problems and specify goals for designing the instructional program.
Step 2
Examine learner characteristics capable of influencing the instructional decisions
. Three characteristics of learner traits include general characteristics of age, gender, and ethnicity;
specific entry characteristics of prerequisite skills for the instruction; and the learning styles. Non-conventional learners
include culturally diverse learners, adult learners, and learners with disabilities.
Step 3
Identify and analyze subject content and task components related to stated goals and purposes
. The definition of content areas addresses the instructional problem as well as identifies the
objectives, design the instructional strategies, develop test items, and create the instruction.
Step 4 Specify learner’s instructional objectives. The instructional
objectives, which meet specified criteria and embrace the three domains of objective; cognitive, affective, and psychomotor
domains, indicate what a learner is expected to do after completing a unit of instruction.
Step 5
Sequence the content within each instructional unit for logical learning
. The designer decides on the best sequencing strategy for presenting the instruction. The strategy can be task or concept
expertise according to the elaboration instructional design theory.
Step 6
Design instructional strategies to enable each learner to master the objectives
. Instructional strategies are determined by the content and performance specified in the objectives. Two
types of strategies include the initial presentation, which entails hands-on experience, or the use of visuals as well as
generative strategies, which include recall, integration, organization, and elaboration to make the content meaningful
through active processing. Step 7
Design the instructional message and develop the instruction
. The message design process provides the designer with a means
for effectively communicating the instructional strategies. Step 8
Develop evaluation instruments for the assessment of objectives
. This element refers to the formative, summative, and
confirmative development of testing instruments and materials used to measure the degree to which learners have acquired
the knowledge, can perform the skills, and exhibit changes in attitudes as required by the objectives.
Step 9
Select resources to support designed instruction and learning activities
. Resources include logistics matters such as budget, facilities and materials, equipment, and personnel services
needed to support the successful delivery of instruction. In reference to the evaluation process, the management and
instructional designer have the option to utilize formative reflective data of
instructional objectives, summative evaluations test program effectiveness, including costs and benefits and confirmative evaluations follow- up after
students leave the program. The model of Kemp’s instructional design can be seen in Figure 2.1.
Figure 2.1. Kemp’s Instructional Design Model Morisson, Ross, Kemp and Kalman
2011
3. Instructional Media
Nowadays, most teachers make use of instructional media as an aid to teach in the classroom. Instructional technology or media for learning-
teaching process provides with the tools to engage learners powerfully in the learning process Naz Akbar, 2008. Instructional media help add elements
of reality - for instance, including pictures or highly involved computer simulations in a lecture.
Naz and Akbar 2008, referring to other works, says that the most common use of media in an instructional situation is for supplemental support
of the instructor in the class room to enhance learning. There are six functions of media in the classroom as stated by Rowntree 1982. The first is to engage
student’s motivation. The student must be persuaded to involve himself in the learning. The necessary motivation must come from within him.
The second is to recall earlier learning. Reminding the student of what he has already learned may well be part of engaging his motivation. Whatever
media are used, such reviewing may need to be done not just at the beginning but also perhaps during any lengthy sequence of learning.
The third is to provide learning stimuli. The media must provide the student with a meaningful message, explain things from his point of view,
give illuminating examples and non- examples, and so on. It depends largely on what the student is called upon to do. He must respond actively to
it. The fourth is to activate student’s response. The media must provoke
th e student into the appropriate activity. „Appropriate’ activity may involve
some writing and possibly some discussion, but it will certainly involve a good deal of feeling and thinking.
The fifth is to give speedy feedback. The media must provide comment o
n the student’s response. Otherwise the student will have no spur to modify his performance to improve. Even if there is no right or wrong
answer, the student needs some kind of response to his response; either it is
verbal words and numbers, spoken or written or non- verbal feedback teacher’s smile or colleague’s hushed silence.
The sixth is to encourage appropriate practice. The media must enable a student to make his response not just once but many times. The student
must be led in some measure to discover for himself the concepts, principles, and strategies. Once he has grasped them, he might use it again with more
confidence and transfer them to a variety of new situations.
4. 21
st
Century Classroom and Digital Storytelling
Teaching and learning are a dynamic process. As we move further into the new millennium, it becomes clear that the 21
st
Century classroom needs are very different from the 20
th
Century classroom needs. The focus of the 21
st
Century classroom is on students experiencing the environment they will enter as 21
st
Century workers
www.learningaccount.net
. Student-centered learning implies significantly changed roles for
students and teachers. In student-centered learning environments, students are more engaged, responsible learners. They work to develop and explore their
own unique academic and career interests, and produce authentic, professional quality work to demonstrate their learning. To support students
in their new roles, teachers act as coaches, advisors, and facilitators of student learning. Instead of lecturing to a whole class as the primary mode of
instruction, teachers provide opportunities for students to take charge of their own learning Moeller and Reitzes, 2011.
Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages teachers and their students Robin,
2008. It is an emerging form of storytelling that has the same capabilities as oral and written storytelling and offers other unique characteristics for
teaching and learning. It was first introduced by Joe Lambert in early 1990s. The Digital Storytelling Association defines digital storytelling as:
… the modern expression of the ancient art of storytelling… using digital media to create media-rich stories to tell, to share, and to preserve.
Digital stories derive their power through weaving images, music, narrative and voice together, thereby giving deep dimension and vivid
color to characters, situations, and insights. 2002.
Interactivity is one of its hallmarks. There are seven elements of a digital storytelling adapted from Robin 2008 :
a Point of view
What is the main point of the story and what is the perspective of the author?
b A dramatic question
A dramatic question can be in a form of key question that keeps the viewer’s attention and will be answered by the end of the story.
c Emotional content
Serious issues that come alive in a personal and powerful way and connects the story to the audience.
d The gift of your voice
The storyteller’s voice can be a way to personalize the story to help the audiences understand the context.
e The power of the soundtrack
Music or other sounds that support and embellish the storyline. f
Economy Use just enough content to tell the story without overloading the
view g
Pacing The rhythm of the story and how slowly or quickly it progresses.
As an instructional tool, teachers have the option of showing previously-created digital stories to their students to introduce content and
capture students’ attention when presenting new ideas. Integrating visual
images with written text enhances and accelerates student comprehension. It is a good technology tool for collecting, creating, analyzing, and
combining visual images with written text Robin, 2008. Digital storytelling provides teachers a unique way to present
new material without taking a long time to help students understand difficult information. Many researchers found the use of digital
storytelling in teaching helps students retain new information as well as aiding the comprehension of difficult material Robin, 2008.
Digital storytelling enables the user to easily integrate different media into the telling of narrative. Such multimedia products would address all the
readers’ senses and put the readers into the situation described. Digital storytelling fulfills this vision as the storyteller may utilize technical tools
to weave personal tales using images, graphics, music, and sound with the
author ’s own story voice Garcia Rossiter, 2010. Therefore, digital
storytelling can be a bridge between existing knowledge and new material.
5. Senior High School Curriculum
Kurikulum 2013
Curriculum is a set of basic plans for teaching and learning processes that include the objectives, themes, and evaluation that should be
implemented relevantly by the teachers and course designers to design the materials. Curriculum includes the goals, objectives, contents, processes,
resources, and means of all learning experiences Yalden, 1987. Currently, there are 2 curriculums used by the schools in Indonesia
.
They are KTSP and
Kurikulum2013.
The recent curriculum issued by the government and the one used in this research is
Kurikulum 2013.
This curriculum emphasizes on goals based on the competence that must be
achieved by the students at the end of the lesson, thus it is called “competence- based curriculum”. Based on the guidance issued by
Indonesian Ministry of Education about the implementation of
Kurikulum 2013,
students are expected to learn about language by having comprehension and in the end able to do production from the learning process. The language
comprehension are reading and listening, while language production can be done by speaking and writing.
6. Narrative
Narrative is the primary means of comprehension and expression for our experiences of events changing over time Hazel, 2004. One of the
famous definitions of narrative was described by Barthes:
Narrative is first and foremost a prodigious variety of genres, themselves distributed amongst different substances
– as though any material were fit to receive man’s stories. Able to be carried by
articulated language, spoken or written, fixed or moving images, gestures, and the ordered mixture of all these substances; narrative is
present in myth, legend, fable, tale, novella, epic, history, tragedy, drama, comedy, mime.. Barthes 1977, p. 49
The power of narrative for teaching stems from the fact that narrative employs many of the strategies the brain already uses to learn. For example,
the brain can perceive both the detail and the big picture at the same time, unconsciously Szurmak Thurna, 2013. Using stories, one may layer and
activate patterns and set up an affectively charged structure to which students will instinctively respond and with which they will interact. Thus, from the
point of view of the learning brain, a narrative is a versatile and powerful learning activation tool Szurmak Thurna, 2013.
In Indonesia, narrative itself has become one of the topics for learning English. The curriculum used by the school either KTSP or
Kurikulum 2013
suggest narrative as one of the material in teaching. In
Kurikulum 2013,
there are two basic competences that discuss about narrative for the 10
th
grade of senior high school. The first basic competence is Basic Competence 3.6. KD
3.6., which obligates students to “Understand the aim, text structure, and
language features of an oral or textual narrative text in a form of short and simple folklore”. The second basic competence is Basic Competence 4.8.
