The use of digital storytelling to improve narrative writing skill for 8th grade students of SMP Negeri 1 Yogyakarta.

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ABSTRACT

Hariadi, Anselmus Apri (2016). The Use of Digital Storytelling to Improve Narrative Writing Skill for 8th Grade Students of SMP Negeri 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Writing is one of the important skills that people should have. It is used to communicate with others in daily life. Based on the KTSP curriculum, junior high school students are expected to be able to write a short narrative text with the correct rhetoric. There are a lot of approaches used to teach narrative writing. One of which is in a form of digital storytelling. It was implemented for the 8th grade, especially 8A students of SMP Negeri 1 Yogyakarta in academic year 2015/2016. This research was done to answer research questions in this research, namely: (1) Does the use of digital storytelling improve the 8th grade students’ narrative writing skill of SMP Negeri 1 Yogyakarta? (2) How are the students’ perceptions on the use of digital storytelling in learning activities in class? The use of digital storytelling was expected to improve the students’ narrative writing skill and gave good perceptions to the students’ in learning English.

This research was in nature a Classroom Action Research (CAR). There was one cycle concerned with three meetings with different topics of digital storytelling. The students were asked to do a narrative writing task in each meeting. All narrative writing tasks were completely done by 20 students of 8A. The products of students’ narrative writing tasks were analyzed by considering four aspects: content, organization, language use and mechanics. In addition, the data were also gathered from the questionnaire done by 35 students of 8A class. The result of both data was concluded to see the students’ narrative writing skill improvements and their perceptions on the use of digital storytelling.

The result showed the students’ narrative writing skill improved after using digital storytelling. The improvements were limited to those four aspects of writing: content, organization, language use and mechanics. The improvements could be seen in terms of developing topic sentence, logical sequencing, tenses agreement and punctuation. From the data, it could also be concluded that the students had good perceptions of the implementation of digital storytelling in learning activities in class. They even recommend that digital storytelling should be applied in each meeting so that they can be more interested in learning English. Therefore, English teachers are suggested to use digital storytelling in their classes. The future researchers are recommended to conduct a research more than one cycle in order to see the improvements in more than those four aspects of writing.

Keywords: Digital storytelling, narrative writing skill, improvement, perception.

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ABSTRAK

Hariadi, Anselmus Apri (2016). The Use of Digital Storytelling to Improve Narrative Writing Skill for 8th Grade Students of SMP Negeri 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Menulis adalah salah satu dari beberapa keterampilan terpenting yang harus dimiliki setiap orang. Menulis digunakan dalam percakapan sehari-hari dengan orang sekitar. Berdasarkan kurikulum KTSP, siswa sekolah menengah pertama diharapkan untuk dapat menulis narasi pendek dengan langkah retorika yang benar. Terdapat berbagai macam pendekatan yang dapat digunakan dalam mengajar menulis narasi di sekolah. Salah satu diantaranya adalah digital storytelling. Digital storytelling digunakan untuk mengajar para siswa kelas 8, khususnya 8A di SMP Negeri 1 Yogyakarta pada tahun ajaran 2015/2016.

Penelitian ini dilakukan untuk menjawab dua rumusan masalah yaitu: (1) Apakah penggunaan digital storytelling dapat meningkatkan kemampuan menulis narasi bagi para siswa kelas 8A di SMP Negeri 1 Yogyakarta? (2) Bagaimana kesan dari para siswa tentang penggunaan digital storytelling dalam pembelajaran di kelas? Penelitian ini diharapkan dapat meningkatkan kemampuan menulis narasi di kalangan para siswa dan merangsang minat mereka dalam mengikuti pelajaran Bahasa Inggris.

Penulis menggunakan metode Penelitian Tindakan Kelas (PTK). Penelitian ini berfokus pada satu siklus yang terdiri dari tiga pertemuan dengan topik yang berbeda. Para siswa diminta untuk mengerjakan tugas menulis narasi dalam setiap pertemuannya. Terdapat 20 siswa dari kelas 8A yang menyelesaikan keseluruhan tugas menulis narasi tersebut. Hasil dari tugas menulis narasi para siswa dianalisis dengan mempertimbangkan empat unsur: isi, organisasi, penggunaaan bahasa dan mekanik. Sebagai tambahan, data juga diperoleh melalui angket yang dikerjakan oleh 35 siswa kelas 8A. Hasil dari kedua data tersebut disimpulkan untuk melihat perkembangan kemampuan menulis narasi para siswa dan kesan mereka terhadap penggunaan digital storytelling.

Berdasarkan hasil analisis tugas menulis para siswa dapat dilihat adanya peningkatan dalam kemampuan menulis narasi mereka. Peningkatan ini hanya sebatas empat unsur menulis: isi, organisasi, penggunaan bahasa dan mekanik. Hal ini tampak dalam kemampuan mengembangkan kalimat utama, cara berpiki logis, penggunaan tata bahasa dan tanda baca. Data hasil angket juga menunjukkan bahwa para siswa memiliki persepsi yang baik dalam penggunaan digital storytelling di kelas. Mereka bahkan menyarankan agar metode pendekatan digital storytelling dapat selalu digunakan dalam setiap pertemuan di kelas sehingga mereka lebih tertarik dalam belajar Bahasa Inggris. Oleh karena itu, guru bahasa Inggris diharapkan untuk menggunakan pendekatan ini di kelas. Peneliti selanjutnya diharapkan untuk memodifikasi penelitian ini lebih dari satu siklus untuk mencapai peningkatan lebih dari empat aspek menulis tersebut.

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THE USE OF DIGITAL STORYTELLING

TO IMPROVE NARRATIVE WRITING SKILL

FOR 8

_{GRADE STUDENTS OF SMP NEGERI 1}

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Anselmus Apri Hariadi Student Number: 121214035

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

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I believe in the kindness of strangers. And

when I’m at war with myself I ride, I just ride.

-

Lana Del Rey

-

I dedicate this thesis to:

My parents, sister and friends who always

accompany me in my ups and downs.

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vii ABSTRACT

Hariadi, Anselmus Apri (2016). The Use of Digital Storytelling to Improve Narrative Writing Skill for 8th Grade Students of SMP Negeri 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Keywords: Digital storytelling, narrative writing skill, improvement, perception.

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viii ABSTRAK

Hariadi, Anselmus Apri (2016). The Use of Digital Storytelling to Improve Narrative Writing Skill for 8th Grade Students of SMP Negeri 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

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ACKNOWLEDGEMENTS

First of all, I gratefully thank my Lord, Jesus Christ for His blessing given to me so that I could finish this thesis. Every night, I always pray for His guidance and love while facing problems in life. With His love, I could finally get through all of my problems and see everything in a good side. I put my trust in Him for every best thing that I do so that he will take the rest.

This thesis would have never been finished without the greatest help by my sponsor Dr. Emanuel Sunarto, M.Hum. I would like to thank him for his patience in guiding me to finish my thesis. He always answered every question that came into my mind about this research. I really appreciate him for not only giving me the knowledge about this thesis, but also teaching me a lot about life lesson. I learn a lot from him. I also would like to thank all my PBI lecturers for teaching me with the heart while studying in Sanata Dharma University. My college life journey would not be easy if the PBI staff did not help me to get what I needed. I thank them for the cooperation and assistance given to me as a student of ELESP. I especially would like to thank Miss Vina, There, Tami, Cesa and Cendra, Martin for helping me to proofread this thesis and giving suggestions.

I would like to express my great gratitude to my family; my father Henricus Mulyadi, M.Pd., my mother Yuliana Suprihatin, S.Pd. who also become real teachers for me and the one who always supported me from distance my sister Asteria Desi Natalia Hadiati, S.T. Nothing is going to change my love for them because they are my very important people since the day I was born.

