Designing digital storytelling as a medium to teach narrative for Senior High School students

DESIGNING DIGITAL STORYTELLING AS A MEDIUM TO

TEACH NARRATIVE FOR SENIOR HIGH SCHOOL

STUDENTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Gabriela Maria Pangesti Wening Student Number: 131214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

DESIGNING DIGITAL STORYTELLING AS A MEDIUM TO

TEACH NARRATIVE FOR SENIOR HIGH SCHOOL

STUDENTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements To Obtain the Sarjana Pendidikan Degree

In English Language Education

By

Gabriela Maria Pangesti Wening Student Number: 131214033

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

A Sarjana Pendidikan Thesis on

DESIGNING DIGITAL STORYTELLING AS A MEDIUM TO

TEACH NARRATIVE FOR SENIOR HIGH SCHOOL

STUDENTS

By

Gabriela Maria Pangesti Wening 131214033

Approved by

Advisor

］ｾ

Markus Budiraharjo, M.Ed., Ed.D.

11

DESIGNING DIGITAL STORYTELLING AS A MEDIUM

TO TEACH NARRATIVE FOR SENIOR IDGH SCHOOL

STUDENTS

By

GABRIELA MARIA PANGESTI WENING Student Number: 131214033

Defended before the Board of Examiners on 11 July 2017

and Declared Acceptable

Board of Examiners

Member : Gregorius Punto Aji, S.Pd., M.Hum. Member : Christina Lhaksmita Anandari, Ed.M. Chairperson : Yohana Veniranda, M.Hum., Ph.D. Secretary : Christina Lhaksmita Anandari, Ed.M. Member : Markus Budiraharjo, M.Ed., Ed.D.

Yogyakarta, 11 July 2017

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

-STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or patis of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 13 June 2017 The writer,

Gabriela Maria Pangesti Wening 131214033

-LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Gabriela Maria Pangesti Wening

NomoI' Mahasiswa : 131214033

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dhanna karya ilmiah saya yang beljudul:

DESIGNING DIGITAL STORYTELLING AS A MEDIUM TO TEACH NARRATIVE FOR SENIOR HIGH SCHOOL

STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dhanna hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa I;erlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenamya.

Dibuat di Yogyakarta Pada tanggal 13 Juni 2017 Yang menyatakan,

Gabriela Maria Pangesti Wening

vi ABSTRACT

Wening, Gabriela Maria Pangesti. (2017). Designing Digital Storytelling as a Medium to Teach Narrative for Senior High School Students.Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

In teaching English, the use of media is important to support and facilitate the process. There are various kinds of media. With the recent waves of technology, some teachers also make use of digital platform to develop new media. It is easier to attract students to follow the lesson and also increase their interest in learning.

This research was conducted to design a digital storytelling completed with Teacher’s Guideline to teach narrative for senior high school students, particularly the 10th grade. The problems formulated in this research are: “how is the digital storytelling as a medium to teach narrative for senior high school designed?” and “what does the digital storytelling as a medium to teach narrative for senior high school look like?”. To answer the first question, the researcher used Educational Research and Development cycle from Borg and Gall (1983) which was adapted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product developing, (4) preliminary field testing, and (5) main product revision. The researcher also used Instructional Design model from Kemp (2011) which was adapted into six steps, namely (1) identifying learners’ characteristic, (2) considering goals, topics and general purposes, (3) selecting media content, (4) designing and developing the media, (5) evaluating, and (6) revising. Several relevant theories were also used to develop the media, namely digital storytelling, 21st century classroom, narrative, and senior high school curriculum. The second question is answered by presenting the media in form of video which was uploaded to Youtube and printing the Teacher’s Guide in form of a booklet.

The result of the research shows that digital storytelling can be used as a medium to teach narrative for senior high school. The design of the medium must be communicative and attractive for the students. As for the students, they are interested in using digital storytelling medium to learn about narrative. They expect to gain more knowledge in English tenses and prefer to have reading and listening activity in the process. Hence, the digital storytelling is designed to occupy those needs and is expected to be useful as a medium to teach narrative for senior high school.

vii ABSTRAK

Wening, Gabriela Maria Pangesti. (2017). Designing Digital Storytelling as a Medium to Teach Narrative for Senior High School Students.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Departemen Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Dalam mengajar Bahasa Inggris, penggunaan media sangat penting untuk menunjang dan memfasilitasi proses pengajaran. Dengan hadirnya arus teknologi, banyak guru yang memutuskan untuk menggunakan platform digital untuk mengembangkan media pengajaran.

Penelitian ini dilakukan untuk mendesain sebuah digital storytelling sebagai bagian dari media digital yang dilengkapi dengan Panduan untuk Guru (Teacher’s Guideline) untuk mengajar naratif pada siswa kelas 10. Peneliti mengemukakan dua rumusan masalah dalam penelitian ini, yaitu: “bagaimana proses desain digital storytelling sebagai media untuk mengajar naratif pada siswa SMA?” dan “bagaimana bentuk dari media digital storytelling tersebut?”. Untuk menjawab pertanyaan pertama, peneliti mengkombinasikan 2 model penelitian, yaitu Educational Research and Development dari Borg & Gall (1983) yang diadaptasi kedalam 5 langkah, yaitu (1) pengumpulan informasi dan penelitian, (2) perencanaan, (3) pengembangan produk perdana,(4) uji produk perdana, dan (5) revisi produk utama. Peneliti juga menggunakan Instructional Design Model dari Kemp (2011), yang mengadaptasi 6 langkah, yaitu: (1) identifikasi karakter siswa, (2) menentukan tujuan, topic, dan gambaran umum, (3) menentukan isi media, (4) mendesain dan mengembangkan media, dan (6) revisi. Beberapa teori juga digunakan dalam pengembangan media ini, antara lain teori digital storytelling, kelas di abad 21, narrative, media instruksional, dan kurikulum SMA. Untuk menjawab pertanyaan kedua, peneliti menampilkan media dengan cara mengunggahnya ke Youtube dan mencetak Panduan untuk Guru dalam bentuk buklet.

