THE USE OF DIGITAL STORYTELLING TO IMPROVE … · ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ......

THE USE OF DIGITAL STORYTELLING TO IMPROVE

STUDENTS’ SPEAKING SKILLS IN RETELLING STORY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Inggit Rositasari

Student Number: 131214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE USE OF DIGITAL STORYTELLING TO IMPROVE

STUDENTS’ SPEAKING SKILLS IN RETELLING STORY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

inEnglish Language Education

By

Inggit Rositasari

Student Number: 131214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


vi

ABSTRACT

Rositasari, Inggit. (2017). The use of digital storytelling to improve students’

speaking skills in retelling story. Yogyakarta: English Language Education Study

Program. Sanata Dharma University.

Speaking skills are seen as one of the important skills that the students

must have. However, many of the students still avoid speaking in the target

language because of many factors. Many students also feel unmotivated in

learning speaking because of a monotonous teaching process. Students need an

effective medium which is also motivational for improving their speaking skills.

In choosing the medium, the teacher should consider the students’ characteristic,

and one of the students characteristic in this era is they are digital natives.

Because of that, digital storytelling is considered as suitable teaching medium.

Digital storytelling is the combination of spoken narrative, a number of

digital picture, soundtrack, and new technology to share the story. Therefore, this

research aims to describe how to implement the medium to teaching speaking

skills, especially in retelling a story and analyze the extent of the use of digital

storytelling to improve the students’ speaking skills in retelling story.

This research used classroom action research which is proposed by Metler

in 2009. The participants of this research were 19 students of XI IPA 1 class of

SMA PGRI 1 Temanggung. The research instruments were observation

checklists, speaking pre-test and post-test, questionnaires, and interviews.

This research used two cycles of action research. There were four stages in

each cycle, there are planning, acting, developing, and reflecting. The result

showed that there was significant improvement from the result of the pre-test and

post-test. The mean score of the pre-test was 63.7, besides, the mean score of the

post-test was 79.3. Moreover, the p value of the significance test was p<0.05. The

result of questionnaires and interviews indicated that the digital storytelling could

motivate the students to learn and could improve their speaking skills as well.

In conclusion, the digital storytelling was successful in improving the

students’ speaking skills in retelling story. Since digital storytelling is presented in

fascinating and interesting way, it can be an effective medium to teach speaking.

As recommendation, digital storytelling can be used as one of the sources in

learning English.

Keywords: Digital storytelling, speaking skills, teaching speaking, retelling story,

classroom action research


vii

ABSTRAK

Rositasari Inggit. (2017). The use of digital storytelling to improve students’

speaking skills in retelling story. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris. Universitas Sanata Dharma

Kemampuan berbicara dinilai sebagai salah satu kemampuan penting yang

harus dimiliki oleh para siswa. Namun, para siswa menghindari untuk berbicara

menggunakan bahasa asing karena berbagai faktor. Siswa merasa tidak

termotivasi dalam belajar kemampuan berbicara karena proses pembelajaran yang

membosankan. Siswa membutuhkan media pembelajaran yang efektif dan juga

dapat memotivasi siswa dalam meningkatkan kemampuan berbicara mereka.

Dalam memilih media pembelajaran, guru harus mempertimbangkan karakter

siswa. Salah satu hal yang perlu dipertimbangkan adalah kedekatan siswa dengan

teknologi. Oleh karena itu, digital storytelling dinilai sebagai salah satu media

yang cocok untuk meningkatkan kemampuan berbicara siswa.

Digital storytelling adalah kombinasi dari cerita lisan, gambar atau

ilustrasi, musik, dan teknologi baru untuk berbagi sebuah cerita. Oleh sebab itu,

penelitian ini bertujuan untuk menjelaskan bagaimana media tersebut di terapkan

di dalam kelas dan untuk menganalisa sejauh mana digital storytelling

meningkatkan kemampuan berbicara siswa dalam menceritakan kembali

sebuahcerita.

Penelitian ini menggunakan penelitian tindakan kelas yang di kemukakan

oleh Metler pada tahun 2009. Subyek penelitian ini adalah 19 siswa kelas XI IPA

1 SMA PGRI 1 Temanggung.Instrumen penelitian yang di gunakan adalah lembar

observasi, tes, angket, dan tanya-jawab.

Penelitian ini menggunakan 2 cycle penelitian tindakan kelas. Terdapat

empat tahapan di setiap cycle.Empat tahapan tersebut adalah tahapan perencanan,

pelaksanaan, pengembangan, dan evaluasi.Hasil dari penelitian ini menunjukan

bahwa terdapat peningkatan signifikan dari hasil pre-test dan post-test.Rata-rata

nilai pre-test siswa adalah 63.7,namun, rata- rata nilai post-test siswa adalah

79.3.Terlebih, p value hasil significance test adalah p<0.05.Hasil dari angket dan

tanya-jawab juga menunjukan jika digital storytelling dapat memotivasi siswa

untuk belajar dan mampu meningkatkan kemampuan berbicara mereka.

Kesimpulanya, digital storytelling sukses dalam meningkatkan

kemampuan berbicara siswa dalam menceritakan kembali sebuahcerita.Karena

digital storytelling di kemas dalam bentuk yang menarik, media tersebut dapat

menjadi media yang efektif untuk mengajar kemampuan berbicara.Media

pembelajaran ini dapat digunakan sebagai salah satu sumber untuk belajar Bahasa

Inggris.

Kata Kunci: Digital storytelling, speaking skills, teaching speaking, retelling

story, classroom action research


viii

DEDICATION PAGE

“God does not force anyone to do beyond what is

within his capacity. Everyone will get the reward

he earns and will be responsible for evil he does.”

(Al-Baqarah 2:286)

This Thesis is dedicated to

Drs. Djoko Juwono,

Dra. Sri Yulianti,

Indah Mahendra Wardhani, and

Myself


ix

ACKNOWLEDGEMENTS

First and foremost, I want to thank the Almighty God for His love and

blessing. Wherever I am and whatever I do, Allah always gives me his guidance.

Through all of his plans, I live in this world and meet with many great people who

love me and always be in my ups and downs. Due to His blessing, I was able to

pass the hard time during my undergraduate study and finish my first master

piece.

I would like also to express my big appreciation to Ibu Monica Ella

Harendita, S.Pd, M.Ed., my thesis advisor, for everything she had done for me.

In the middle of her businesses, she had already given much of her time,

guidance, attention, and support for me to finish this research. Moreover, I thank

her for sharing her knowledge, stories, and experiences to me. I also acknowledge

my academic advisor, bapak Drs.YB. Gunawan, M.A. who always gives me his

motivation and opens his door for me when I face many difficulties.

Then, I would like to say thank to all the lectures in English Language

Education Study Program. All of you are so great in sharing your knowledge.

When I entered this study program, I was nothing. Now, I have many great

experiences. I cannot describe how blessed I am to become their students. I also

thank Mbak Danik for helping me to precede the permission letter for conducting

the research and for everything that she did when I studied in this study program.

My big appreciation goes to my big family of SMA PGRI 1 Temanggung.

There, I was accepted well. I sincerely thank to bapak Drs. Djoko Juwono, the


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headmaster of SMA PGRI 1 Temanggung, for giving me the permission to

conduct the research there. My gratitude is delivered to Dra. Erna

Mulyaningrum, the English teacher of SMA PGRI 1 Temanggung, for giving me

her time, guidance, and support to finish my research. Furthermore, I would like

to acknowledge XI IPA class who participated in this research; this research

would not be done without their participation.

My special thanks go to my proofreaders: Mbak Nana, Marcell, Thania,

Nanda, Tiara, Claudia, Mbak Vita, Dee, and Liris. Their suggestion and advises

are very useful for my thesis. My special thanks are also expressed to my

boardinghouse mates, Juan, Dek Asri, and Pipiana. I thank them for being my

closest family in Yogyakarta.

I express my special thanks to my best friends, Dwiyana, Mak Yunda,

Mak Silvy, Mbak Nana, Mak Martha, Angie, Dee, Thania, Chia, and Ebong. I

am grateful to know and have them in my life. I thank them for being my friends

who are always beside me and share everything with me. Furthermore, my special

thanks go to Nura, Rizki, and Woro who always ask me “kapan nggit?”

Finally, special recognition goes to my mother, Dra. Sri Yulianti, my

father, Drs. Djoko Juwono, and my little sister, Indah Mahendra Wardani. I

thank them for their unlimited love.

Inggit Rositasari


xi

TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................. i

APPROVAL PAGE ................................................................................... ii

STATEMENT OF WORK OF ORIGINALITY ....................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................... v

ABSTRACT ............................................................................................... vi

ABSTRAK ................................................................................................... vii

DEDICATION PAGE ................................................................................ viii

ACKNOLEDGEMENTS ........................................................................... ix

TABLE OF CONTENTS ........................................................................... xi

LIST OF TABLE ....................................................................................... xiv

LIST OF FIGURES ................................................................................... xv

LIST OF APPENDICES ............................................................................ xvi

CHAPTER I. INTRODUCTION ................................................................ 1

A. Research Background ......................................................... 1

B. Research Questions ............................................................ 4

C. Research Significance ......................................................... 4

1. English Language Teachers ......................................... 4

2. Future English Teachers ............................................... 5

3. Future Researchers ....................................................... 5

D. Definition of Terms ............................................................ 5

1. Digital Storytelling ....................................................... 5

2. Speaking Skills ............................................................. 6

3. Retelling A Story .......................................................... 7


xii

Page

CHAPTER II. REVIEW OF RELATED LITERATURE .......................... 8

A. Theoretical Description ...................................................... 8

1. Digital Storytelling ....................................................... 10

2. Speaking Skills ............................................................. 13

3. Teaching Speaking ....................................................... 20

4. Retelling A Story .......................................................... 26

5. Scoring of Speaking ..................................................... 31

B. Theoretical Framework ...................................................... 34

CHAPTER III. RESEARCH METHODOLOGY ...................................... 37

A. Research Method ................................................................ 37

B. Research Setting ................................................................. 39

C. Research Participants ......................................................... 40

D. Instruments and Data Gathering Technique ........................ 41

1. Research Instruments ................................................... 41

2. Data Gathering Technique ........................................... 45

E. Data Analysis Technique .................................................... 48

1. Observation Checklist .................................................. 48

2. Tests ............................................................................. 49

3. Questionnaires ............................................................... 50

4. Interviews ..................................................................... 50

CHAPTER IV. RESEARCH RESULT AND DISCUSSION ................... 51

A. Research Result and Discussion of how is A Digital

Storytelling Applied in Class to Improve Students’

Speaking Skills in Retelling Story ..................................... 51

1. Cycle 1 ......................................................................... 51

a. Planning Stage of Cycle 1 .................................... 52

b. Acting Stage of Cycle 1 ........................................ 55

c. Developing Stage of Cycle 1 ................................ 56

d. Reflecting Stage of Cycle 1 .................................. 56


xiii

2. Cycle 2 ........................................................................ 58

a. Planning Stage of Cycle 2 .................................... 58

b. Acting Stage of Cycle 2 ........................................ 59

c. Developing Stage of Cycle 2 ................................ 60

d. Reflecting Stage of Cycle 2 .................................. 60

B. Students’ Speaking Skills in Retelling Story Improvement through

the Use of Digital Storytelling ........................................... 72

1. Pronunciation .............................................................. 80

2. Grammar ..................................................................... 82

3. Vocabulary ................................................................. 84

4. Fluency ....................................................................... 85

5. Comprehension ........................................................... 86

CHAPTER V. CONCLUSIONS AND RECOMENDATIONS ................ 87

A. Conclusions ...................................................................... 87

B. Recommendations ............................................................ 88

1. Students ...................................................................... 88

2. Teachers ...................................................................... 89

3. Future Researchers ..................................................... 89

REFERENCES ........................................................................................... 90

APPENDICES ........................................................................................... 92


xiv

LIST OF TABLES

Tables Page

2.1 Composition of Students’ Speaking Rubric ...................................... 32

4.1 Results of Students’ Attitude in Teaching Learning Process ............ 52

4.2 The Questionnaires Results ................................................................ 61

4.3 The Results of the Students’ Pre-Test ............................................... 73

4.4 The Results of the Students’ Post-Test .............................................. 74

4.5 The Results of Comparison of Students’ Pre-Test and Post-Test ..... 77

4.6 The Students’ Mispronunciation on the Pre-Test .............................. 81

4.7 The Students’ Mispronunciation on the Post-Test ............................ 81

4.8 The Students’ Grammatical Mistakes on the Pre-Test ....................... 82

4.9 The Students’ Grammatical Mistakes on the Post-Test ..................... 84

4.10 The Students’ Vocabularies Analysis on the Pre-Test ....................... 85


xv

LIST OF FIGURES

Figure Page

2.1 Theoretical Framework .................................................................... 34

3.1 Classroom Action Research by Metler ............................................ 38

3.2 The Process of Data Gathering Technique ....................................... 48

4.1 The Comparison of the Results of Pre-Test and Post Test ............... 75

4.2 The Comparison of the Results of Pre-Test and Post Test on All of

Speaking Aspects .............................................................................. 76


xvi

LIST OF APPENDICES

Appendix Page

Appendix 1 Permission Letters ................................................................ 93

Appendix 2 Lesson Plans ......................................................................... 96

Appendix 3 Screen Captures of Digital Storytelling ............................... 114

Appendix 4 Picture Sequences and Plot Helper ....................................... 116

Appendix 5 The Score of the Students’ Pre-Test and Post-Test .............. 127

Appendix 6 The Students’ Speaking Transcripts on Pre-Test and

Post-Test ...................................................................................................... 129

Appendix 7 The Students Attendance List ............................................... 146

Appendix 8 List of Interview Questions .................................................. 148

Appendix 9 The Summary Results of Interviews ..................................... 151

Appendix 10 Questionnaire ...................................................................... 153


1

CHAPTER I

INTRODUCTION

The introductory chapter consists of four parts. The first part is the

research background which provides background information about the study and

the reasons for conducting the study. The second part is the research questions

which mention the questions that will be discussed. The third part is the research

significances which identify the contribution of the study for people that may

make use the results of the study. The last part of this chapter is the definition of

terms which gives definitions of words or phrases that are used in the study to

avoid misinterpretations.

A. Research Background

English is one of the important means of communication since English is

an international language. That is one of the reasons why Indonesian government

decides that English is the first foreign language which should be taught at school.

However, the result of English teaching in Indonesia has not reached the goal of

learning a foreign language as Brown (1987) says “the culmination of language

learning is not simply in the mastery of the form of language, but the mastery of

forms in order to accomplish the communicative functions of language” (p. 202).

In order to accomplish the communicative functions of language, students should

have good speaking skills.


2

Louma (2004), “speaking is also considered as an integral part of people’s

daily life because speaking is seen as interaction and a social and situation-based

activity which language learners should develop” (p. 9). Speaking skills are

considered as important skills, however, the first fact shows that many students

avoid speaking using the target language. It can be influenced by many factors

such as affective and cognitive factors. The affective factors such as anxiety and

lack of motivations are the most strongly linked to speaking performances

because the students should perform in front of many people (Goh & Burns, 2012,

p. 26). The students who suffer from language anxiety perceive speaking

performances in front of many people to be uncomfortable experiences. The

reason is because they are not prepared to make mistakes and it could perceive

social pressure (Goh & Burns, 2012, p. 27). The cognitive factors which are the

students’ ability in speaking and their knowledge about the topic also influence

the students’ performances. Because of those factors, the teacher should create a

new method or medium to make the students comfortable when they speak in

front of many people and easy to engage with the topic of their speaking.

On the other side, many teachers still hold the belief that language input

such as reading and listening are more important in acquiring a foreign language.

Many teachers prefer to use those two skills in class. However, the output is also

crucial in helping learners become increasingly proficient in learning foreign

language. The students’ development in the target language can be helped

considerably by encouraging them to speak (Goh & Burns, 2012, p. 16).


3

There are various speaking activities in class such as debate, discussion,

and speech, but in this research, the researcher focuses on retelling a story

activity. A teacher, as the manager in class who creates the teaching and learning

activities should have more than one way to make speaking in front of many

people enjoyable. The teacher can take steps forwards by making the environment

in the language classroom is non-threatening and, at the same time supportive for

the students (Goh & Burns, 2012, p. 30). According to Gerlach and Elly (1980),

“to select the appropriate media, the teacher must consider the characteristics of

the students which are directly related to the learning process such as verbal

abilities, visual and audio perception skills” (p. 245).

One characteristic of the students in this era is they are digital natives-

individuals who are born after the widespread adoption of digital technology. It

means they grow using technology such as the internet, computers, and mobile

device. Based on the students’ characteristic, the teacher should conduct a

teaching learning activity which applies technology in the process of conveying

knowledge. A digital storytelling which is shaped by advances in personal

computing and recording technology can be one of the media which is suitable

and may be effective in improving their speaking skills especially in retelling a

story (Clarke & Adam, 2012).

Digital storytelling itself can be defined as a short story, only 2-3 minutes

long, where the storyteller uses his own voice to tell the story. The personal

element is emphasized, and can be linked to other people, places, and interests or

to anything that will give the story a personal touch. The difference of the digital


4

storytelling with the traditional storytelling is in the way the technology is used to

make the story becomes more motivational and interesting. Therefore, the

researcher chooses digital storytelling as the alternative medium to improve

students speaking skills in retelling a story.

B. Research Questions

Based on the background of this research, the researcher formulates the

problems which are presented into two questions. The questions will be discussed

in this research are:

1. How is digital storytelling applied to teach retelling a story activity?

2. To what extent does digital storytelling improve students’ speaking skills

in retelling a story?

C. Research Significance

The researcher expects that this research can give contributions to:

1. English Language Teachers

The researcher expects that the teachers who still have problems in

teaching speaking skills especially in retelling a story can use the alternative

medium that the researcher uses, which is digital storytelling. In this research, the

researcher gives the information about how the digital storytelling is applied in

speaking class. The researcher gives the information to the teacher about the

students’ speaking skills improvement after the use of digital storytelling in the

class.


5

2. Future English Teachers

Future English teachers should know about many issues in the educational

world, so the researcher expects that future English teachers can learn more about

teaching speaking skills especially in retelling a story. The future English teachers

can get a lot of information about how digital story telling is applied in the class,

and the benefits of using digital storytelling. They may also use this research as

their inspiration to make some innovations related to technology to help the

students.

3. Future Researchers

The researcher hopes that this research can inspire and motivate the future

researchers who have a desire to conduct researches on the same topic or make

another innovation based on this research.

D. Definition of Terms

This part presents the definition of some words and phrases that are used

in this study to avoid misinterpretation.

1. Digital Story Telling

Digital storytelling, according to Clarke and Adam (2012), is a 2-3

minutes long story of which a personal element is emphasized and can be linked

to other people, places, and interests or to anything that will give a story a

personal touch. The difference is that, it has been developed in a number of ways

and shaped by an advance personal computing and recording system.


6

Prensky (2005) explains that a digital storytelling is not the premier

mediums in helping students understand their own learning during the education

program, but it can be a tool that may be effective for the students because of their

status as the digital natives.

In this research, a digital storytelling is a short story only 2-3 minutes long

which uses attractive pictures, voices, and songs which have been developed

through the technology. It is used as a tool to improve the students’ speaking

skills in retelling a story. It is not used as the one and only medium but it is can be

combined with other activities in class.

2. Speaking Skills

Speaking skills in language refer to someone’s knowledge about language

and communication that is put into action during speech production (Goh &

Burns, 2012, p. 58). Speaking skills are also defined as the verbal language to

communicate with the other people. The function is to convey the message which

lies in the structure and meaning of languages, whether this is written or spoken

(Fulcher, 2003, p. 23).

In this research, speaking skills are the skills which the researcher wants to

develop the most. Speaking skills in this research are also defined as the skills

which enable the students to deliver messages to the listener or audience orally so

that the audience can get the meaning of the message easily.


7

3. Retelling A Story

According to Brown and Cambourne (1987), retelling a story means

recounting the story in someone’s own words. Retelling a story requires someone

to think more conceptually which is to look at the bigger picture rather than

answering the specific questions such as vocabulary and story structure. Retelling

a story requires someone to integrate and reconstruct parts of a story; it means that

someone not only reveals what they remember, but also what they understand

(Gibson et al, 2003, p. 2). Retelling a story is also defined as the simplest oral

language in a social context to relate something heard, read, witnessed, dreamt or

experienced (Mallan, 1991, p. 5).

In this research, retelling a story is defined as a speaking activity where the

students should retell a certain story in front of the audiences. They should deliver

the story in a good chronological order and deliver the same meaning and value of

the story to the audiences using their own words and make the listeners or

audiences get the idea easily.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

Chapter two consists of two parts which present the review of theoretical

writings which are related to this study. The first part is the theoretical description

which explains about theories which are directly relevant to this study. The

second part is a theoretical framework which presents the summary of all major

relevant theories which help the researcher in conducting this research in order to

answer the research questions which have been presented in the previous chapter.

A. Theoretical Description

Research which concerns in developing students’ speaking skills using

new medium is not a new topic anymore. There have been a number of studies

which concern the use of certain media and techniques to teach speaking. There

are some final projects, journals, papers and researches which have been

conducted by other researchers which contribute to this research.

