the media content, and complementary materials. They are described as follows:
a. The Media Appearance
The overall review from the respondents related to the appearance of the media was good. It was pleasing and enjoyable to watch, especially for
brainstorming activity. However, there were some changes needed to be done to make the media appearance
’s better. In the beginning of the written narration, the sentences were lack of proper punctuation. The researcher did
not put period mark in most of the sentences, so it had to be re- typed to fix the mistakes. The revisions were done on some sentences, fo
r example “Hi I’m Emma” became “Hi I’m Emma.”.
b. The Media Content
In general, the respondents agreed that the media was already suitable for teaching. However, one respondent said that the recording on the sound or
spoken narration of the story needed to be improved. It could n’t be heard
clearly by the respondent and in some sentences the voice volume was not consistent yet. Some sentences were spoken louder than the other. Usually it
was the article, such as “the” and “an”. To overcome the problem, new narration record was made to replace the earlier recording. The new recording
was only done for some parts that were still lack of volume consistency.
c. The Complementary Material
Most respondents stated that the materials are already suitable for the learners. However, one respondent said that the researcher should add one
more material on the generic structure so that the students could also learn about it. A question then added to the complementary material, which is
“Please write the generic structure of the story using your own sentence”. The question is aimed to make the student understand more about the generic
structure of a narrative text and also make them practice using correct tenses to rewrite the story.
One of the exercises is in a form of fill in the blanks question. One respondent suggested that a subtitle should be made to check the answer. The
subtitle of the digital storytelling is shown in Appendix G.
B. The Presentation of the Designed Digital Storytelling
This section is presented to answer the second question of this research, which is “what does the digital storytelling as a medium to teach narrative for
senior high school look like?”. As the media is made in digital form and does not have physical form, the researcher can only present the pictures and the storyline
of the digital storytelling. The presentation of the media can be seen in Appendix G.
Beside the digital storytelling, the researcher also made a complementary lesson plan and material for teaching narrative. The lesson plan can be seen in
Appendix F. There are several exercises that divided into 3 parts:
1. Part A: Listen In
In this part the students are asked to watch the digital storytelling. While watching the storytelling, they have to fill 10 blank points on the passage of the
narrated digital storytelling. There are 10 answers provided below the passage.
2. Part B:
-
Find the Answer
In this part, students are asked to find the answer of the questions provided based on the passage. There are 2 questions in this part, namely
rewriting the generic structure of the passage and connecting the moral value of the story to their daily life.
-
What’s New?
In this part, the students are provided with 5 vocabularies. After that, they have to find the meaning of the word in English e.g. river:
a large natural stream of water flowing in a channel to the sea, a lake, or another such stream
and the translation in Indonesia e.g. river =
sungai
.
3. Part C: Grammar
In this part, students are asked to fill the blank in the sentences with proper English tenses. The tenses used in this part are simple past tense, past
perfect tense and past progressive tense. Those tenses are commonly found in a narrative text, so the exercise in this part is made to explore and learn further
about the tenses.
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
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