chosen because the
improvement of their narrative writing skill could be clearly compared after conducting three times of writing tasks than those who finished less than three
times. Besides, the abbreviations like: S1, S3 and S5 that referred to the student number 1, 3 and 5, were used to discuss the results of those students without
mentioning the real name of those students.
D. Instruments and Data Gathering Technique
The data gathering technique were used to find the result of this research. This research consisted of three steps of data gathering technique, namely:
narrative writing tasks, questionnaires, and observation. Moreover, the research PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 procedure was also provided in this part in order to understand how the data were
gathered. 1. Narrative Writing Tasks
This research used students’ narrative writing tasks as data gathering technique. The tasks were held three times of meeting hour in one cycle. The
pur pose of giving students’ narrative writing tasks was to analyze the
improvement of their narrative writing skills from the first narrative writing task to the third narrative writing task.
Those narrative writing task were taken from digital storytelling videos with different kinds of stories. Furthermore, The Composition Profile of Writing
Scoring Rub ric by Jacobs et al 1981 was used to assess those students’ narrative
writing tasks. The conclusion was taken in the end of this research. 2. Questionnaires
Questionnaires were used to gather the large amount of data in a very short time. It was an efficient way to obtain the teaching method. Questionnaires were
really suitable to use for gathering the data from all of those 35 students in a very short time.
The questionnaires were used the check mark in each question of the close-ended questions. There were 20 close-ended questions. Besides, the open-
ended questions were provided in the end of the questionnaire so the students’
impressions and suggestions could be found. They were asked to give their statements in the open-ended questions.
37 3. Observation
Observation checklist contained list of statements that were observed during the English teaching-learning class in each meeting or cycle. It was needed
to observe students’ condition and the participation in following the English
teaching-learning class activities. Those instruments of this research, namely: narrative writing tasks,
questionnaires and observation were described on the research procedure. The research procedure is shown on Figure 3.1 below.
Figure 3.1 The Research Procedure
Planning
Implementing
Observing
Analyzing
Reporting Lesson Plans for three
meetings with different topics.
Digital Storytelling was implemented for one cycle
concerned with three meetings.
Observation Rubric and Observation Sheet
The products of students narrative writing tasks were
analyzed by using Jacobs et als writing scoring rubric 1981 in
terms of content, organization, language use and mechanics.
The questionnaires were analyzed by considering the
process of writing by McCrimmon 1984.
Findings Planning
Action
Observation
Reflection PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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