able to make comparisons. Thus it will be easier to interpret them. Table 3.3.
below shows an example of the table used in interpreting the data.
Table 3.3 . Summary of the Learners’ Questionnaire Part A
No Statements
Yes No
1
x 100 x 100
x : student’s answer
∑x : total students
The second part of the questionnaire is in form of open- ended questions. For this part, the researcher turned the answer into percentage and
put them in a graph. Hence, the data from the questionnaires could be analyzed clearer and easier.
2. The Result from the Preliminary Field Testing
The data obtained from preliminary field testing are divided into two parts: close- ended and open- ended. The close- ended data were analyzed by
converting the result into percentage Ary et al., 2010. Table 3.4. below shows an example of the table used in analyzing the data.
Table 3.4. Summary of Media Evaluation Questionnaires Close- ended
No Statement
Degree of Agreement 1
2 3
4 5
1 x 100
32
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
This chapter discusses the answer of the two questions in Chapter I, namely “how does the digital storytelling to teach narrative for senior high school
students designed?” and “what does the design of digital storytelling to teach narrative for senior high school students look like?”. It elaborates the result and
discussion on the steps of designing the media and also the presentation of the media. Hence, the researcher breaks down the steps as shown in this chapter
below.
A. The Steps in Designing the Digital Storytelling
In order to answer the first research question, how the digital storytelling as a medium to teach narrative for senior high school is designed, the researcher
implemented the RD cycle proposed by Borg and Gall 1983. The first step is to do a research and information collecting. The purpose of this step is to get the
need analysis from the students and teacher. To describe the process, the
researcher used the procedure in the previous chapter. 1.
Research and Information Collecting
In order to get the data, the researcher adapted Kemp’s Instructional Design model 2011 under the RD cycle by Borg and Gall 1983. The
researcher collected the literature review, distributed questionnaires to the students of X MIA 5 in SMA N 8 Yogyakarta, and conducted an interview
