DEVELOPING INTERACTIVE MEDIA TO TEACH SPEAKING SKILL FOR GRADE 11 STUDENTS.

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ABSTRACT

Yulihar, Anggi. Registration Number: 21222121004. Developing Interactive Media to Teach Speaking Skill for Grade 11 Students. A Thesis. English Educational Program, Faculty of Languages and Arts, State University of Medan, 2016.

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students.

The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMA N 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

Keywords: Interactive Media, Digital Storytelling, R&D

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ACKNOWLEDGMENTS

The researcher would like to express her deepest gratitude to Allah Swt, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given to the researcher so that she finally accomplished her thesis entitled: “Developing Interactive Media to Teach Speaking Skill for Grade 11 Students.”

This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the researcher realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the researcher would like to express her gratitude and special thanks to:

 Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature Department and as one of experts in Validating speaking media

 Nora Ronita Dewi, S.Pd, S.S, M.Hum., as the Head of English Educational Study Program and her thesis advisor

 Dr. Rahmad Husein, M.Ed. as her thesis advisor for his valuable time, knowledge, and guidance with all their patience and wisdom during the process of accomplishing this thesis.

 Prof. Dr. Busmin Gurning, M.Pd. and Rafika Dewi Nasution, S.Pd., M.Hum as her thesis reviewers for their valuable time, knowledge, and guidance with all their patience,wisdom and their input to furnish this thesis.  Drs. Ramlan, M.Pd as the headmaster of SMA N 1 Batang Kuis

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 Anna lely, S.Pd as one of experts in Validating speaking media.

 Eis Sri Wahyuningsih, M.Pd., and Pak Pantes, the administration staffs of English Department.

 Administration Staffs of Digital Library, for their permission and opportunities in allowing researcher to do the observation to collect the data.  Harun Tahir, her beloved father, and Yuliana Hasibuan, her beloved

mother who always beside her, giving motivation, advice, pray, and everything. Ade Yulihar, S.Pd, her beloved sister who always being her best friend, stand by her in every situation she need. Hardyanto Yulihar, Her little brother who always gives her more time and steady for helping her. She loves her family more than everything in this world.

 Saiful Bahri, Her lovely who always motivating and giving her pray, wise advices and for always loving her.

 Regular C 2012, her beloved classmates, English Education, who cannot be mentioned one by one.

 Soy, Wita, Nur, her beloved friends.

 Bertha Monalisa Silalahi, For her beloved friends for always supporting and always stand by her.

 For her friend Nurul Jannah, for helping me.

The researcher realizes that this thesis still has the paucity; she conveniently welcomes any suggestions, comments, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and interest in the field of this study.

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TABLE OF CONTENT

Pages

Abstract ... i

Acknowledgement ... ii

Table of Content ... iv

List of Tables ... vi

List of Figures ... vii

List of Appendixes ... viii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D. The Scope of the Study ... 4