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My thank goes to the headmaster of SMP Negeri 1 Yogyakarta Bapak Tyas Ismullah, S.Pd. and Bapak Ponijo, S.Pd. for welcoming and letting me do this research in SMP Negeri 1 Yogyakarta. I was really appreciated while doing my teaching practice (PPL) because the teachers were very friendly and kind. This research would not exist without the cooperation from 8A students who became the participants of this research. No word can express my pride of having them all as my students and participants of this research.

My college life journey would be boring without the existence of close friends. I would like to thank Tami, Keke, Shierly, Joy, Rara, Mirra, Resty, Ina and all PBI students batch 2012 especially class A. I thank them for spending and sharing their college life with me. I would like to thank Yanse, my teaching practice friend who always supported and pushed me up to finish this thesis. I thank him for inspiring me to be grateful for everything I have. Not to forget, my 9-year and still counting friends, Ivan, Tius, Akbar. I thank them so much for helping and supporting me a lot whenever I needed help and support. I am so blessed to have them as my friends who like to listen to all my problems in life.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENTS OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

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

B. Research Questions ... 3

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Significance ... 5

F. Definition of Terms ... 6

1. Digital Storytelling ... 6

2. Improvement ... 6

3. Perception ... 7

4. The 8th_{Grade Students of SMP Negeri 1 Yogyakarta}_...₇

5. Classroom Action Research ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Previous Studies... 8

B. Theoretical Description ... 10

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xii

a. The Definition of Digital Storytelling ... 10

b. The Benefits of Digital Storytelling for Students ... 12

2. Writing Skill ... 12

a. The Definition of Writing Skill ... 13

b. The Process of Writing ... 14

c. Components of Writing ... 15

3. Types of Classroom Writing Performance ... …..16

a. Guided Writing... 16

b. Free Writing ... 17

4. The Reasons of Teaching Writing ... 18

a. Reinforcement ... 18

b. Language Development ... 19

c. Learning Style ... 19

d. Writing as a Skill ... 19

5. Narrative Writing ... 19

a. The Nature of Narrative Writing ... 19

b. The Macro-Structure of Narratives ... 20

c. The Requirements of Narrative Writing ... 21

(1). Unity ... 22

(2). Coherence ... 22

(3). Mechanics ... 23

(4). Sentence Structure ... 24

(5). Character and Setting ... 24

6. Classroom Action Research ... 24

a. The Definition of Classroom Action Research ... 24

b. The Characteristics of Classroom Action Research ... 25

7. Scoring of Writing. ... 26

C. Theoretical Framework ... 29

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 33

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xiii

C. Research Participants ... 35

D. Instruments and Data Gathering Technique ... 35

E. Data Analysis Technique ... 38

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Research Results and Discussion of Students’ Narrative Writing Skill Improvements through the Use of Digital Storytelling. ... 40

B. Research Results and Discussion of Students’ Perceptions on the Implementation through the Use of Digital Storytelling ... 72

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 78

B. Recommendations ... 80

1. English Language Teachers ... 81

2. Students ... 81

3. Future Researchers ... 82

REFERENCES ... 84

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xiv

LIST OF TABLES

Table Page

2.1 Components of Writing ... 15

2.2 Composition Profile of Writing Scoring Rubric ... 27

4.1 The Results of Students’ Narrative Writing Skill ... 41

4.2 Students who Finished the Whole Narrative Writing Tasks ... 43

4.3 The Results of Students’ Organization Based on the Narrative Macro Structures ... 49

4.4 The Result of Questionnaire ... 73

4.5 The Questions that belong to Planning ... 75

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LIST OF FIGURES

Figure Page

2.1 The Theoretical Framework ... 29 3.1 The Research Procedure ... 37 4.1 The Students’ Perceptions on the Use Digital Storytelling ... 74

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xvi

LIST OF APPENDICES

Appendix Page

Appendix 1. The Letter of Inquiry to Conduct Research ... 88

Appendix 2 The Letter from the Governor of DIY. ... 90

Appendix 3 The Lesson Plan for the Whole Three Meetings ... 92

Appendix 4 Pictures Sequences ... 100

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1 CHAPTER I INTRODUCTION

This chapter consists of six sections to discuss. There are research background, research questions, problem limitation, research objective, research significance and definition of terms.

A. Research Background

According to Harmer (2001, p. 79), writing is a form of communication to deliver or express feeling through written form. People can communicate with each other not only by speaking directly, but also by writing in a piece of paper to express what they want to talk about. People usually write information in order to know each other by sending a letter or short message. In this case, writing really takes part in sharing information to others.

Jonah (2006, p. 14) states that writing can be used as an indirect communication to convey information. Nowadays, people can inform to others by using social media such as WhatsApp, Blackberry Messenger and Line. They have to type some texts to use those social media for communication. This activity requires writing ability but in a form of informal communication.

Meanwhile, Harris (1993) argues that “writing is a complex activity of fundamental importance to learning, personal development and achievement in the educational system.” (as cited in Dyan, 2010, pp. 14-15). It plays very

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important role in an educational system. Generally, students must be able to write in order to express their ideas through what they learn. It is also very useful in literary work because the students can learn to write with their own style.

From those three experts, writing is concluded as an important skill that everyone should have in order to communicate, share or even express their feeling indirectly to others. Writing skill is as important as other skills like listening, reading and speaking. Especially for students, they must have the ability to write.

Based on KTSP curriculum, generally, 8th grade students must be able to understand some kinds of texts such as narrative and recount. In this case, a narrative writing is focused in this research. According to Dumais (1988) as cited in Kristanti (2002, p. 20), narrative writing is a kind of writing which tells a story. The story in narrative writing must be supported by conflicts and resolution.

In conducting this research, digital storytelling is used as an approaching media to raise students’ interest in improving their narrative writing skill. The digital storytelling may be suitable to be applied in learning narrative writing since it consists of story in a form of digital video.

Robin (2008, p.220) explains that “digital storytelling is used as a powerful teaching and learning tool that engage both teachers and students.” It really takes contribution in the education field. It is more effective because it connects the approaching media with the development of technology.

Miller (2011, p. 4) states that “in the old way of storytelling, storytellers often alternate between narrating a story, going into character and even singing.” He also adds that the storytellers must have the ability to have conversational

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speech and movement while telling a story to listeners. The movements or conversational speech is used to make the story becomes more interesting. In this case, the storytellers should be really careful to keep the story becomes interesting.

In contrast with the old one, digital storytelling offers an easier way of storytelling. Storytellers can put their voices indirectly by putting them while recording. They can even edit pronunciation and repeat a story whenever they make mistakes.

The use of digital storytelling becomes one of the benefits of technology development in education field. Some pictures, music, sound effects and even videos can be added through the digital storytelling. Those features may attract

students’ interests through the digital storytelling rather than the story that they usually find in workbook.

Through this research, the writer wants to know whether or not the use of digital storytelling helps 8th grade students of SMP Negeri 1 Yogyakarta to improve their narrative writing skill. The measurement of this research is taken

from the students’ narrative writing tasks results that are conducted three times. Three examples of digital storytelling are provided with different kinds of stories in each meeting. They are taken from the internet especially from YouTube by considering the level of junior high school students.

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B. Research Questions

After knowing the research background and the purpose of this study, the writer formulates the problem into two research questions:

1. Does the use of digital storytelling help 8th grade students of SMP Negeri 1 Yogyakarta to improve narrative writing skill?

2. How are the students’ perceptions on the use of Digital Storytelling in

learning activities in class?

C. Problem Limitation

The research is conducted in SMP Negeri 1 Yogyakarta. Focusing on the use of digital storytelling, 20 students of 8th grade, specifically 8A of SMP Negeri 1 Yogyakarta are chosen as participants of this research. The reason why the 8th grade students are chosen is because they can have more practice in narrative writing skill rather than the 9th grade students that must focus on the National Exam. In addition, considering the KTSP curriculum, the 8th grade students have to learn about narrative text. It may be interesting for the students to learn narrative in a merrier way by using digital storytelling.

