The Use of Digital Storytelling to Improve Students' Ability in ...

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THE USE OF DIGITAL STORYTELLING TO IMPROVE STUDENTS’

ABILITY IN WRITING NARRATIVE TEXT

(A Pre-Experimental Research at the Eleventh Grade Students of

SMAN 13 Takalar in the Academic Year 2020/2021)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment of the

Requirement for Degree of Education in English Department

NURLISA

10535646515

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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LEMBAR PENGESAHAN

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APPROVAL SHEET

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COUNSELLING SHEET

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kantor: Jl. Sultan Alauddin no.259, Telp. (0411)-866132, Fax. (0411)-860132

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Nurlisa

NIM : 105 35 6465 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of Digital Storytelling to Improve Students’ Ability in

Writing Narrative Text

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau

dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi

apabila pernyataan ini tidak benar.

Makassar, Desember 2021

Yang Membuat Pernyataan

Nurlisa

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kantor: Jl. Sultan Alauddin no.259, Telp. (0411)-866132, Fax. (0411)-860132

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Nurlisa

NIM : 105 35 6465 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2021

Yang Membuat Pernyataan

Nurlisa

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MOTTO

”Don't give up on your life journey. Be patient, do it and prove it because your life

line will not change paths, good things or bad things will definitely pass.”

(Nurlisa: 2021)

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ABSTRACT

Nurlisa.2021. The Use of Digital Storytelling to Improve Students’ Ability in

Writing Narrative Text (A Pre-experimental Research at the Eleventh Grade of

SMA Negeri 13 Takalar in the Academic Year 2020/2021). A Thesis of English

Education Department. Faculty of Teacher Training and Education.

Muhammadiyah University of Makassar. Supervised by Ratna Dewi and Awalia

Azis.

This study aims to improve the students’ ability in writing narrative text by

using digital storytelling that focused on organization in the eleventh grade

students of SMA Negeri 13 Takalar. The researcher applied pre-experimental

research by Quantitative method with one group pre-test - post-test design, and

collected the data based on the test. The sample of the research was the Eleventh

grade of SMA Negeri 13 Takalar which consisted of 22 students. The sample was

taken by using purposive sampling technique. The research findings showed that

the students’ difference before and after using Digital Storytelling in writing

narrative text was significantly different. The students’ pre-test mean score in

terms of organization was 55.7 to be 78.4 in post test with 40.75% improvement.

The t-test analysis showed that Sig. (2-tailed) is 0.000 which is smaller than α =

0.05. It means that there was a significant difference of students’ writing ability

before and after using Digital Storytelling in writing narrative text. Based on the

findings, it can be concluded that Digital Storytelling to improve students’ ability

in writing narrative text at the Eleventh Grade of SMA Negeri 13 Takalar in the

Academic Year 2020/2021.

Keywords: Writing, Digital Storytelling, Narrative Text

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ABSTRAK

Nurlisa. 2021. Penggunaan Digital Storytelling untuk Meningkatkan

Kemampuan Siswa Dalam Menulis Teks Narasi (Penelitian Pra-eksperimen

Siswa Kelas XI SMA Negeri 13 Takalar Tahun Pelajaran 2020/2021). Skripsi

Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan.

Universitas Muhammadiyah Makassar. Dibimbing oleh Ratna Dewi dan Awalia

Azis.

Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam

menulis teks naratif dengan menggunakan digital storytelling yang berfokus pada

organisasi pada siswa kelas XI SMA Negeri 13 Takalar. Peneliti menerapkan

penelitian pra-eksperimen dengan metode Kuantitatif dengan desain one group

pre-test-post-test, dan mengumpulkan data berdasarkan tes. Sampel penelitian ini

adalah siswa kelas XI SMA Negeri 13 Takalar yang berjumlah 22 siswa. Sampel

diambil dengan menggunakan teknik purposive sampling. Hasil penelitian

menunjukkan bahwa perbedaan siswa sebelum dan sesudah menggunakan Digital

Storytelling dalam menulis teks naratif berbeda secara signifikan. Nilai rata-rata