Kusumawardani (2013) in her study entitled “Using Flash Animation to

Improve Students’ Learning Behavior in Speaking Class Particularly in Retelling

a story” conclude that teaching retelling a story using the flash animation could

improve the students’ interest and motivation. Through all of the research

instruments that she used, she concluded that there were some positive responses

from the students toward the use of flash animation in teaching retelling a story.

The students enjoyed and liked it so much because it helped them understand the


9

story well and help them to tell the story easier. It was also proved by the

improvement of students’ score in five aspects of speaking. The results of the

study strengthen the researcher’s choice which is using a digital storytelling.

Because by using a digital storytelling which is also combined with a number of

visual and soundtracks, the researcher expects that the result will be the same or

better compared by using flash animation.

A study conducted by Nazmi, Pourali, and Nozad (2014) entitled “Digital

Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to

Improve Oral Production” showed that digital story telling brought a new way of

thinking about organizing materials. As a result, it improved the students’

motivation. By involving the digital storytelling in class, the learning process

became more personal, enjoyable, attractive, and creative. A digital storytelling

could be considered as an effective tool in the education world for improving the

students’ oral performance as it involved students in learning process. This study

also strengthens the researcher’s choice to use digital storytelling in class. Since

the students should remember the story well when they should retell a story, the

story should live in students’ mind, so they are easier to organize what they want

to say. The results of this study show that digital storytelling can help the students

in organizing the material which they want to deliver.

The researcher also used the study about the students’ perception toward

the use of certain media to improve students’ speaking skills in English foreign

language class. The researcher used one of the studies from the senior to help her

in finishing this study. The research title was “The Students’ Perception on the


10

Use of Group Video in Speaking Practice”. Anita (2015) in her study states that

the students’ perception toward the use of group videos in speaking practice was

good. The response was positive and the students were very interested in practice

speaking through the group videos. It was because the students felt free to express

their ideas when they practiced speaking. The students became more excited and

willing to practice speaking more often. The students were more confident to

share their ideas in front of the audience. This study supports the teacher to

choose a digital storytelling as the medium in improving the students’ speaking

skills. The reasons are, first the students have good perception on the use of

certain medium, it can improve their motivation. Second, the medium which is

combined with technology like the group of videos and a digital storytelling are

accepted well by the students.

The next part concerns with the theories which are directly related to this

research. There are five theories that support this research; they are digital

storytelling, speaking skills, teaching speaking skills, retelling a story, and scoring

of speaking.

1. A Digital Storytelling

A digital storytelling in this research becomes the important part since it is

the medium that is used to improve the students speaking skills in retelling a

story. Therefore, this part tries to give information about the definition of digital

storytelling and the benefits of the use of digital storytelling in the classroom.


11

a. Definition of Digital Storytelling

A story can influence our minds, challenge our beliefs, and recall the old

memories to make many people want to listen to the story again and again.

Storytelling has been described by Donald Davin as the activity of painting a

picture instead of taking a photograph (Macquire, 1998, p. 24). Storytelling

activity combines the words and phrases in such a way and constructs the picture

in the mind of the listener and takes the listener deeper to the story. Storytelling is

believed as a tool to share the values and the knowledge between one and another

person. This is a very good way to learn from others about something which they

can feel connection to them. Through the storytelling, people can exchange

information to others. In this case, people can learn from each other through

storytelling (Behmer, 2005).

According to Normann, digital storytelling is the combination of spoken

narrative, a number of visual, soundtrack, and new technology to share the story

(Normann, 2011, p. 1). A digital storytelling is considered as the suitable medium

for the 21st Century students which have different characteristics and needs from

the 20th

century students. A digital story telling is considered as a powerful

teaching and learning medium that engages the students and the teacher over the

last few years (Robin, 2008). A digital storytelling comes to fulfill the storyteller’s

dreams which is utilizing technical tools to live personal tales using images, music

or soundtrack, and graphic (Garcia & Rossiter, 2010).

A digital storytelling facilitates the teacher to use a unique way to present

complicated materials without taking a long time to make the students understand


12

them. A digital storytelling helps the teacher easily integrate different media into

the telling of stories.

There are seven elements of digital storytelling according to Robin (2008)

which can be considered as the power of the digital storytelling. They are point of

view which underlines the perspective of the author, a dramatic question which is

kept on the audience’s attention, the emotional content which connects the story

to the audience, the storyteller’s voice which is considered as the way to

personalize the story to help the audiences understand the story. The power of

soundtrack gives a life to the story. The Economy aspect presents an enough

content to be told to the audience without overloading the view. The last element

is pacing which controls the how slowly or quickly it progresses.

A digital storytelling can be found on three types of aspects. They are

personal narrative, historical documentaries, and stories that inform and instruct

(Robin, 2008, p. 224).

b. Advantages of The Use of Digital Storytelling in Class

Ohler (2008), Ware and Warschauer (2005) explain that the use of digital

storytelling does not only help the students connect high-tech development and

low tech educational system nowadays, but also gives many benefits that cannot

be achieved by the use of traditional storytelling ( as cited in Miller, 2009, p. 24).

Some of the benefits are:

1) Increasing students’ motivation (Ohler, 2008; Ware and Warschauer, 2005).

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


13

3) Providing students with the ability to achieve the 21st century skills (Kajder,

2004; Robin, 2008; Ware, 2006).

4) Encouraging students to organize and express their ideas and knowledge in

meaningful ways (Sadik, 2008, p. 490).

2. Speaking Skills

Since speaking skills are the skills which the researcher wants to develop

the most in this research, the researcher should know much information related to

these skills. There are some of the information which is related to speaking skills,

they are, definition of speaking skills, core speaking skills, cognitive process in

speaking, basic types of speaking, and characteristics of spoken language.

a. Definition of Speaking Skills

Speaking is the skills which deserve attention every bit as much as literary

skills, in both first and second languages. Students often need to be able to

practice these skills with confidence in order to carry out many of their most basic

transactions (Bygate, 1987, p. vii). Speaking is seen as the vehicle for excellence

of social solidarity, social ranking, and professional advancement of business.

Speaking is also seen as a medium through which language is learnt and which is

particularly conducive for learning (Bygate, 1987, p. vii).

Speaking is a production skill that produces systematic verbal utterances to

convey meaning (Balley, 2005, p. 7). Thus, the main function of speaking is to

communicate with other people and to deliver the message which lies in the

structure and meaning of languages, whether this is written or spoken (Fulcher,

2003, p. 23).


14

b. Core Speaking Skills

There are four categories of speaking skills according to Goh and Burns

(2012), “There are the categories that students need to develop, and these are

referred to here as the core speaking skills, within each core skill is more specific

skill that is appropriate for a range of speaking and communication needs”(p. 58).

These are the four categories and the specific skills of each category

according to Goh and Burns (2012):

1) Pronunciation

Pronunciation is related to the ability to produce sounds of the target

language at the segmental and suprasegmental levels. This category expects

students to articulate the vowels and consonants and blended sounds of the target

language clearly. Second, they are expected to assign the word stress in prominent

words to indicate the meaning. Third, they are expected to use different intonation

patterns to communicate new and old information.

2) Speech Function

Speech function is the ability to perform a precise communicative function

or speech act. This category expects the students to be able to request something,

express feeling, explain something, give information, offer something, and

describe something. This category focuses on the use of some expressions that are

very useful in daily life, so it helps the students apply them in daily conversation.

3) Interaction Management

Interaction management is related to the ability to regulate conversations

and discussions during the interaction. This category expects the students to have


15

the ability to initiate, maintain, and end a conversation and to offer the turn to

other people using direct conversation. This category focuses on clarifying

meaning, changing the topic, recognizing and using verbal and non-verbal cues.

4) Discourse Organization

Discourse organization is related to the ability to create extended discourse

in various spoken genres according to socioculturally appropriate conventions of

language. This category asks the students to have the ability to establish

coherence and cohesion in extended discourse through lexical and grammatical

choices. They should use discourse markers and intonation to signpost changes in

the discourse, such as a change of topic.

c. Cognitive Processes in Speaking

According to Levelt, Roelofs and Mayer, “A person who can speak

fluently and accurately may generate two or three words per second by retrieving

them from a memory store that contains tens of thousands of items (as cited in

Goh &Bruns, 2012, p. 36). This performance actually involves underlying

processes that are remarkably complex. Levelt in 1989 presents a model of speech

production. The speech production consists of three interrelated stages that are

directly involved in the production of speech: conceptual preparation,

formulation, and articulation. These are the explanation of three stages of speech

production proposed by Levelt:

1) Conceptual Preparation

Conceptual preparation is a process by which speakers select the topic or

information they wish to express. The more knowledge they have about the topic,


16

the more choices there are available for them in choosing which message to

deliver. The ideas may only exist vaguely in the speakers’ mind. This could be

due to insufficient background or content knowledge or inability to select content

that is appropriate for the task.

2) Formulation

According to Gamman, “formulation is a process by which the ideas that

exist in the speakers’ mind during conceptual preparation are mapped on the

specific words in the speakers’ mental lexicon and strung together” (as cited in

Goh & Burns, 2012, p. 37). This process is might be the most challenging process

in producing the speech because the students have to decide which words and

grammatical forms are relevant for their intended message. In this process, the

students may have a notion of what to say.

3) Articulation

Through the articulation, the message is carried in the form of sound

waves to the listener. The students have formulated a proposition, but may not be

able to articulate it clearly. In some cases, students may be genuinely embarrassed

by their poor pronunciation and avoid articulation altogether.

d. Basic Types of Speaking

There are six basic types of speaking proposed by Brown in 2007, and

below are the brief explanations of the six basic types of speaking.

1) Imitative

At one end of a continuum of speaking performance types, imitative type

can be explained like the ability to simply parrot back (imitate) a word or phrase


17

or possibly a sentence. It is usually done by drilling students some words which

are still new for them, and they try to say it and repeat the words for many times.

2) Intensive

Intensive speaking is one step beyond imitative because this activity tries

to include speaking performance that is designed to practice some phonological or

grammatical aspects of language. Intensive speaking can be self-initiated or pair

work activities, where students are going over certain forms of language.

3) Responsive

The significant improvement of students’ speaking skills is when students

start to give responses toward the teacher. The tasks that can stimulate students to

give the responses are interaction and comprehension test like short conversations,

standard greetings, small talks, and requests and commands.

4) Transactional (Dialogue)

Transactional language, carried out for the purpose of conveying or

exchanging specific information, is an extended form of responsive language. One

of the examples is a short conversation which has more negotiating nature to

responsive speech.

The differences between the responsive and the transactional speaking are

in the length and complexity of interaction, which sometimes includes multiple

exchanges and participants.

5) Interpersonal (Dialogue)

Its purpose of interpersonal speaking is maintaining the social

relationships than transferring the facts and information.


18

6) Extensive (Monologue)

Extensive oral production tasks include speeches, oral presentations, and

storytelling, in which the opportunity for oral interaction from listeners is either

highly limited (perhaps to nonverbal responses) or ruled altogether. Students who

can use this type of speaking are often from intermediate to advanced levels. The

speech or activity can be planned or impromptu.

e. Characteristics of Spoken Language

Brown says that sometimes the following characteristics of spoken

language make speaking skills are easy to be mastered, but on the other hand,

sometimes if students failed to know about the characteristics of spoken language,

it will be difficult (Brown, 2007, p. 326).

These are the following characteristics that according to Brown which

should be understood according to Brown:

1) Clustering

Fluent speech should be phrasal, not word by word. Students should be

able to know what they want to say and organize their output both cognitively and

physically.

2) Redundancy

Speakers can make the message that he or she wants to be delivered

clearly through the redundancy of language. Students can capitalize on this feature

of spoken language.


19

3) Reduced Form

Students who do not learn about colloquial constructions can sometimes

develop a stilted, bookish quality of speaking. Students should know the word

which has different in form but same in meaning because it is only reduced in

form.

4) Performance Variables

The spoken language has one advantage that speaker can manifest a

certain number of performance hesitations, pauses, backtracking, and corrections

when students should think about the word or the topic. Students can actually be

taught about how to pause and hesitate.

5) Colloquial Language

The colloquial language like words, idioms, and phrases of colloquial

language should be understood by students.

6) Rate of Delivery

Students should be able to achieve an acceptable speed along with other

attributes of fluency. Students cannot speak too fast, but they should deliver the

speech without many pauses.

7) Stress, Rhythm, and Intonation

The stress-timed rhythm of spoken English and its intonation patterns

convey important messages.


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8) Interaction

This characteristic is important because speaking skills have one different

goal from other skills which is the creativity of conversational negotiation called

by communication goal.

3. Teaching Speaking

The information of teaching speaking is needed to support the researcher

in conducting this research. The researcher combines the digital storytelling with

some techniques in teaching speaking in order to get the maximum result in

improving the students’ speaking skills in retelling a story. Therefore, this part

tries to give information about the definition of teaching speaking, techniques for

teaching speaking skills, and principles for teaching speaking.

a. Definition of Teaching Speaking

Teaching speaking is to teach English Second Language (ESL) and

English Foreign Language (EFL) students to produce English speech sounds and

sounds patterns, and use words and sentence stress, intonation patterns and

rhythm of the second language. Teaching speaking also directs the students to

select appropriate words and sentences according to the proper social setting

audience, situation, and subject matter, to organize their thoughts in a meaningful

and logical sequence to use language as a mean of expressing values and

judgments, and to use the language quickly and confidently with few unnatural

pauses (Nunan, 2002, p. 32).

The goal of teaching speaking itself is enable the students to use their

ability to the fullest. Students should try to avoid confusion in the message, pay


21

attention to the pronunciation, grammar, vocabulary, and observe the social and

cultural rules that applied in each communication situation (Hudges, 2006, p. 6).

A teacher has a responsibility to build students’ ability to process

information and language directly, not only knowing the knowledge about the

language features used in delivering speeches (Harmer, 2003, p. 269).

b. Technique for Teaching Speaking Skills

Many experts have figured out and presented some techniques in teaching

speaking which have been proven working well. Below is the discussion of

techniques for teaching speaking skills. The discussion covers common

techniques that have been using in teaching speaking and the teaching cycle in

developing students’ speaking skills.

1) Common Techniques for Teaching Speaking Skills

According to Balley (2005), there are some approaches that have been

used over years to teach a second and foreign language. Those approaches are also

used to teach speaking skills. Below are brief explanations of the approaches.

The first is Grammar Translation Method. By using this method, students

are taught to analyze grammar and translate from one language to another. The

characteristics of this method are it focuses on reading and writing, the vocabulary

is determined by reading texts, the sentence is the basic unit of teaching and

language practice, the primary emphasizes accuracy, teaching is deductive, the

instruction is typically the uses students’ native language. The direct translation

method focuses on vocabulary and sentence. The lessons are conducted entirely in

the target language. In teaching speaking, this method can be used in a large class,


22

in which the students are asked to complete blank spaces using appropriate words

spoken one by one. This method is good to be applied in class because when all

interactions use the target language, students will use it every day.

The second method is Audio Lingual Method. By using this method

speaking is taught by having learners repeat sentences and recite memorized

dialogues from a text book. This method is often used in teaching speaking.

Usually, students are asked to hear some dialogues or watch some videos about

some issues and then discuss it with their group and finally they should present

the result of their discussion in front of the class orally.

The third one is Communicative Language Method. By using this method,

students learn English by having interaction with others and they should interact

during the English lesson. In speaking class, this method is often used. A teacher

can conduct many group activities, presentations, or even dialogues. Those kinds

of activities make the students comfortable when they should speak in front of

many people.

2) Teaching Cycle for Developing Students’ Speaking Skills

A teacher sometimes gives little overt attention paid to the process of

learning about speaking. As a result, the students often may not understand or

recall the purpose of a speaking activity, and are not able to say what it is that they

have learned. In order to help the teacher in conducting the activities in class,

these are the seven stages of the instructional cycle and the developmental

objective of each stage:


23

a) Focus Students’ Attention on Speaking

Through this stage, a teacher raises students’ metacognitive awareness

about learning to speak in the target language. The focus of these awareness-

raising activities is recognizing types of metacognitive knowledge. This stage can

be done by providing students with a self-regulated performance and overall

development.

b) Provide Input or Guide Planning

It is useful to include a stage where students can receive some support for

their speaking tasks that they are about to do, or where they can be given time to

plan what they are going to say. This stage can help students acquire appropriate

vocabulary and accurate language form relevant to speaking needs, and

understand social and linguistic conventions of speech for a particular context.

c) Conduct Speaking Task

This stage encourages students to express their messages with any

linguistic knowledge, skills, and strategies that the students have. By conducting

this stage, students are able to learn a range of core speaking skills and develop

fluency in the expression of meaning.

d) Focus on Language Discourse or Skills or Strategies

This stage allows students and teacher to select what kind of skills that

they want to develop the most. This stage helps students acquire appropriate

vocabulary and accurate language form relevant to speaking need. Students are


24

helped to understand social and linguistic conventions of speech for a particular

context.

e) Repeat Speaking Task

Students carry out the speaking task of stage 3 again. The difference

between stage 3 and stage 5 is that students have had a chance to analyze and

practice selected language items or skills during stage 4, and therefore, has been

able to apply this knowledge in order to enhance their performances. This stage

helps the students employ appropriate oral communication strategies.

f) Direct Students’ Reflection on Learning

Stage 6 directs students to self-regulate their learning through monitoring

and evaluating what they have learned from the preceding stages. This stage helps

students consolidate their new knowledge about language, skills, and strategy use.

g) Facilitate Feedback on Students

A teacher provides students with important feedback on their

performances in earlier stages of the cycle. The given feedback which is given can

also be based on the students’ performances in spoken tasks that the teacher has

been able to observe. This stage helps the students develop metacognitive

awareness about foreign language speaking.

c. Principles for Teaching Speaking

There are some principles to teach the speaking skills in the class to make

the students improve their speaking ability, there are:


25

1) Focus on Both Fluency and Accuracy, Depending on Your Own

Objective

A teacher needs to bear in mind a spectrum of learners’ needs, from

language-based focus on accuracy to message-based focus on interaction,

meaning, and fluency (Brown, 2007, p. 332).

2) Provide Intrinsically Motivating Techniques

A teacher should try many times to appeal to students’ ultimate goals and

interests, to their need for knowledge, for status, for achieving competence and

autonomy and for being “all that the learners can be” (Brown, 2007, p. 332). By

providing the motivating techniques, students also deal with anxiety which can

improve their speaking performances (Goh & Burns, 2012, p. 33).

3) Encourage The Use of Authentic Language in Meaningful Context

A teacher needs to give the meaningful interaction in class even if it is

difficult. It takes energy and creativity to devise authentic contexts and

meaningful interaction (Brown, 2007, p. 332). A teacher can plan any activities

that draw students’ attention to linguistic forms, discourse structure, and

vocabulary in order to develop the students’ ability to speak accurately (Goh &

Burns, 2012, p. 33).

4) Provide Appropriate Feedback and Correction

Students need useful linguistic feedback. The students may get such

feedback out there beyond the classroom. It is important also to inject the kinds of

corrective feedback that are appropriate for the moment (Brown, 2007, p. 332). As


26

the main role in scaffolding classroom interaction, the teacher should guide the

students progressively toward the feedback (Goh & Burns, 2012, p. 33).

5) Capitalize on the Natural Link Between Speaking and Listening

Some interactive techniques that involve speaking will also absolutely

include listening. The teacher should not lose the opportunities to integrate these

two skills (Brown, 2007, p. 332).

6) Give Learners Opportunities to Initiate Oral Communication

A teacher creates the good classroom atmosphere by asking questions,

giving direction, and providing information. The teacher gives the learner

opportunities to initiate conversations (Brown, 2007, p. 332). The classroom

environment should be non-threatening and encourage guided reflection or

discussion, so the students are brave to speak (Goh & Burns, 2012, p. 33).

7) Encourage the Development of Speaking Strategies

This principle can be used for the beginning class because the learners

simply have not thought about developing their own personal strategies for

accomplishing oral communicative purposes (Brown, 2007, p. 332). A teacher

conducts activities that can potentially develop students’ speaking skills for

engaging critically with their academic learning and social environment (Goh &

Burns, 2012, p. 32).

4. Retelling A Story

Retelling a story is one of the speaking activities in class. It is a simple

activity that the students should develop. In the daily life, the students will always

transfer what they know and what they hear about something to the other people


27

like friends and family. This part defines the definition of retelling a story, the

structure of retelling a story, and the aims of retelling a story.

a. Definition of Retelling A Story

Retelling a story activity makes students who have heard the story should

tell what they remember about the story orally or through dramatization, drawing

or writing (Morrow, 1989). Retelling a story does not mean learning a story word

for word, sentence for sentence; it does mean developing an understanding of

story structure (Mallan, 1991, p. 33). According to Brown and Coumbourne in

1987, retelling a story does not mean memorizing but it means recounting the

story in the students’ own word. Retelling requires children to think more

conceptually so they have to look at the bigger picture rather than answering

specific questions about the text. Retelling also helps learners internalize

information and concepts, such as vocabulary and story structure.

Retelling gives children plenty of opportunities to develop their fluency

(Wright, 1997, p. 46). Students who still make mistakes or may not find the words

that they need will learn from the mistakes then try to avoid it in advance.

Retelling challenges the students to do what they can with what they have.

Therefore retelling a story is one way to talk in speaking class, especially with

their limited English vocabularies. It gives them opportunities to construct

sentences from the story they have read. It also gives them a better understanding

form the main ideas.