Hasil yang dicapai dari penelitian ini menunjukkan bahwa media digital storytelling dapat digunakan untuk mengajar naratif pada siswa SMA. Desain dari media tersebut harus komunikatif dan menarik bagi para siswa. Dari hasil kuisioner yang disebar kepada siswa, mereka menunjukkan antusiasme untuk belajar naratif menggunakan media digital storytelling. Mereka berharap dapat meningkatkan pengetahuan dalam tata Bahasa Inggris dan memilih aktivitas reading dan listening dalam pembelajaran mereka. Maka dari itu, digital storytelling ini dirancang untuk memenuhi kebutuhan siswa dalam pembelajaran dan diharapkan dapat berguna sebagai media untuk mengajarkan naratif pada siswa.

viii

ACKNOWLEDGEMENTS

First of all, I would like to thank my hero and savior, Jesus Christ, for His guidance, love, and blessing so that I can finish my study. For only with my faith in Him, I can be strong and not giving up on finishing my study.

I would like to express my deepest gratitude to my advisor, Markus Budiraharjo, M.Ed., Ed.D., for his supports and advices to finish my thesis. I would also like to express my appreciation to Christina Lhaksmita Anandari, S.Pd., Ed.M., Patricia Angelina Lasut, S.Pd., M.Hum., and Dra. Suwinarni, M.M. for their time and willingness to evaluate my product and give meaningful input for the development of my product.

My deepest gratitude also goes to my irreplaceable parents: my father Macsimianus Fajar P. and also my mom Lusia Endang U. Both of them are the one who held me up when I am down and always believe in me. Their endless prayers, financial support, and also for their faith in me help me to achieve what I want. For my beloved brother Yohanes Damar, his presence is very special for me, especially when I feel low.

My gratitude goes to my friends in Kelas B PBI 2013 and my friends from Mr. Markus’ Thesis Class for always supporting and encouraging each other to finish the thesis, my friend Nina and Ryan who gave their time to proofread my thesis, my best friends in Boohbah Group who always accompany me during my hard times. Their support and love always makes me stronger and better.

My sincere gratitude goes to my husband, Y.B. Satrya Lintang Pamungkas and my beloved son G.P. Satrya Danadyaksa. I am so grateful that they are always

ix

be by my side me when I went through hard times and always give the ears to listen to all my problems. Their support and encouragement help me to finish my study. Their love is the one that keeping me strong and inspiring me to be a better person in the future. Without your presence, my life would be nothing. At last, I thank those who I cannot mention by names for the never ending support and help to finish this thesis.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Questions... 4

C. Research Significance... 4

D. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8

1. Educational Research and Development ... 8

2. Instructional Design ... 10

3. Instructional Media ... 14

4. 21st Century Classroom and Digital Storytelling ... 16

5. Senior High School Curriculum ... 19

6. Narrative ... 19

xi

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ... 24

B. Research Setting ... 27

C. Research Participants ... 27

D. Instruments and Data Gathering Technique ... 30

D. Data Analysis Technique... 30

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Steps of Designing the Digital Storytelling ... 32

B. The Presentation of the Designed Digital Storytelling ... 48

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 54

B. Recommendations ... 52

REFERENCES ... 54

xii

LIST OF TABLES

Table 3.1. Blank Description of the Preliminary Testing Participants ... 28

Table 3.2. The Format of the Close- ended Questionnaire ... 30

Table 3.3. Summary of the Learners’ Questionnaire (Part A) ... 31

Table 3.4. Summary of Media Evaluation Questionnaire (Close- ended) .. 31

Table 4.1. Summary of Learners’ Questionnaire ... 33

Table 4.2. Summary of English Teacher’s Interview ... 36

Table 4.3. Basic Competences of Kurikulum 2013 ... 42

Table 4.4. Participants of the Media Evaluation Questionnaire ... 44

Table 4.5. Summary of Media Evaluation Questionnaire (Close- ended) .. 44

Table 4.6. Summary of Media Evaluation Questionnaire (Open- ended) ... 46

xiii

LIST OF FIGURES

Figure 2.1. Kemp’s Instructional Design Model ... 14

Figure 2.2. The Researcher’s Theoretical Framework ... 23

Figure 4.1. Important Elements Needed in Digital Storytelling ... 34

Figure 4.2. Preferred Activities in Learning Narrative ... 35

xiv

LIST OF APPENDICES

Appendix A. Permission Letters ... 58

Appendix B. Interview ... 62

Appendix C. Questionnaire Blank ... 64

Appendix D. Medium Evaluation Blank ... 67

Appendix E. Filled Instruments ... 71

Appendix F. Lesson Plan ... 80

1

CHAPTER I

INTRODUCTION

The first chapter discusses the background of the research. They are (a) research background that discusses about some reasons of the study, (b) problem formulation which consists of the questions regarding the study, (c) research significance which discusses the benefits of the research, and (d) definition of terms which discusses the terms used in the thesis.