This research uses Classroom Action Research (CAR) because it observes the use of media that requires 8th grade students as participants in classroom activities. It involves planning, implementing, observing, analyzing and reporting the teaching-learning activity, students’ writing tasks and data from questionnaire. Those steps are followed in order to answer two research questions.

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D. Research Objectives

The objectives of this research is to twofold, namely whether or not the use of digital storytelling helps 8th grade students of SMP Negeri 1 Yogyakarta to improve their narrative writing skill, and to identify the students’ perceptions on the use of digital storytelling in learning activities in class.

E. Research Significance

This research gives positives contribution for 8th grade students of SMP Negeri 1 Yogyakarta. The students are expected to improve their narrative writing skill especially in rewriting stories from digital storytelling. In this case, they can learn narrative writing through the use of digital storytelling. The use of digital storytelling can be interesting for the students because it uses animation video and sounds that can help them easy to understand.

For teachers, they can use the examples of digital storytelling to be applied in teaching-learning activity in class. It can be a new alternative way to improve

students’ narrative writing skill. It also becomes an interesting way to introduce narrative writing through animation videos that are provided in the digital storytelling.

Hopefully, this research is beneficial for ELESP students or other researchers who are interested in conducting the same topic of this research. They can use it as references to develop their research. Through this research, the writer

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hopes that it can motivates other future researchers to do further research related to the use of digital storytelling in education field.

F. Definition of Terms

There are five terms used in this research that need to be defined. They are as follows:

1. Digital Storytelling

According to Salpeter’ (2005), digital storytelling is defined as the

“modern expression of the ancient art of storytelling.” It means the development of technology really contributes to the making of digital storytelling. He adds the development of technology produces an art to modify the story using some pictures, sounds effect and videos to make the story becomes more alive. In this study, digital storytelling refers to an approaching media that is to help 8th grade students of SMP Negeri 1 Yogyakarta to improve their narrative writing skill. 2. Improvement

Based on Competitive Solutions (n.d.), improvement also called as Continuous Improvement (CI) is defined as “ongoing effort to make incremental

improvements to products, services, or processes over time.” (as cited in Duncan,

2011). This research uses students’ narrative writing tasks as products to improve. Conceptually, the use of digital storytelling helps the students improve their quality of narrative writing skill. The activity of implementing digital storytelling is supported by operational improvements concerned with content, organization, language use and mechanics.

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3. Perception

According to Altman et al (1985, p. 85), perception is defined as “the way stimuli are selected and grouped by a person so that they can be meaningfully

interpreted.” In other words, perception is a person’s view of reality. In this study,

the perceptions of 8th grade students of SMP Negeri 1 Yogyakarta are required to answer one of the research questions. Regarding to whether or not they have good perceptions on the use of digital storytelling in learning activities in class.

4. The 8th Grade Students of SMP Negeri 1 Yogyakarta

SMP Negeri 1 Yogyakarta is located in Jalan Cik Di Tiro Yogyakarta. The school has 24 classes that are divided into 3 grades. There are 7th, 8th and 9th grades. The 8th grade consists of 8 classes with 35 students in each class. This research focuses on the 8A class as participants of this research. The 8A students are such good students. They are really cooperative while following English class activities. They get involved enthusiastically in the implementation of digital storytelling in the class.

5. Classroom Action Research (CAR)

Hopkins (2008, p. 47) defines action research as “an action discipline by enquiry, a personal attempt at understanding while engaged in a process of

improvement and reform.” In this study action research refers to an action of

implementing an approaching media in order to improve students’ narrative

writing skill. It consists of one cycle only with five steps to follow as procedure of this research.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Previous Studies

There are five previous studies that closely have the same topic with this research. In this part, the previous studies done by five researchers are compared with this research. Those five researchers had different focus of studies.

Septian (2009) in “Designing Storytelling Learning Activities to Enhance English Speaking Skill for Senior High School Students” used some theories like: Instructional Design, Educational Research and Development, Storytelling, Learning Activities, Speaking Skill, Communicative Language Teaching and

Learners‟ Characteristics. The result of this research found that the students really

enjoy learning to speak English by using storytelling because it was fun.

The research about “The Effects of Using Digital Storytelling in English

Classroom on Korean ELL Learner‟s Attitude” was done by Yoon (2013). The

participants were from the 5th grade of students. While doing this research, Yoon asked those respondents to do pre and post-test to measure their mastery of English. This research found that the students got involved in the story not only because of the motivation to participate in English class activities, but also the students became more confident in learning English.

In 2013, Kestha did a research that focused on “The Teachers of Palestinian Public and URWA Schools‟ Perspective while Facing the Difficulty in

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Using Digital Storytelling”. The respondents were from the teachers themselves. She interviewed 60 teachers with different degrees of education and teaching period. The researcher found that digital storytelling made the students happy and easy to memorize stories from the digital storytelling. According to those teachers, the greatest difficulty was on the lack of time duration when the class was started.

Esleem‟s research (2012) focused on “The Effectiveness of Using Story Grammar Approach to Develop Reading Skill in the 9th Grade Students of URWA Schools”. The researcher compared class A to B with different method to approach the students. It said that there are some differences between the pre-test and post-test of the experimental groups compared to the control groups‟ results.

Other previous study was done by Abidin et al (2011). They observed the effect of using digital story on understanding English as a second language. Their respondents were from 6-year-old preschool children in Penang, Malay. From a listening section, a result was revealed that the use of internet-based technology by the 6-year-old preschool children improved their understanding of spoken English as their second language.

This research focuses on the improvement of students‟ narrative writing skill through the use of digital storytelling, while other previous studies focused on speaking skill. The observing media is different with Septian (2009) who used the old way storytelling and Esleem (2012) who used story grammar approach. This research uses digital storytelling. Comparing to Yoon (2013), Kestha (2013), Esleem (2012), and Abidin et al (2011), their participants were different with this

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research that uses 8th grade of junior high school students. In contrast with Esleem (2012) who compared class A to B to analyze the data, the data of this research are analyzed from students‟ narrative writing tasks that are conducted three times.

B. Theoretical Description

There are seven theories that support this research: Digital Storytelling, Writing Skill, Types of Classroom Writing Performance, Reasons of Teaching Writing, Narrative Writing, Classroom Action Research, and Scoring of Writing.

1. Digital Storytelling

Digital storytelling becomes the main element discussed in this research. Because of its importance, elements of digital storytelling taken from experts are introduced in order to comprehend what the digital storytelling is.

a. The Definition of Digital Storytelling

According to Behmer (2005), storytelling is believed as a tool to share about life values and knowledge between one and another person. It is a good way of communication because with storytelling, people can exchange their own experiences to others. In this case, people can learn from each other experiences through storytelling.

Normann (2011, p. 1) defines digital storytelling as “the combination between spoken narrative, a number of visual, soundtrack and new technology to share story.” It is understood as a concept that focuses on producing and sharing story based on personal experience. That activity of producing and sharing story is

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different with the old storytelling because the storyteller does it indirectly through

technology.

Normann (2011, p. 2) adds that the length of digital storytelling only takes 2-3 minutes. Since the length of digital storytelling is very short, the audiences are expected not get bored easily while following the plot of the story. Meanwhile, digital storytelling can be linked to other people or interests. Personal touch in digital storytelling is different from the old way of storytelling that invites the emotion of the audience and makes impact on them.

In the same line with Normann (2011), Paul and Fiebiech (2002) state that “digital storytelling can be presented in various formats such as all text web page, nonlinear interactive web site, digital song, video or movie.” (as cited in Chung, 2006, p. 5). From all those formats, digital song and video may suitable to be applied in classroom teaching-learning activity. Those formats of digital storytelling become something new for some educators, but in fact it has been practiced by media professional for over decade.