pre-test siswa dalam hal organisasi adalah 55,7 menjadi 78,4 pada post-test

dengan peningkatan 40,75%. Analisis uji-t menunjukkan bahwa Sig. (2-tailed)

adalah 0,000 yang lebih kecil dari = 0,05. Artinya ada perbedaan yang signifikan

kemampuan menulis siswa sebelum dan sesudah menggunakan Digital

Storytelling dalam menulis teks naratif. Berdasarkan hasil penelitian dapat

disimpulkan bahwa Digital Storytelling dapat meningkatkan kemampuan siswa

dalam menulis teks naratif siswa kelas XI SMA Negeri 13 Takalar Tahun

Pelajaran 2020/2021.

Kata kunci: Menulis, Digital Storytelling, Narrative Text

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ACKNOWLEDGEMENTS

In the name of Allah, The Beneficent and The Merciful

First of all, the researcher would like to express all praises to Allah Swt. for

the blessing, mercy, guidance, strength, and love during the study and the

completion this thesis. Secondly, peace and blessing be upon to the prophet

Muhammad SAW, his family, his companion, and his followers.

The researcher gives the special and deepest gratitude to beloved parents

Sukawati and Amma, who have always prayed, motivated, reminded, supported

the writer in finishing the thesis and have been so patient in waiting for my

graduations and for beloved sisters, who have always given a lot support in whole

time. In this occasion, the researcher also would like to express her gratitude to:

1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of Muhammadiyah University of

Makassar.

2. Erwin Akib, M.Pd., Ph.D, the Dean of Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar.

3. Dr. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education

Department Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar.

4. The greatest thanks to the first advisor Dr. Ratna Dewi, S.S., M.Hum and the

second advisor Awalia Azis, S.Pd., M.Pd, who have given their guide, advice,

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constructive and suggestion, support, and valuable time they have given to the

researcher during the completion of this thesis.

5. The greatest thanks to the lecturers and staff of English Education

Department Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar.

6. The greatest thanks also to SMA Negeri 13 Takalar, especially to the

Headmaster of SMA Negeri 13 Takalar and the English teacher, who have

given a chance and help to conduct this research, and the students of XI IPA 3

in the academic year 2020/2021 as the sample of the research which was

participated in the process of collecting the data.

7. The greatest thanks to my lovely husband that always support in every

situation.

8. The greatest thanks to Greatness Class, who have given experiences, help,

support, experience in developing character and the great moments of

university life.

9. The Greatest thanks to Caddis Squad, her friends in crime and always give

support in every situation and everywhere.

10. Finally, for everyone whose name cannot be mentioned one by one personally

always give suggestion, assistance, advice, and great help to complete this

thesis. May Allah Swt. always be with us and bless us. Amin

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TABLE OF CONTENT

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

LEMBAR PENGESAHAN .................................................................................. ii

APPROVAL SHEET ............................................................................................ ii

COUNSELLING SHEET .................................................................................... iii

SURAT PERNYATAAN ..................................................................................... vi

SURAT PERJANJIAN ....................................................................................... vii

MOTTO .............................................................................................................. viii

ABSTRACT .......................................................................................................... ix

ACKNOWLEDGEMENTS ................................................................................. xi

TABLE OF CONTENT ..................................................................................... xiii

LIST OF TABLES .............................................................................................. xv

LIST OF FIGURES ........................................................................................... xvi

LIST OF APPENDICES................................................................................... xvii

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

A. Background of the Research .......................................................................... 1

B. Problem Statement.......................................................................................... 4

C. Objective of the Research ............................................................................... 4

D. Significance of the Research .......................................................................... 4

E. Scope of the Research ..................................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE ................................ 6

A. Some Pertinent Ideas ...................................................................................... 6

B. Conceptual Framework ................................................................................ 18

C. Hypothesis .................................................................................................... 19

BAB III RESEARCH DESIGN ........................................................................ 20

A. Research Design ........................................................................................... 20

B. Population and Sample ................................................................................. 21

C. Research Variable ......................................................................................... 21

D. Instrument of the Research ........................................................................... 22

E. Procedure of Collecting Data ........................................................................ 22

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F. Technique of Data Analysis .......................................................................... 23