A. Research Background

Teaching media are commonly used by teachers in the classroom. It helps the students understand the lesson as well as engage students’ motivation. Certain media can also provide learning stimuli for them. Media are used in classrooms because they are able to facilitate students’ learning and make it more attractive. Rowntree (1979) says that there are six functions of media in teaching:

1. Engage the student’s motivation; 2. Recall earlier learning;

3. Provide new learning stimuli; 4. Activate the student’s respond; 5. Give speedy feedback;

6. Encourage appropriate practice.

There are various kinds of media that can be used to support the lesson. Many teachers like to use conventional media like board games and pictures for

teaching. However, with the recent waves of technology, some of the teachers also make use of digital platform to develop new media. A growing body of literature on impacts of technology in learning and education suggest a dramatic shift taking place among younger generation (Dreon, Kerper, and Landis, 2011).

Referring to other works related to this issue, Moeller and Reitzes (2011) says that students of 21st century change their way of learning. 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 the whole class, teachers provide opportunities for students to take charge of their own learning. Students of 21st century are also tech- savvy. They are very familiar with technology and fluent in using them. This new generation of students is often called as digital natives. Growing up with unprecedented access to technology has changed the way young people, "digital natives”, communicate, interact, process information, and learn (Dreon, Kerper, and Landis, 2001).

Based on those conditions, the researcher tries to provide a medium as an aid to deliver narrative lesson in a technology-based media in a form of digital storytelling. Digital storytelling is the art of combining narrative with digital media such as images, sound, and video to create a short story (Robin, 2008). The combination of powerful, yet affordable, technology hardware and software

meshes perfectly with the needs of many of today’s classrooms, where the focus is on providing students with the skills they will need to “thrive in increasingly media varied environments” (as cited in Robin, 2008, p. 222).

Researchers had found that integrating visual images with written text both enhances and accelerates student comprehension, and digital storytelling is an especially good technology tool for collecting, creating, analyzing, and combining visual images with written text (Robin, 2008).

In this research, the researcher intends to create a digital storytelling (with complementary lesson plan and worksheet) that suits senior high school students, particularly the 10th grade. The reason why digital storytelling is chosen as the medium is because it is more economical to use in the classroom, especially for teaching narrative. Another media such as video and movie consume more time to be used. Digital storytelling could help students understand the story better and brings real atmosphere into the classroom.

The material is designed based on the Kurikulum 2013. For the story, the researcher chooses Indonesian traditional legend from Yogyakarta entitled “The Legend of Gajah Wong River”. The story is chosen because it is entertaining yet promoting good values. It is also done to familiarize students with Indonesian story and promote it in digital platforms, as there are actually a lot of digital storytelling that could be found in the internet, but only a few brought up Indonesian local stories. The basic competence is used to develop the lesson plan is Basic Competence 3.6. and 4.8 that obligates the teacher to put narrative in a form of local legend in the learning process. Students will be able to know more

about Indonesian legend as well as improve their English skills using the complementary material. The researcher believes that the use of digital storytelling in learning narrative can help them learn English as well as knowing their own culture through Indonesian legend.

B. Research Questions

Problems in this research are formulated into two questions:

1. How is the digital storytelling as a medium to teach narrative for senior high school students designed?

2. What does the design of digital storytelling as a medium to teach narrative for senior high school students look like?

C. Research Significance

The significance of the research is divided into three points. They are for: a. The English Teachers

The English teachers can use the material as well as the digital storytelling to deliver the lesson in the classroom. The researcher hopes that teachers can create a different atmosphere in the class by integrating technology in the teaching and learning process. Teachers can also develop other activities based on the material or the digital storytelling for the learning process.

b. Senior High School Students

The researcher hopes that by doing this research and the products drawn from it, the students could make use of the media as a new learning resource.

The researcher also hopes that students will be able to engage in a new learning experience.

c. Other Researchers

The researcher hopes that other researcher might make use of this research to develop a new media for teaching and learning English. This research is done only to design and distribute the media. If in the future there are other researchers are willing to do the same research, revise or use the media, hopefully this research will be helpful for them.

D. Definition of Terms 1. Designing

This research is aimed to design a teaching media. According to Hutchinson and Waters (1996), designing means “creating a new set of materials that fit the learning objectives and specific subject area of particular student”. In this study, designing means creating a new set of media that is appropriate with the learners’ need. It explains the process of creating, the subjects involved in the process, and the aspect that could be achieved upon the designing process.

2. Digital Storytelling

Digital storytelling is the art of combining narrative with digital media such as images, sound, and video to create a short story (Robin, 2008). Dreon et al. (2011, p. 5) stated that “digital storytelling is more than just a simple slideshow of photos set to music; digital stories interweave different media to support the art

of telling a tale”. In this research, the digital storytelling is made by adapting the story from a local legend that happened in Yogyakarta.

3. Medium

A medium (plural media) is a channel of communication, derived from the Latin word meaning “between”. The term refers to anything that carries information between a source and a receiver. Definition of media focuses on the use of technologies plus concepts and contexts. Media are the means for transmitting or delivering messages and in teaching-learning perspective delivering content to the learners, to achieve effective instruction (Naz & Akbar, 2008).

4. Teach

According to Gage (1962) teaching is a form of interpersonal influence aimed at changing the behavior potential of other people. In modern concept of teaching, it causes the pupil to learn and acquire the desired knowledge, skills, and also desirable ways of living in the society.

5. Narrative

According to Anderson and Anderson (2003a) narrative is a text that tells story and, in doing so, entertains the audience. It has character, setting, and action. The characters, setting, and the problem of the narrative are usually introduced in the beginning. The problem reaches its high point in the middle. The ending resolves the problem.

There are various types of narrative, for example personal narrative and historical narrative. In this research, the narrative used in designing the media is in

a form of story, particularly legend from Indonesia. The genre is chosen based on basic competence 3.6. and 4.8. in Kurikulum 2013 document, which is “identify the social function, text structure, and language feature of a narrative text” and “understand narrative text in form of a narrative related to the social function, text structure, and the language feature”.

