Instruments and Data Gathering Technique

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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 with one of the English teachers in SMA N 8 Yogyakarta. The review of relevant literature and theories was stated in Chapter II of this study. After collecting literature review, the researcher first distributed the questionnaires to the students. To gather the data, the researcher went to SMA N 8 Yogyakarta on April, 7 th 2017. The respondents of the questionnaires were 30 students from X MIA 5 class. The results of the questionnaires are presented in Table 4.1 and 4.2. Table 4.1. Summary of Learners’ Questionnaires Part A No Statement Percentage Yes No 1 I learned about narrative text in this semester. 100 - 2 I have access to technology digital media. 100 - 3 In learning narrative, my teacher mostly uses digital media. 100 - 4 I am interested in learning narrative using digital media. 87 13 5 Do you think digital media will help you to learn narrative? 100 - 6 Are you familiar with digital storytelling media? 93 7 7 Have you ever learned using digital storytelling media? 100 - From the data above, we can see that all of the students had learned narrative in the even semester. All of them also have easy access to technology or digital media. In teaching narrative, their teacher mostly uses digital media to teach narrative in the classroom. However, not all of the students are interested in learning narrative using digital storytelling media. 87 of the students said that they are interested in learning using digital media and 13 say that they are not interested. Nonetheless, all of them agree that digital storytelling could help them in learning narrative. 93 of the students stated that they are familiar with the use of digital storytelling in the learning process and 7 of the students are not familiar with the media. All of the students had ever used digital storytelling in the classroom. Beside the close- ended questions, there are also 3 open- ended questions. These questions are aimed to ask the students’ opinion about the elements in digital storytelling, preferred activities in learning narrative, and also the knowledge that they want to improve after learning narrative. The results of the questionnaires are presented in 3 figures below. The first figure shows about the elements needed in digital storytelling. Figure 4.1. Important Elements Needed in Digital Storytelling