28

b. Retelling A Story Structure

Even very young children, with their limited experiences of literature,

know intuitively that stories have a beginning, middle, and an ending (Mallan,

1991, p. 34). A story should be started with the beginning which presents the

setting and the characters of the story. The middle part of the story presents the

sequence of events and the resolution of problems. The last is an ending of the

story which should contain the conclusion of the story briefly and it should

contain an explicit or implicit moral value.

c. Technique for Retelling A Story

According to Underhill (1993: pp. 66-73), there are two techniques in

retelling stories. There are:

1) Retelling A Story from Aural Stimulus

Students listen to a short passage or story, and then the teacher asks them

to retell or summarize the passage. Nowadays, in the digital era, the aural stimulus

can be in the form of audio or video like digital storytelling.

2) Retelling A Story from Written Stimulus

Students read a passage for themselves and are asked to retell the story in

his own words immediately afterwards. There is no fixed time to limit the reading

stage, but students are not allowed to refer back to the written text once when

students start retelling the story.

d. Elements of Good Retelling A Story Performance


29

Retelling a story is not easy because sometimes audiences or listeners

cannot get the idea or the point. Mallan in 1991 presents seven points that can

help the storyteller make the story is interesting and easy to follow. Below is the

brief explanation of each point that can help to make the retelling a story

performance enjoyable and interesting.

1) Quick Beginning

A quick beginning will grab the listeners’ attention. Students can avoid

lengthy, obscure beginnings in order to attract people’s attention. People enjoy

hearing stories which get on with the actions, not those which just meander along.

The beginning is often the most difficult part of the storytelling because a

storyteller needs to make sure that the beginning is clear and confidently told.

2) Straightforward Action

The action needs to be direct, flowing easily and simply from one event to

the next. Students need to avoid stories with too many subplots and digressions.

3) Definite Climax

The plot should have a definite climax. This is something that the listeners

expect from a story. The plot needs to be leading somewhere and the building up

to the climax. It can be heightened by the storyteller’s skills and the innate power

of the story.


30

4) Limited Number of Characters

Looking for stories in which the number of characters is limited to about

three or four. Many folktales have a limited number of characters and are ideal for

beginners.

5) Repetitive Pattern

Stories which have a repetitive pattern are easy to tell. Repetitive patterns

provide a linchpin for the events in the story, as well as an opportunity for

audience participation. The recurring phrases or events also act as aids for

understanding and memory, for both storyteller and listeners.

6) Satisfying Conclusion

A satisfying conclusion is most appreciated by the listeners, who like to

see justice prevailing and wrongdoers receiving their just dessert; they do not

favor stories that leave the problem unresolved. With some stories, the listeners

may need time to assimilate the ending. It is important for the storyteller to allow

a few minutes for this to happen and not be disappointed if there is not the

expected reaction at the end of the retelling a story performance.

7) Different Version

Trying to present something different is good. Students can try to find

different version of the same story in order to find the version with which you feel

most comfortable. The storytellers’ ability to embellish and interpret the story

gives color and life to such stories.


31

e. Aims of Retelling A Story

Retelling a story activity helps students exercise their imagination. It is

very important for the students in developing higher level thinking skills. Through

imagination, students can engage in problem solving and perhaps come to term

with reality (Mallan, 1991, p. 10). Britton says,” Story is close to students’

experience and it will strengthen and confirm the students’ view of the world” (as

cited in Mallan, 1991, p. 12). By knowing students’ views, the other students or

listeners try to understand other people and try to learn from others’ experiences.

The other positive effect of doing this activity is students engage with the social

function of storytelling. They learn to listen, participate and understand story

language of narrative discourse. Those skills are important in assisting students

with the mechanics of reading and writing (Mallan, 1991, p. 13). Retelling a story

helps students read and write because it gives students frameworks or schema for

understanding the text. When students tell stories, they become aware of the

power of their words.

5. Scoring of Speaking

Scoring of speaking is needed to measure students’ performances in

speaking activities. It is also used to see the students’ improvement after digital

storytelling is implemented. This part describes the importance of scoring of

speaking and explains what kind of scoring that is used in this research.

This research uses the combination of rating scale from Haris (1969) and

Brown (2004) to assess students’ speaking performance in pre-test and post-test.

The rubric considers five aspects which should be scored: pronunciation,


32

grammar, vocabulary, fluency, and comprehension. Those five categories are

shown in Table 2.1.

Table 2.1 Composition of Students’ Speaking Rubric

Aspect Score Explanation

Pronunciation 5 Have view traces of foreign language.

4 Always intelligible, though one is

conscious of definite accent.

3 Pronunciation problems necessitate

concentrated listening and occasionally

lead misunderstanding.

2 Very hard to understand because of the

pronunciation problems. Most frequently

is asked to repeat.

1 Pronunciation problems so severe as to

make speech virtually unintelligible.

Grammar

5 Make few (if any) noticeable errors of

grammar or word order.

4 Occasionally makes grammatical and or

word order errors which do not, however,

obscure meaning.

3 Make frequent errors of grammar and

word order which occasionally obscure

meaning.

2 Grammar and word order errors make

comprehension difficult. Must often

rephrase sentences and or restrict to him

to basic patterns.

1 Errors in grammar and word order so

severe as to make speech virtually

unintelligible.


33


Vocabulary 5 Use of vocabulary and idioms is virtually

that of a native speaker.

4 Sometimes uses inappropriate terms and/or

must rephrase ideas because of lexical

inadequacies.

3 Frequently uses the wrong words;

conversation somewhat limited because of

inadequate vocabulary.

2 Misuse of words and very limited

vocabulary make comprehension quite

difficult.

1 Vocabulary limitations so extreme as to

make conversation virtually impossible.

Fluency 5 Speech as fluent and effortless as that of a

native speaker.

4 Speed of speech seems to be slightly

affected by language problems.

3 Speed and fluency rather strongly affected

by language problems.

2 Usually hesitant; often forced into silence by

language limitations.

1 Speech is so halting and fragmentary as to

make conversation virtually impossible.

Comprehension

5 Appears to understand everything without

difficulties.

4 Understands nearly everything at normal

speed, although occasional repetition may be

necessary.

3 Understands most of what is said at slower-

than normal speed with repetition.

2 Has great difficulties following what is said.

1 Cannot be said to understand even simple

conversational English.


34

B. Theoretical Framework

The theoretical framework based on the theories is synthesized and

displayed in the following figure:

Figure 2.1 Theoretical Framework

Digital Storytelling

Definition and Benefits

Speaking Skills in Retelling A Story

Observati

on and

Pre-test

Classroom Action Research

This research uses Classroom Action Research as a method of the

study. It consists of 2 cycles and concerns with 5 meetings.

Cycle 1

Cycle 2

Post-test

Speaking Assessment

There are two kinds of assessments; rubric and questionnaire.

Speaking Rubric

Students’ speaking performances are

assessed in terms of pronunciation,

grammar, vocabulary, fluency, and

comprehension. They are synthesized

from Haris (1969) and Brown (2004).

Questionnaire

Students’ perception is used to

support the data. The data are

gathered by spreading the

respondents 15 close-ended

questions.

Scores Perception


35

Learning a language means not only mastering the form of language but

also accomplishing the communicative function of language (Brown, 1987).

Having good speaking skills is the key to fulfill the communicative function of

language. However, improving students’ speaking skills is not an easy matter

since the teacher should use the medium and choose the suitable medium to

improve students’ speaking skills. The medium which used should be suitable for

the 21st

century learners which are totally different with the characteristic of 20th

century learners. A digital storytelling is considered as the suitable medium for

the 21st Century learners (Robin, 2008).

This study uses digital storytelling as the medium to improve students’

speaking skills. One of the theories of digital storytelling used in this study was

proposed from Norman (2011) which defines storytelling as the combination of

spoken narrative, a number of visual, soundtrack, and new technology to share the

story. The second theory comes from Robin (2008) who states that Digital story

telling is considered as a powerful teaching and learning medium that engages the

students and the teacher over the last few years. The theory of the advantages of

the use of digital storytelling in class is combined with this research. The theories

which are used comes from Ohler (2008) and Ware and Warschauer (2005).

This research used digital storytelling as the main medium to improve

students’ speaking skills. However, the teacher combines the other theories which

can help the researcher. The theory which uses is teaching speaking which

contains the definition of teaching speaking by Nunan (2002). This theory is

combined with the other theories by Hudges (2006) and Harmer (2003). The


36

theory about the techniques that used in teaching speaking is also used. It consists

of the common techniques of teaching speaking and teaching cycle for developing

students’ speaking skills. The theory about principles in teaching speaking is also

combined. The theories which are used is proposed by Brown (2007) and Goh and

Burns (2012).

Speaking activities in class are many such as debate, discussion, speech,

and retelling a story. This study focuses on the retelling a story activity. The

theories of retelling a story which are presented by Brown and Coumbourne

(1987) and Mallan (1991) are used. Both of the two theories argue that retelling a

story does not-mean memorizing story or learning the story word to word, but it

means recounting the story in the students’ own word and developing an

understanding of story structure.


37

CHAPTER III

METHODOLOGY

Chapter three consists of five parts which provide information related to

the method of research and analysis. The first part is the research method which

explains the definition of the type of research chosen. The second part is the

research setting which informs the place and the time the research was conducted.

The third part is the research participant which explains the participants or

subjects of the study. The fourth part is the research instruments and data

gathering technique which explain the research instruments employed in carrying

out the research. The last part is the data analysis technique which explains how

the findings were analyzed to answer the research questions.

A. Research Method

In conducting research, choosing an appropriate methodology was needed

in order to answer the research questions of the study. This research wanted to

answer the question of to what extent a digital storytelling could improve

students’ speaking skills in retelling a story. Based on the research question,

Classroom Action Research was considered as the appropriate method of

conducting this study. As cited in Cohen et al (2011), Zuber-Skerrit (1996) argues

that it was the method directly concerned with improvement, innovation, change,

and development of students on a particular aspect. Kemmis and Mc. Taggart


38

(1992) also state that action research brought the improvement not only for

individual, but also group, institution, and society.

There are numerous models of action research, but this research used

Metler’s model (2009) which has four stages in each cycle. They are planning,

acting, developing, and reflecting stage. Four stages of classroom action research

by Metler can be seen in figure 3.1.

Figure 3.1 Classroom Action Research by Metler

Every stage of Metler’s model has a step or some steps to be followed.

Planning stage has four steps: they are identifying a topic for research, limiting a

topic, gathering preliminary information, and reviewing the related literature. The

acting stage has two steps: there are applying the action and collecting and

analyzing the data. Developing stage only has one step; it is revising the future

action. Reflecting stage has two steps; they are sharing the result and reflecting

the process.


39

Based on the four stages of action research proposed by Metler, firstly, the

researcher did the planning stage by gathering the information about the problems

and reviewing related literature about the topic. Secondly, the researcher did

acting stage where the researcher implemented the action, collected the data, and

analyzed the data. Thirdly, the researcher developed the action. In the last stage,

the researcher reflected about the teaching learning process.

This research also used self-reflection which became the heart of the

classroom action research (McNiff, 2002, p. 6). The researcher used self-

reflection and questionnaires in order to know their assumptions, values, ideas,

and practices, besides; they had a chance to look their experiences objectively.

B. Research Setting

The research was conducted in SMA PGRI 1 Temanggung. It is located at

Jl. Kartini No. 34 Temanggung. Before conducting the research, the researcher

had done the research requirements such as permission letter from the university.

The researcher made an appointment with the teacher and finally got the schedule.

The researcher also discussed some problems about the class according to the

teacher’s experiences. Finally, the research was conducted from 16 January to 2

February 2017.


40

C. Research Participants

The participants of this research were taken from a certain population. A

population is any group of individual that has one or more characteristic in

common those are of interest to the researcher (Best & Khan, 2006, p. 13). The

researcher found that the problem which was faced by the students was in

performing their oral performances in retelling a story. The researcher found the

problem from their performances in the pre-test.

This research focused on the population which all the components were

students and teachers who had a problem in teaching and mastering speaking

skills. The researcher chose XI IPA 1 class. The total number of the students was

24 students. However, only 19 students became the research participants of this

study since 5 students did not come in the pre-test and post-test.

After conducting a pre-test, post-test, and spreading the questionnaire to

all of the 19 respondents, the researcher conducted the interview section in order

to get more comprehensive information. In selecting the students which were

interviewed, the researcher tried to see all of the students’ perception on the

questionnaire. The researcher chose 5 students to be interviewed, because they

were able to give the best answer and opinion, and each of them has different

opinion about the use of digital storytelling in class which could be seen from

their questionnaires. The list of the questions of the interview could be seen in the

appendix 8.


41

D. Instruments and Data Gathering Technique

This section discusses all of the instruments that were used to gather the

data for this research in order to answer the research questions. The technique

used by the researcher to gather the data was also explained in this section. In the

data gathering technique, the researcher explained the steps and how to use the

instruments in collecting the data.

1. Research Instruments

The multiple data are considered as one of the characteristics of action

research (Priyono, 1999, p. 3). It was related to the issue of reliability and validity.

The reliability and validity were essential to the effectiveness of any data-

gathering procedure (Best & Khan, 2006, p. 288). The instruments that were used

in this study were in form of observation sheet, tests, questionnaires, and

interview.

In conducting the observation, the researcher used observation sheets to

observe the students’ behaviors and attitude in teaching learning process in order

to know the real problems in the class and as the supporting data to make a lesson

plan. Then, the speaking tests consist of pre-test and post-test which were used to

measure whether digital storytelling was successful to improve students’ speaking

skills or not. The questionnaires were used to gather all of the students’

perceptions in the use of digital storytelling. The last instrument was the

interview. It was used to get more comprehensive answers from the participants.


42

a. Observation Checklist

Observation checklists were used to help the researcher in describing the

situation in the classroom when the teaching learning activities were running

before the researcher gave the treatment. The observation consisted of detailed

notation of behaviors, events, and the contexts surrounding the events and

behaviors (Best & Khan, 2006, p. 264). The rubric used in observing the class

was in a form of analytic rubric. It was adapted from “The Authentic Assessment

Toolbox” created by Jon Muller (2005).

The researcher observed the students’ attention toward teacher’s

explanation, the students’ activeness in the discussion, and students’ responses

toward the teacher’s instructions like asking questions and answering questions,

the students’ abilities in retelling a story and students and teacher’s interaction in

class.

In the observation sheet, there were five engagement levels of every

aspect. There were very high, high, medium, low, and very low. Very high level

meant that seventy five percent of the students did a particular aspect. High level

meant that more than fifty percent of the students did a particular aspect. Medium

level meant that fifty percent of the students did a particular aspect. Low level

meant that less than half of the students did a particular aspect. Very low level

meant that more than seventy five percent of the students did not do a particular

aspect.

While the researcher did the observation, the researcher wrote some

additional information which was related to the class’ condition. By observing the


43

students’ behavior and attitude in teaching learning activities, the researcher could

find the real problems which happened in class.

b. Tests

This research used tests to measure students’ improvement after using

digital storytelling as the medium in teaching learning process. The researcher

conducted two kinds of tests; pre-test and post-test. The pre-test aimed to know

the students’ condition before they were given any treatment. Pre-test aimed to

measure what individual has learned-his or her present level of performance (Best

& Khan, 2006, p. 301). After implementing the medium, the post-test was

conducted to know whether digital storytelling could successfully help students in

improving their speaking skills in retelling a story.

Students’ performances were analyzed using a rating scale from Haris

(1969) and Brown (2004). The students’ performances in pre-test and post-test

were limited in terms of five aspects which were pronunciation, grammar,

vocabulary, fluency, and comprehension. In measuring the students’

performances, the researcher fulfilled the rubric. The rubric also contained the

criterion of each score. It helped the researcher in determining the students’ score.

c. Questionnaires

The researcher distributed closed-ended questionnaires to the students at

the end of the classroom action research. According to Cohen, et al, questionnaire

is a useful instrument for gathering factual information, data on attitude, belief,

and opinion both in past and present time (Cohen, et al, 2011, p. 90). The

researcher also used the Likert scale which was consisted of 5 degrees of


44

agreement, there are, SD (Strongly Disagree), D (Disagree), N (Neutral), A

(Agree), SA (Strongly Agree). The students should put a thick () to the degree

of agreement based on the students’ opinion. Then, the data were interpreted by

the researcher.

This instrument helped the researcher to figure out the students’ opinions

and responses toward the new method that the researcher had given to improve

the students’ speaking skills in retelling a story. These questionnaires helped the

researcher in reflecting on the teaching learning processes and giving the

recommendation for the future researcher.

d. Interviews

After spreading the questionnaires and knowing the results of the

questionnaires, the researcher chose 5 students who were considered could give

deeper answer to be interviewed. The researcher used interviews to gather further

information. According to Cohen, et al, Interview is a flexible tool for data

collection, enabling multi-sensory channels to be used: verbal, non-verbal, spoken

and heard. Interview is a powerful implement for researchers (Cohen et, al, 2011,

p.409). The main purpose this interviews is to obtain the students’ perception

about the use of digital storytelling in class to improve their speaking skills.

The researcher prepared six questions related to the use of digital

storytelling to the 5 students as the representatives of all students about their

opinion. The researcher asked the 5 students agreement and she made an

appointment with them. She conducted the interview outside the class in form of

focus group discussion.


45

2. Data Gathering Technique

In this part, the researcher explains the steps to gather the data and how to

use the research instruments in gathering the data. McNiff (2007) states that in

gathering the data of classroom action research the researcher should followed

eight steps which were collected into four major steps.

a. First Step

The researcher needed to identify an aspect that the researcher wanted to

improve (MacNiff, 2002, p. 71). The researcher needed to observe the real

condition in the class and identify the students’ problems in the class. It aimed to

review the current practice in the class and identify some aspects that were still

needed to be improved. The researcher used observation checklist and pre-test in

the first step.

The observation checklists were the very first instruments that were used.

The observed aspects were students’ attention, activeness, responses, ability and

interaction with the teacher. The researcher observed the class and gave the range

of each aspect on the observation sheet based on the real condition.

The pre-test was the second instrument that was used. Before giving any

treatment, the researcher conducted a pre-test. Through the pre-test, the researcher

figured out whether the students had any problems with their speaking skills or

not.

The results of observation checklist were used to be a supporting data to

make a lesson plan which was applied in the first cycle. Since the researcher had


46

known about the problems and students’ characteristics, the activities in the lesson

plan could be chosen based on the results of the observation checklist.

b. Second Step

The second step was cycle 1 in which the researcher applied the lesson

plan that she had made based on the result of observation checklists and started

using a digital storytelling in class to improve the students’ speaking skills in

retelling a story. In this cycle, the researcher tried to monitor the students’

improvement after using the new method and tried to modify the lesson plan for

the cycle 2. The last activity for this meeting was distributing the paper for the

students and asking for their suggestion which could be used to modify the next

teaching and learning activity.

c. Third Step

The third step was cycle 2 which applied the new method which had been

modified after cycle 1. The lesson plan was modified in the light of what had been

found, what had happened, and continued the good things. In this cycle, the

researcher tried to monitor the students’ improvement. The students were also

expected to have good speaking skills especially when they should retell the story.

d. Fourth Step

The last step was giving the post-test as the outcome which would be

evaluated to see how well the treatment had addressed and solved the problem.

The post-test was conducted after the implementation of the learning medium so

the researcher could see whether the medium was effective in improving students’

speaking skills or not.


47

The instrument that used in this step was not only a test, but also

questionnaires and interviews. The questionnaires were spread to all of the

respondents. There were fifteen close-ended questions about the respondents’

opinions about the use of the teaching medium. The Interview was in form of

focus group discussion in which the researcher used 6 questions for 5

representatives of the respondents. Both questionnaires and interviews had the

same aim that was to know the students’ perspectives of the implementation of

learning medium. The processes of gathering the data are simply presented in this

figure 3.2.


48

Figure 3.2 The Processes of Data Gathering Technique

E. Data Analysis Technique

After gathering all of the data needed, the researcher analyzed the data.

Since the researcher used four instruments which were observation sheet, tests,

questionnaires, and interviews, the researcher explained them separately.

1. Observation Checklist

Observation checklist was used to help the researcher in observing the

students’ behavior when teaching learning activity was running in order to figure

out the problems in class. The researcher fulfilled the rubric by choosing the level

of each aspect based on the class condition. The researcher presented the results of


49

the observation checklist and the researcher made a narrative report about the

class condition based on the results of the observation checklist. The researcher

tried to explain all of the aspects in the rubric in detail.

2. Tests

Test results were the main data of this research. The researcher conducted

pre-test and post-test in form of oral test. The students were asked to come in front

and retold a certain story. The researcher marked their performances using the

rubric. The rubric could be seen in the appendix 2.

The students’ scores on pre-test and post-test were presented in column

chart and it was described separately. After giving the score, the researcher used a

paired sample t-test to test the significance between mean scores of students’ pre-

test and post-test. The researcher used SPSS software to help her on finding the

result of the tests. The SPSS version which was used was IBM Statistic 20. After

scoring all of students’ performances using the formula, the researcher inputted all

of the data to SPSS software. If p-value was less than 0.05, it could be concluded

that there was a significant difference between pre-test and post-test. The

researcher analyzed the data using descriptive statistics.