6. Senior High School Students

Senior high school (SMA) is a form of formal education which is reached after graduating from SMP, MTs, or other equivalent forms (article 1 point 11 RPP DIKDASMEN). In Indonesia, the education in senior high school can be done in 3 years (regular class) or 2 years (accelerated class/ Cerdas Istimewa), starting from 10th grade until 12th grade. The students range from 16 to 18 years old.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories used in the research. There are several parts that will be explained. They are (a) Theoretical Descriptions and (b) Theoretical Framework. They provide information and theories related to the study. A theoretical framework is also included to show the relationship between the study and the theories applied.

A. Theoretical Descriptions

In this chapter, some theories used in the research are discussed. The theories are educational research and development, instructional design model, narrative, digital storytelling, instructional media, and senior high school curriculum.

1. Educational Research and Development

In designing the media the researcher uses Research and Development (R&D) approach by adapting Borg and Gall’s theory (1983). Educational Research and Development (R&D) is an industry-based development model in which the findings of the research are used to design new products and procedures, which then are systematically field tested, evaluated, and refined until they meet specified criteria of effectiveness, quality, or similar standards (Borg & Gall, 1983).

R&D exists to bridge the gap between research and practice. Based on Borg and Gall approach (Borg & Gall, 1983), this model consists of ten major steps. They are:

a. Research and information collecting (need analysis). It includes several activities such as review of literature, classroom observations, and preparation of report of state of the art.

b. Planning. It includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing.

c. Develop the preliminary form of product. In this step, the preliminary product is developed by conducting the plans discussed previously. It includes preparation of instructional materials, handbooks, and evaluating devices.

d. Preliminary field testing. After the preliminary product is finished, then it is tested to obtain the qualified evaluation of the product. The method used in this step can be in a form of interview, distributing questionnaires, or observation.

e. Main product revision. The data obtained from the preliminary field testing then are used as feedback in revising and improving the educational product.

f. Main field testing. The revised product is tested again to determine the success of the product in meeting its objectives. This step determines whether the educational product under development

meet its performance objectives. It is also used to collect information that can be used to improve the course in its next revision.

g. Product revision. If there are still any weaknesses in the main field testing, the product is considered failed in meeting its objectives. The product revision must be done based on the suggestion in main field- test result.

h. Operational field testing. This step determines whether an educational product is fully ready to be used in the school without the presence of the developer or the staff.

i. Final product revision. This part compiled the revision that has been obtained in the operational field- testing result.

j. Dissemination and implementation. If the product is finished, dissemination and implementation are needed, especially if it is used for teaching. However, there is always possibility that not all people can use it. Therefore, demonstration is done so that the product can be used.

2. Instructional Design

The term instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation

(Smith & Ragan, 1999). To define instructional design, we have to describe the process involved in the systematic planning of instruction. At the most basic level, the designer of the project must answer three major questions. There are three questions that must be answered (Smith and Ragan, 1999):

1.Where are we going? (What are the goals of the instruction?)

2.How will we get there? (What is the instructional strategy and the instructional medium?)

3.How will we know when we have arrived? (What should our tests look like? How will we evaluate and revise the instructional materials?)

To develop this design, the researcher used an instructional model proposed by Morrison, Ross, Kemp and Kalman (2011) or known as Kemp Model. The factors influencing learning outcomes that contribute to the constructs of Kemp’s model are: (a) level of readiness in dealing with lesson objectives, (b) instructional strategies related to objectives and student characteristic, (c) media and resource selection, (d) support for successful learning, (e) determination of objective achievements, and finally (f) needed revisions for program improvements (Morrison, Ross, Kemp and Kalman 2011).

This model consists of nine elements for developing a design. They are: Step 1 Identify instructional problems. Needs assessment, goal analysis,

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 the 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 on 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. 21st 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 21st Century classroom needs are very different from the 20th Century classroom needs. The focus of the 21st Century classroom is on students experiencing the environment they will enter as 21st 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 10th 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 10th 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.

R&D 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 R&D, the researcher must follow several steps which called the R&D 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 R&D. 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 10th 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

online platform named Powtoon (www.powtoon.com). First the pictures were hand- drawn and then went to coloring process using Photoshop. The pictures that had been created were assembled in Powtoon website and combined with the audio.

After the digital storytelling was done, a lesson plan and exercises were made as an example of how to use the digital storytelling. It was made to complete the digital storytelling as a teaching material. The exercises are compiled in “Teacher’s Guide”.

4. Preliminary Field Testing

In this step, the digital storytelling product was validated by the experts in related field. The researcher applied evaluation cycle from Kemp’s model under the preliminary field testing of R and D. The researcher distributed questionnaires about the designed digital storytelling as a medium to teach narrative for senior high school. The respondents were 2 PBI Sanata Dharma lecturers and also 1 senior high school teacher form SMA N 8 Yogyakarta as the preliminary tester. The feedback and evaluation given from the lecturer became the revision for the product.

5. Main Product Revision

Revision was done to revise the designed media based on the result of preliminary field testing. The data from the experts were used as feedback to determine what went wrong in the media and how to improve it to produce the revised material. In the revision step, the product that had been evaluated then revised based on the evaluation and feedback from the experts. Several

adjustments were made to fit the requirement from the experts and the needs of senior high school students.

B. Research Setting

The research took place in two places. The first research was done at SMA N 8 Yogyakarta which is located in Jl. Sidobali No. 1 Yogyakarta. The second place was at Sanata Dharma University. The research was done in the period of March to May 2017.