According to Robin (2008, p. 224), digital storytelling can be found in three types of aspects. They are personal narratives, historical documentaries, and stories that inform and instruct. However, according to KTSP curriculum, the personal narrative is mostly used for 8th grade students of junior high school.

Based on those explanations from experts, it can be said that digital storytelling is a new way of sharing story to others in forms of media use. It is more interesting because the media use can be in forms of web-pages, music,

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videos or even movies. Moreover, digital storytelling is believed can help students to develop their ideas.

b. The Benefits of Digital Storytelling for Students

Ohler (2008), Ware and Warschauer (2005) explain that “the use of digital storytelling not only helps to connect high-tech development nowadays and low-tech educational system, but also gives many benefits that cannot be achieved by the use of traditional storytelling.” (as cited in Miller, 2009, p. 12). Those benefits are:

1) Providing students with the ability to achieve the „21st century skills‟ (Kajder, 2004; Robin, 2008; Ware, 2006).

2) Increasing students‟ motivation (Ohler, 2008; Ware and Warschauer,

2005).

3) Making a new ideal strategy of telling personal stories (Miller, 2009, p. 13).

4) Encouraging students to organize and express their ideas and knowledge in meaningful way (Sadik, 2008, p. 490).

2. Writing Skill

Since this research focuses on the improvement of students in term of writing skill, this part provides several explanations about writing skill. Those explanations are provided in order to understand about writing skill definition, its process and component.

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a. The Definition of Writing Skill

Byrne (1988, p. 1) states that “writing is clearly much more than the production of graphic symbols. The symbols have to be arranged according to certain conventions to form words, and words have to be arranged to form

sentence.” It means that writing is not just putting some characters into words or

sentences, but a writer has to consider the word spelling or sentence structures. Johnstone, Ashnaugh, and Warfield (2002) argue that “writing is considered as one of the most difficult skills.” (as cited in Javed, M., Juann, W. X., Nazli, S., 2013, p. 130). This statement is supported by Byrne (1988, p. 1) who notes that writing produces sequence sentences arranged and linked in certain ways. It is not easy to make a good writing that is coherent between each sentence. A writer must pay attention toward each sentence.

From all those experts, it can be concluded that there are many aspects that should be put into consideration in writing. One of which is the writer should not only pay more attention to the structure of sentences, but also make coherence between each sentence. From those sentences, it should be hand in hand with the purpose of writing which is to share information or ideas.

The definition of skill is taken from Hornby (1979) that defines skill as “the ability to do something well.” (as cited in Dyan, 2009, p. 20). Thus, writing skill is defined as an ability to arrange characters into words and sentences. The arrangement of sentences is considered by the linguistics aspects such as the spelling of words and sentence structures in order to communicate or share ideas to others.

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b. The Process of Writing

Before the activity of writing, the teachers need to pay attention to the process of writing. The process of writing should be followed by the students in order to make a good writing. This part provides the explanation of the process of writing that guides students in writing activities.

Harmer (2001, p. 257) states that in writing, teachers‟ focuses should be on two things: the product of the writing and the writing process. When focusing on the product, the teachers should consider the aim of a task. In order to make a good product of writing, McCrimmon (1984, pp. 10-11) divides the process of writing into three stages:

1) Planning

Planning is a series of strategies designed to find and produce information in writing. In this early stage of writing, a writer can discover what to write. It helps the writer start thinking about selecting the topic and gathering a lot of information to be put on the writing.

2) Drafting

Drafting is a series of strategies designed to organize and develop a sustained piece of writing. After planning the topic, a writer should be able to see those subjects of topics in different perspectives. The writer can decide which subject of topics can make better understanding so that they can organize and develop into meaningful clusters. From those clusters, the writer should study the relationship of each cluster and develop them.

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3) Revising

Revising is a series of strategies designed to re-examine and re-evaluate the choices that have been created in a piece of writing. In this stage, after finishing the draft, a writer can make sure what they have done by re-evaluating their writing to be the most productive one. Revising can be done for several times in order to get the fixed writing that has well-constructed grammar, punctuation, diction, and coherence.

c. Components of Writing

In order to judge whether the writing is good or bad, the components of writing should be considered. A good content of writing should include some components in it. Table 2.1 shows six components of writing adapted from J.D. Brown (1991) as cited in Brown (2000, p. 357).

Table 2.1 Components of Writing

Content

 topic sentence (adapted from thesis statement)  related ideas

 development of ideas through personal experience, illustration, facts, opinion

 use of description, cause/effect, comparison /contrast  consistent focus

Organization

 effectiveness of introduction  logical sequence of ideas  conclusion

 appropriate length Discourse

 topic sentence  paragraph unity  transitions

 discourse markers  cohesion

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Table 2.1 Components of Writing (continued)

3. Types of Classroom Writing Performance

In conducting this research, the writing activities belonged to classroom writing performances that were done by 8th grade students of junior high school. In this case, guided writing and free writing were used as types of classroom writing performance. The explanations are described as follows:

a. Guided Writing

Since 8th grade students belong to the beginner level of writing, they need some technics to stimulate their abilities and interests in writing. Guided writing is one of the technics to help the students to recall their memories related to the stories to write. In this part, the descriptions of guided writing are explained.

Department for Children, Schools and Families (2007, p. 6) defines guided writing as set of additional supported steps toward independent writing. In guided writing, the students are given a specific topic of writing by the teacher. The purpose of guided writing is to help the students to improve their writing skill and to work with increasing independence.

Discourse

 rhetorical convention  reference

 fluency  economy  variation Syntax

Vocabulary

Mechanics

 spelling  punctuation

 citation of references (if applicable)  neatness and appearance

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Brown (2000, p. 344) argues that “guided writing does not depend on the

teacher‟s control, but it still needs the teacher‟s role as a stimulator.” The teacher

needs to guide the students by giving series of questions related to the story they hear or watch using media. Those series of questions are expected to help the students to understand the sequence of the story better.

In line with Brown (2000), another expert Reid (1993, p. 25) mentioned types of guided writing exercises widely used in textbooks. These types are usually used by common teacher. They are namely Model Paragraph, Comprehension Questions, Language Based Exercises, Oral Composition, and Written Composition.

From those explanations, it can be said that guided writing is an activity of independent writing given by a teacher. This activity uses media in order to help students to improve their writing skill and understand the sequence of the story better. The types of guided writing are used to help the students to memorize the sequence of the story from the media given by their teacher.

b. Free Writing

Brown (2000, p. 348) notes that free writing is one of the technics that is applied in term of pre-writing activity. The pre-writing stage encourages the generation of ideas in writing. As a consequence, many teachers apply free writing in the beginning of the study in order to do warming up activity for the students.

Brown (2000, p. 350) adds that “free writing is designed to generate free ideas that the students might not realize that they have it.” The students should not

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be worried about their spelling, punctuation and grammar while they are doing free writing. Even when they run out of things to write, they are allowed to continue writing whatever comes into their minds. Those are allowed to help the students to focus on generating ideas.

In contrary with Brown (2000), another expert Reid (1993, p. 25) argue

that in free writing “free was essentially misnomer, however; in general, the

freedom was guided.” The free writing is limited to structuring sentence and the

result of which looked like. Usually, free writing is limited to the teacher‟s topic then the students may write based on the topic that is given to them.

Based on those explanations, free writing is defined as a technic that is used to help the students to generate their ideas. It is usually applied in the beginning of the study. Since its name is free, the teacher cannot limit the students‟ work because it inhibits the free flow of their ideas. Besides, the theme or topic of the writing is decided by the teacher.