E. The Significance of the Study ... 5

CHAPTER II REVIEW OF RELATED LITERATURE ... 6

A. Theoretical Framework ... 6

1. Speaking Skill ... 6

a. Speaking Competence ... 7

b. Indicators of Speaking Competence ... 7

c. Teaching Speaking ... 9

d. Implications for Teaching Speaking ... 10

2. Interactive Media ... 11

3. Digital Storytelling ... 14

a. Tell a Great Digital Storytelling ... 18

b. Selecting Story ... 20

c. The Process of Creating the Digital Storytelling ... 20

d. The Power of Digital Storytelling ... 23

e. Software of Digital Storytelling ... 23

4. Types of Text ... 25

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B. Relevant Studies ... 26

C. Conceptual Framework ... 28

CHAPTER III RESEARCH METHODOLOGY ... 30

A. The Research Design ... 30

B. The Instruments of Data Collection ... 31

C. The Technique of Data Collection ... 32

D. Material Development ... 32

CHAPTER IV RESEARCH FINDINGS AND DISSCUSSION ... 36

A. Research Findings ... 36

1. Need Analysis ... 36

2. Planning ... 45

3. Developing the Media ... 47

4. Validating to Experts ... 49

5. Revision of the Product ... 52

6. Producing the Final Product ... 53

B. Discussion ... 53

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 55

A.Conclusions ... 55

B.Suggestions ... 55

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LIST OF TABLES

Pages

Table 4.1The Description of the Students ... 37

Table 4.2 The First Question’s Analysis ... 38

Table 4.3 The Second and Question’s Analysis ... 49

Table 4.4 The Third Question’s Analysis ... 40

Table 4.5 The Fourth Question’s Analysis ... 41

Table 4.6 The Fifth Question’s Analysis ... 41

Table 4.7 The Sixth Question’s Analysis ... 41

Table 4.8 The Seventh Question’s Analysis ... 42

Table 4.9 The Eighth Question’s Analysis ... 42

Table 4.10The Ninth Question’s Analysis ... 43

Table 4.11 The The Tenth,…….Fifteenth Question’s Analysis ... 43

Table 4.12 Organization of the Needs Analysis... 45

Table 4.13 Interval Criteria of Expert Judgment ... 50

Table 4.14 Analysis of the Media ... 50

Table 4.15 Experts’ suggestion and comments ... 52

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LIST OF FIGURES

Pages Figure 2.1 Conceptual Framework ... 29 Figure 3.1 Diagram of Media Development ... 34

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viii

LIST OF APPENDIXES

Pages

Appendix A. Syllabus ... 59

Appendix B. Need Analysis Sheet ... 69

Appendix C. Expert Judgment Sheet ... 77

Appendix D. The Result of Need Analysis ... 86

Appendix E. The Result of Expert Judgment Validation ... 90

Appendix F. The speaking material script ... 92

Appendix G. The Digital Storytelling ... 93

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CHAPTER I INTRODUCTION

A. The Background of the Study

In learning English, there are four skills which need to be learned. They are listening, speaking, reading and writing. One of the language skills which are important is speaking. Speaking as one of language skill which is being taught in school, has become the main concern for teacher. Teacher of English should be able to find some ways to develop students‟ skills, especially in speaking.

Speaking is one of the four major skills necessary for effective communication in any language, speaking skills should be developed along with the other skills, so that these integrated skills will enhance the students' ability to communicate. English has already become the language of professional communication in various spheres of life.

In this case the problem is about students' low level of speaking ability and in ability to speak confidently and fluently. Based on the writer‟s observation of Grade 11 students she found that the students' low level of speaking ability and their inability to speak confidently and fluently in front of the class. That problem can be caused by the teacher‟s ways in teaching speaking. Based on the writer‟s observation of Grade 11 students of SMAN 1 Batang Kuis, it was found that teaching speaking that the English Teacher used did not completely fulfill the

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While in KTSP syllabus states that the students are demanded to perform some monologue genre of Narrative, Report and Analytical, but unfortunately the teacher‟s ways in teaching narrative is not appropriate with the students‟ need which ask them to read the genre of text but not to perform it. The writer conclude that the media used by the teacher should be developed to interactive media which fulfill the students‟ need of speaking skill in teaching narrative that is „Digital Storytelling‟.

In recent years the use of new technologies in educational systems has increased worldwide as digital cameras, computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. With reference to the importance of the multimedia learning, the teachers are expected to implement the multimedia for the improvement of learning especially for the student‟s speaking ability.

There are so many things that can be used to extend and create a more powerful ways and impact for speaking skill (Rains, 2009). This study will focus on “interactive media to teach speaking through Digital Storytelling.” In many dictionaries, storytelling is simply defined as a story narration, which means “the act or process of telling a story”. Digital Storytelling is one of the technologies that define as a short story created by combining a recorded narrative with images (still or moving), and music or other sounds by using the computer to facilitate it.

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Digital Storytelling use Photostory 3 in created the video story itself. Digital storytelling is defined by The Digital Storytelling Association, as a “modern expression of the ancient art of storytelling” (The Digital Storytelling Association 2011). Although there is not a single digital storytelling definition, the majority emphasize the use of multimedia tools including graphics, audio, video, and animation to tell a story.