C. Research Participants

There are three different research participants. The first participants were several students from Grade 10 as the respondents of questionnaire, an English teacher as the participant for interview, and 2 lecturers as the participants for medium evaluation process. The participants involved in the study were classified based on their roles into the groups below:

1. The Participants In the Research and Gathering Process

The purpose of this step was to collect some information needed to design a digital storytelling for grade 10 of senior high school such as: learner’s characteristic, the student’s need, narrative learning in the class, facilities provided, etc. To get the data, the researcher interviewed the English teacher of SMA N 8 Yogyakarta. Beside interview, the researcher also distributed questionnaires to the students of grade 10 in SMA N 8 Yogyakarta. The participants are 30 students from X MIA 5 class. For the questionnaire, the

researcher used intensity sampling which involves selecting participants who exhibit different levels of the phenomenon of interest to the researcher (Ary, Jacob, Sorensen and Razavieh, 2010, p. 430).

The researcher chose the participants of interview and questionnaire based on their experience in teaching and learning narrative using digital storytelling media.

2. The Participants In Preliminary Testing Step

In this step, the researcher tested the product in a form of digital storytelling to the expert. The purpose of this step is to get feedback and evaluation from the experts in the related field. The researcher asked 2 PBI Sanata Dharma lecturers and also 1 senior high school teacher from SMA N 8 Yogyakarta to be the participants to test the product. The lecturers chosen were those who were familiar with the integration of technology in the teaching and learning process, especially in using or creating digital storytelling. The figure below shows the categorization of the respondents in preliminary testing step.

Table 3.1 Blank Description of the Preliminary Testing Participants

Participants Quantity Educational Background

Teaching Experience S1 S2 S3 <5 years 5-10 years >10 years

Teachers Lecturers

D. Instruments and Data Gathering Technique

In this research, the data were gathered to determine the need analysis in which it will be used to design the digital storytelling. To obtain the data, the researcher first did a library study in which theories and framework were

gathered and put as a basic foundation in the research. In order to obtain the data from the research, the researcher applied some research instruments which presented below:

1. Data Gathering Technique for Research and Information Gathering The data gathering technique used in this research is interview, which is conducted to the English teacher of SMA N 8 Yogyakarta. Interview is a method in which the researcher conducts one-on-one conversation with the subject. The researcher used semi- structured interview, in which the area of interest is chosen and questions are formulated but the interviewer may modify the format or questions during the interview process (Ary et al, 2010). In conducting the interview, the researcher prepared several open- ended questions related to the use of digital media in the classroom.

The second technique used in this research is by distributing questionnaire. The researcher distributed them in class X MIA 5 in SMA N 8 Yogyakarta. Questionnaire is used to obtain the data from the students related to their need and interest. Since the participants were 30 students, questionnaire was considered as the most effective data collector. The questions were in a form of 7 close- ended questions and 3 open- ended questions.

2. Data Gathering Technique for Preliminary Field Testing

For the preliminary field testing, the researcher distributed questionnaires to 3 respondents; 2 PBI lecturers and 1 senior high school teacher. The close- ended questionnaire was designed based on Likert’s scale which has the

statement from strongly disagree to strongly agree (Ary et al., 2010). Table 3.2. below shows the format of the questionnaire.

Table 3.2. The Format of the Close- ended Questionnaire

No Statements Degree of Agreement

1 1 2 3 4 5

2

E. Data Analysis Technique

The data gathered by the interview and questionnaire were analyzed using qualitative and quantitative data analysis. The data obtained in the research and information gathering step were interpreted using qualitative data analysis, and the data obtained in preliminary field testing were analyzed using quantitative data analysis. The technique of analyzing the data is described below.

1. The data from research and information gathering

The result obtained by the library study were interpreted and put into a strong framework for the research. The framework is used as the underlying theory and basis for developing the design. From the questionnaires, the close- ended questions results are classified based on their answer and turned into percentage. Ary et al. (2010, p. 121) say that “percentage is calculated by dividing the total number in one category by the total number in all categories and multiplying the result by 100”. Percentage, however, could express the information in clearer way. It is useful to convert numbers to percentages in order to be able to talk about the proportion responding a certain way and to be

able to make comparisons. Thus it will be easier to interpret them. Table 3.3. below shows an example of the table used in interpreting the data.

Table 3.3. Summary of the Learners’ Questionnaire (Part A)

No Statements Yes No

1 _{( ) x 100 ( ) x 100}

x : student’s answer ∑x : total students

The second part of the questionnaire is in form of open- ended questions. For this part, the researcher turned the answer into percentage and put them in a graph. Hence, the data from the questionnaires could be analyzed clearer and easier.

2. The Result from the Preliminary Field Testing

The data obtained from preliminary field testing are divided into two parts: close- ended and open- ended. The close- ended data were analyzed by converting the result into percentage (Ary et al., 2010). Table 3.4. below shows an example of the table used in analyzing the data.

Table 3.4. Summary of Media Evaluation Questionnaires (Close- ended)

No Statement Degree of Agreement

1 2 3 4 5

32

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 R&D 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 R&D 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, 7th 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.

From the data above, the researcher picks 3 highest percentages of the categories. The highest percentage of the figure above is graphic (26%), followed by storyline (23%), and the last is storyteller (22%). Students consider those 3 elements as important elements that have to be existed in a digital storytelling. The rest of the categories are less important, namely sound effect (15%) and duration (13%). The next figure shows about the activities they prefer to have in learning narrative.

Figure 4.2. Preferred Activities in Learning Narrative

Based on the result of the questionnaire, we can see that in learning narrative, most students like to have reading as the main activity (43%). The second activity is listening (26%), followed by speaking (17%) and writing (13%). In developing the exercises, the researcher would take 2 highest categories: reading and listening. The next figure shows about expected knowledge to be gained by the students.