4. The Reasons of Teaching Writing

As it is mentioned in “How to Teach English” by Harmer (1998, p. 79), there are four reasons of teaching writing to students, namely:

a. Reinforcement

Some students usually think that the most important way of learning language is by learning orally, but Harmer (1998, p. 79) states that people will get more benefit by seeing the language written down. It is proven by the usefulness of learning new language in written form by the students who have studied it.

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b. Language Development

The process of writing included the activity in order to get a proper written texts is also the process of learning experience. The writer can develop the language by arranging words into a good writing.

c. Learning Style

Writing is suitable for those who need a little longer time to produce a language. It also becomes a quite reflective activity compared to direct communication done by looking and listening through something to produce the language.

d. Writing as a Skill

Writing is as important as other skills like listening, speaking and reading. By writing, students can develop their abilities to write letters, put written reports together and use electronic media appropriately. In this case, writing becomes a very important skill because the writer needs to know some writing conventions like punctuation and paragraph construction.

5. Narrative Writing

The activities that are used in this research deals with narrative writing. They are

used to see the students‟ improvements. In order to support the activities, the

writer provides the explanation of narrative writing taken from some experts. a. The Nature of Narrative Writing

Dumais (1988) states “narrative is a kind of writing which tells a story – a series of connected incidents, or an action - process of an action.” (as cited in Kristanti, 2002, p. 20). From his explanation, the incidents are seen as serial of

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events. By those connected events, the problems are clearly found in the story. They affect to the focus of the story which is sequence of actions.

In line with Dumais‟ statement (1988), Hudak (2008) argues that “a narrative paragraph is a group of sentence that tells what happens, how the action

happens, and in what order the events occur.” (as cited in Yantu, 2013, p. 8). The

detailed of sequencing events should be clearly described in narrative writing. They are used to enrich the reader in understanding the story.

Derewianka (1990) explains the purpose of narrative is more than just to entertain the readers.

The basic purpose of narratives is to entertain, that is to gain and hold the readers interest in a story. But narratives may also seek to teach or inform, to embody the writer‟s reflections on experience, and to nourish and

extend the readers‟ imagination. (as cited in Kristianti, 2002, p. 20).

Thus, based on those explanations above, it can be concluded that a narrative writing is an activity of writing story that includes serial of connected events in it. The connected events should be written in details by telling the readers how the events happen and solve. Moreover, the narrative writing has purposes not only to entertain the readers, but also to develop the writer‟s experience in a written form.

b. The Macro-Structure of Narratives

Every kind of text has its own structure. The structure of the text is used to differentiate kind of texts. For example, the structure of descriptive text is different with narrative text. Since the focus of this research is narrative, the

structure that is often called “Macro-Structure” of narrative text is described in

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Fabb (1997, p. 165) defines macro-structure of narratives as one of the aspects of narrative form whose basic element is from developing complication to final resolution of that complication. The complication is generally called as conflict of the story that may successfully catch the readers‟ attention while reading narrative text. While after coming to the conflict, the resolution of that conflict that is called resolution is expected to be included in the story.

In addition, Labov and Waletzky (1967) find that there are various components that supplement the storyline of narrative. (as cited in Fabb, 1997, p. 165). They are namely Abstract, Orientation, Complication, Evaluation, Resolution and Coda. Those components are common to be considered as narrative writing requirements while writing a story.

Besides, Labov and Waletzky (1967) state that “not every narrative will have every component, though at least the complication and resolution are usually present because these make up the basic storyline.” (as cited in Fabb, 1997, p. 166). In this study, from those three of six narrative macro-structures are focused by considering the level of 8th grade junior high school students. Those three macro-structures of narratives are Organization, Complication, and Resolution. c. Requirements of Narrative Writing

Since the use of digital storytelling belongs to narrative writing that tells stories to the students as audiences, there are some requirements needed in narrative writing. According to Bram (1995), Kammer (1949), McCrimmon (1984), and Cali (n.d), there are five requirements in narrative writing as follows:

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(1) Unity

Bram (1995, p. 20) explains unity as “oneness”. The whole sentences in a paragraph should focus in one unity. This will be achieved if a paragraph has a clear topic sentence. The clear topic sentence in a paragraph will help the readers understand the information from the writing. He also suggests the writers to put a clear topic sentence in the very beginning of the paragraph. The topic sentence must be explained by supporting sentences. The writers‟ job is to explain and clarify “the problem” found in the topic sentence to the whole paragraph. The writing should be understandable and interesting to read by the readers so that the readers do not need to solve the message of the writing by themselves.

In line with Bram (1995), Kammer (1949, p. 175) argues that “unity

guides the writer in putting those things together that belong together and keeping those things apart that should be kept apart.” From this statement, the writer has the right to decide which sentences should be kept together or kept apart in order to see the unity of the paragraph.

(2) Coherence

According to McCrimmon (1984, p. 209), a paragraph can be considered as coherent when the reader can move easily from one sentence to another and read the whole paragraph than in each separate sentence. In this case, coherence has related to the connection in each sentence the writer makes. The paragraph that does mot connected between each sentence will be confusing to read.

Bram (1995, p. 21) states that coherence plays a crucial role in making paragraph well-constructed. To achieve coherence, the writer needs some

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connectors between each paragraph to be connected each other. Those connectors are however, although, finally, and nevertheless.

Another expert, Kammer (1949, p. 186) explains that coherence means “sticking together”. This coherence can be found in a paragraph in which one idea follows another idea in a good order. Those ideas help the reader understand the meaning of that paragraph.

(3) Mechanics

Mechanics are the important things that the writer tends to forget in writing. The content of the writing will not be good if the writer has really bad mechanics of writing. Due to its importance, this part provides the explanation of mechanics aspect of writing.

According to Cali (n.d.), the mechanics aspects of the middle school students are spelling, punctuation and paragraphing. The spelling focuses on acquiring the specialized content-area of vocabulary. It is taught by using new strategy so that the students can identify the potentially misspelled words found in writing. In order to help them, Cali states that they can use the dictionary or spell-checker. The students must pay attention to other mechanics aspect such capitalization as it is mentioned by Cali.

Meanwhile, Bram (1995, p. 92) explains punctuation as indispensable to careful writing. The writer has to pay attention to the correct use of punctuation in a sentence in order not to make different meaning. Because of its importance, the punctuation should be put in a good order.

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(4) Sentence Structure

Sentence structure focuses on the use of grammar correctly, structurally sounds and meaningful sentences. The grammar that is used in narrative writing is simple past tense. The writers have to pay attention to the use of grammar in order to make clear meaning of their writing. Meanwhile, the development of sentences is required to make meaningful sentences.

(5) Character and Setting

Character and setting are found in narrative writing. They become essential requirements that must be included in it. The development of character can be in forms of convincing dialogue and reactions to other characters. While in the setting, the writers are expected to develop a sense of place, time and atmosphere.

6. Classroom Action Research (CAR)

Focusing on the use of digital storytelling in classroom teaching-learning activity, Classroom Action Research is used as a method of this study. In this part, the explanations of Classroom Action Research (CAR) are divided into two parts. They are the definition of Classroom Action Research and the characteristics of Classroom Action Research.

a. The Definition of Classroom Action Research

McNiff (2002, p.6) states “action research refers to a particular way of looking at your own work to check that it is as you would like to be.” (as cited in Vaccarino, 2006, p. 7). It is also called self-reflective practice because it requires

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individuals or practitioners to reflect their own works. The results of the reflection can be good or bad.

Bogdan and Biklen (1982, p. 215) define action research as “evaluative and reflective as it aims to bring out change and improvement in practice.” (as cited in Burns, 1999, p. 30). In line with McNiff (2002, p. 6), the reflective is needed to find out what things to improve in the teaching-learning activity. Not only the improvement, but also the understanding of the practice is also expected in classroom action research.

Hughes (2000) states that action research may consist more than one cycle in order to achieve the expected answer of the research.