This study used a simple formula to mark the result of the students’ scores

in pre-test and post-test. The students’ final scores were counted by using this

formula:


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3. Questionnaires

For the questionnaires, the researcher counted the total number of the

respondents who chose every agreement degree manually. After the total number

had been found, the data of the questionnaires were presented in percentage. The

formula of students’ answers is as follows:

The reason for presenting the results of the questionnaires in percentage

was helping the researcher to know how the students perceived their experiences

using the action.

4. Interviews

The interview was done in a qualitative way in a form of focus group

discussion which contained of 5 students as the representatives. The researcher

asked 6 questions and summarized all of the students’ answer. The researcher

made a narrative report about the results of focus group discussion in a form of

table and interpreted the results accurately by minimizing to change the data.


51

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter deals with overall results of the action research. This chapter

is divided into two parts that provide the research result and discussion in each

part of research questions. The first part is the research result and discussion of

how a digital storytelling is applied in class to improve students’ speaking skills in

retelling a story. The second part is the research result and discussion of the

students’ speaking skills in retelling a story improvement through the use of

digital storytelling.

A. Research Result and Discussion of How is a Digital Storytelling

Applied in Class to Improve Students’ Speaking Skills in Retelling

Story

In order to answer the first research question, the researcher presents the

cycle of classroom action research by Metler (2009) which was used as the

guidance to conduct and apply the digital storytelling. As stated in the previous

chapter, this research consisted of two cycles which each cycle consisted of four

stages. The cycles are explained below:

1. Cycle 1

In the first cycle, the researcher applied four stages of classroom action

research by Metler. There were planning, acting, developing and reflecting. In this


52

cycle, the researcher tried to plan, implement, develop, and reflect the use of te

medium in class in order to modify the lesson plan for the next cycle.

a. Planning Stage of Cycle 1

In this stage, the researcher tried to figure out the problems faced by the

students and the teachers. The research instruments that were used in order to

gather the data for understanding the problem were observation sheet and the pre-

test. The researcher observed several aspects of students’ behavior and attitude.

Those were the students’ attention toward the teacher’s explanation, the students’

activeness in following the discussion in the class or group, the students’

activeness in asking and answering questions, the students’ speaking skills in

retelling a story and students-teacher interaction in the class. The table below is

the results of the observation sheet.

Table 4.1 Results of Students’ Attitude in Teaching Learning Process

Aspects Level of Engagement

Very

High

High Medium Low Very

Low

The students’ attention

toward the teacher’s

explanation.

The students’ activeness

in following the

discussion in the class or

the group.

The students’ activeness

in asking questions and

answering questions.

The students’ speaking

skills in retelling a story.

The students and teacher

interaction in class


53

The students’ attention toward the teacher’s explanation was in low level.

Since the lesson was not presented attractively for the students, they did not give

attention to the teacher’s explanation. The students did other activities such as

writing notes and passing them to other students, talking with their partners,

drawing some pictures, daydreaming, and playing with their gadget. Meanwhile,

when the teacher stopped her explanation, the students would be silent for a while

and pretended that they were writing something on their book.

The students’ activeness in following the discussion in the class or group

was in a medium level. Students’ interest arose when they worked with their

friends. When they were given time to prepare their performances for pre-test, the

students worked well. They asked their friends about something they did not

know and some of them tried to compare their work with the other groups’ work.

Unfortunately, they still used both Javanese and Indonesian when they were

discussing something.

The students’ activeness in asking and answering questions in class was in

low level. They preferred to ask questions to their friends quietly or go to the

teacher’s table than ask in the question and answer section.

The students’ speaking skills in retelling a story was in low level. It was

based on the students’ performances in their pre-test. The students had difficulties

in pronouncing some words. They stopped in the middle of their performances

because they forgot what to say. Some of them did the code switching because of

the vocabularies they used were taken from the internet or digital dictionary

without knowing their definitions.


54

The last aspect was the students and the teacher interaction in class. That

aspect was in very low level. The teacher was the one who talked mainly in class.

As the result, the students did not take much part in class. They became the

students who just listened to the explanation, so the teacher was the center in the

teaching learning activities. The teacher interacted with the students by asking

them whether they had any questions or not. The interaction between the students

and the teacher was not built since the teacher did not approach the students in the

group and check whether they had any difficulties or not.

The pre-test was also conducted to know the students’ speaking skills

before they were given any treatment. Pre-test started in the end of teaching

learning process with the teacher. The teacher asked the students to make a script

about Cinderella story and they should come in front based on their student

number to retell a story. The result of the pre-test would be discussed later.

Since all of the aspects observed did not reach high or very high level and

the results of students’ pre-test were not really good, it could be concluded that

the class needed new learning medium to improve their speaking skills. The

researcher provided a solution which was digital storytelling, because digital

storytelling was seen as fascinating, attractive, and motivational medium which

could help the students to understand and remember the story. Hence, in this

stage, the researcher conducted some activities. They were discussion with the

teacher, observation stage, and pre-test.


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b. Acting Stage of Cycle 1

This stage consisted of two meetings. In this stage, the researcher applied

the lesson plans which were made based on the problems. The researcher

introduced the story entitled The Little Red Riding Hood. The researcher activated

the students’ schemata through asking the students’ whether they had known the

story or not. The researcher asked some of the students who knew the story to

share their idea. Then, the researcher divided the class into several groups which

consisted of five people in every group.

The next activity was asking the students to watch the digital story telling

entitled The Little Red Riding Hood twice. The students were asked to pay

attention to the plot of the story, the vocabularies that were used, and the facial

expression of the characters. After that, the researcher asked the students to

discuss in their group about the information they got from the story.

The researcher discussed the story with the students in class to find out

how far the students understand the plot of the story. After that, the researcher

gave some questions to the students and discussed the answers together in the

class. The researcher gave the students time to make a simple script and finally

asked every group to retell the story of The Little Red Riding Hood together. The

other group must give comment and suggestion for the other groups’

performances.

The next activity focused on practicing how to retell a story. It was started

by giving the students example of retelling a story through a video of digital

storytelling. The researcher used the video to give the example of how to retell a


56

story. Before moving to retelling a story practice, the researcher played the digital

story telling video once more to recall the students’ memory about the story.

The researcher asked the students to make a simple script. The researcher

helped every group in arranging the script by approaching every group. After

finishing their script, the students practiced their performances in retelling a story

in front of their group. The students could give comment and suggestion on their

friends’ performances.

Hence, in this stage the researcher conducted some activities. Those were

introducing the digital storytelling, discussing the story, learning how to tell a

story, and practicing to retell a story.

c. Developing Stage of Cycle 1

In order to develop the implementation of digital storytelling in class, the

researcher observed all of the students’ behavior and attitude in class. During the

implementation of digital storytelling, all students gave their attention to the

video, but still, some of them preferred to play with their gadget. The researcher

approached the students who did not give attention to make them keep away their

gadget and try to focus on the learning process. It could be concluded that the

teacher must pay attention and take a part to observe the students’ activities in the

class even the teaching learning process had already used an attractive medium.

d. Reflecting Stage of Cycle 1

The researcher tried to figure out the students’ suggestion about the use of

digital storytelling in the class. The students’ perspective was used to renew the


57

next teaching learning process. The researcher gave the students piece of papers

and they were asked to write their suggestion.

Students stated that the teaching learning process was really fun because

they were involved to the teaching learning activities. It was based on one of the

students’ suggestion.

“Gurunya gak pernah pakai lab bahasa, terus guru selalu pake LKS aja.

LKS gak berwarna, kalau video mejadi tidak mengantuk, videonya lucu

juga.”

(The teacher never uses the language laboratory and she always uses LKS

in teaching and learning activity. LKS is not colorful and it makes me feel

sleepy, on the other hand, the video makes me awake and it is also funny.)

The other students also gave positive comment about the use of digital

storytelling. They stated that they understood the story easier because the story

which was chosen was interesting, and the song which was included in the story

also helped them in remembering some words. It was supported by some of the

students’ comment.

“Suka sekali sama ceritanya karena jarang di bahas dikelas.”

(I like the story, because it is rarely discussed in the class.)

“Kalau Inggris sering tidak tahu artinya, tapi kalau lihat video jadi paham

ceritanya walaupun artinya tidak tahu.”

(I often do not know the definition of some words, but by using the

video, I still know the story even do not know the definition.)

“Lagu dalam videonya gampang diingat dan membuat saya mudah

mengingat kata-kata baru.”

(The song which is included in the video is easy to be remembered and it

makes me easier to remember new vocabularies.)

Besides, some of the students suggested that the audio quality was not

really good, so it will be better if the researcher bring her own speaker. Some of


58

the students stated that it was better for the researcher to give more exercises

which could check the students’ understanding about the story. There were some

of the students’ suggestions.

“Suka dengan videonya tidak membosankan, tapi lebih mantap lagi kalau

sound-nya lebih bagus hehe.”

(I like the video because it is not boring, but it will be better if the speaker

works well.)

“Saya merasa sangat paham dengen ceritanya, tapi kalau gak ada

latihanya jadi gak yakin sudah bener- bener tau apa belum”

(I feel that I understand the story well, but if it is not measured through

some exercises, I am not really sure.)

Based on some of the students’ positive and negative comment and

suggestion, the researcher employed the second cycle in order to improve the first

cycle.

2. Cycle 2

a. Planning Stage of Cycle 2

Concerning the problems faced by the students during the first cycle, the

researcher tried to improve the way of the researcher implemented the action. So,

considering the students’ comment and suggestion on the cycle 1, the researcher

tried to check the entire media such as the speaker and the projector. The

researcher did not find out any problems in projector, but the speaker did not work

well. The researcher decided to use her own speaker which was louder than the

one from school. Moreover, the students in the cycle one stated that they needed

some exercises in order to check their students’ understanding about the story.

The researcher considered that picture sequences and plot helper could help the


59

students in checking their understanding; on the other hand, the plot helper could

help them as a helper to make a script.

Hence, in this stage the researcher conducted some activities. Those were

considering the students’ suggestion, finding the solution for the problems, and

preparing the entire medium for the next stage.

b. Acting Stage of Cycle 2

In this stage, the researcher applied the modified lesson plan which was a

lesson plan which had been changed in some ways after the researcher had done

the first cycle. Modifying the lesson plan was aimed to get the better result than in

the first cycle. In the second cycle, the researcher used Pinocchio story. Many of

the students were familiar with the story, because of that, they tried to share the

information that they knew about Pinocchio story. The next activity was defining

some vocabularies which would appear in the digital storytelling. After 5 minutes

of working, the researcher asked them to stop and start to discuss the answer.

The researcher played the digital storytelling entitled Pinocchio. The

researcher asked the students about their opinion about the story and asked them

whether they had any questions or not. After that, the researcher asked the

students to answer some of questions related to the story together in the class.

The researcher invited the students to follow the discussion about the

characteristic of each character and the plot of the story. The next activity was

arranging the pictures of Pinocchio story into a good story. After that, they

should write the plot of Pinocchio story in the plot helper.


60

Hence, in this stage, the researcher conducted some activities. Those were

introducing a new story using digital storytelling, discussing the story, and

arranging the pictures of Pinocchio story.

The researcher also conducted a post-test. Post-test was aimed to find out

the students’ ability after they were given any treatment. Post-test started at the

end of teaching learning process. The students performed the story of Pinocchio.

Post-test was conducted in different meeting with the acting of cycle 2.

c. Developing Stage of Cycle 2

The problem which was found in the first cycle was the students did not

have enough time to practice their speaking skills with their group because of the

limited time. Because of that, the researcher gave more time for the students to

practice their performance with their friends in this cycle. As a result, the students

could try to practice the story they got from digital storytelling. Even though the

students received much information easily about the pronunciation, the grammar

which was used, the plot of the story, and etcetera, if the students did not practice

their speaking skills, it would be useless.

d. Reflecting Stage of Cycle 2

In the reflecting stage, the researcher should reflect about the effectiveness

of the medium which was used. Besides the post-test results, the researcher spread

the questionnaires and conducted the interviews with five students. Through the

questionnaires and the interviews, the researcher assumed that the students could

give the personal answer based on their experience on the use of the medium. The

questionnaires and interviews results were also used as supporting data to answer


61

the second research question. Below are the discussions of the results of the

questionnaires and the interviews.

In this section, the researcher presents the table of percentages of

questionnaires results, and then, the researcher explains about how many

percentage each statement gained.

Table 4.2 The Questionnaires Results

No Statements SD D U A SA

1 Speaking is an important

skill in English.

- - 10% 47% 42%

2 I have a difficulty in

retelling a story.

- 5.2% 36.8% 42.1% 15.7%

3 Digital Storytelling helps me

in pronouncing some

English vocabulary.

- - 26.3% 42.1% 31.5%

4 Digital storytelling helps me

in remembering new

vocabularies.

- 5.26% 15.7% 52.6% 26.3%


to use appropriate

vocabularies.

- - 31.5% 52.6% 15.7%


in understanding the use of

simple past-tense.

- - 31.5% 36.8% 31.5%


on remembering the story.

- 5.26% 21% 42.1% 31.5%

8 Digital storytelling enhances

my understanding about a

story.

- - 36.8% 36.8% 26.3%

9 Digital storytelling makes

me do not need any scripts

when I should perform in

front.

- 5.26% 36.8% 31.5% 26.3%


retelling a story in the

chronological order.

- - 31.5% 47.3% 21%


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No Statements SD D U A SA

11 My retelling a story skills

are improved after using the

new teaching media.

- - 15.7% 52.6% 31.5%

12 My speaking skills are

improved after using digital

story telling as a teaching

media.

- 10.5% 31.5% 31.5% 26.3%

13 Digital storytelling

enhances my confidence

when perform in front the

audiences to retell a story.

- 5.2% 31.5% 31.5% 31.5%

14 Digital storytelling

motivates me in improving

my speaking skills.

- 10.5% 31.5% 31.5% 26.3%

15 Digital storytelling is fun

compared with the use of

other media.

- - 26.3% 42.1% 31.5%

SD = Strongly Disagree U = Undecided

D = Disagree A = Agree

SA= Strongly Agree

The first statement was related with their perception toward the speaking

skills. No one of the students stated that speaking skills were not important skills

in English, beside, 89% of the students agreed that speaking skills were important.

The conclusion of the students’ perception toward this statement was speaking

skills were seen as the important skills that should be developed.

The second statement was related with the students’ problems when they

should retell a story. From the results of the questionnaire, 57.8% of the students

have difficulties in retelling a story, beside, 36.8% of the students still do not

know whether they had problems or not. There were 5.2% of the students do not


63

have problems in retelling a story. Based on the result, it could be concluded that,

many students still have problems in retelling a story.

The third until tenth statements were related with the use of digital

storytelling in helping the students in improving some aspects of speaking skills.

A third statement was related with pronunciation aspects. 73.6% of the students

agreed that digital storytelling helped them in pronouncing some English

vocabularies.

The fourth statement was related with remembering new vocabularies.

78.9% of the students agreed that digital storytelling helped them in remembering

new vocabularies. It showed that the students have good perception on the use

digital storytelling in class. However, 15.7% of the students did not sure whether

digital storytelling helped them or not, and 5.2% of the students felt that digital

storytelling did not help them. From the result, it was shown that, even not all of

the students agreed, still more than half students felt that digital storytelling

helped them.

The fifth statement was related with the students’ ability on the use of a

certain and suitable vocabulary in making a sentence. 68.3% of the students

agreed that digital storytelling helped them in choosing a suitable vocabulary in

making a sentence. However, there were 31.5% of the students did not sure that

digital storytelling could help them in choosing a suitable vocabulary in making a

sentence. Based on the result, digital storytelling could help them to choose a

proper vocabulary; even it was not really effective because the number of the


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students who chose undecided was also high. Later, the future researcher could

maximize this aspect.

The sixth statement was related with the use of simple past-tense. Since, it

was retelling a story performance; they should use simple past-tense. The

questionnaire result showed that 68.3% of the students agreed that digital

storytelling helped them in the use of simple past-tense when they should retell a

story. However, 31.5% of the student did not know whether it helped them or not.

This result showed that the students still have a problem in using simple past-

tense. The future researcher could consider this result and maximize this aspect

later.

The seventh statement was related with the students’ ability on

remembering the story. The result of the questionnaire showed that 73.6% of the

students agreed that digital storytelling helped them in remembering the story,

however, 21% of the students did not sure it help them or not, and 5.26% of the

students felt that it did not help them. This result showed that some of the students

could not remember the story even they had used digital storytelling. It could be

caused by many factors.

The eighth statement was related with the students’ understanding about

the story. The 63.1% of the students felt that they were helped in understanding

the story, on the other hand, there were 36.8% of students did not sure about that.

Form the result, the students still have problem to understand the story. It could be

improved later so all of the students could understand the story well.


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The ninth statement was related on the use of the script when the students

should perform in front. 57.8% of the students felt that after the use of digital

storytelling, they should perform without bringing a script, but many of the

students still have high anxiety. 36.8% of the student did not sure that they could

perform well or not if they did not bring any scripts. 5.26% of the students felt

that they still need script when they perform. From the result, it could be

concluded that more than half of the students were confident to perform without

script.

The tenth statement was related with the use of digital storytelling in

telling the story based on the chronological order. Since it was a retelling a story

performance, the students should retell it according to the chronological order to

make the story were easier to be understood. It was also aimed to make the

listener did not miss some parts of the story. 68.3% of the students agreed that the

medium could help them in retelling the story based on the chronological order.

31.5% of the students did not know whether digital storytelling helped them or

not. From the result we could see that, even not all of the students were helped,

but majority of them agreed that it helped them.

The eleventh and twelfth statement were related with the students’

perception toward the use of digital storytelling in improving their skills. The

eleventh statement was about retelling a story skills, 84.1% of the students

believed that their retelling a story skills were improved, however, 15.7% of the

students did not sure whether their skills were improved or not. It showed that


66

almost of the students felt that they had improvement when they should retell a

story.

The twelfth statement was about students’ speaking skills improvement.

57.8% of the students agreed that their speaking skills were improved, but the

number of the students who did not sure was quiet high, there were 31.5%. 10.5%

of the students felt that the medium could help them in improving their speaking

skills. Based on the result, the students did not feel that their speaking skills were

improved. It could be concluded by many factors, but the good side was still more

than half of the students agreed that their skills were improved. It could be

improve later in the next research.

The thirteenth statement was about the students’ confidence when they

should perform in front. The result of the questionnaire showed that 63% of the

students felt confident if they should perform in front after the use of the medium

in class. However, 31.5% of the students did not sure that they were confident.

5.2% of the students felt that they were not confident when they should perform in

front even they had used the medium. The result of the questionnaire showed that

more than half of the students felt confident, however, it was not really effective

to help 5.2% of the students.

The fourteenth statement was related to the students’ motivation in

learning using digital storytelling. 57.8% of the students felt motivated to learn

after the use of the media, but there were some of the students who were not

motivated to learn even the researcher had used the new medium. There were

31.5% of the students did not sure and 10.5% of the students did not feel


67

motivated by the use of the video. It could be seen from the result that not all of

the students felt motivated, even more than half of the students felt motivated. It

could be caused by many factors, yet, this result could be use to modify the action

for the next teaching learning activity.

The last statement was related with the students’ perception toward the

digital storytelling if it was compared with other media. 73. 6% of the students

thought that digital storytelling was fun if it was compared with the other media.

However, there were 26.3% of the students did not sure if digital storytelling was

the funniest medium if it was compared. From the result we could conclude that

the number of the students who were agree was high, and it showed that digital

storytelling was loved by the students if it was applied in class.

According to the results and explanations of the questionnaires, not all of

the students were satisfy with the use of digital storytelling in class. It was showed

from some of the students who chose undecided to be their choice. Even digital

storytelling could be considered as effective medium, because more than half of

the students chose agree and strongly agree, some of them also chose undecided.

Later, from this result, the researcher could modify and combine digital

storytelling with the other teaching medium or method to maximize the results.

Generally, based on the students’ perception, digital storytelling helped

them in pronouncing some new vocabularies, using simple past-tense, enhancing

their understanding of a certain story. Moreover, it improved students’ confidence

and motivation also.


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The other research instrument which was used in helping the researcher in

reflecting stage was interviews. The researcher conducted the interviews in order

to get the data which were deeper than the questionnaires. Through the interviews,

the researcher could ask the interviewees to tell the difficulties they had, their

experiences in the teaching learning processes which are involved digital

storytelling, their suggestion about teaching and learning speaking, and the other

medium which they wanted to have.

The researcher tried to explain briefly and gave the evidence from the

interviewees’ answers in order to support the findings of this research. The

summary of the interviews could be seen on the appendix 9. The researcher used

S1 for the first student, S2 for the second student, S3 for the third student, S4 for

the fourth student, S5 for the fifth student.

The first question was about the students’ perception toward speaking

skills. All of the students argued that speaking skills were the important skills that

should be mastered since language was used to communicate with the other

people. It could be seen from some of the students’ statement that said that

speaking skills are important.

“Berbicara itu penting kalau belajar bahasa , karena kalau gak bisa

ngomongnya ya buat apa bisa bahasa Inggris.” (S1)

(Speaking skills are important in learning language, if we cannot speak

using the language, it will be useless.)