CHAPTER IV FINDINGS AND DISCUSSION ............................................. 25

A. Findings ........................................................................................................ 25

B. Discussion..................................................................................................... 29

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 31

A. Conclusion .................................................................................................... 31

B. Suggestion .................................................................................................... 31

BIBLIOGRAPHY ............................................................................................... 32

APPENDICES

CURRICULUM VITAE

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LIST OF TABLES

Page

Table 3.1. Pre-Experimental Design …………………………………………….20

Table 3.2. Narrative Writing Rubric Assessment ……………………………….23

Table 3.3. Students’ classifying score …………………………………………..24

Table. 4.1. Mean Score of Students’ Organization in Their Narrative Text …...25

Table 4.2. Frequency Score of Students’ Organization in

Their Narrative Text ……………………………………………….…28

Table 4.3. The Significance of Students’ Organization in Their

Narrative Text in Pre-Test and Post-Test Paired Samples Test …….29

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LIST OF FIGURES

Page

Figure 2.1. Conceoptual Framework ………………………….……………….. 18

Figure 4.1. The improvement of the pretest and posttest ……………………... 26

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LIST OF APPENDICES

Appendix I Writing Pre-Test

Appendix II Writing Post-Test

Appendix III Lesson Plans

Appendix IV The students’ row score of pre-test

Appendix V The students’ row score of post-test

Appendix VI The students’ mean score of pre-test and post-test in terms

of organization

Appendix VII The percentages of students’ improvement in terms of

organization

Appendix VIII Frequency Variables

Appendix IX T-test Pairs of organization

Appendix X Documentation

Appendix XI Letters

Appendix XII Curriculum Vitae

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CHAPTER I

INTRODUCTION

In this part, the researcher explains about background of the research,

problem statement, objective of research, significances of the research, and scope

of the research.

A. Background of the Research

Writing skill is one of the four skills in English which must be mastered by

the students. As one of the language skills, writing cannot be separated from other

language skills because writing itself is supported by other language skills.

Through writing, learners can express their ideas and communicate thoughts in a

readable form. Furthermore, Harmer (2001:79) states that writing is a form of

communication to deliver or express feeling through written form.

Writing is a process of communication among people to share

information. Writing is an efficient learning process which is utilized to

communicate information, clarify thinking, and learn new concept and

information. In the process of writing, a writer shares and clarifies her thoughts

and feeling to the readers. Writing is also a process of communicating the writer’s

idea to the reader in a written form. The purpose of writing is to convey ideas and

messages. In the process of writing, a writer should explore her mind to find new

ideas that make her writing meaningful (Robert and Ur, 2014: 1).

Digital storytelling is the practice of combining narrative with digital

content, including images, sound, and video, to create a short movie. It has

strength, function and benefits as multimedia of communication to give

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information, as well as a method for building a students’ personality and ability in

writing narrative text. Robin (2011) states that digital storytelling as the practice

of using computer- based tools to tell stories. It means that digital storytelling as

one of the media to tell a story using technology. The students in this era using

technology and makes the teacher have must innovations in learning process like

using technology to learning. In learning English, the use of digital storytelling is

an interesting one to improve students' writing skills.

Some research journals in Using Digital Storytelling to improve students

writing ability in the classroom are reviewed. The first is Apriliani (2017) with the

title The Use of Digital Storytelling in Teaching Writing (Narrative Text). The

researcher used digital storytelling content as media, then she taught the material

to the students in front of class. After that, the students wrote the fable stories

(narrative text) watched in digital storytelling to make the students improve their

writing ability.

The second is Novi (2016) who wrote a title “Improving students’ ability

in Writing Narrative Text by Using Digital Storytelling.” The researcher showed

digital storytelling content and then students compile the narrative text from the

guiding question that had been answered. At the end, the students wrote narrative

text about the story watched by the students in practicing to write.