Figure 4.3. Expected Knowledge to be gained from Learning Narrative

The last question in this questionnaire is about the knowledge expected to be gained by the students. The result shows that 33% of them expect to gain more knowledge about English tenses used in narrative stories. The next categories are vocabulary (28%), language feature (22%), and generic structure of narrative (17%).

After distributing the questionnaires, the researcher interviewed one of the English teachers of SMA N 8 Yogyakarta. The interview was conducted on Friday, April 14th 2017 by employing semi- structured interview. The researcher had already prepared 7 interview questions in advance. The last 3 questions were formed during the interview. The results of the interview are presented in Table 4.2.

Table 4.2. Summary of the English teacher’s interview

No Interview Question Interview Result

1 Did you teach narrative to your

students? 

Yes, this year the material was employed on the even semester. 2 How did you teach narrative to

your students? 

I use several methods, like role play, group discussion, or just watching movies.

retell the story, mention the generic structure by giving examples, ask about characterization, etc.

3 What were the sources that you usually use in teaching narrative?

 Various, I usually compile printed materials or just find it on the internet. Sometimes I use the workbook also.

4 What kind of activities that attract students’ attention in learning narrative?

 They like to watch video or movies. Sometimes I put some pictures when using a slide show, and it did gain students’ attention in the learning process.

5 What kind of material given in the learning process, particularly in learning narrative?

 I usually gave the material based on the basic competence, such as generic structure, language feature, and grammar.

6 Did you use certain media to teach narrative? What are they? 

Yes. I use cards, puzzle, pictures, comic book, then ask them to arrange jumbled picture, sometimes also using movies. 7 Have you ever integrated

digital media in one of your classes?

 Yes, of course. I intended that every basic competence must use at least 1 digital media.

8 Have you ever heard of digital storytelling media? 

Yes, I ever used one story, Thumbelina.

9 What was the students’ reaction when you use digital storytelling in your classroom?

 They were excited. They paid attention to the story and they could follow the storyline very well.

10 Do you think digital storytelling can facilitate students in learning narrative?

 Yes. Personally I think digital storytelling is a good way to integrate technology in the classroom. However, I think that using digital storytelling as a main media for teaching, students will have difficulty in maintaining their focus. They are attracted to the graphic, but also have to do the assignment while watching, for example.

 I think in certain way digital storytelling can facilitate learning in the classroom, or attracts students, raising the attention, so that they will be focus in the class. I usually use it only for warming up or pre- activity only.

11 Will you use digital storytelling in your future teaching?

 Of course. However I prefer to use it only to motivate the students and gain their attention.

From the interview results, the researcher discovered some findings. Narrative is one of the topics taught by the teacher in grade 10, and this year the topic was given on the even semester. They were given the material based on the basic competences stated in the Kurikulum 2013, but the activities in employing the material were developed by the teacher. Usually the teacher uses conventional methods such as role- play or puzzles, but in some classes she integrated digital media in the teaching process. The students were easily attracted by motion pictures, such as video and movie, and it increases their attention in the learning process. In one of her teaching, she used digital storytelling as a tool for her teaching. The students’ reaction when she used the medium was good. Most of them were excited and paid attention to the storyline. However, based on the teacher’s experience, it is better to use digital storytelling media as a warming up tool in the classroom. Even though the teacher did not agree to use digital storytelling as a main media in the class, she will still be using it in her future teaching process.

From the overall data gained in the research and information gathering process, the researcher identified some important findings:

a. The students have an easy access to technology and digital media. Their interest in learning narrative using digital media is high. b. The students need a digital storytelling which has a good storyline,

c. The students need reading activity in learning narrative, followed by listening, speaking, and writing.

d. The students expect to gain more knowledge in English tenses used in narrative stories, followed by vocabulary and language feature. e. The students need an activity that focuses on English tenses

(grammar).

Based on the result of the need analysis gathered by questionnaires and interview, the researcher decided the learning topic, goals, and general purposes to be implemented in the classroom using the medium.

2. Planning

The next step in doing the research is planning. In this step, the writer adapted Kemp’s instructional design which is considering goals, topic, and general purposes of the media (Kemp, 2011). Based on the result of the questionnaires and interview in the previous step, the researcher formed the goal, general purposes, and topic of the medium.

a. Goal

The goals of the media usage were drawn based on the basic competence 3.6. and 4.8. They were stated in the indicators, namely “understand the social function, language feature, and generic structure in a written or spoken form of a narrative” and “understand the contextual meaning of a narrative text in a written or spoken form”.

b. Topic

The topic is mainly about narrative. In the teacher’s guide, the researcher divided the activities into 4 parts, namely Listen In, What’s New?, Find the Answer, and Grammar.

c. General Purposes

The general purposes are drawn from the basic competences. It is shown in the lesson plan which can be seen on Appendix G. At the end of the lesson, students are 1) Able to identify the generic structure used in a story titled “The Legend of Gajah Wong River”, 2) Able to identify the tenses used in the story, 3) Able to identify new vocabularies in the story, 4) Able to create new complication of the story, 5) Able to explain the moral value of the story and reflect it in their daily life.

3. Preliminary Product Developing

The next step of the research is preliminary product developing. The researcher began to develop the medium as it is the main focus of this research. In this step, the researcher also made a complementary lesson plan and worksheet for the students. They were compiled in Teacher’s Guideline booklet made to complete the digital storytelling. The worksheet was designed based on the basic competences in Kurikulum 2013 and the result of learners’ need, which focus on reading and listening activities.