“Kemampuan berbicara itu sangat penting bu, karena dalam kehidupan

sehari- hari itu bertukar informasi kan dari ngomong, ada juga yang dari

menulis, namun membuthkan waktu lama.” (S2)

(Speaking skills are important, that are used in people’s daily life to share

the information. Sometimes, using written text is common, but it needs

more time.)


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“Menurut saya penting, karena itu kemampuan basic yang akan

digunakan setiap harinya untuk macem-macem. Kalau orang udah bisa

ngomong Inggris berarti udah pinter bu” (S3)

(I think, speaking skills are important because that are used in people’s

daily life. If someone can speak using English it means that she or he is

good in English.)

Based on those three students’ statement, it could be concluded that

students considered speaking as important skills. Actually, if they knew speaking

skills are important, their learning motivation and awareness are high.

The second question was about the students’ speaking skills. Not all of the

students had good speaking skills. Most of the interviewees had problems with

their speaking skills. It was showed from some of the students’ answers. S2, S5

answered:

“Susah kalau ngomong, gak pinter saya bu kalau di suruh ngomong,

kadang lupa bahasa Inggrisnya.” (S2)

(Speaking is a difficult thing, I am not good at speaking, because

sometimes, I forget some of English words.)

“Saya tidak begitu lancar bila harus berbicara karena di otak tidak bisa

gitu langsung nyusun dan langsung ngomong, tapi kalau dipersiapkan

bisa menghapal.” (S5)

(I am not fluent if I should speak about something because it is hard to

arrange some sentences in my head while I speak. If the performance is

prepared, I can remember the script.)

From those students’ answer, the students did not have good speaking

skills. They also stated what their difficulties like loosing some English

vocabularies and hard to arrange some words while they should speak.

The third question was about the students’ perception about retelling a

story in English. One of the simple speaking activities was retelling a story.

However, the interviewees stated that retelling a story was one of difficult


70

speaking activities. It was supported with the students’ statement about retelling a

story.

“Susah sih, karena kadang gak mudeng ceritanya, ini kan beda sama

cerita pengalaman kita, terus kadang gak tau bahasa Inggrisnya itu apa.”

(S3)

(It is difficult because I do not understand the story well. Retelling a story

is different with telling my experiences. Sometimes I do not know some

English vocabularies.)

From the students’ statement above, the students considered that retelling

a story was difficult speaking activities. Because the students was not only

delivering the story, but they should understand the story well before deliver it to

the audiences.

These were some factors according to the students which made retelling a

story was hard.

“Yang bikin susah itu banyak. Tapi palig susah kalau udah gak tau kosa

kata Inggrisnya itu.” (S1)

(The hardest thing in retelling a story is not mastering the English

vocabularies.)

The students also stated that the use of simple past-tense was the factor

that made retelling a story was hard. Pronunciation aspect was also one of the

difficult factors. It was supported by some of the students’ statements.

“Kalau retelling story kan harus memakai simple past-tense, bingung

kalau disuruh pakai simple past-tense.” (S4)

(When we should retell a story, we should use simple-past tense. However,

I am confused how to use simple past-tense.

“Kalau ada kata-kata susah, sering ragu ngomongnya, takut salah dan

aneh, pasti diterawakan.” (S5)

(If I find new words, I am afraid to say that because many people will

laugh at me if I made a mistake.)


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The students also admitted that they lack of speaking exercises and

difficult to face their nervousness. The interviewees also admitted that their

speaking skills were not good. The observation which was done by the researcher

in the teaching-learning process was boring and could not improve the students’

motivation.

Considering the difficulties that they had, the researcher tried to apply the

teaching medium to improve the students’ speaking skills in retelling a story. By

bringing the new medium, the researcher successfully improved the students’

performances. All of the interviewees considered that the learning medium that

was used helped them to improve their speaking skills in retelling a story.

S1 stated that the character in digital storytelling who pronounced the

words clearly made the students’ performances were better because the students

could pronounce the words correctly. It was supported by the S1 statement.

“Kartunya itu ngomong dialognya pake bahasa Inggris, nah, jadi tau tuh

gimana bacanya, terus bahasanya kan simple dan bahasa sehari-hari, jadi

gampang paham.” (S1)

(The characters in the digital storytelling pronounce the words, beside, the

words which are used were simple, and so it is easy to be understood.)

The other factors that made digital storytelling could improve the students

speaking skills are the illustration lived in the students’ mind he medium was

presented in the fascinated form which made them do not easily to get bored.

Some of the students stated in their interviews that the medium played an

important role in improving their speaking skills. There were some of the students

statements about it.


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“Gambarnya kan mudah banget diinget di otak, saya sih jadi bayangin

gambarnya.” (S3)

(The picture is easy to be remembered and I can imagine the pictures.)

“Suaranya beda-beda antar karakter, ada lagu didalam video, menarik

dan jadi murid-murid gak bosen.” (S2)

(The voices of the characters are different between one and another.

There is a song in the video, and it makes the students are not easily to get

bored.)

Both of the results of interviews and questionnaires, it could be concluded

that digital storytelling could be a medium which could help the students on their

learning process since the medium was interesting, attractive, and interactive.

B. Students’ Speaking Skills in Retelling A Story Improvement through

the Use of Digital Storytelling

In this part, the researcher presents to what extent digital storytelling

improves students’ speaking skills in retelling a story from the results of the pre-

test and post-test. Besides, the researcher combines the questionnaires and

interviews results which were discussed in the previous part. Those data are used

in order to answer the second research question.

From the results of the observation sheet, the problem which was faced by

the students and the teachers was the students’ felt unmotivated. One of the

factors that made the students’ were not motivated was because the teacher rarely

provided some media in the learning processes. In fact, according to Brown

(2007) and Goh and Burns (2012), one of the principles of teaching speaking is

the teacher should provide motivating technique. Therefore, the researcher

provided digital storytelling as the solution.


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Digital storytelling is defined by Normann (2011) as the combination of

spoken narrative, a number of visual, soundtrack, and new technology to share the

story. A digital storytelling facilitates the teacher to use a unique way to present

complicated material without taking a long time to make the students understand

the material. A digital storytelling helps the teacher to easily integrate different

media into the telling of the story. The effectiveness of the use of digital

storytelling was proven from the results of the pre-test and post-test. The results of

pre-test and post-test are presented separately. Then, the researcher tries to

examine and compares the results of pre-test and post-test to analyze how the

learning medium affects the students’ performances. The data are presented in the

form of table and chart.

Table 4.3 The Results of the Students’ Pre-Test

No Class (Mark) Frequency Category

1 51-55 2 Bad

2 56-60 5 Bad

3 61-65 4 Good

4 66-70 5 Good

5 71-75 2 Good

6 76-80 1 Good

Total 19

The table 4.4 is the results of the students pre-test. To classify the data, the

researcher made three scores categories; they were bad, good, and excellent. The

bad category was the scores in the range 0-60, the good category was the scores in

the range 61-80, and the excellent category was the scores in the range 81-100.

The researcher made the classification by herself. 7 students were in bad category,

12 students were in good category, and no one was in excellent category. Besides,


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the different results were shown in the post-test. Below is the table of the results’

of the students’ post-test and the discussion of the results.

Table 4.4 The Results of the Students’ Post-Test

No Class (Mark) Frequency Category

1 61-65 4 Good

2 66-70 1 Good

3 71-75 1 Good

4 76-80 4 Good

5 81-85 1 Excellent

6 86-90 4 Excellent

7 91-96 4 Excellent

Total 19

The table 4.5 is the results of the students’ post-test. The scores categories

were similar with the pre-test. None of them was in the bad category. 10 students

were in good category and 9 students were in excellent category. Being compared

to the results of the pre-test, the post-test result showed that the students were

successful to improve their speaking skills in retelling a story.

The researcher tries to compare the increasing mean scores of students pre-

test and post-test to know the mean gain of those two tests. Moreover, the

researcher also presents the comparison of the results of pre-test and post-test on

all of speaking aspects. This is aimed to analyze how the learning medium affects

the students’ performances. This is also used to know whether the learning

medium works for improving all of the speaking aspects or not. Below is the chart

of the comparison of the results of pre-test and post-test which is followed by the

comparison of the tests’ results in all of speaking aspects.


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Figure 4.1 The Comparison of the Results of Pre-Test and Post-Test

There was a significant difference between the mean gain of the students’

pre-test and post-test. The mean score of students’ post-test increased from 63.7 to

79.3. There was a significant increase of mean score which was 15.6. Moreover,

the researcher still needed to figure out the improvement of students’ pre-test and

post-test in all of five aspects. Below is the figure of comparison of students’ tests

in all of speaking aspects.

63.7

79.3

Pre-Test Post-Test

The Comparison of the Results of Pre-

Test and Post-Test


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Figure 4.2 The Comparison of the Results of Pre-Test and Post-Test on All of Speaking

Aspects

There was a significant difference between the results of students’ pre-test

and post-test in all of aspects. The students’ pronunciation aspect increased from

3.21 to 3.79. An increase of the mean score of pronunciation aspect was 0.58. The

students’ grammar aspect increased from 2.95 to 3.74. An increase of the mean

score of grammar aspect was 0.79. The students’ vocabulary aspect increased

from 3.21 to 3.63. An increase of the mean score of vocabulary aspect was 0.42.

The students’ fluency aspect increased from 2.95 to 4.16. An increase of the mean

score of fluency aspect was 1.21. The last aspect was comprehension was also

increased from 3.138 to 3.938. An increase of the mean score of comprehension

aspect was 1. The highest improvement was in fluency aspect, besides, the lowest

improvement was in vocabulary aspect. Although the vocabulary aspects were in

the lowest rank, that aspect was already good since in the pre-test.

Even though the mean comparison of the five aspects of speaking showed

students’ performances in the post-test had the better performances compared to

the students’ performances in the pre-test, the researcher tried to give supporting

3.21 2.95 3.21 2.95 3.138 3.79 3.74 3.63

4.16 3.938

Pronunciation Grammar Vocabulary Fluency Comprehension

The Comparison of the Results of Pre-Test and Post-Test on

All of Speaking Aspects

Pre-Test Post-Test


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statement used significance test to analyze the results. A paired-samples-t-test was

conducted to compare the students’ results in the pre-test and post-test. The paired

samples-t-test was done using SPSS software. The SPSS version which was used

was IBM Statistic 20. Below is the table of the results of a paired-samples-t-test:

Table 4.5 The Results of Paired Samples-T-Test

From the test above, there was a significant difference in the scores for

students’ pre-test (M=63, 7895, SD=6, 72953) and students’ post-test (M=79,

3684, SD=2, 95994) conditions; t (18)-7, 964, p= 0.000. Since the p-value which

was less than 0.05, these results showed that digital storytelling did improve

students’ speaking skills in retelling a story.

In terms of the improvement of the students’ speaking skill in retelling a

story, the researcher could say it was improved. It was shown by the students’

achievement in the pre-test and post-test and the paired-samples-t-test.


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The researcher tried to link up the result with the principles of teaching

speaking. As what Brown proposes (2007, p. 332), “Teacher should try at all

times to appeal to students’ ultimate goals and interests, to their need for

knowledge, for being all the learners can be”. From his statement, it could be

concluded that a teacher as the manager of the class should find the medium

which was motivating. Goh and Burns also states (2012, p. 33), “By providing the

motivating techniques, students whom feel the feeling of anxiety can deal with the

feeling and improve their speaking performances”. In digital storytelling, the

researcher applied the theory of the principles of teaching speaking which was

providing motivating techniques. Digital storytelling was seen as motivating

medium because it was match with the students’ characteristics; which were

digital natives. As Robin (2008) states, digital storytelling is considered as a

powerful teaching and learning medium that engages the students and the teacher

over the last few years.

The other principle of teaching speaking was trying to link the speaking

performances with listening activities. Brown says (2007, p. 332), “Some

interactive techniques that involve speaking will also include listening”. Through

digital storytelling, the researcher asked the students to hear the story while they

watched the illustration. This statement was supported by Underhill statements

that says (1993, p. 66-73), “There are two techniques in retelling stories they are

retelling a story from aural stimulus, and from written stimulus”. The retelling a

story from aural stimulus were in form of hearing a short passage or story,


79

however, in this era hearing a short passage could be changed with watching


Digital storytelling was seen as a helper for the students since it helped the

students in the cognitive processes in speaking. According to Levelt, Roelofs, and

Mayer, “A person who can speak fluently and accurately may involve underlying

processes that are remarkably complex”. The process was called cognitive

processes which consisted of conceptual preparation, formulation, and

articulation. Through digital storytelling, the students easier to understand the

content of the story and as a result, they had more knowledge about the topic. In

the formulation process, the medium helped the students to decide which words

and grammatical forms which were relevant for their message. It was because the

medium presented many words which were easy to be understood and it used the

correct form of grammar. Moreover, in the articulation process, the medium

helped the students who could not deliver the messages to the audience clearly

through the characters in the medium which pronounce the words many times.

The digital storytelling had a lot of advantages which were really felt by

the researcher. Ohler (2008), Ware and Warschauer (2005) stated that, digital

storytelling can improve students’ motivation in learning. This statement was

supported by the results of the questionnaires and interviews. The questionnaires

results showed that only 10.5% of the students were not motivated. Moreover, the

interviews result showed that all of the interviewees were motivated.

The other advantage of the use of digital storytelling in class was it was

providing the students with the ability to achieve the 21st century skills (Kajder,


80

2004; Robin, 2008; Ware, 2006). Digital storytelling was considered as the

suitable medium for the 21st century students which had different characteristic

and needs with the 20th

century students. As Norman states, (2011, p. 1), “Digital

storytelling is the combination of spoken narrative, a number of visual,

soundtrack, and new technology”. It could be concluded that technology which

used in the story was helped the students in improving their speaking skills since

the students were digital natives; individual who are born after the widespread

adoption of digital technology.

To sum up all of the discussion on the use of digital storytelling in class to

improve students’ speaking skills in retelling a story, the researcher presents the

discussions of the analysis of the result of the students pre-test and post-test in all

of five aspects; pronunciation, grammar, vocabulary, fluency, and comprehension.

Below are the following discussion of the students’ pre-test and post-test on all of

five aspects.

1. Pronunciation

In this aspect the students’ results increased. The average score for pre-test

was 3.21 and 3.79 for post-test. It was a good progress; gradually the students

improved their pronunciation. At the pre-test they made a lot of mistakes in

pronouncing some words, but gradually they could pronounce many words

correctly in their post-test. These are some of the students’ mistakes in

pronouncing some words both in pre-test and post-test:


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a. Students’ Pre-Test

Table 4.6 The Students’ Mispronunciation on the Pre-test

b. Students’ Post-Test

Table 4.7 The Students’ Mispronunciation on Post-Test

Word Students’

Pronunciation

The Correct

Pronunciation

Swallowed [ˈswɑːloʊed] [ˈswɑːloʊd]

Sneezed [seniːzed] [sniːzd]

Stomach [ˈstɒmə tʃ] [ˈstʌmək]

Seagull [ˈsiːɡəl] [ˈsiːɡʌl]

Whale [weɪle] [weɪl]

From the table above, the number of miss pronunciation was decreasing.

Many vocabularies which appeared in the digital storytelling were minimally

Word Students’

Pronunciation

The Correct

Pronunciation

Upon [ˈupɒn] [əˈpɒn]

Lived [lɪved] [lɪvd]

Was [wʌz] [wɒz]

Met [mɪt] [met]

Run [ren] [rʌn]

Foot [fʊd] [fʊt]

Wanted [wɒn.ted] [ˈwɒn.tɪd]

Letter [leitər] [ˈlet.ər]

Fortunately [ˈfɔːrtunət.li] [ˈfɔː.tʃən.ət.li]

Poor [pɔːʊr] [pɔːr]

Castle [ˈkɑstəl ] [ˈkɑː.sl ]

Pretty [ˈpreti] [ˈprɪt.i]

Forgot [fˈɒgɒt] [fəˈget]

Search [sərtʃ] [sɜːtʃ]


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mispronounced. Some of the words which appeared in pre-test were pronounced

well in post-test.

2. Grammar

In the grammar aspect, the students’ result increased. The average score

for pre-test was 2.95 and 3.74 for post-test. The main problem was, some students

used simple present tense to retell story and some students who already used

simple past-tense used the wrong form of past participle. Below are the tables of

grammatical mistakes from students’ pre-test and post-test

a. Students’ Pre-Test

Table 4.8 The Students’ Grammatical Mistakes on Pre-Test

Grammar The Findings on Students’

Performance

Analysis

The Use of The Past

Form of Regular Verb

- Once upon a time there was a

little girl call Cinderella

Called

- She lives with her step mother

and step sisters.

Lived

- Fortunately, the fairy come and

help.

Helped

- Cinderella went to the party and

dancing with the handsome

prince.

Danced

- They live happily ever after. Lived

- They hate Cinderella very much Hated

- They don’t like Cinderella

- She don’t use

- she ... don’t come to party.

Didn’t


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Performance

Analysis

The Use of Past Form of

Irregular Verb

- She go to the party and danced

with good prince

Went

- Finally the prince puted it on the

Cinderella ... foot

Put

- Cinderella ... run off Ran

- The prince find Cinderella Found

- The prince try to find Cinderella Tried

- Cinderella forget Forgot

- A fairy come Came

- Give the slipper on her foot Gave

- Cinderella try the slipper and it

is fit

- She is smart, clever, and

beautiful.

- She is in the home

Was


Modal

- She can’t come to the party Couldn’t

- Cinderella want to go to the

dance party

Wanted

- They can live happily ever after. Could

The Use of Possessive

Pronoun

She lived with his step mother and

step sisters

Her

Fairy Godmother helps Cinderella

to the party in the ....prince house

Prince’s

house

She lives with her step mother and

... she step sisters

Her


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b. Students’ Post-Test

Table 4.9 The Students’ Grammatical Mistakes on Post-Test


Performance

Analysis

The Use of The Past

Form of Regular Verb

Fairy changed Pinocchio into the

real boy because he help Geppeto

Helped

Pinocchio and Geppeto hmm father

made the whale sneeze.

Sneezed


Irregular Verb

Fairy came to the house of Geppeto

and give life to Pinocchio.

Gave

Pinocchio is naughty boy.

Pinocchio is a good boy.

Was

Geppeto has no children. Had

One day, a bird comes and told

Pinocchio about his father.

Came

He was very very very sad because

he lonely.

He was

The fairy know that ...... Knew

The Use of Possessive

Pronoun

The man name is Geppeto. The man’s

name

Pinocchio made a fire in the whale

stomach.

Whale’s

stomach

Fairy came to the house of Geppeto. Geppeto’s

house

From some of the mistakes above, the students had understood that they

should use a simple past tense to retell story, even some of them did not aware

that sometimes they used simple present-tense. The used of the wrong form of

past- participle also decrease because they watched the digital storytelling many

times and they could know the correct form of the past participle.

3. Vocabulary


85

The average score for pre-test was 3.21 and 3.63 for post-test. The

problem in vocabulary was the students did not know many new vocabularies, so

they used Indonesian words to complete their story. Moreover, some of the

students used the wrong words which have close meaning with the right words.

The table below shows the problems in vocabulary aspect.

Table 4.10 The Students’ Vocabularies Analysis on Post-Test

Word Definition on

Bahasa

The Finding on The Students’

Performances

The Analysis

Clever Cerdas She is smart, clever, and

beautiful.

Diligent

Letter Surat A letter from kingdom come to

the house.

Invitation

Search Mencari The prince search Cinderella. Try to find,

Find

Good Bagus/ Baik Fortunately the good fairy came

and helped Cinderella.

Fairy good

mother

She go to the party and danced

with good prince.

Handsome

Prince’s

House

RumahPange

ran

Fairy Godmother helps

Cinderella to the party in the....

prince house.

Castle,

Kingdom

In the post-test, most of the students had already used all of the

vocabularies which appeared in the digital storytelling. The words that appeared

many times were easier to be remembered by the students. They felt easier to

understand the meaning of the words through the action of the character and they

could guess the meaning of the words.

4. Fluency


86

The students’ result increased. The average score for pre-test was 2.95 and

4.16 for post-test. This aspect was the aspect which increased the most since the

improvement on this aspect was 1.21.

In the pre-test, students were forced into silence by language limitation,

because the lack of vocabularies influenced their fluency. They had some

difficulties in uttering their meaning. In addition, most of them spoke slowly, they

still thought a lot about what they wanted to say. In the post-test initially the

students seemed hesitate in speaking, but gradually they could speak normal and

fast.

It showed that the students became more fluent in retelling a story because

they already watched the digital story telling many times. They knew the story

well; they knew the chronological events that happened in the story and they

could say it without a lot of pauses and time to think about what to say.

5. Comprehension

In this aspect, the students’ result increased. The average score for pre-test

was 3.37 and 4.47 for post-test. In the pre-test, the students could not comprehend

the story well because they memorized all of the words in their script. They did

not get the main of the stonry and thus were difficult to retell a story. In the post-

test, the students could comprehend the story well since they did not memorize the

script but they arrange the words in their head. They understand the story and the

vocabularies well, so they could deliver the story well.


87

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this part, the researcher divides the main parts in to two sections. The

first part is the conclusions of this study. The second part contains the

recommendations for the future researchers about the use of digital storytelling as

a medium to improve students’ speaking skills in retelling a story.

A. Conclusions

This research was conducted in order to answer the research questions.

The first research question was how digital storytelling is applied to teach

retelling a story. The second research question was to what extent a digital story

telling could improve students’ speaking skills in retelling a story.