Some action research projects start off with fuzzy questions. The first action research cycle may provide fuzzy answer to lead less fuzzy questions, less fuzzy answers and so on, until later cycles are able to provide precise answer to specific questions. (as cited in Vaccarino, 2006, pp. 13-14).

From those explanations, it can be concluded that classroom action research is a method of a research that requires reflective on the process of study in the class. The reflection is used to change the practice into good quality. The improvement on that quality becomes the aim of this method. In order to achieve the improvement, action research consists of more than one cycle.

b. The Characteristics of Classroom Action Research

Holter et al (1993) find that there are six characteristics and principles of action research: Problem solving, Practical Experience, Change in Practice, Reflexive critique, Theory development, and Public result. (as cited in Vaccarino, 2006, p. 10). Those characteristics can be considered as the purposes of classroom

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action research that the researcher can focus on one of which he/she wants to achieve.

Meanwhile, Kemmis and McTarget (1998) mention four essential steps of classroom action research, namely Planning, Action, Observation and Reflection. (as cited in Burns, 1999, p. 32). The researcher develops a plan to improve what is already happening. The implementation of the plan belongs to the action process. After implementing the action, the results of data are observed to find out the purpose of the research. In the last process, the result of data observation is concluded in the reflection process of this method.

7. Scoring of Writing

Scoring of writing is needed to measure the students‟ understanding in writing activities. It is also used to see the students‟ improvement after they do writing tasks. This part describes the importance of scoring writing and explains what kind of scoring that is used in this research.

According to Weigle (2002, p. 108), the scoring procedures are really important because the score is ultimately used in making decision and inferences

about writers. By doing the scoring, the improvement of the students‟ narrative

writing skill after implementing the digital storytelling can be seen. The

improvement is compared from the first to third students‟ writing task.

As mentioned on the book of “Assessing Writing” by Weigle (2002, pp. 112-114), there are two types of scoring: holistic scoring and analytic scoring. Holistic scoring assigns a single score to a script based on the overall impression. The rubric of holistic scoring is complemented with benchmark scripts and rater

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training, but they are not limited and recognized as good practice in a writing assessment.

Unlike holistic scoring, analytic scoring focuses on the assigning of several aspects of writing. It provides more detailed information about the

test-taker‟s writing task in many aspects of writing such as content, organization,

cohesion, register, vocabulary, grammar or mechanics. Each aspect of writing has its own criteria to analyze.

In assessing students‟ writing tasks, types of analytic scoring rubrics by

Jacobs et al (1981) are used. The scripts of the rubric consist of five categories of writing: content, organization, vocabulary, language use and mechanics. Those four aspects were applied without taking vocabulary of writing category because it had already provided on the students‟ handouts. Those four categories are shown in Table 2.2

Table 2.2 Composition Profile of Writing Scoring Rubric

No Aspects Score Criteria

1 Content

30-27 Excellent to very good:knowledgeable,

substantive, through development of topic sentence, relevant to assigned topic.

26-22 Good to average:some knowledge of subject,

adequate range, limited development of thesis, mostly relevant to topic but lacks detail.

21-17 Fair to poor: limited knowledge of subject, little

substance, inadequate development of topic. 16-13 Very poor: does not show knowledge of subject,

non-substantive, not pertinent, or not enough to evaluate

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Table 2.2 Composition Profile of Writing Scoring Rubric

No Categories Score Criteria

2 Organization

20-18 Excellent to very good: fluent expression, ideas

clearly stated/supported, succinct, well-organized, logical sequencing, cohesive.

17-14 Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited support, logical but in complete sequencing. 13-10 Fair to poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and development.

9-7 Very poor: does not communicate, no organization, or not enough to evaluate.

3 Language Use

25-22 Excellent to very good: effective complex

constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.

21-18 Good to average: effective but simple constructions, minor problems in complex constructions, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured. 17-11 Fair to poor: major problems in simple/complex

constructions, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or obscured. 10-5 Very poor: virtually no mastery of sentence

construction rules, dominated by errors, does not communicate, or not enough to evaluate.

4 Mechanics

5 Excellent to very good: demonstrates mastery of

conventions, few errors of spelling, punctuation, capitalization, paragraphing.

4 Good to average: occasional errors of spelling,

punctuation, capitalization. Paragraphing but meaning not obscured.

3 Fair to poor:frequent errors of spelling,

punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured. 2 Very poor: no mastery of conventions, dominated

by errors of spelling, punctuation, capitalization, paragraphing, handwriting, illegible, or not enough to evaluate.

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C. Theoretical Framework

The theoretical framework based on the theories is synthesized and displayed in the following figure.

Figure 2.1 Theoretical Framework

Questionnaire

The questions of the questionnaire are supported and analyzed by considering McCrimmon‟s Process

of Writing Theory (1984)

Scores Perceptions

Digital Storytelling Definition and benefits

Narrative Writing Skill Requirements of Narrative

Classroom Action Research

This research uses Classroom Action Research as a method of the study. It consists of one cycle only concerned with three meetings.

First Narrative Writing Task Second Narrative Writing Task Third Narrative Writing Task Writing Assessment

There are two kinds of assessment, namely rubric assessment and questionnaire assessment.

Rubric

Those narrative writing tasks are assessed in terms of content, organization, language use and mechanics. They are synthesized from Jacob et al (1981), Labov & Waletzky (1987) and Brown (1991).

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In this part, the theories with the data analysis are synthesized. Those theories are used to support the data analysis. The results of data analysis are concluded to answer the research questions. They are students‟ narrative writing

skill improvements and students‟ perceptions on the use of digital storytelling in

learning activities in class.

Since the first research question is to find out the improvement of

students‟ narrative writing skills through the use of digital storytelling, the

theories of digital storytelling are used to understand its definition and benefits. According to Behmer (2005) and Normann (2011), they define digital storytelling as a tool to share knowledge and life value in form of spoken narrative and a number of visual through technology. While Ohler, Ware, and Warschauer (2005) mention the benefits of digital storytelling that one of them is to increase students‟ motivation.

The theories of writing skill by Byrne (1988) and Johnstone, Ashnaugh, and Warfield (2002) are used to enrich the knowledge about writing skill. They explain that writing is much more than putting some characters into sentences and considered as one of the difficult skills. The process of writing theory by McCrimmon (1984) is also used to give steps of students‟ writing process in class. Those processes consist of Planning, Drafting and Revising.

Types of Classroom Writing Performance theory provide the explanation of guided writing by Brown (2000), Department for Children, Schools and Families (2007), and Reid (1993). Their theories are used to understand about the

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definition of guided writing and show the types of guided writing that can be applied to students. Based on Reid (1993), one of those types of guided writing is comprehension questions. It is used to guide the students after watching the video of digital storytelling. Besides, the theories of Free Writing by Brown (2000) and Reid (1993) are used to understand the meaning and the function of free writing to be placed in the beginning of the study in class.

The theories of Classroom Action Research (CAR) by McNiff (2002), Bogdan and Biklen (1982), and Hughed (2002) are used as a method of this research. There are four steps of Classroom Action Research, namely Planning, Action, Observation and Reflection. Those steps are modified and synthesized by adding Analyzing step after doing Observation step. Those steps guide the writer in conducting this research.

The theory of Narrative Writing by Dumais (1988) and Derewianka (1990) are used to give understanding on narrative writing. The requirements of narrative writing theory by Bram (1995), Kammer (1949), McCrimmon (1984) are used to understand the requirements that are needed in narrative writing. The students are expected to write consider on those requirements. The macro-structures of narrative writing by Labov and Waltezky (1967) and conceptual components of writing by Brown (1991) in J.D. Brown (2000) are used to support the research results and discussion of the result of students‟ narrative writing assessment.