Digital storytelling is a good interactive media to teach speaking skill. Because of using Digital storytelling can train the students to speak up more than do not use it to teach them. It is supported by Rokni(2014: 2(4): 252-257) stating that the strategy of applying digital storytelling not only enhances the speaking ability of learners but also has a considerable effect on students‟ motivation toward language learning in general and speaking skills in particular. Digital storytelling and story making provide opportunities for sharing thoughts and ideas as a class, group or individually. It is a motivational tool which encourages learning, good communication skills and engagement in writing.”

Shaaban (2015:10) stating using stories in teaching paragraph writing skills have a vital effect on students' performance which means that employing these techniques inside the classroom helps ninth graders‟ acquire paragraph writing skills in an interesting and communicative way.

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both inside and outside the classroom. Many teachers report high motivation levels, and not only for their students.

Using Digital Storytelling gives a powerful impact for the students‟ ability in speaking. Applying digital storytelling not only enhances the speaking ability of learners but also has a considerable effect on students‟ motivation toward language learning in general and speaking skills in particular. It is a motivational tool which encourages learning, good communication skills and engagement in writing also. Thus, this research is formulated as “Developing interactive media to teach speaking for Grade 11 Students.”

B. The Problems of the Study

Based on the background of the study above, the problem are: 1. What interactive media are suitable for the students? 2. How is interactive media for students developed?

C. The Objectives of the Study

The objectives of the study are mentioned below:

1. To design interactive media which is suitable for the students‟ need? 2. To develop interactive media based on students‟ need.

D. The Scope of the Study

The scope of the study is developing interactive media based on the students‟ need. This media is intended to apply at Grade 11 of senior high school. This media focus on speaking skill especially narrative text. The scope of the study is limited on developing interactive media to teach speaking for 11th grade students.

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E. The Significance of the Study

The finding of this research can be useful to teachers theoretically and practically in providing information about developing interactive media to teach speaking skill.

Theoretically, this research can provide information and theories about developing interactive media to teach speaking skill to teachers. Meanwhile, practically it can be reference to teacher especially in SMAN 1 Batang Kuis in attempt to develop interactive media. Teachers can see the importance of having teacher-developed media for students in learning process.

Moreover the students can get more motivation to learn English which can integrate into their major. It will increase students‟ achievement in English. In addition, this research can be a reference to the next researchers who want to conduct a research about developing interactive media to teach speaking skill for students.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The media used in speaking skill is not satisfied for the students, so it needs the improvement by developing speaking skill media in teaching which is relevant to the students’ needs.

The media developed is good enough to be used in speaking, it is appropriate to the curriculum, syllabus and students’ characteristic. Digital storytelling as interactive media is developed in order to train students’ skill in so that they can achieve their goal in learning narrative on speaking skill. Digital storytelling as interactive media is developed by using steps in the Research and Development (R&D). After conducting need analysis and planning, interactive media is developed and assessed by experts. The result shows that Digital storytelling as interactive media is a very good media to be used in teaching speaking. For better result, digital storytelling as interactive media should be used so that students’ ability in speaking will get better. From the result, digital storytelling as interactive media is successfully developed.

B. Suggestions

Of the basis of the conclusion the suggestions are as follows:

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Teachers should be able to use and develop interactive media based on the needs of the students, one of the example digital storytelling as interactive media as the key of teaching-learning process in speaking skill.

Institution also have to take a part and support the developing interactive media for the students as speaking is receptive skill we do the most but unfortunately the research about it is less than the other skills. Finally, it is suggested that other researchers should conduct further studies on developing interactive media, which has a very close reference to the students’ need.

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REFERENCES

Akhyak & Indramawan, A. 2013. Improving the Students’ English Speaking Competence through Storytelling (Study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia). International Journal of Language and Literature, Vol. 1 No. 2.