After deciding goals, general purposes, and the topic of the medium, the researcher started to design the medium. In this research, the researcher made a digital storytelling, which is the art of combining narrative with digital media such as images, sound, and video to create a short story (Robin, 2008). As stated by Robin (2008) there are 7 elements that make a good digital storytelling. They are 1) point of view, 2) a dramatic question, 3) emotional content, 4) the gift of your voice, 5) the power of the soundtrack, 6) economy, and 7) pacing. Based on those elements, the researcher designed the digital storytelling medium. The first step is to find the story. Based on the Kurikulum 2013, the 10th grade students are supposed to learn about narrative text in one of the basic competences. To provide an aid for delivering the material, the researcher made a digital storytelling based on a story from Yogyakarta which tells about the legend of a river. Script and pictures were assembled and combined in an online platform named Powtoon. The medium was uploaded into Youtube complete with the subtitle and Teacher’s Guide to use the digital storytelling.

b. The Materials

To make use of the digital storytelling, the researcher made a lesson plan and the materials for one meeting using the digital storytelling medium. The material was based in 10th grade basic competences, particularly basic competences 3.6. and 4.8. The activities employed in the class focus on reading and listening skill, as it is shown in the need analysis.

To develop the material, the researcher formulated the indicators based on basic competences stated in the curriculum. The indicators can be seen in the table below.

Table 4.3. Basic Competences of Kurikulum 2013

Basic Competence Indicator

3.6 Understand the social function, text structure, and language feature in a written or spoken form of a narrative text.

 Students are able to identify the generic structure used in a story titled “The Legend of Gajah Wong River”.

 Students are able to identify the tenses used in the story.

 Students are able to identify new vocabularies they encountered in the story.

4.8 Understand the contextual meaning of a narrative text in a written or spoken form.

 Students are able to create new complication of the story.

 Students are able to explain the moral value of the story and reflect it on their daily life.

From the basic competences and indicators, the researcher designed a lesson plan and worksheet as a complementary material to the digital storytelling. The researcher also put the result from the research and information gathering to design the activities in the class. Based on the result of the questionnaires, the students prefer to have reading and listening activity. Thus, the activity used in the lesson plan consisted of reading and listening activities.

4. Medium Evaluation Feedback

The next step in the research is preliminary field testing. The pre- made medium and complementary lesson plan and worksheet were validated by 3

respondents; 2 lecturers from PBI Sanata Dharma and 1 English teacher from SMA N 8 Yogyakarta. The researcher distributed questionnaires to the respondents. The questionnaire consists of 7 close- ended questions and 3 open- ended questions. The evaluation process started on April 28th 2017 and was done on May 2017.

Evaluation of the designed medium and complementary lesson plan helped the researcher to develop a better medium. From the evaluation, the researcher would know which part of the medium was good and which part that needed to be improved. It could also be known whether the medium has met the learners’ need. Medium evaluation gave data and information from the lecturers and the teacher whether it has been relevant and suitable to teach narrative for senior high school students.

a. Description of the Respondents

The respondents in evaluation process were 2 PBI Sanata Dharma lecturers and 1 English teacher. They were chosen from their language expertise and experience in teaching. The description of the respondents can be seen in Table 4.4. below.

Table 4.4. Participants of the Medium Evaluation Questionnaires

Participants Quantity Educational Background

Teaching Experience S1 S2 S3 <5 years 5-10 years >10 years

Teachers 1 - 1 - - - 1

Lecturers 2 - 2 - - 1 1

From the questionnaires that had been distributed, the researcher got some evaluation from the respondents. The questionnaire evaluates the content and display of the medium. The results of the evaluation are presented in Table 4.5. below.

Table 4.5. Summary of Medium Evaluation Questionnaires (Close- ended)

No Statement Degree of Agreement

1 2 3 4 5

1 The designed media has already met the learners’ need.

0 0 50% 50% 0

2 The designed media is aligned with Curriculum 2013 (Kurtilas).

0 0 0 100% 0

3 The designed media has been communicative.

0 50% 0 50% 0

4 The length of the media is suitable for classroom activity.

0 0 33,3% 66,6% 0

5 The designed media is interesting. 0 0 0 100% 0 6 The elements of narrative are covered

in the media.

0 0 0 100% 0

7 The content of the media is suitable to teach narrative.

0 0 33,3% 66,6% 0

Beside the close- ended questions, the questionnaire also consist of open- ended questions. There are three questions related to the weaknesses and strengths of the media and also the improvement needed in the media. The results are presented in Table 4.6. below.

Table 4.6. Summary of Media Evaluation Questionnaires (Open- ended)

No Statements Opinion/ Answer

1 What are the strengths of the

designed media? 

The duration is appropriate for brainstorming session.

THE BASIS

The development of this guide is based on basic competence 3.6. and basic competence 4.8. for 10th grade stated in Kurikulum 2013 document. Indicators are drawn from the basic competences which can be seen in the table below.

Note: This guide also provides complementary lesson plan. If you are to use it, please refer to the latest part of this guide.

This guide provide 3 parts which contain of several exercises.

 PART A: Listen In!

I this part, ask the stude ts to at h the digital stor telli g titled The Lege d of Gajah Wo g Ri er . While at hi g the digital stor telli g, ask the to do E er ise 1. You can replay it 2- 3 times.

 PART B

In this part, the students are asked to answer two questions based on the passage. They can use the full passage as a reference to do the task.

 PART C

In this part, the students are asked to do a mini exercise about tenses. The tenses used are simple past tense, past perfect tense, and past continuous tense.

Basic Competence Indicator 3.6 Identify the social function, text

structure, and language feature in a written or spoken form of a narrative text.

 Students are able to identify the generic structure used in a story titled

The Lege d of Gajah Wo g Ri er .  Students are able to identify the

tenses used in the story.