The third is Laina (2018) who Creating Digital Storytelling to Improve

EFL Student’s Narrative Writing at Senior High School. The researcher displayed

digital storytelling in front of the class, in order to motivate students to study and

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learn the material well. After that students were divided into several groups, and

then they wrote narrative text and made their own digital storytelling.

The fourth is Hariadi (2016) who wrote The Use of Digital Storytelling to

Improve Narrative Writing Skill. The researcher used digital storytelling to

improve students’ writing skill by watching the video in telling story that was

played by teacher. Finally the students made a narrative text based on the video

story.

The conclusion of all previous researchers is using digital storytelling in the

learning process can facilitate the students in the learning process, especially in

improving students' writing abilities. The difference between all of previous

research from this research is the researcher focuses on teaching the students write

narrative text after watching digital storytelling in improving students’ writing

ability.

In this research, the researcher uses digital storytelling to guide the

students to write narrative text. The students be watch the story and comprehend

the story. After that, the students make a narrative text .

This research will investigate the effectiveness of using digital storytelling

in learning to write. Therefore, in this research, the writer will use digital

storytelling as a strategy to improve students' writing abilities. Based on the

descriptions above, the researcher want to conduct a research which is entitle

“The Use of Digital Storytelling to Improve Students’ Writing Ability in

Narrative Text”.

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B. Problem Statement

Based on the problem in background, the problem is formulated as follows

“Is the effect of digital storytelling in writing ability in writing Narrative Text?”

C. Objective of the Research

The main purpose of this research is to find out whether the use of Digital

Storytelling effective to improve students’ writing ability in writing Narrative

Text.

D. Significance of the Research

1. Theoretical benefit

a) For the teachers

The result of this research is expected to provide them an insight to use

media alternative in teaching to write in class.

b) For the students

The result of this research expected to give the students new

experience using digital storytelling in improving writing ability.

c) For the researcher

From this research, the researcher gets some experiences and

knowledge about how to improvement digital storytelling in improving

the students ability in writing narrative text.

d) For the readers

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The researcher hopes the result can be useful for the readers

particularly in helping them to vary thesis way to improve their ability

in writing narrative text.

E. Scope of the Research

. This study will focus on using know the digital storytelling in improving

students’ writing ability especially in Narrative text with following limitation: The

study will focus on the implementation of write fable story (narrative text) to

improve the students’ organization in writing narrative text.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the researcher explains about some pertinent ideas and

conceptual framework.

A. Some Pertinent Ideas

1. Writing

a. Definition of WritingS

Writing is a process of communicating a writer idea to the readers in

written form. The primary role of writing is expressing the ideas and conveying

the message (Ur, 1996). In expressing the ideas, a writer should explore their

thought and ideas to make readers' interest in their writing. It makes the readers

understand the messages clearly.

According to Nystrand (1989: 75), writing is a matter of elaborating text

in accordance with what the writer can reasonably assume that the reader

knows and expects. It means that writing is an activity to share information and

ideas which is understandable for the readers.

Writing is a tool for indirect communication between the writers with the

readers (Khomariah, 2013). Indirect means the writers do not communicate

with their readers directly, but they communicate with the readers through

writing product, for examples, books, letters or newspapers. Furthermore,

writing is a process of learning both of the writer and the reader.

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b. The Purpose of Writing

Rains in Maemunah (2010: 9) classifies the purpose why people need

to write as follows:

a. Writing for Reinforcement

This is for the aim for reinforcement the students to write in what they

have just learnt to understand or say in order to reinforce a grammatical

concept that has just been introduced.

b. Writing for Training

This is similar for reinforcement but writing for training, the purpose of

training in initially presents with patterns or linguistic and the original

form that might be new to them and gives them practice in using

manipulating these new patterns.

c. Writing for Communication

The main purpose of writing for communication is to make the students

write the essential element of writing communication of course, there is

then feedback from reader.