Alexander, B. 2011. The New Digital Storytelling: Creating Narratives with New Media. United States of America

Ampa, A. T. Rashid, M. A. Rahman, M. A. Haryanto & Basri D, M. 2013. The Implementation of Multimedia Learning Materials in Teaching English Speaking Skills. International Journal of English Language Education ISSN 2325-0887, Vol. 1, No. 3.

Austina, Putri Hayu. 2014. Developing English Interactive Learning Multimedia for The Eleventh Grade Students Of The Auto Body Repair Engineering Study Program At Smkn 2 Sleman for Semester 2. Yogyakarta State University Borg, Gall and Gall. 2003. Research and Developmental in Education. Cambridge:

Cambrigde University Press

Brown, H. Douglas. 2001. Teaching by Principles : An Interactice Approach to Language Pedagogy 2nd Edition. New York: Pearson Education.

Ebrahiminejad, S. Azizifar, A. Gowhary, A & Jamalinesari, A. 2014. Effect of Using Short Story On Speaking Improvement of Iranian Pre-Intermediate EFL Learners. International Journal Of Language Learning And Applied Linguistics World (IJLLALW). Volume 7 (3).

England & Finney.2002/2011. Interactive media - what’ that? Who’s involved?. UK Harmer, J. 1998. The Practice of Language Teaching. England

Hartley, J and McWilliam, K. 2009. Story Circle: Digital Storytelling Around the World. Blackwell

Hayo, R. 2011. Digital Storytelling in the Foreign Language Classroom. ELTWorldOnline.com.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes: A Learning-centred Approach. Cambridge: Cambridge University Press. Meadows, D. (2003). Digital storytelling: Research-based practice in new media.

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Visual Communication, (2), 189-193.

Midge, F. 2011. Digital storytelling Guide for educator. International Society for Technology in Education (ISTE) Washington, DC, Office. Printed in the United States of America

Miller. 2009. Digital Storytelling. University Of Northern Iowa.

Richards, J. C. 2008.Teaching Listening and Speaking. Printed in the United States of America.

Rokni, S. J. A & Qarajeh, M. 2014. Digital storytelling in EFL classrooms: The effect on the oral performance. International Journal of Language and Linguistics; 2(4): 252-257.

Saragih,W and Bachtiar. 2012. Course Material for Reading I. Faculty of Language And Arts State University Of Medan

Shaaban, S. S. A. 2015. The Effects of Digital Storytelling, Storytelling And Story-Reading On Enhancing Palestinian Ninth Graders' Paragraph Writing Skills. European Journal of Educational Studies, 7(1).

Sindelar & Sawyer. 2011. Digital Storytelling.United States of America.

Utaminingsih, M. N. 2013. Improving Students’ Speaking Ability through Story Board Game. Journal of English Language Teaching.

http://digitalstorytelling.coe.uh.edu/ and from Microsoft “Tell a Story, Become a Lifelong Learner”

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both inside and outside the classroom. Many teachers report high motivation

levels, and not only for their students.

U

sing Digital Storytelling gives a powerful impact for the students‟ ability

in speaking. Applying digital storytelling not only enhances the speaking ability

of learners but also has a considerable effect on students‟ motivation toward

language learning in general and speaking skills in particular. It is a motivational

tool which encourages learning, good communication skills and engagement in

writing also. Th

us, this research is formulated as “Developing interactive media to

teach speaking for Grade 11

Students.”

B. The Problems of the Study

Based on the background of the study above, the problem are:

1. What interactive media are suitable for the students?

2. How is interactive media for students developed?

C. The Objectives of the Study

The objectives of the study are mentioned below:

1. To design interactive media which is suit

able for the students‟ need

?

2. To develop interactive

media based on students‟ need.

D. The Scope of the Study

The scope of the study is developing interactive media based on the

students‟

need. This media is intended to apply at Grade 11 of senior high school.

This media focus on speaking skill especially narrative text. The scope of the

study is limited on developing interactive media to teach speaking for 11

grade

students.