To answer those two research questions, the researcher tried to analyze

and interpret the data from the research instruments. The research instruments

which were used were: observation sheets, tests, questionnaires, and interviews.

The main data of this research was the results of students’ pre-test and post-test.

The other instruments were used as the supporting data.

The results of the paired-samples-t-test showed that the p-value which was

less than 0.05. It showed that there was significant difference in the scores of

students’ pre-test and post-test. The researcher concluded that the medium, digital

storytelling could enhance the students’ speaking skills in retelling a story.

Moreover, the mean gain of the students’ post-test was higher than the mean gain


88

of the students’ pre-test. In the pre-test, the mean gain was 63.7; however, the

students could achieve 79.3 in the post-test. Therefore, it could be concluded that

digital storytelling could help the students in improving their speaking skills in

retelling a story.

The results of the questionnaires and the interviews supported the results

of the tests. Almost of the students agree with the statements given in the

questionnaires and in the interviews. Moreover, the students’ answers in the

interviews showed that digital storytelling could effectively raise the students’

motivation in learning since it was presented in the fascinating form. The

interviewees assumed that it helped them to understand a complicated material

without wasting much time.

B. Recommendations

In this part, the researcher presents some recommendations of the research

for the students, the teachers, and the future researchers.

1. Students

After the students learn using a digital storytelling as a medium, it is

suggested that the students keep using digital storytelling outside class. In this

research, the researcher focuses on the use of the medium in improving students’

speaking skills, moreover, digital storytelling can be used to improve the other

skills such as writing skill. The students can download a lot of digital storytelling

from internet to help them if they are difficult to understand the story.


89

2. Teachers

Teachers as the manager in the class should consider the students’

characteristic when she wants to choose a proper media. Nowadays, the teachers

in the 21st century have to realize that students are familiar with the use of

technology. The existence of the digital storytelling helps the students to

understand the teaching material. After conducting this research, researcher

suggests the teachers to use digital storytelling in class because digital storytelling

helps the students to enhance their speaking skills. It is presented in the

fascinating form combined with audio and song. The illustrations help the

students in understanding the complicated story. Further, digital storytelling is

easy to be found from the internet. The teachers can also use the school facilties

like projector and speaker.

3. Future Researchers

The researcher expects that this study can inspire future researchers who

have a desire to conduct another study related to the implementation of digital

storytelling medium in the class. The researcher hopes that future researchers use

this medium to improve other skills such as writing, reading, and listening skill.

However, digital storytelling should be supported by other learning activities.

Because of that, the researcher suggests that future researchers improve their

knowledge and use their creativity to combine other activities using a digital

storytelling.


90

REFERENCES

Bailey, Kathleen M. (2005). Practical English language teaching: Speaking.

Singapore: McGraw_Hill ELT.

Behmer, S. (2005). Literature review digital storytelling: Examining the process

with middle school students. Retrieved on March 9, 2016, from

http://www.citeseerx.ist.psu.edu.

Brown, H. D. (2011). Teaching by principles: An interactive approach to

language pedagogy (2nd

ed.). New York: Addison Wesley Longman, Inc.

Brown, H.D. (2004). Language assessment principles and classroom practices.

New York: Pearson Education, Inc.

Brumfit, C. (1984). Communicative methodology in language teaching: The

roles of fluency and accuracy. Great Britain: Cambridge University

Press.

Bygate, M. (1987). Speaking. Oxford University Press.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education.

New York: Routledge.

Garcia, P., & Rossiter, M. (2010, March). Digital storytelling as narrative

pedagogy. In proceedings of society for information technology & teacher

education international conference. (Vol. 2010. Pp. 1091-1097).

Gerlach, Vernon. S, and Elly, Donald. P. (1980). Teaching and media: A

systematic approach. New Jersey: Prentice Hall.

Goh, C. C. M. & Burns, A. (2012). Teaching speaking: A holistic approach.

New York: Cambridge University Press.

Harmer, J. (1989). How to Teach English. Retrieved on March 7, 2016,

fromhttp://files.gu.edu.ge:8008/Book/eleqtronuli%20wignebi/linglisuri/Je

emy%20Harmer %20-%20How%20to%20Tech%20English.pdf

Harmer, J. (2001). The practice of English language teaching, 3rd

edition.

Retrieved on March 9, 2016, fromhttps://www.academis.edu/5665956/The

Practice of English Language Teaching Jeremy Harmer.


http://www.citeseerx.ist.psu.edu/

http://files.gu.edu.ge:8008/Book/eleqtronuli%20wignebi/linglisuri/Je%20%09emy

http://files.gu.edu.ge:8008/Book/eleqtronuli%20wignebi/linglisuri/Je%20%09emy

https://www.academis.edu/5665956/The

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Mallan, K. (1991). Children as storytellers. Australia: Primary English Teaching

Association.

Metler, Craig A. (2009). Action research: Teachers as researchers in the

classroom. Thousand Oaks, CA: SAGE Publications, Inc.

Miller, E. A. (2009, August). Digital storytelling. Retrieved on June 20, 2016,

from http://www.uni.edu/icss/researchhelps/miller.pdf.

Muller, Jon. (2005). The Aunthentic assessment toolbox: Enhancing students

learning through online learning teaching. 1/1: 1-7.

Normann, A. (2011). Digital storytelling in second language learning.

Retrieved on July 2, 2016, from http://diva-portal.org/FULLTEXT01.

Nunan, David. (2003). Practical English language teaching. New York:

McGraw Hill.

Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63 (4),

44-47.

Priyono, A (1999) Prosedur pelaksanaan penelitian tindakan kelas (classroom

based action research). Semarang: Lembaga Penelitian IKIP Semarang.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st

century classroom. Retrieved on June 8, 2016, from

http://www.digitalstorytellingclass.pbworks.com

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated

approach for engaged student learning. Educational technology

research and development, 65(4), 487-506.

Underhill, NIC. 1993. Testing spoken language. New York: Cambridge

University Press

Wright, Andrew. (1997). Creating story with children. Oxfrod: Oxford

University Press.


http://www.uni.edu/icss/researchhelps/miller.pdf

http://diva-portal.org/FULLTEXT01

http://www.digitalstorytellingclass.pbworks.com/

92

APPENDICES


93

APPENDIX 1

Letters of Permission


94


95


96

APPENDIX 2

Lesson Plans


97

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Cycle 1

Nama Sekolah : SMA PGRI 1 TEMANGGUNG

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI IPA / 2

Alokasi Waktu : 4 x 45 Menit

Topik Pembelajaran : Narrative Text

Skill : Speaking Skill

A. Standar Kompetensi

10. Mengungkapkan makna dalam teks fungsional pendek dan esei

berbentuk narrativedalam konteks kehidupan sehari- hari.

B. Kompetensi Dasar

10.2 Mengungkapkan makna dalam esei dengan menggunakan ragam

bahasa lisan secara akurat, lancar dan berterima dalam konteks

kehidupan sehari- hari dalam teks berbentuk: narrative

C. Indikator Pencapaian Kompetensi

No Kompetensi Dasar Indikator

10.2 Mengungkapkan makna dalam

esei dengan menggunakan ragam

bahasa lisan secara akurat, lancar

dan berterima dalam konteks

kehidupan sehari- hari dalam teks

berbentuk: narrative

Menyebutkan ciri- ciri atau ragam

bahasa lisan dalam teks berbentuk

narrative.

Menyebutkan fungsi sosial teks

lisan berbentuk narrative.

Menganalisis struktur teks dan

unsur kebahasaan dalam teks lisan

berbentuk narrative.


98

D. Tujuan Pembelajaran

Pada akhir proses belajar dan mengajar, siswa diharapkan mampu untuk:

1. Siswa mampu untuk menyebutkan ciri- ciri atau ragam bahasa lisan dalam

teks berbentuk narrative.

2. Siswa mampu untuk menyebutkan fungsi sosial teks berbentuk narrative.

3. Siswa mampu untuk menganalisis struktur teks dan unsur kebahasaan

dalam teks lisan berbentuk narrative.

4. Siswa mampu untuk menyebutkan, mengerti, dan memahami isi

kandungan cerita dan pesan moral dalam cerita berbentuk narrative

berdasarkan digital storytelling yang sudah disediakan.

Menyebutkan, mengerti, dan

memahami isi kandungan cerita

dan pesan moral dalam cerita

berbentuk narrative berdasarkan

digital storytelling yang sudah

disediakan.

Mengerti arti kata kosa kata baru

yang di dapatkan dalam sebuah

cerita berbentuk narrative

berdasarkan digital storytelling

yang sudah disediakan.

Menggunakan kosa kata baru yang

di dapatkan dalam sebuah cerita

berbentuk narrativeberdasarkan

digital storytelling yang sudah

disediakan dalam kalimat- kalimat

yang sederhana.

Menceritakan kembali sebuah cerita

berbentuk narrativesecara runtut

menggunakan ragam bahasa lisan

secara akurat, lancar, dan berterima

berdasarkan digital storytelling



99

5. Siswa mampu untuk mengerti arti kata kosa kata baru yang di dapatkan

dalam sebuah cerita berbentuk narrative berdasarkan digital storytelling


6. Siswa mampu untuk menggunakan kosa kata baru yang di dapatkan dalam

sebuah cerita berbentuk narrative berdasarkan digital storytelling yang

sudah disediakan dalam kalimat- kalimat yang sederhana.

7. Siswa mampu untuk menceritakan kembali sebuah cerita berbentuk

narrative teks secara runtut menggunakan ragam bahasa lisan secara

akurat, lancar, dan berterima berdasarkan digital storytelling yang sudah

disediakan.

E. Materi Pembelajaran

Materi pokok yang digunakan dalam pembelajaran adalah digital

storytelling berjudul Little Red Ridding Hood.Digital storytelling tersebut

dikemas dalam bentuk animasi yang dapat membantu peserta didik untuk

memahami cerita yang disediakan sehingga peserta didik dapat menceritakan

kembali cerita tersebut menggunakan kata- kata mereka sendiri.

F. Metode Pembelajaran

1. Diskusi

2. Penugasan

Fungsi Sosial Narrative Teks 1. To inform and entertain the readers

2. To tell the story with amusing way

3. To give the readers moral value

through the story

Struktur Teks Narrative Teks 1. Orientation

2. Complication

3. Resolution

Unsur Kebahasaan Narrative Teks 1. Use of action verb

2. Use of linking and mental verb

3. Use of time conjunction

4. Use of past tense


100

3. Praktik

G. Media Pembelajaran

Proses belajar dan mengajar disertai penggunaan media pembelajaran sebagai

berikut:

1. Laptop atau Komputer

2. Lcd

3. Speaker atau Audio

4. Presentasi Power Point

5. Papan Tulis

6. Digital Storytelling berjudul Little Red Riding Hood

7. Gambar dan video yang menunjang proses belajar dan mengajar

8. Soal, lembar jawab, dan teks narrative yang menunjang proses belajar

dan mengajar

H. Sumber

1. Teks :

http://shortstoriesshort.com/little-red-riding-hood/

http://inggrisonline.com/pengertian-tujuan-ciri-narrative-text-dan-

contohnya/

https://sumberbelajar.belajar.kemdikbud.go.id/katalogmedia/Kelas%20M

aya/SMK/Kelas%2011/Bahasa%20Inggris/Fransiska%20Wijayanti/Gamb

ar/NARRATIVE%20TEXT.ppt

(kurang yang Pinocchio)

2. Gambar :

http://sbt.blob.core.windows.net/storyboards/elizabethpedro/little-red-

riding-hoodand-the-wolf---character-map.png?utc=131182414391170000

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResou

rce_RedRidingHood_SequencingCards_v1.jpg

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResou

rce_LittleRed_Thumb1_us.jpg

http://www.widgit.com/resourceimg/stories/storypacks/red_riding_hood/s

equence-pics.jpg


http://shortstoriesshort.com/little-red-riding-hood/

http://inggrisonline.com/pengertian-tujuan-ciri-narrative-text-dan-contohnya/

http://inggrisonline.com/pengertian-tujuan-ciri-narrative-text-dan-contohnya/

https://sumberbelajar.belajar.kemdikbud.go.id/katalogmedia/Kelas%20Maya/SMK/Kelas%2011/Bahasa%20Inggris/Fransiska%20Wijayanti/Gambar/NARRATIVE%20TEXT.ppt



http://sbt.blob.core.windows.net/storyboards/elizabethpedro/little-red-riding-hoodand-the-wolf---character-map.png?utc=131182414391170000

http://sbt.blob.core.windows.net/storyboards/elizabethpedro/little-red-riding-hoodand-the-wolf---character-map.png?utc=131182414391170000

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResource_RedRidingHood_SequencingCards_v1.jpg

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResource_RedRidingHood_SequencingCards_v1.jpg

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResource_LittleRed_Thumb1_us.jpg

https://www.teachstarter.com/wpcontent/uploads/2014/08/TeachingResource_LittleRed_Thumb1_us.jpg

http://www.widgit.com/resourceimg/stories/storypacks/red_riding_hood/sequence-pics.jpg

http://www.widgit.com/resourceimg/stories/storypacks/red_riding_hood/sequence-pics.jpg

101

https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/6168106/4fcdfa816f

35453791923a43943081d3/image?width=500&height=500&version=141

1194725000

https://i.ytimg.com/vi/ba2hJM3DxG4/maxresdefault.jpg

https://mirs3cdncf.behance.net/project_modules/disp/7a15b910005331.56

0e2624756a3.jpg

http://www.sparklebox.co.uk/2626-2630/wpgenerated/pp43dcac3d0f.jpg

I. Langkah- Langkah Pembelajaran

1. Cycle 1

Kegiatan Deskripsi Kegiatan Alokasi

Waktu Guru Peserta Didik

Pembukaan Memberi salam pada siswa

dalam bahasa Inggris yang

baik dan benar.

Menjawab salam

mengunakan bahasa Inggris

yang baik dan benar. Peserta

didik sudah siap berada di

dalam kelas untuk mengikuti

proses belajar dan mengajar.

2 menit

Memastikan keadaan kelas

termasuk jumlah peserta

didik dan kehadiran peserta

didik.

Menjawab dan merespon

dengan baik.

2 menit

Mengajak peserta didik untuk

bernyanyi lagu- lagu

motivasi untuk memberikan

siswa semangat belajar.

Bernyanyi bersama teman-

teman dan guru.

3 menit

Mengajukan pertanyaan

terkait dengan materi yang

telah di sampaikan pada

pertemuan sebelumnya.

Menjawab pertanyaan-

pertanyaan dari guru tentang

materi yang sudah di

sampaikan pada pertemuan

sebelumnya.

3 menit

Menjelaskan tujuan

pembelajaran atau

kompetensi dasar yang akan

Mendengarkan dan

menyimak apa yang di

katakan oleh guru, bertanya

3 menit


https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/6168106/4fcdfa816f35453791923a43943081d3/image?width=500&height=500&version=1411194725000



https://i.ytimg.com/vi/ba2hJM3DxG4/maxresdefault.jpg

https://mirs3cdncf.behance.net/project_modules/disp/7a15b910005331.560e2624756a3.jpg

https://mirs3cdncf.behance.net/project_modules/disp/7a15b910005331.560e2624756a3.jpg

http://www.sparklebox.co.uk/2626-2630/wpgenerated/pp43dcac3d0f.jpg

102

dicapai; dan menyampaikan

cakupan materi dan

penjelasan uraian kegiatan

sesuai silabus.

bila ada yang dirasa kurang

jelas kepada guru.

Isi Eksplorasi

Menceritakan ilustrasi

pendek tentang beberapa

cerita narrative populer

seperti kisah Cinderella dan

kisah Kelinci dan Kura-

Kura.

Mendengarkan dan

menyimak dengan baik cerita

yang di sampaikan oleh guru.

5 menit

Bertanya pada peserta didik

apakah peserta didik pernah

mendengar dongengdan

cerita seperti ilustrasi

tersebut, dan bertanya apakah

peserta didik tahu jenis teks

apakah dongeng dan cerita

tersebut.

Menjawab pertanyaan yang

di ajukan oleh guru.

2 menit

Menjelaskan secara singkat

tentang narrative teks (fungsi

sosial, struktur teks, unsur

bahasa dan contoh).

Mengikuti penjelasan guru

dengan baik dan mencatat

bila diperlukan.

15

menit

Menyediakan sebuah cerita

berjudul Little Red Riding

Hooddan menyilakan peserta

didik untuk membaca teks

secara bergiliran.

Membaca cerita yang sudah

disediakan oleh guru.

5 menit

Memandu peserta didik untuk

berdiskusi tentang teks

tersebut (fungsi sosial,

struktur teks, unsur bahasa).

Berdiskusi tentang teks yang

disediakan oleh guru dan

bertanya bila ada yang masih

kurang jelas.

10

menit

Membagi peserta didik dalam

beberapa kelompok yang

terdiri atas 5 orang preserta

didik dalamsatu kelompok.

Berkelompok dengan teman-

teman dan mengkondisikan

diri duduk dalam kelompok.

2 menit

Membagikan soal dan lembar

jawab berisi kosa kata- kosa

Menerima soal dan lembar

jawab berisi kosa kata- kosa

1 menit


103

kata baru yang akan muncul

dalam digital storytelling

yang akan di putarkan.

Membagikan kamus untuk

setiap kelompok.

kata baru yang akan muncul

dalam digital storytelling

yang akan di putarkan.

Memberikan waktu kepada

peserta didik untuk

mengerjakan soal yang

disediakan.

Mengerjakan dan berdiskusi

dengan teman tentang soal

yang diberikan oleh guru.

10

menit

Membahas jawaban soal yang

dikerjakan oleh peserta didik.



bila diperlukan.

10

menit

Elaborasi

Memutarkan digital

storytelling berjudul “Little

Red Riding Hood”.

Memperhatikan digital


Red Riding Hood”, mencatat

hal- hal yang diperlukan.

6 menit

Memutarkan kembali digital

storytelling berjudul

“LittleRed Riding Hood” dan

memepersilahkan peserta

didik untuk menuliskan apa

saja poin- poin penting dalam

cerita tersebut ataupun kosa

kata sukar yang ditemukan.



Red Riding Hood”, mencatat


6 menit

Memandu peserta didik untuk

berdiskusi tentang isi cerita

digital storytelling berjudul

“Little Red Riding Hood”

Berdiskusi tentang digital


Red Riding Hood” yang


bertanya bila ada yang masih

kurang jelas.

5 menit

Mempersilahkan peserta

didik untuk megerjakan soal

tentang karakteristik setiap

tokoh dalam cerita.

Mengerjakan soal yang sudah

disediakan oleh guru dengan

baik.

15

menit

Berdiskusi bersama peserta

didik tentang jawaban soal

yang telah di kerjakan.



bila diperlukan.

5 menit

Mempersilahkan peserta Membuat sebuah skrip 20


104

didik untuk membuat sebuah

skrip retelling story berjudul

“Little Red Riding

Hood”secara individu, namu

peserta didik diperbolehkan

untuk berdiskusi dengan

teman satu kelompoknya.

retelling story berjudul

“Little Red Riding Hood”

secara individu.

menit


didik untuk berlatih retelling

story berdasar skrip yang

telah dibuat.

Berlatih menampilkan sebuah

penampilan retelling story

berdasar skrip yang telah

dibuat.

17

menit


didik untuk menampilkan

sebuah penampilan retelling

story di dalam kelompoknya

masing-masing.

Menampilkan sebuah

penampilan retelling story di

dalam kelompoknya masing-

masing.

Teman-teman dalam

kelompok diperbolehkan

memberikan tanggapan.

17

menit


105

Konfirmasi

Me review kembali

pembelajaran tentang

narrative text dengan cara

memberikan pertanyaan-

pertanyaan kepada peserta

didik.



3 menit

Bertanya kepada peserta

didik tentang opini peserta

didik terhadap pengunaan




2 menit

Memberikan umpan balik

terhadap proses dan hasil

pembelajaran.

Bertanya bila masih ada

pertanyaan tentang materi

yang sudah diberikan dan

didiskusikan.

2 menit

Menginformasikan rencana

kegiatan pembelajaran untuk

pertemuan berikutnya.

Mendengarkan dan mencatat

informasi yang diberikan

oleh guru tentang rencana

kegiatan pembeljaran untuk


2 menit

Menutup kelas dengan salam

menggunakan bahasa Inggris

yang baik dan benar.

Menjawab salam



1 menit

2. Cycle 2

Kegiatan Deskripsi Kegiatan Waktu

Guru Peserta Didik

Memberi salam pada

peserta didik dalam bahasa

Inggris yang baik dan

benar.

Menjawab salam


yang baik dan benar. Peserta

didik sudah siap berada di

dalam kelas untuk mengikuti

proses belajar dan mengajar.

2 menit

Memastikankeadaan kelas

termasuk jumlah peserta

didik dan kehadiran peserta

didik.

Menjawab dan merespon

dengan baik.

2 menit


106

Menjelaskan tujuan

pembelajaran atau

kompetensi dasar yang

akan dicapai; dan

menyampaikan cakupan

materi dan penjelasan

uraian kegiatan sesuai

silabus.

Mendengarkan dan

menyimak apa yang di

katakan oleh guru, bertanya

bila ada yang dirasa kurang

jelas kepada guru.