The theory of scoring writing is used to assess the students‟ narrative writing by considering four aspects, namely: content, organization, language use,

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and mechanics. Those aspects are provided on the writing scoring rubric by Jacobs et al (1981). The students‟ narrative writing improvements can be seen from the scores given in each aspect of writing.

In order to answer the second research question, The Process of Writing by McCrimmon (1984) and The Reasons of Teaching Writing by Harmer (1998) are applied. The process of writing provides three steps in writing activity. The reasons of teaching writing emphasize the importance of teaching writing to students. Those theories are also used to make questions of the questionnaire.

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33 CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the information about how the data were gathered and analyzed. It consists of five parts. They are research method, research setting, research participants, instruments and data gathering technique, and data analysis technique. The outline of research procedure is provided on the instruments and data gathering technique.

A. Research Method

There were two research questions of this research: (1) does the use of digital storytelling help 8th grade students of SMP Negeri 1 Yogyakarta to improve their narrative writing skill? and (2) how are the students’ impressions of the implementation of digital storytelling in the learning activity in class? In order to answer those research questions, classroom action research was used.

The classroom action research aimed to help 8th grade students, specifically 8A of SMP Negeri 1 Yogyakarta to improve their narrative writing skill. Those narrative writing skill improvements were limited in terms of content, organization, language use and mechanics. In this case, the aim of this research was in line with Bogdan and Biklen (1982, p. 215) who mentioned the classroom action research aimed to bring out improvement in practice.

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This research focused on one cycle only because of the available of time while the writer was doing teaching practice (PPL) in SMP Negeri 1 Yogyakarta. It was on the contrary with Hughes (2002) who explained that classroom action research was conducted in more than one cycle to get precise answer to specific questions.

However, the cycle consisted of five steps, namely planning, implementing, observing, analyzing, and reporting. Those steps were modified and synthesized from Kemmis and McTarget (1998) who mentioned four characteristics of Classroom Action Research. The characteristics of classroom action research that were used in this research also in line with Holter et al (1993) that belonged to the problem solving and practical experience.

In order to answer the second research question, the questionnaires were used. The purpose of using questionnaires is to gather information related to the students’ impressions through the use of digital storytelling in the learning activity in class. The results of the questionnaires were shown in percentages in forms of tables and figure.

B. Research Setting

This research was conducted in SMP Negeri 1 Yogyakarta. It is located in Jalan Cik Di Tiro Yogyakarta. SMP Negeri 1 Yogyakarta is one of the best

schools in Yogyakarta. The students were well-facilitated by their parents. The use of digital storytelling in this school became a new thing for the students. It was proven by the students’ opinion after conducting the research.

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The research was done on March in the academic year of 2015/2016. It consisted of three meetings. The first meeting was done on March 19, 2016. The second meeting was done on March 23, 2016. The third meeting was done on March 25, 2016. In this case, the different topics of digital storytelling were provided in each meeting.

C. Research Participants

The participants of this research were 8A students of SMP Negeri 1 Yogyakarta. The class consisted of 35 students with different narrative writing skill abilities, but the writer only chose 20 students who finished the whole meetings of this research. Those 20 students were chosen because the improvement of their narrative writing skill could be clearly compared after conducting three times of writing tasks than those who finished less than three times. Besides, the abbreviations like: S1, S3 and S5 that referred to the student number 1, 3 and 5, were used to discuss the results of those students without mentioning the real name of those students.

D. Instruments and Data Gathering Technique

The data gathering technique were used to find the result of this research. This research consisted of three steps of data gathering technique, namely: narrative writing tasks, questionnaires, and observation. Moreover, the research

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procedure was also provided in this part in order to understand how the data were gathered.

1. Narrative Writing Tasks

This research used students’ narrative writing tasks as data gathering technique. The tasks were held three times of meeting hour in one cycle. The purpose of giving students’ narrative writing tasks was to analyze the improvement of their narrative writing skills from the first narrative writing task to the third narrative writing task.

Those narrative writing task were taken from digital storytelling videos with different kinds of stories. Furthermore, The Composition Profile of Writing Scoring Rubric by Jacobs et al (1981) was used to assess those students’ narrative writing tasks. The conclusion was taken in the end of this research.

2. Questionnaires

Questionnaires were used to gather the large amount of data in a very short time. It was an efficient way to obtain the teaching method. Questionnaires were really suitable to use for gathering the data from all of those 35 students in a very short time.

The questionnaires were used the check mark in each question of the close-ended questions. There were 20 close-ended questions. Besides, the open-ended questions were provided in the end of the questionnaire so the students’ impressions and suggestions could be found. They were asked to give their statements in the open-ended questions.

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3. Observation

Observation checklist contained list of statements that were observed during the English teaching-learning class in each meeting or cycle. It was needed to observe students’ condition and the participation in following the English teaching-learning class activities.

Those instruments of this research, namely: narrative writing tasks, questionnaires and observation were described on the research procedure. The research procedure is shown on Figure 3.1 below.

Figure 3.1 The Research Procedure Planning

Implementing

Observing

Analyzing

Reporting

Lesson Plans for three meetings with different

topics.

Digital Storytelling was implemented for one cycle

concerned with three meetings.

Observation Rubric and Observation Sheet

The products of students' narrative writing tasks were analyzed by using Jacobs et al's writing scoring rubric (1981) in terms of content, organization,

language use and mechanics. The questionnaires were analyzed by considering the

process of writing by McCrimmon (1984). Findings Planning Action Observation Reflection

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Based on Figure 3.1, the research procedure was synthesized from the theory of Classroom Action Research (CAR) by Kemmis and McTarget (1998). They mentioned four steps of CAR that were synthesized into five steps in practice. Those five steps consisted of Planning, Implementing, Observing, Analyzing and Reporting.

E. Data Analysis Technique 1. Narrative Writing Tasks

Based on the writing scoring rubric by Jacobs et al (1981) as cited in Weigle (2002, p. 116), the students’ narrative writing tasks were analyzed to find out the improvement by comparing first narrative writing task to third narrative writing task in terms of content, organization, language use and mechanic. The formula of scoring students’ narrative writing skill is described as follows:

Notes:

T: total score.

: students’ scores of those four aspects. : total score of those four aspects.

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2. Questionnaire

The data from questionnaires was presented in percentage. The formula of the students’ answers is as follows:

Notes:

: percentage of students’ answers. : the number of students who answer.

: the total number of students who finish the questionnaire.

After the percentage of students’ answers was known, the formula was used to find out the average of each student’s answers were as follows:

Notes:

̅: average of each student’s answer. : total percentage of students’ answers.

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40 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

The outline of this chapter is divided into two parts that provide research results and discussion in each part of research question. The first part is research results and discussion of students’ narrative writing skill improvement through the use of digital storytelling. The second part is research result and discussion of

students’ perceptions on the use of digital storytelling in learning activities in class.

A. Research Results and Discussion of Students’ Narrative Writing Skill Improvement through the Use of Digital Storytelling

In this part, the first question of research questions was answered regarding to whether or not the use of digital storytelling helped 8th grade students to improve their narrative writing skill. CAR was applied in order to analyze the

students’ narrative writing skill improvements. The improvements of the students’

narrative writing skill were limited in terms of four aspects of writing.

The 8A class of SMP Negeri 1 Yogyakarta consisted of 35 students with the different kind of narrative writing abilities. They had given three times of narrative writing tasks. The detailed of students’ narrative writing skill results are described in Table 4.1 on the next page.

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4.1Pictures Sequence of First Narrative Writing Task THE GINGERBREAD MAN

1. 2.

________________________________ ______________________________ ________________________________ ______________________________ ________________________________ ______________________________ ________________________________ ______________________________

3. 4.

________________________________ _______________________________ ________________________________ _______________________________ ________________________________ _______________________________ ________________________________ _______________________________

5. 6.