(2)

E. The Significance of the Study

The finding of this research can be useful to teachers theoretically and

practically in providing information about developing interactive media to teach

speaking skill.

Theoretically, this research can provide information and theories about

developing interactive media to teach speaking skill to teachers. Meanwhile,

practically it can be reference to teacher especially in SMAN 1 Batang Kuis in

attempt to develop interactive media. Teachers can see the importance of having

teacher-developed media for students in learning process.

Moreover the students can get more motivation to learn English which can

integrate into their major. It will increase stu

dents‟ achievement in English. In

addition, this research can be a reference to the next researchers who want to

conduct a research about developing interactive media to teach speaking skill for

students.

(3)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The media used in speaking skill is not satisfied for the students, so it needs

the improvement by developing speaking skill media in teaching which is relevant to

the students’ needs.

The media developed is good enough to be used in speaking, it is appropriate

to the curriculum, syllabus and students’ characteristic. Digital storytelling as

interactive media is developed in order to train students’ skill in so that they can

achieve their goal in learning narrative on speaking skill. Digital storytelling as

interactive media is developed by using steps in the Research and Development

(R&D). After conducting need analysis and planning, interactive media is developed

and assessed by experts. The result shows that Digital storytelling as interactive

media is a very good media to be used in teaching speaking. For better result, digital

storytelling as interactive media should be used so that students’ ability in speaking

will get better. From the result, digital storytelling as interactive media is successfully

developed.

B. Suggestions

Of the basis of the conclusion the suggestions are as follows:

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Teachers should be able to use and develop interactive media based on the

needs of the students, one of the example digital storytelling as interactive media as

the key of teaching-learning process in speaking skill.

Institution also have to take a part and support the developing interactive

media for the students as speaking is receptive skill we do the most but unfortunately

the research about it is less than the other skills. Finally, it is suggested that other

researchers should conduct further studies on developing interactive media, which has

a very close reference to the students’ need.

(5)

REFERENCES

Akhyak & Indramawan, A. 2013. Improving the Students’ English Speaking

Competence through Storytelling (Study in Pangeran Diponegoro Islamic

College (STAI) of Nganjuk, East Java, Indonesia). International Journal of

Language and Literature, Vol. 1 No. 2.

Alexander, B. 2011. The New Digital Storytelling: Creating Narratives with New

Media. United States of America

Ampa, A. T. Rashid, M. A. Rahman, M. A. Haryanto & Basri D, M. 2013. The

Implementation of Multimedia Learning Materials in Teaching English

Speaking Skills. International Journal of English Language Education ISSN

2325-0887, Vol. 1, No. 3.

Austina, Putri Hayu. 2014. Developing English Interactive Learning Multimedia for

The Eleventh Grade Students Of The Auto Body Repair Engineering Study

Program At Smkn 2 Sleman for Semester 2. Yogyakarta State University

Borg, Gall and Gall. 2003. Research and Developmental in Education. Cambridge:

Cambrigde University Press

Brown, H. Douglas. 2001. Teaching by Principles : An Interactice Approach to

Language Pedagogy 2nd Edition. New York: Pearson Education.

Ebrahiminejad, S. Azizifar, A. Gowhary, A & Jamalinesari, A. 2014. Effect of Using

Short Story On Speaking Improvement of Iranian Pre-Intermediate EFL

Learners. International Journal Of Language Learning And Applied

Linguistics World (IJLLALW). Volume 7 (3).

England & Finney.2002/2011. Interactive media - what’ that? Who’s involved?. UK

Harmer, J. 1998. The Practice of Language Teaching. England

Hartley, J and McWilliam, K. 2009. Story Circle: Digital Storytelling Around the

World. Blackwell

Hayo, R. 2011. Digital Storytelling in the Foreign Language Classroom.

ELTWorldOnline.com.

Hutchinson, Tom and Waters, Alan. 1987. English for Specific Purposes: A

Learning-centred Approach. Cambridge: Cambridge University Press.

Meadows, D. (2003). Digital storytelling: Research-based practice in new media.

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