2 menit

Isi Eksplorasi

Bertanya kepada peserta

didik apakah peserta didik

mengetahu cerita yang

berjudul “Pinocchio”.

Menjawab pertanyaan

yang di ajukan oleh guru.

2

menit

Membagikan soal dan

lembar jawab berisi kosa

kata- kosa kata baru yang

akan muncul dalam digital

storytelling yang akan di

putarkan. Membagikan

kamus untuk setiap

kelompok.

Menerima soal dan lembar

jawab berisi kosa kata-

kosa kata baru yang akan

muncul dalam digital

storytelling yang akan di

putarkan.

1

menit

Memberikan waktu kepada

peserta didik untuk

mengerjakan soal yang

disediakan.

Mengerjakan dan

berdiskusi dengan teman

tentang soal yang

diberikan oleh guru.

5

menit

Membahas jawaban soal yang

dikerjakan oleh peserta didik.



bila diperlukan.

5

menit


107

Memutarkan digital

storytelling

berjudul“Pinocchio”.



“Pinocchio”, mencatat


7

menit

Memutarkan kembali digital


“Pinocchio” dan

memepersilahkan peserta

didik untuk menuliskan apa

saja poin- poin penting

dalam cerita tersebut

ataupun kosa kata sukar

yang ditemukan.



“Pinocchio”, mencatat hal-

hal yang diperlukan.

7

menit

Memandu peserta didik

untuk berdiskusi tentang isi

cerita digital storytelling

berjudul “Pinocchio” dan

menjawab pertanyaan

peserta didik tentang kosa

kata sukar yang ditemukan.

Berdiskusi tentang digital


“Pinocchio” yang


bertanya bila ada yang

masih kurang jelas.

5

menit


didik bekerja dalam

kelompok untuk

mengurutkan gambar dan

menuliskan urutan cerita

Pinocchio.

Mengerjakan soal yang

sudah disediakan oleh guru

dengan baik.

10

menit


didik untuk membuat skrip

retelling story berudul

“Pinocchio”. Peserta didik

diperbolehkan berdiskusi

dengan teman satu

kelompoknya.

Membuat skrip retelling

story berjudul “Pinocchio”.

Peserta didik diperbolehkan

berdiskusi dengan teman

satu kelompoknya.

15

menit

Elaborasi


didik untuk berlatih

retelling story

berjudul“Pinocchio”

bersama dengan

Berlatih retelling

storyberjudul “Pinocchio”

bersama dengan

kelompoknya. Peserta didik

diperbolehkan memberikan

20

menit


108

kelompoknya. tanggapan dan saran atas

penampilan teman mereka.

Membantu peserta didik

untuk berlatih retelling

storyberjudul

“Pinocchio”dengan cara

meninjau diskusi setiap

kelompok.

Berlatih retelling

storyberjudul “Pinocchio”

Konfirmasi

Me review kembali

pembelajaran tentang

narrative text dan kegiatan

berlatih retelling story yang

di lakukan dengan cara

memberikan pertanyaan-

pertanyaan kepada peserta

didik.



2 menit

Memberikan umpan balik

terhadap proses dan hasil

pembelajaran.

Bertanya bila masih ada

pertanyaan tentang materi

yang sudah diberikan dan

didiskusikan.

2 menit

Penutup Menginformasikan rencana

kegiatan pembelajaran

untuk pertemuan

berikutnya.

Mendengarkan dan

mencatat informasi yang

diberikan oleh guru tentang

rencana kegiatan

pembelajaran untuk


1 menit

Menutup kelas dengan

salam menggunakan bahasa

Inggris yang baik dan benar.

Menjawab salam



1 menit

J. Penilaian

1. Aspek Spiritual

Tekhnik : Observasi

Media : Lembar obervasi

Cara Pengisian Rubrik


109

Berikan tanda centang (√) di kolom yang tersedia dalam lembar

observasi sesuai dengan pengamatan yang sudah guru lakukan dengan

memperhatikan kriteria sebagai berikut:

4 = Selalu menerapkan dan melakukan ajaran agama yang di anut

peserta didik.

3 = Sering menerapkan dan melakukan ajaran agama yang di anut

peserta didik.

2 = Kadang- kadang menerapkan dan melakukan ajaran agama yang di

anut peserta didik.

1 = Tidak pernah menerapkan dan melakukan ajaran agama yang di

anut peserta didik.

Cara Penilaian

No Aspek Nilai

1 2 3 4

1 Berdoa sebelum melakukan sesuatu

2 Bersyukur atas segala berkah yang di berikan

oleh Tuhan

3 Belajar dan berusaha selalu karena percaya

bahwa Tuhan selalu memberikan kesempatan

kepada setiap manusia

Total score

2. Aspek Sosial

Tekhnik : observasi

Media : Lembar obervasi


𝑇𝑜𝑡𝑎𝑙𝑠𝑐𝑜𝑟𝑒

3 = The result


110

Berikan tanda centang (√) di kolom yang tersedia dalam lembar

observasi sesuai dengan pengamatan yang sudah guru lakukan dengan

memperhatikan kriteria sebagai berikut:

4 =Selalu melakukan setiap kegiatan yang ada di dalam lembar

observasi

3 = Sering melakukan setiap kegiatan yang ada di dalam lembar

observasi

2 = Kadang- kadang melakukan setiap kegiatan yang ada di dalam

lembar observasi

1 = Tidak pernah melakukan setiap kegiatan yang ada di dalam lembar

observasi

Cara Penilaian

3. Aspek Keahlian

No Aspek Nilai

1 2 3 4

1 Menghormati guru (sopan terhadap guru,

mendengarkan penjelasan guru, mengerjakan

tugas yang di berikan)

2 Bersosialisasi terhadap siapapun yang menjadi

partner dalam berbicara di dalam kelas tanpa

melakukan dekriminasi terhadap sesama.

3 Menghormati orang lain dengan cara

membantu teman lain yang memiliki masalah

dalam memahami materi pembelajaran.

4 Mengapresiasi dan menanggapi pendapat

orang lain dengan baik.

5 Selalu aktif dan menjadi bagian dari aktifitas

yang ada di dalam kelas,

Total score

𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒

5 = The result


111

Tekhnik : Test Lisan

Media : Rubrik Penilaian Speaking Performance


Berikan tanda lingkar di kolom yang tersedia dalam lembar observasi

sesuai dengan penampilan peserta didik sesuai dengan kriteria yang telah

disediakan di rubrik penilaian.

Cara Penilaian

Nama:


Pronunciation 5 Have view traces of foreign language.

4 Always intelligible, though one is conscious of

definite accent.

3 Pronunciation problems necessitate concentrated

listening and occasionally lead of

misunderstanding.

2 Very hard to understand because of the

pronunciation problems. Mot frequently is asked to

repeat.

1 Pronunciation problems so severe as to make

speech virtually unintelligible.

Grammar 5 Make few (if any) noticeable errors of grammar or

word order.

4 Occasionally makes grammatical and or word

order errors which do not, however, obscure

meaning.

3 Make frequent errors of grammar and word order

which occasionally obscure meaning.

2 Grammar and word order errors make

comprehension difficult. Must often rephrase

sentences and or restrict to him to basic patterns.

1 Errors in grammar and word order so severe as to

𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑆𝑐𝑜𝑟𝑒𝑥 10 = The Result


112

Temanggung, 19 Januari 2017

make speech virtually unintelligible.

Vocabulary 5 Use of vocabulary and idioms is virtually that of

native speaker.

4 Sometimes uses inappropriate terms and/or must

rephrase ideas because of lexical inadequacies.

3 Frequently uses the wrong words; conversation

somewhat limited because of inadequate

vocabulary.

2 Misuse of words and very limited vocabulary make

comprehension quite difficult.

1 Vocabulary limitations so extreme as to make

conversation virtually impossible.

Fluency 5 Speech as fluent and effortless as that of a native

speaker.

4 Speed of speech seems to be slightly affected by

language problems.

3 Speed and fluency rather strongly affected by

language problems.

2 Usually hesitant; often forced into silence by

language limitations.

1 Speech is so halting and fragmentary as to make

conversation virtually impossible.

Comprehension 5 Appears to understand everything without

difficulties.

4 Understands nearly everything at normal speed,

although occasional repetition may be necessary.

3 Understands most of what is said at slower-than

normal speed with repetition.

2 Has great difficulties following what is said.

1 Cannot be said to understand even simple

conversational English.


113

Mengetahui;

Kepala Sekolah SMA PGRI 1 Temanggung, Praktikan

Drs. Djoko Juwono Inggit Rositasari


114

APPENDIX 3

Screen Captures of

Digital Storytelling


115


116

APPENDIX 4

Picture Sequences and

Plot Helper


117


118


119


120


121


122


123


124


125


126

APPENDIX 5

The Score of Students

Pre-Test and Post-Test


127

Notes :

SN : Student Number F : Fluency

P : Pronunciation C : Comprehension

G : Grammar S : Score

V : Vocabulary

SN

Pre- Test Post- Test

P G V F C S P G V F C S

1 3 3 4 3 3 64 4 4 4 4 4 80

2 3 3 3 3 3 60 3 3 3 4 4 68

3 3 3 4 3 3 64 4 5 4 5 4 88

4 4 3 4 3 4 72 5 4 4 5 5 92

6 3 3 4 4 3 68 4 4 5 4 4 84

8 3 3 3 2 2 52 3 3 3 3 3 60

9 3 3 4 3 4 68 4 3 3 4 5 76

12 2 3 3 3 3 56 3 3 3 3 3 60

13 4 3 3 3 4 68 4 4 4 5 5 88

14 4 3 3 3 4 68 4 4 4 5 5 88

15 3 3 3 3 3 60 4 4 5 4 5 88

16 3 3 4 3 4 68 4 3 3 4 4 72

17 3 3 3 3 4 64 3 3 3 5 5 76

18 3 2 3 3 3 56 3 3 3 3 3 60

19 4 2 3 3 4 64 5 4 5 5 5 96

20 2 3 2 3 3 52 2 3 3 3 4 60

21 4 3 3 4 4 72 4 5 5 5 5 96

22 3 3 2 3 4 60 4 4 3 4 5 80

24 4 4 3 4 4 76 5 5 5 4 5 96


128

APPENDIX 6

Students’ Speaking

Transcript on Pre-Test

and Post-Test


129

Pre-Test

1. Students Number 1 / (64)

Once upon a time there was a little girl call Cinderella. She issmart, clever,

and beautiful. She lives with her step mother and step sisters. They hated

(Cinderella) very much. One day... one day ... one day... there was ... there was ...

an invitation from the King. She can’t go to the party because she is in the home

to cleaning the house.

Fortunately, the fairy came and help. Cinderella had to at home at 12.00.

Cinderella went to the party and she meet a handsome prince. It was midnight and

Cinderella ... midnight and Cinderella ... run off but the slipper was (left) behind.

Finally the prince put the slipper on Cinderella’s foot ... on Cinderella foot

it was nice. Cinderella and the prince got married and lived happily ever after.


Assalamualaikum warahmatullahi wabarokatuh. Once upon a time there

was a little girl called Cinderella. Cinderella lived with her step mother and step

sister. They don’t like Cinderella. Fairy Godmother help Cinderella but she must

at her home at 12:00.

Cinderella went to the party and dancing with the handsome prince. It was

midnight. Cinderella ran but the slipper is left. The prince wanted to find the

people who have the slipper. The prince find Cinderella and put the slipper on the

foot and the slipper is fit (on her). Finally Cinderella and the prince lived happily

ever after.


Once upon a time there was a little girl called Cinderella. She was pretty,

loving and clever. She was very poor. She lived with her step mother and step

sisters. They hated Cinderella very much.

A letter (not proper vocabulary) from kingdom come to the house. All of

the girls in the city should come to the party. Cinderella wanted to come to the

party but she can’t come to the party.


130

A fairy godmother came and she helped Cinderella. She go to the party

and danced with good (not proper vocabulary) prince. She left the party because it

is midnight. She don’t use (not proper vocabulary) her slipper and the prince

search her. Finally they lived happily ever after.


I want to tell about Cinderella story. Once upon a time there was a little

girl called Cinderella. She was loving and pretty. She was very sad because she

had bad step mother and sisters. One day there was an invitation from the castle.

Cinderella wanted to go to the dance party but she couldn’t go because of her ...

her ... step mother (was) angry. Fortunately the fairy helped Cinderella until

midnight. At the midnight Cinderella run off and she forget the slipper. The prince

try to find Cinderella and finally prince meet Cinderella. The slipper is fit in

Cinderella. They live happily ever after.


Once upon a time there was a girl call Cinderella. She lives with her step

mother and step sisters. They hated Cinderella very much. Mmm ... Fairy came

and helped Cinderella because Cinderella wanted to go to the party ... party in the

kingdom. Cinderella went to the party and dance with the handsome prince. It was

midnight. Cinderella run off and the left slipper behind. Finally the prince puted it

on the Cinderella ... foot. It was fit. Cinderella and Prince got married and lived

happily ever after.


Cinderella clean the floor everyday. She washed the clothes everyday. She

lives with her step mother and step sisters. They hated Cinderella very much. The

fairy came and help Cinderella. The prince danced with Cinderella Cinderella

leave slipper behind. The slipper put on Cinderella’s foot and it was fit. Cinderella

and the prince got married and lived ever after.


I want to tell about Cinderella story. Once upon a time there was a little

girl called Cinderella. She was loving, pretty and clever. She lives with her step

mother and step sisters. She ... she ... she ... had stay at home to do cleaning. The


131

fairy help Cinderella to go to the party. Cinderella went to the party and meet with

the handsome prince. Cinderella go from the party because it was midnight.

Cinderella left the slipper and prince search Cinderella. The prince and Cinderella

got married and they lived happily ever after.


Once upon a time, there was a girl ... called ... named Cinderella. She lived

... she lived with her step mother and stepsister but she was sad. She cleaned the

floor everyday and she ... don’t come to party. She ... apa ... she loved the prince

and forget to go to home at midnight. Cinderella left the slipper in the ... house ...

eh kingdom. Prince search Cinderella. The prince and Cinderella got married and

they lived happily ever after.


I want to tell you about Cinderella story. Once upon a time there was a

little girl called Cinderella. She was very pretty and clever but she was very pour.

Cinderella lives with her step mother and steps sisters. They hate Cinderella very

much. One day it was an invitation from the prince. Cinderella want to go to the

dance party. Fairy helps Cinderella (to) go to the dance party. She had to be at

home at 12:00. Cinderella went to the dance party. She dances with the prince. It

(was) midnight. Cinderella go to her house quickly but she left her shoes behind.

The prince find Cinderella and finally they can live happily ever after.


Once upon a time, there was a beautiful girl named Cinderella, but, but she

was very poor because her mother (was) dead. She was pretty, loving, and clever.

Cinderella lived with her step mother and step sisters. They don’t like Cinderella

and Cinderella ... don’t come to the party. The good fairy helped Cinderella.

Cinderella go to the party until midnight. Cinderella forget the promise,

Cinderella forget, terus ... She run to go to her house. Cinderella left one slipper in

the kingdom (not proper vocabulary) and Prince try to find ... find and ...

Cinderella try the slipper and it is fit. Prince and Cinderella got married and lived

happily ever after.



132

Once upon a time ... Once upon a time ... alah … once upon a time there

was a girl little, little girl named Cinderella. She lived with his step mother and

step sisters. She (They) hated Cinderella very much. The fairy helped Cinderella

to the ball. Cinderella and the Prince dance together. Cinderella danced with the

prince kan, Cinderella lost her slipper because she left it in the party. The Prince

… came to Cinderella ... Cinderella house and the shoes fit in Cinderella and they

were happy.


Once upon a time, there was a girl called Cinderella. She was pretty,

loving and clever (not a proper word). But she was very poor. Cinderella lived

with (her) step mother and step sisters. They hate Cinderella very much.

Fairy come and help Cinderella to go to the party. Cinderella should in the

(her) home at midnight. Cinderella go to the party and danced with handsome

prince. It was midnight. Cinderella ran off but (she) left her slipper. The prince

find the girl (who) have the slipper.

Finally, the prince put ... finally the prince and Cinderella got married and

lived happily ever after.


Once upon a time there was a little girl called Cinderella. She was pretty

but she was poor. She lived with her step mother and step sisters. One day ... One

day a invitation comes to Cinderella’s house. Cinderella wanted to go to ... to ...

castle but she ... must she must clean the house. Fortunately the good fairy came

and helped Cinderella. Cinderella could go until in the midnight. Cinderella run

off but she left her shoe in the castle. The prince search Cinderella. Finally the

prince and Cinderella got married and lived happily ever after.


Once upon a time, there was a little girl named Cinderella. She was pretty,

loving, and smart. She live with (her) step sister and step mother. Step mother and

step sister, aduh! Nha, fairy come to help Cinderella and she must in home at

12.00.


133

Cinderella went to the party but in the midnight she came (come back) to

the house quickly but she she left the slipper. The prince wanted, the prince

wanted (to) know the people with the slipper fit in the foot. The prince put on

slipper on the Cinderella foot and it was fit.

Finally, Cinderella and prince got married and live happily ever after.


Once upon a time there was beautiful girl called Cinderella. There was a

pretty, loving, and clever. She left ... left with er her step mother and sisters. She

can’t go to the ball because she had to do cleaning. The fairy helped Cinderella to

go to the ball. Cinderella dancing with a handsome prince. Cinderella run off but

she forget about one of she shoes. The prince put the shoe on Cinderella’s foot. It

was good. Finally Cinderella and the prince got married and lived happily ever

after.


Once upon a time, there was ... apa ... aduh ... was ... Once upon a time

there was a girl called Cinderella. She was pretty and (but) poor. She lives with

her step mother and ... she step sisters. They hated Cinderella ... very very much.

Fairy Godmother helps Cinderella to the party in the ....prince house (not proper

vocabulary). Cinderella went to the party in the prince house and she ... she aduh

... she forgot to go home at 12.00. She ran off and ... she forgot her slipper. Prince

put the slipper on the Cinderella foot and it was fit. Cinderella got married and

live happily ever after.


Morning ladies and gentlemen. I want to tell you a story ... titled

Cinderella. Cinderella was beauty, clever, and loving. She lived with her step

mother and step sisters. They hate Cinderella very much. Everyday she was sad.

One day Cinderella got the invitation from the prince to the ball.

Cinderella ... Cinderella can’t go to the ball and Cinderella ... (not finish

yet) Fairy came to help Cinderella. Cinderella went to the ball and danced with

the prince. Cinderella forget it was midnight. Cinderella run off and left the

slipper behind.


134

The prince can save the other slipper. Finally they got married and lived

happily ever after. It is all for me, thank you.


Once upon a time, there was a girl called Cinderella but she was very poor.

She was pretty, loving and clever (not a proper word). She left (it should be lived)

with her step mother and step sisters.

Finally (it is not offer yet), fairy god mother help Cinderella to go to the

party. Cinderella to go to the party and dance with a handsome prince. Cinderella

ran off when it was midnight but she left her slipper behind in the castle.

The prince, the prince search Cinderella and give the slipper on her foot.

Finally, the prince lived happily ever after.


I want to retell a story titled Cinderella Story. Once upon a time, there was

a beautiful girl named Cinderella. She was very pretty and clever but she was very

poor. She left (it should be lived) with her step mother and step sisters and the

step mother and step sister didn’t like Cinderella.

A fairy come to the Cinderella’s house to help her to (go to) party in the

night. Cinderella must (be) in home at night at at 12:00. Cinderella went to the

party and she danced with a handsome prince. When (it was) midnight Cinderella

ran off and (she left) the slipper behind.

The prince search Cinderella and he married with Cinderella and they

lived happily ever after.


135

Post-Test


Good Morning friends, I want to retell a story titled Pinocchio. Please hear

the story.

Once upon a time, there was an old man named Geppeto. Geppeto has no

children. He made a wooden boy. The fairy came and give a life to Pinocchio.

Pinocchio went to school and met a cat and a fox. Again, …. Fairy helped

Pinocchio. Pinocchio … Pinocchio lied to fairy. Pinocchio nose became long.

One day, bird told Pinocchio about his father who swallowed by a whale.

Pinocchio helped his father. The father and Pinocchio made a fire in the whale

stomach and the whale… sneezed. Pinocchio and father, his father, they get out

from the whale’s stomach. Geppeto and Pinocchio go to house, went to house

ding. The fairy came and she knew Pinocchio is a good boy and she changed

Pinocchio to real child.

2. Student Number 2 / (68)

Assalamualaikum friends! Today … I wanted to tell story Pinocchio.

Once upon a time, lived a lonely man. The man name is Geppeto. He

made a wooden boy. The name was Pinocchio. Fairy came to the house of

Geppeto and give life to Pinocchio. Pinocchio went to the school, but Pinocchio is

naughty boy. Pinocchio met the cat and the fox in … the way … to school. In the

way … Pinocchio lock by the fox and the cat. Fairy helped Pinocchio, but

Pinocchio lied to fairy. Pinocchio’s nose became long.

One day, a bird comes and told Pinocchio about his father. A whale

swallowed the father. Pinocchio went to the sea. Pinocchio and the father made a

fire in in the stomach … whale stomach. The whale sneezed and they go out from

the whale stomach. They went to home and the fairy changed Pinocchio into the

real human.


136


Good morning all of my friend! Today, I want to retell a story Pinocchio.