KD 4.8., which obligates students to “Understand the contextual meaning of
a narrative text in a form of short and simple folklore”. Students are expected to learn narrative from local stories e.g. legend, fables, myth, etc.. Using
narrative, students can learn about language features used in the story, English grammar simple past tense, past perfect tense and past continuous
tense, and the generic structure of a narrative text.
B. Theoretical Framework
The power of narrative for teaching stems from the fact that narrative employs many of the strategies the brain already uses to learn. Narrative allows
students to learn about English language through various stories. Using stories, one may activate patterns and set up an affectively charged structure to which
students will instinctively respond and with which they will interact. Using stories in schools is a potential means of helping students to increase their
language skills. In
Kurikulum 2013,
narrative is stated in one of the basic competences that need to be achieved by 10
th
grade students. Through narrative, student can learn about English grammar by analyzing the text, language feature
used in narrative, and social function of the text as stated in
Kurikulum 2013
KD 3.6. and KD 4.8.. To deliver the material, it is common to see teachers make use of various
instructional media. The use of instructional media as a teaching aid in the classroom has been known for years. Media helps teacher to deliver the material,
as it functions as supplemental support of the instructor in the class room to enhance learning. The use of instructional media in the classroom could enhance
student learning, provide learning stimuli, and activate student’s response.
The media used in teaching and learning process develop from time to time. With the recent wave of technology, teachers must improve the way of
delivering the lesson using newer media. Students nowadays are literate of technology. They have been completely normalized by digital technologies. To
keep up with the students ’ condition, teachers must also integrate technology in
form of digital media in the classroom. One of the examples is digital storytelling. The medium combines picture, audio, and sometimes text to create
a story. Teachers could make use of digital storytelling as an aid to deliver narrative in the classroom.
The design of the digital storytelling as a medium to teach narrative for senior high school students is based on Basic Competence 3.6 and 4.8. of
Kurikulum 2013
document. To develop the framework, the researcher used R D cycle proposed by Borg and Gall 1983 as the basis of conducting the
research and designing the digital storytelling medium for senior high school students. Because of the study limitation and also the time limit, the researcher
only used five out of ten steps from the R D cycle. Therefore, the cycle will be done until step 5, which is main product revision. The researcher also adopted
Instructional Design model proposed by Kemp 2011 to identify the learners’
need in a more detailed step. The instructional design model is used under the framework of Research and Development cycle.
RD Model Instructional Design Model
Figure 2.2. The Researcher’s Theoretical Framework
Continuing to next step Providing the basis for
Feedback line
Research and information
collecting
Planning
Preliminary field testing
Preliminary product
developing
Main product revising
Identifying learners’
characteristic
Considering goals, topics, and general
purposes
Selecting media content
Designing and developing the
media Evaluating
Revising
24
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method used in the research. It will show the procedures used in this research. In this chapter, there are five parts that explain
about the research procedures. They are a Research Method, b Research Setting, c Research Participants, d Instruments and Data Gathering Technique,
and e Data Analysis Technique.
A. Research Method
This study made use of qualitative method. There are two questions in this research that needs to be answered by the researcher: the process to design of the
digital storytelling as a medium to teach narrative for senior high school students and the presentation of the digital storytelling medium. In order to answer those
questions, the researcher adapted educational research and development cycle by Borg and Gall 1983 and also instructional design model by Kemp 2011. To do
the proper RD, the researcher must follow several steps which called the RD cycle. It consists of:
1. Research and Information Gathering
Research and information collecting step was conducted in two ways. The first step was review the literature and the second was collecting the
learners’ need. The review of literature was done to collect some information and references as the basis of the research. From the literature review, the
researcher studied some theories, including educational research and development, instructional design, instructional media, narrative, digital
storytelling, and senior high school curriculum. The needs analysis was done through two ways; interviewing and
distributing the questionnaires. The researcher collected the information by distributing the questionnaires to the students of X MIA 5 of SMA N 8
Yogyakarta. As for the interview, it was done with an English teacher from SMA N 8 Yogyakarta.
2. Planning
In this step, the researcher adapted Kemp’s model under the framework
of educational RD. They are
determining goals, topics, and general purposes of the media
. The researcher used basic competence 3.6. and 4.8. stated in
Kurikulum 2013
of grade 10
th
senior high school competence as the basis for developing the media. The topic, general purposes, and goals are similar to the
basic competence stated in the
Kurikulum 2013
document.
3. Developing Preliminary Form of Product
In this step, the researcher began to select the media content and also develop the digital storytelling. The researcher took the story from a local legend
in Yogyakarta, titled “The Legend of Gajah Wong River”. The product was
made using two softwares. The first is an audio- mixing program named “Audacity”. Using this program, the researcher input the voice of the narrator,
the sound effect, and the background music. Then they were combined and exported as an audio file. To create the animated video, the researcher used an