________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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4.2 Pictures Sequence of Second Narrative Writing Task

GOLDILOCKS AND THE THREE BEARS

1. 2.

_________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________

3. 4.

________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ 5. 6.

________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________

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4.3 Pictures Sequences of Third Narrative Writing Task THREE LITTLE PIGS

1. 2.

_________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________

3. 4.

_________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________

5. 6.

_________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________ _________________________________ ________________________________

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APPENDIX 5 Questionnaire

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Name/St:__________________ QUESTIONNAIRE

PART A

Dibawah ini ada beberapa pernyataan. Lingkarilah nomor pada setiap statement di bawah berdasarkan pendapatmu!

Notes:

1: Sangat tidak setuju 2: Tidak setuju

3: Setuju 4: Sangat setuju

No Pendapat Skala

1 Writing merupakan salah satu

kemampuan terpenting dalam Bahasa Inggris.

1 2 3 4

2 Saya mempunyai kesulitan

dalam kemampuan narrative writing.

1 2 3 4

3 Saya mempunyai kesulitan

dalam merangkai kalimat secara runtut.

1 2 3 4

4 Saya dapat menulis dengan

mudah menggunakan Digital Storytelling.

1 2 3 4

5 Saya pernah belajar

menggunakan Digital Storytelling.

1 2 3 4

6 Dengan adanya outline dapat

membantu saya dalam

mengembangkan kalimat yang akan saya tulis.

1 2 3 4

7 Digital Storytelling membantu

saya menyusun dan

merencanakan ide pikiran yang akan saya tuangkan ke dalam narrative writing.

1 2 3 4

8 Ketika menggunakan Digital

Storytelling, saya tidak perlu terpaku dengan teks

narrative/cerita.

1 2 3 4

9 Digital Storytelling membantu

saya dalam meningkatkan kemampuan narrative writing dari tidak tertata menjadi runtut.

1 2 3 4

10 Digital Storytelling membantu

saya untuk mengingat alur

(6)

cerita sebelum menuliskannya.

11 Digital Storytelling membantu

saya dalam kemampuan narrative writing lebih lancar dan baik.

1 2 3 4

12 Digital Storytelling

meningkatkan rasa percaya diri saya dalam narrative writing.

1 2 3 4

13 Digital Storytelling membantu

saya dalam menyusun kalimat secara runtut sesuai dengan alur cerita yang ditayangkan.

1 2 3 4

14 Digital Storytelling membantu

saya menggunakan vocabulary secara tepat sesuai dengan tema cerita.

1 2 3 4

15 Digital Storytelling

memotivasi saya dalam kemampuan narrative writing.

1 2 3 4

16 Digitaln Storytelling

meningkatkan pemahaman saya terhadap sebuah cerita.

1 2 3 4

17 Digital Storytelling banyak

membantu saya dalam mengingat alur sebuah cerita.

1 2 3 4

18 Digital Storytelling dapat

membuat kemampuan narrative writing saya meningkat lebih baik.

1 2 3 4

20 Pembelajaran menggunakan

Digital Storytelling sangat menyenangkan dibandingkan dengan narrative text secara tertulis pada umumnya.

1 2 3 4

PART B

1. Kesan apa yang kalian peroleh dengan menggunakan Digital Storytelling sebagai media dalam menulis rangkaian cerita? Sejauh mana Digital Storytelling membantumu dalam narrative writing?

________________________________________________________________________ ______________________________________________________________________ 2. Hal apakah yang telah berhasil dicapai dalam menggunakan Digital Storytelling sebagai media narrative writing? Hal apa saja yang perlu diperbaiki?

________________________________________________________________________ _______________________________________________________________________

The use of digital storytelling to improve narrative writing skill for 8th grade students of SMP Negeri 1 Yogyakarta.

THE USE OF DIGITAL STORYTELLING

TO IMPROVE NARRATIVE WRITING SKILL

FOR 8

_{GRADE STUDENTS OF SMP NEGERI 1}

YOGYAKARTA

I believe in the kindness of strangers. And

when I’m at war with myself I ride, I just ride.

-

Lana Del Rey

-

I dedicate this thesis to:

My parents, sister and friends who always

accompany me in my ups and downs.

APPENDIX 5

Questionnaire

Parts

Dokumen yang terkait

THE USE OF WRITE AROUND STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT

The Use of Diary Writing to Improve Eight Grade Students' Writing Skill at SMPN 3 Malang

OPTIMIZING THE USE OF YOUTUBE VIDEOS TO IMPROVE STUDENTS’ WRITING SKILL

The use of Group of Activities for In-depth Learning (GAIL) to improve SMA students` writing skill.

The use of edmodo to improve the eighth grade students` writing skill in SMPN 1 Yogyakarta

THE USE OF PINOCCHIO CARTOON FILM TO IMPROVE STUDENTâS NARRATIVE TEXT WRITING SKILL (The Case of Year VIII Students of SMP 37 Semarang).

The effectiveness of using recount genre to improve writing skill for VIII grade students in SMP Negeri 40 Purworejo isnani

THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

THE USE OF MIND MAPPING TECHNIQUE TO IMPROVE THE WRITING SKILL OF THE EIGHTH GRADE STUDENTS OF SMP 1 JATI KUDUS IN THE ACADEMIC YEAR 20112012

The Use of Clustering Technique to Improve Students Writing Skill on Narrative Text for the Eighth Grade Students of SMP Nusantara Tuntang in the Academic Year 2017/2018 - Test Repository

Dukungan

Links

The use of digital storytelling to improve narrative writing skill for 8th grade students of SMP Negeri 1 Yogyakarta.

THE USE OF DIGITAL STORYTELLING

TO IMPROVE NARRATIVE WRITING SKILL

FOR 8

GRADE STUDENTS OF SMP NEGERI 1

YOGYAKARTA

I believe in the kindness of strangers. And

when I’m at war with myself I ride, I just ride.

-

Lana Del Rey

-

I dedicate this thesis to:

My parents, sister and friends who always

accompany me in my ups and downs.

APPENDIX 5

Questionnaire

Parts

Dokumen yang terkait

THE USE OF WRITE AROUND STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT

The Use of Diary Writing to Improve Eight Grade Students' Writing Skill at SMPN 3 Malang

OPTIMIZING THE USE OF YOUTUBE VIDEOS TO IMPROVE STUDENTS’ WRITING SKILL

The use of Group of Activities for In-depth Learning (GAIL) to improve SMA students` writing skill.

The use of edmodo to improve the eighth grade students` writing skill in SMPN 1 Yogyakarta

THE USE OF PINOCCHIO CARTOON FILM TO IMPROVE STUDENTâS NARRATIVE TEXT WRITING SKILL (The Case of Year VIII Students of SMP 37 Semarang).

The effectiveness of using recount genre to improve writing skill for VIII grade students in SMP Negeri 40 Purworejo isnani

THE USE OF "STORY SKELETON" TO IMPROVE STUDENTS' WRITING SKILL IN NARRATIVE TEXT AT THE TENTH GRADE STUDENTS AT MAN NGAWI.

THE USE OF MIND MAPPING TECHNIQUE TO IMPROVE THE WRITING SKILL OF THE EIGHTH GRADE STUDENTS OF SMP 1 JATI KUDUS IN THE ACADEMIC YEAR 20112012

The Use of Clustering Technique to Improve Students Writing Skill on Narrative Text for the Eighth Grade Students of SMP Nusantara Tuntang in the Academic Year 2017/2018 - Test Repository

Dokumen yang Anda mencari sudah siap untuk unduhkan

_{GRADE STUDENTS OF SMP NEGERI 1}

THE USE OF PINOCCHIO CARTOON FILM TO IMPROVE STUDENTâS NARRATIVE TEXT WRITING SKILL (The Case of Year VIII Students of SMP 37 Semarang).