Research Objectives Research Significance
9 Using Digital Storytel
ling”. The respondents were from the teachers themselves. She interviewed 60 teachers with different degrees of education and teaching
period. The researcher found that digital storytelling made the students happy and easy to memorize stories from the digital storytelling. According to those
teachers, the greatest difficulty was on the lack of time duration when the class was started.
Esleem ‟s research 2012 focused on “The Effectiveness of Using Story
Grammar Approach to Develop Reading Skill in the 9
th
Grade Students of URWA Schools
”. The researcher compared class A to B with different method to approach the students. It said that there are some differences between the pre-test
and post-test of the experimental groups compared to the control group s‟ results.
Other previous study was done by Abidin et al 2011. They observed the effect of using digital story on understanding English as a second language. Their
respondents were from 6-year-old preschool children in Penang, Malay. From a listening section, a result was revealed that the use of internet-based technology
by the 6-year-old preschool children improved their understanding of spoken English as their second language.
This research focuses on the improveme nt of students‟ narrative writing
skill through the use of digital storytelling, while other previous studies focused on speaking skill. The observing media is different with Septian 2009 who used
the old way storytelling and Esleem 2012 who used story grammar approach. This research uses digital storytelling. Comparing to Yoon 2013, Kestha 2013,
Esleem 2012, and Abidin et al 2011, their participants were different with this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10 research that uses 8
th
grade of junior high school students. In contrast with Esleem 2012 who compared class A to B to analyze the data, the data of this research
are analyzed from students‟ narrative writing tasks that are conducted three times.