 Students are able to identify appropriate verbs used in the story. 4.8 Understand the contextual meaning

of a narrative text in a written or spoken form.

 Students are able to create new complication and resolution to the story.

 Students are able to explain the moral value of the story and reflect it on their daily life.

PART A

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On this section, you will watch a short story about the Legend of Gajah Wong River. While listening, try to fill the blanks with the appropriate verbs!

The Legend of Gajah Wong River

Long time ago, in Mataram Kingdom, (1) _____________ an elephant tamer named

Ki Sapa Wira. Every day he had to bathe the King’s elephant named Kyai Dwipangga. He would do it in a river near the palace. After bathing the elephant, he (2) _____________ the elephant to his cage and went back to his house.

One day, Ki Sapa Wira was sick. (e couldn’t bathe Kyai Dwipangga. So, he

_____________ to ask his brother in law to replace him. His name is Ki Kerti Pecok.

(e said Would you please help me bathe Kyai Dwipangga? )’m sick, ) cannot move my hand. . _____________ sorry to his brother, Ki Kerti said Alright, Ki. )’ll do it for you. Just get some rest until you feel better .

Ki Kerti went out to pick Kyai Dwipangga. The job was done easily. When he was

finished, he brought Kyai Dwipangga back to the palace. Thank you for bathing

him, Ki. Please bathe him again tomorrow, but don’t ever go to the stream. )t’s

dangerous said Ki Sapa Wira. Ki Kerti _____________ his head and left.

On the next day, Ki Kerti did the job again. (e went to Kyai Dwipangga’s cage

and brought him to the river. It (6) _____________ that day, but strangely the water

was shallow. Ki Kerti was confused. )t’s impossible to bathe the elephant with a small amount of water. Felt desperate, he decided to go to the stream. (a! The

water is deeper here. How come Ki Sapta never came here? This place is much better! . (e 7 _____________ the elephant to sit and bathe him easily.

Suddenly, there was a rumbling sound from the other side of the river. Without realizing, a huge amount of water (8) _____________ and smashed Ki Kerti and the

elephant. (elp..!! (elp me..!!! Ki Kerti 9 _____________ , but no one heard him. The water was so strong that it drowned Ki Kerti and his elephant.

Knowing that his brother was missing, Ki Sapta Wira was in grief. The news of the missing elephant and its tamer reached the king. To honor them, the king

named the river Gajah Wong , because it _____________ an elephant and a man. Until now, you can see a small hill in the middle of the river. People believe that it is the tomb of the elephant and the tamer.

Check It!

After finishing the task, ask the students to exchange the work with their partner. Check the answer together by providing subtitle to the digital storytelling.

PART B

1. It is told in the story that Ki Kerti did not obey Ki Sapa Wira and still go to the stream. As a result, he was drowned along with the elephant. If you were the storyteller, what complication and resolution that you might tell? Write your answer below!

2. Please write the value(s) that you get from the story! Do you implement those value(s) in your life? Give example!

In this part, students are provided with 5 vocabularies. Their task is to find the meaning in English and in Indonesia.

No Word Meaning in English Meaning in

Indonesia 1 Bathe

2 Stream 3 Shallow 4 Grief 5 Tamer

PART C

1. Ki Sapa Wira (be) _________ an elephant tamer. 2. He (have) __________ to bathe the elephant every day.

3. Ki Sapa Wira (have) _________ to be replaced because he was sick

4. Ki Kerti disobeyed his brother-in-la ’s essage a d go __________ to the stream.

5. While it (be, rain) _____________, Ki Kerti went to the river.

Answer Key

The Legend of Gajah Wong River

Long time ago, in Mataram Kingdom, (1) lived an elephant tamer named Ki

Sapa Wira. Every day he had to bathe the King’s elephant named Kyai

Dwipangga. He would do it in a river near the palace. After bathing the elephant, he (2) returned the elephant to his cage and went back to his house.

One day, Ki Sapa Wira was sick. (e couldn’t bathe Kyai Dwipangga. So, he

went to ask his brother in law to replace him. His name is Ki Kerti Pecok. He

said Would you please help me bathe Kyai Dwipangga? )’m sick, ) cannot

move my hand. . Felt sorry to his brother, Ki Kerti said Alright, Ki. )’ll do

it for you. Just get some rest until you feel better .

Ki Kerti went out to pick Kyai Dwipangga. The job was done easily. When he

was finished, he brought Kyai Dwipangga back to the palace. Thank you for

bathing him, Ki. Please bathe him again tomorrow, but don’t ever go to the

stream. )t’s dangerous said Ki Sapa Wira. Ki Kerti nodded his head and

left.

On the next day, Ki Kerti did the job again. (e went to Kyai Dwipangga’s cage and brought him to the river. It (6) was raining that day, but strangely the

water was shallow. Ki Kerti was confused. )t’s impossible to bathe the

elephant with a small amount of water. Felt desperate, he decided to go to the

stream. (a! The water is deeper here. (ow come Ki Sapta never came here? This place is much better! . (e 7 told the elephant to sit and bathe him easily.

Suddenly, there was a rumbling sound from the other side of the river. Without realizing, a huge amount of water (8) came and smashed Ki Kerti

and the elephant. (elp..!! (elp me..!!! Ki Kerti 9 screamed, but no one

heard him. The water was so strong that it drowned Ki Kerti and his elephant. Knowing that his brother was missing, Ki Sapta Wira was in grief. The news of the missing elephant and its tamer reached the king. To honor them, the

king named the river Gajah Wong , because it drowned an elephant

and a man. Until now, you can see a small hill in the middle of the river. People believe that it is the tomb of the elephant and the tamer.