Once upon a time, live an old man. His name was Geppeto. He was lonely

because he have not children. He make wooden boy. This night, fairy came and

change wooden boy. The wooden boy can move and speak. Pinocchio went to

school. He meet a fox and a cat. They locked Pinocchioand the fairy came to help.

Pinocchio lied to her and Pinocchio’s nose become long.

One day, a bird came and told Pinocchio that his father had swallowed by

a whale. Pinnochio came to the sea and he tried to find the father. Pinnochio ...

swalllowed by a whale and ... he and his father made ... made a fire to make the

whale sneezed. Pinocchio and his father came out and the fairy came to them.

Fairy changed Pinocchio into the real. They lived happily ever after.


Assalamualaikum friends! Today … I wantto tell a story about Pinocchio.

Once upon a time, there was a wooden craftmen who did not have a child.

He made a child from a wood. In the night, a fairy came. She ... change, changed

it into a child who could talk and walk. The next morning, his father was very

very very happy when he saw his wooden boy could move.

Pinocchio went to school, but Pinocchio was naughty. In the middle of the

way, he meet with fox and cat. They took Pinocchio puppet into a show. After

seing a show cat and fox locked Pinocchio. The fairy came to help ... to help

Pinocchio. Unfortunetaly, Pinocchio was lying to her and his nose was long.

After Pinocchio went to home, a seagull came and told him. His father was

swallowed by the whale in the ocean. Pinocchio tried to save his father. He came

to the ocean but he was swallowed by the whale. His father and Pinocchio made a

fire in the whale’s stomach. The whale ... ehm ... sneezed. Finally they came out

from the whale’s stomach.

After they came to home, fairy came and she realized that Pincocchio was

different. She ... changed ... turned him into a real boy and they lived happily ever

after.


137


Hello friends! Today, I want to tell a story. The title of the story is

Pinocchio.

Once upon a time, Geppeto an old woodsman was lonely. He was lonely ...

because of he did not have any children. He always dreamed about having a child.

One day, he made a boy from a wood. He called the wooden boy Pinocchio. He

loved the wooden boy very much.

One night, the fairy came to change the wooden boy into a real boy. The

next morning, his father was very happy. Pinocchio went to school, but Pinocchio

was a naughty wooden boy. He meet a fox and a cat ... He ... go ... I think went to

the puppet show. The fox and cat locked Pinocchio. Then, the fairy came to help

Pinochhio, but Pinocchio lied to her and his nouse was long.

Pinocchio went to home and a bird called seagull told him that his father

was in the ocean. The father was swallowed by the whale. Pincochio helped the

father but ... he was swallowed by the whale. Pinocchio and his father made a fire

to make the whale sneezed. They could get out and the fairy changed Pinocchio

into a real boy.


Good morning my friends! Today I wanted to retell a story Pinocchio.

Once upon a time, there was a man called Geppeto. He was lonely. He

made a wooden boy. The name was Pinocchio. Fairy came to the house of

Geppeto and give life to Pinocchio. Pinocchio went to the school. Pinocchio met

the cat and the fox in … the way … to school. The cat and the fox ... locked

Pinocchio into the room. Fairy helped Pinocchio, but Pinocchio lied to fairy.

Pinocchio’s nose became long.



firein the stomach of the fish …stomach. The fish sneezed and they go out from

thestomach of the fish. They went to home and the fairy changed Pinocchio into

the real boy. They lived happily ... ever ... finish.


138


Assalamualaikum friends! Good morning all! Today I want to retell a

story titled Pinocchio. I hope you can hear my story.

Geppeto had no children. He was very very sad because he lonely.

Suddenly, he wanted to make a wooden boy, and he made a wooden boy called

Piocchio. Fairy came to the house and he made Pinocchio could move and speak.

Geppeto was very happy.

Geppeto sent Pinochio to the school. Pinocchio went to the school. He ...

lock ... eh He meet with fox and cat! Nha, he went to the puppet show, not to the

school. Unfortunately, the fox and the cat locked Pinocchio in the room. The fairy

came to help Pinochhio. When the fairy asked Pinocchio, he lied to the fairy and

his nose long.

Pinocchio went back to home. He could not found Geppeto. The bird came

to house and tell Pinocchio that his father was swallowed by the whale. Pinocchio

tried to help, but ... He swallowed by the whale. Geppeto and Pinocchio made fire

and they could out. The fairy know that Pinocchio was not a naughty boy and

turned him into a wooden boy. Eh! Real boy.

8. Student number 12 / (60)

Good morning everyone! Today I wanted to tell a story called Pinocchio.

Once upon a time, lived a man, he was ... lonely. His name was Geppeto.

He made a boy from the wood. The name was Pinocchio. Fairy came to the

houseand give life to Pinocchio. Pinocchio went to the school, but Pinocchio is

naughty boy. Pinocchio met the cat and the fox in … the way … to school.They

locked Pinocchio in the room. Fairy helped Pinocchio, but Pinocchio lied to fairy.


One day, a seagull came and told Pinocchio about his father. A whale


fire inthe stomach of hmm … whale stomach. The whale sneezed and they go out

from the whale stomach. They went to home and the fairy changed Pinocchio into

the real human because not naughty ... and they happily ever after.


139


Assalamualaikum friends! Good Morning! I want to retell a story titled

Pinocchio. Attention please!

Once upon a time, there was an old man named Geppeto. He did not have

any children. He made a boy from the wood. In the night, the fairy came and

make Pinocchio could move and speak. Pinocchio went to school and met a cat

and a fox. They locked Pinocchio ... a because naughty. Fairy helped Pinocchio

butPinocchio lied to fairy. Pinocchio’s nose became long.

One day, a seagull told Pinocchio about his father. Geppeto was

swallowed by a whale. Pinocchio helped his father. The father and Pinocchio

made a fire in the whale stomach and the whalesneezed. Pinocchio and father,

could get out from the whale’s stomach. Geppeto and Pinocchio went to house.

The fairy came and she knew Pinocchio is a good boy. She changed Pinocchio to

real child.


Hello friends! Today, I want to retell a story about Pinocchio story. Let’s

hear my story!

Once upon a time, there was Geppeto an old woodsman. He was lonely

because of had not any children or boy. One day, he made a wooden boy. He

called the wooden boy Pinocchio. He loved the wooden boy very much and he

wanted him became the real boy.

One night, the fairy came to turn the wood into wood who could speak and

move. The next morning, Geppeto was very happy. He sent Pinocchio to school,

but Pinocchio was a naughty wooden boy. He meet a fox and a cat. They go to the

puppet show. The fox and cat locked Pinocchio. But, the fairy came to help

Pinochhio. ... Pinocchio lied to her and it made his nouse long.

Pinocchio went to home and a seagull told him that his father was in the

sea. The father swallowed by the whale. Pincochio helped the father but the

pinocchio was swallowed by the whale also. Pinocchio and his father made a fire

in the whale’s stomach and the whale sneezed. They could get out from the


140

stomach of the whale. Fairy changed ... fairy came and know ... Pinocchio is eh

iya is good and she turned him into a real boy.


Assalamualaikum warah matulahi wabarakatuh! Good morning all of my

friends! Today, I want to present a story titled Pinocchio.

Once upon a time, there was an old man named Geppeto. He was lonely

because he did not have any children. One day, he had an idea to make a wooden

boy. The next day, the fairy came and change wooden boy. Now, the wooden boy

could talk and move. Geppeto sending Pinocchio went to school. He met a fox

and a cat in the way. They locked Pinocchio into a room and the fairy came to

help. When the fairy asked Pinocchio he lied to her. His nouse becames long.

One day, a seagull came and told Pinocchio that his father had swallowed

by a whale. Pinnochio came to the sea and he tried to find the father. Pinnochio

swalllowed by a whale and ... he and his father made a fire in the stomach.

Pinocchio and Geppeto hmm father made the whale sneeze.Pinocchio and his

father came out and the fairy came to them. Fairy changed Pinocchio into the real

boy. They were happy.


Hello my friends! Today I want to retell a story about Pinocchio.

Once upon a time, there was an old man called Geppeto. He was lonely ...

he was ... he made a wooden boy. The wooden boy name was Pinocchio. Fairy

came to theGeppeto’s house and turn Pincocchio to speak and move. Geppeto sent

Pinocchio to school. Pinocchio met the cat and the fox in … the way. The cat and

the fox was locked Pinocchio into the room. Fairy helped Pinocchio, but

Pinocchio lied to fairy. Pinocchio’s nose became long.

Then, a bird comes and told Pinocchio about his father. A whale

swallowed the father. Pinocchio went to the sea and tried to find father. Pinocchio

and the father made a firein the whale’s stomach. The whale sneezed and they go

out from thestomach. They went to home and the fairy changed Pinocchio into the

real boy because he help Geppeto.


141


Assalamualaikum and good morning my friend all. I want to tell you story

about Pinocchio.

Once upon a time, There was Geppeto an old woodsman was lonely. He

was lonely because he did not have any children. One day, he made a boy from a

wood. He called the wood Pinocchio. He loved Pinocchio very much.

One night, the fairy came to make the boy could move and speak. The next

morning, his father was very happy. Geppeto sent Pinocchio to school, but

Pinocchio was a naughty wooden boy. He meet a fox and a cat. They went to the

puppet show. The fox and cat locked Pinocchio. Then, the fairy came to help

Pinochhio, but Pinocchio lied to her and his nouse was long.

Pinocchio went to home and a bird told him that his father was in the

ocean. The father was swallowed by the whale. Pincochio helped the father but he

was swallowed. Pinocchio and his father made a fire in the stomach to make the

whale sneezed. They could get out. Finally the fairy changed Pinocchio into the

real boy.


Assalamualaikum warahmatullahi wabarakatuh. I wanted to tell a story

Pinocchio.

Once upon a time, lived a lonely man the name was Geppeto. He was ... e

... lonely. He lonely because he did not had eh has boy. Next, he made a wooden

boy the name was Pinocchio. Fairy came to the house and he made Pinochio

move and speak. Geppeto sent the Pinocchio to the school.In ... the emm way

Pinocchio met the cat and the fox in … the way … to school.Pinocchio locked by

the fox and the cat. Fairy helped Pinocchio, but Pinocchio lied to fairy.

One day, a bird came. The bird told Pinocchio about his father. A whale

swallowed Geppeto. Pinocchio went to the sea to see father. Pinocchio and the

father made a fire in in the stomach … of the whale stomach. The whale sneezed

and they go out from the whale stomach. They went to home and the fairy

changed Pinocchio into a real boy.


142


Good morning friends! Today, I want to tell you about Pinocchio story. Do

you know Pinocchio? Yes, the doll who the nose became long! Let’s hear the

story.

Once upon a time, there was a wooden craftmen who did not have a child.

He formed a wooden boy. And then, a fairy came and she wanted to ... change ... I

mean turn Pinocchio to a wooden boy who could speak and move. His father was

very very happy to see Pinocchio. His father had Pinocchio to go to school.

On the way to school, Pinocchio met a cat with the fox. They asked

Pinocchio to join the puppet show. But, the cat with the fox locked Pinochhio in

the room. Then, a fairy came to help Pinocchio but Pinocchio told a lies.

After Pinocchio in home, a seagull ... hmm told Pinocchio that his father,

Geppeto was swallowed by a whale. Pinocchio went to the sea and tried to help

his father. He swallowed by the whale. They make a fire in the whale and the

whale sneezed and they went home. After that, the fairy changed Pino into boy.


Assalamualaikum warahmatullahi wabarakatuh!I want to tell a story

Pinocchio.

Once upon a time, lived a lonely man. Thename is Geppeto. He was very

lonely. He made a wooden boy with name Pinocchio. Fairy came to the houseand

give lifeto Pinocchio. Pinocchio went to the school, but ... Pinocchionaughty ehm

is naughty boy. Pinocchio met the cat and the fox in school in way. Pinocchio

locked by the fox and the cat. Fairy helped Pinocchio, but Pinocchio lied to fairy.




fire in in the stomach of whale. The whale sneezed and they go out from the

whale. They went to home and the fairy changed Pinocchio into the real human.


143


Assalamualaikum warah matulahi wabarakatuh! Good morning all of my

friends! Today, I want to present a story titled Pinocchio. Pinocchio was very

interesting story.

Once upon a time, there was an old man named Geppeto. He was lonely

because he did not have any children. One day, he had an idea to make a wooden

boy. The name of the wooden hmm boy was Pinocchio. In the night, a fairy came

and changed the wooden boy or em Pinocchio. The wooden boy could talk and

move like a child. Geppeto was happy and he sent Pinocchioto school. On the

way, he met a fox and a cat in the way. They locked Pinocchio into a room but the

fairy came to help. When the fairy asked Pinocchio he lied to her. His nouse

becames long. He was a boy hmm naughty boy.

In a home, a seagull came and told Pinocchio that his father had

swallowed by a whale. Pinnochio came to the sea and tried to find the father.

Pinnochio was swalllowed by a whale. Pinocchio and Geppeto made the e whale

sneeze.Pinocchio and his father went out. Fairy changed Pinocchio into the real

boy. It was because the wooden boy was not e naughty anymore.


Good Morning friends, I want to retell a story titled Pinocchio. Let’s go!

Once upon a time, there was an old man named Geppeto. Geppeto was

lonely because he had no children. He made a wooden boy called Pinocchio. The

fairy came and gave a life for Pinocchio. Pinocchio went to school and met a cat

and a fox in the way but fairy helped Pinocchio. Pinocchio lied and his nose was

long.

One day, bird told Pinocchio about his father who swallowed by a whale

in the sea. Pinocchio helped his father. Hmm the father and Pinocchio made a fire

in the whale stomach and the it sneezed. Pinocchio and his father go out from the

whale’s stomach. Geppeto and Pinocchio went to house. The fairy came and

changed Pino into a real boy.


144


Assalamualaikum warahmatullahi wabarakatuh friends! Today, I wantto

tell a story about Pinocchio. Pinocchio was a wooden boy, and his advanture hmm

I think was amazing.

Once upon a time, there was a wooden craftman who did not have a child.

He tried to make a wooden boy to live with him. Then, a fairy came and she

changed it into a wood who could talk and walk. The next morning, his father

was happy when he saw Pinocchio could move.

Pinocchio went to school, but Pinocchio was naughty. In the middle of the

way, he meet with the fox with the cat. They took Pinocchio into a puppet show.

After that, the cat and the fox locked Pinocchio. But, the fairy came to help the

Pinocchio. Pinocchio was lying to her and his nose was long.

Pinocchio went home, and a seagull came and told him. His father was

swallowed by the whale in the sea. Pinocchio tried to help his father. He came to

the ... apa sea, but he was swallowed by the whale. His father and Pinocchio made

a fire in the whale’s stomach. The whale sneezed. Finally they came out.

After they came to home, fairy came and she changed Pinocchio into a real

boy. They were happy forever. They live hapily ever after.


145

APPENDIX 7

Students’ Attendance

List


146

No Nama Pre-

Test

Cycle 1 Cycle

2

Post-

Test

16/ 1 19/ 1 23/ 1 30/ 1 2/ 2

1 Adik Lilis . . . . .

2 Agung Avian . . . . .

3 Akhmat Irfani . . . . .

4 Andreas Cahyo Saputro . . . . .

5 Chrisdinata Adi Mahendra S A A . .

6 Dean Mahendra

Damastayana

. . . . .

7 Deny Novanto Tiono S A A . .

8 Dery Ade Setiyawan . . . . .

9 Devi Wulansari . . . . .

10 Dewanty Ayudya Prastity S . . S .

11 Dhimas Syahrudin S . . . S

12 Indra Budi Setiyono . . . . .

13 Karina Rasitania . . . . .

14 Leny Kumalasari . . . . .

15 Luluk Muawanah . . . . .

16 Mita Devi Saputri . . . . .

17 Mita Dwi Agustin . . . . .

18 Muhamad Irfan . . . . .

19 Ridhwan Anshor Alfauzi . . . . .

20 Sandhika Widya Kusuma . . . . .

21 Sariyati . . . .

22 Susi Sulistyaningsih

23 Wahid Ali Muntoha


148

APPENDIX 8

List of Interview

Questions


149

Interview Questions

1. Apakah menurutmu speaking adalah kemampuan penting dalam Bahasa

Inggris?

Do you think speaking is important skills in English?

2. Apakah kamu pikir kamu sudah memiliki kemampuan speaking yang baik?

Do you think you already have good speaking skills?

3. Apakah kamu pikir menceritakan kembali sebuah cerita dalam Bahasa Inggris

itu sulit?

Do you think retelling a story using English is hard?

4. Faktor-faktor apa saja yang membuatmu merasa susah untuk meceritakan

kembali sebuah cerita dalam Bahasa Inggris?

What are the factors that make you hard to retell a story using English?

5. Setelah belajar menceritakan kembali sebuah cerita menggunakan digital

storytelling, apakah sekarang kamu mampu menceritakan kembali sebuah

cerita dengan mudah?)

After we learned to retell a story using digital storytelling, can it improve

your speaking skills in retell a story?

6. Apakah kamu pikir digital storytelling merupakan media pembelajaran yang

menarik? Dapatkah kamu menjelaskanya?

Do you think that the learning media were interested? Can you explain it?


149

APPENDIX 9

The Summary Results of

Interviews


150

No Statements Summary of the Interviews

1 Do you think speaking is

important skills in English?

All of the interviewees considered

speaking as one of important skills

they should have.

2 Do you think you already have

good speaking skills?

Most of the interviewees admitted that

they do not have good speaking skills.

3 Do you think retelling a story

using English is hard?

All of the interviewees considered

retelling a story in English becomes

one of difficult speaking activities

they should perform.

4 What are the factors that make

you hard to retell a story using

English?

- Some of the interviewees stated

that they had not mastered many

vocabularies.


that they should use simple past

tense, yet they did not know about

the past form of some verbs.

- Some of the interviewees had a

difficulty in pronouncing some

words.


that it was hard to retell a story in

the chronological time.

Sometimes they forgot some

parts.

- Some of interviewees admitted

that they were so nervous to speak

in front of the class.

- Some interviewees assumed that

they faced difficulties to retell a

story using English because they

rarely have speaking practices.

5 After we learned to retell a story

using digital storytelling, can it

improve your speaking skills in

retelling a story?

All of the interviewees considered that

the learning medium that was used

helped them to improve their speaking

skills in retelling a story.

They had some different opinion about

the factors that made them think

digital storytelling could help them.

The factors were:

- The new words or vocabularies in

the stories were pronounced many

times in the video.

- The video used simple words

which helped the students to

understand the story.


151

- The video used illustration which

contributed to the students’

understanding of the story. It was

helped the students to remember

the story.

- The video used simple past-tense

which helped the students to apply

the tense in their performances.

- The video was interesting. It made

the students’ motivation in learning

process was improved.

6 Do you think that the learning

medium was interesting? Can you

explain it?

All of the interviewees stated that the

learning medium (digital storytelling)

was attractive, interactive, and

improving the students’ motivation to

learn. Because of that, the

interviewees declared that the medium

played an important role to improve

students’ speaking fluency in retelling

a story.


152

APPENDIX 10

Questionnaire


153

Questionnaire

Di bawah ini terdapat beberapa pernyataan, berilah tanda centang pada kolom

nomor mengenai pernyataan- pernyataan tersebut sesuai dengan pendapat anda!

Keterangan:

1: Sangat Tidak Setuju 2: Tidak Setuju

3: Netral/ Cukup 4: Setuju

5: Sangat Setuju

No Pernyataan Skala

1 2 3 4 5

1 Speaking merupakan salah satu

kemampuan penting yang harus di

kuasai dalam Bahasa Inggris.

2 Saya memiliki kesulitan dalam

menceritakan kembali sebuah cerita

berbahasa Inggris secara lisan.

3 Digital storytelling memudahkan saya

untuk mengucapkan beberapa kosa kata

Bahasa Inggris dengan benar.

4 Digital storytelling memudahkan saya

untuk mengingat kosa kata- kosa kata

baru yang muncul di dalam cerita.

5 Digital storytelling membantu saya

menggunakan vocabulary secara tepat

sesuai dengan cerita.

6 Digital storytelling membuat saya

mengerti tentang penggunaan simple

past tense.

7 Digital storytelling membantu saya

untuk mengingat alur cerita secara

runtut.


154

No Pernyataan Skala

1 2 3 4 5

8 Digital storytelling meningkatkan

pemahaman saya terhadap sebuah

cerita.

9 Digital storytelling membuat saya tidak

perlu terpaku dengan script cerita yang

saya buat.

10 Digital storytelling membuat saya dapat

menceritakan kembali sebuah cerita

berbahasa Inggris dengan runtut.

11 Kemampuan retelling story saya

meningkat setelah belajar menggunakan


12 Kemampuan berbicara dalam Bahasa

Inggris saya meningkat setelah saya

belajar menggunakan digital

storytelling.

13 Digital storytelling meningkatkan rasa

percaya diri saya dalam menceritakan

kembali sebuah cerita berbahasa Inggris

secara lisan.

14 Digital storytelling memotivasi saya

untuk meningkatkan kemampuan

berbicara saya.

15 Pembelajaran menggunakan digital

storytelling dalam speaking sangatlah

menyenangkan dibandingkan dengan

menggunakan media- media lain yang

sudah pernah digunakan.


THE USE OF DIGITAL STORYTELLING TO IMPROVE … · ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ......

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