c. Process of Writing

To make a good-structured writing, a writer should refer to a certain

checklist. Nation (2009: 95) states that in order to focus on the different

aspects in writing, the best way is to face writing as a process. When we try to

make a product of writing, we need to go through several steps as parts of a

process. It is not merely putting words together into a sentence and then

compiling sentences into a text. The steps act as guidelines for students to start

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their writing until they can finally finish it. In the process of writing, there are

four stages proposed by Harmer cited in Muflikhati (2013: 15) :

a. Planning Before starting to write down on paper, a writer needs to decide

what to write. That is why the plan must be set up first. What we are going

to say, what message we want to deliver, what information we want to tell

to others. The plan can be made by writing down every single thought

which is still in pieces on a note. But some may prefer to do all the

planning on their heads. During the moment of making plan, there are 3

main points which must be kept on mind. First, a writer must determine

the purpose of writing as its importance can influence on what type of text

he wants to make, what language we want to use, and what information he

is going to deliver. Second, it is important to consider who the audiences

are. After knowing that, a writer can choose the tone of his writing or

whether he wants to make it formal or informal. The last one is the content

structure. It is crucial as it can help the readers to understand the writing.

Moreover, a writer also needs to make determination on putting best order

of facts, arguments or ideas on his writing.

b. Drafting The very first piece of writing a writer makes is usually called a

draft as it will be going through editing steps. The draft can be considered

as the raw writing which is needed to be fixed and revised before the final

product is completed.

c. Editing (Reflecting and Revising) After the first draft, a writer needs to

reread his work to see which one is working, which one is not and also to

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see some parts which are not grammatically accurate or some words which

have to be changed to make clearer meaning because some of them may

create ambiguity and confusion on the audience. In reflecting and revising,

sometimes, there is a helper who points out the errors and mistakes and

also suggests for the best final product.

d. Final Version After all of the steps above, the last one is the final writing

which is ready to be delivered to the audience. The first draft and the final

version will be very different as it has gone through a process which

makes many changes on its‟ content.

d. The Characteristics of Good Writing

The teaching of writing is directed to have good result writing there

are some characteristic of good writing as Adelstein and Pival (1980: 79) state

as follows:

a. Good writing reflects the writers’ ability to organize the material into a

coherent whole, so that it moves logically from a central, dominant idea to

the supporting points and finally to a consistence ending, and then

convening to the reader a sense of well thought out plan.

b. Good writing reflects the writers’ ability to write clearly and

unambiguously, to use structure, language and example so that one

possible meaning as the writers’ intended.

c. Good writing reflects the writers’ ability to criticize the first draft and then

revise it. Revision is the key of effective writing.

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e. The Components of Writing

Jacob et al in Suardi (2012: 12) point out five components of writing,

they are grammar/language use, mechanics, vocabulary, content, and the last

is organization.

a. Content

The writing content have to clear for the readers to be able to understand

the message and information from it. There are two parts of content in

writing, they are unity and completeness. This content become

characteristics of good writing.

b. Organization

Organization in writing concern with coherence.It could be coherence

order, order of information, general to specific to general, chromological

order and spatial order. It means that the writer has arranges and

organizes the ideas. The paragraph can be coherence if the ideas are

putting in the right order.

c. Language Use/ Grammar

Language use in writing consist of correct language and point of

grammar. Grammar in writing description involve the use of verb,

adjective, adverb and use simple present tense. A good grammar will help

the reader understand the meaning of the text.

d. Mechanics

Part of mechanics in writing are capitalization, punctuation, and spelling.

Incorrect spelling and punctuation will make the loss or different meaning

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in the text. So, the use of this aspect in writing have the big effect in

understanding the meaning in written text.

e. Vocabulary

Vocabulary in writing involve the use of right words (selection words).

The writer has to know the exact word to putting in the sentence. This is

important to form a writing, but particularly in personal description are

more effective than those mainly transmit information. The readers cannot

understand the writing passage without having a lot of vocabulary.

2. Narrative Text

a. Definition of Narrative Text

Narrative text is a kind of text that tells about a story that is based on

events or experience. Narratives contain of problematic events which lead to a

crisis or turning point of some kind, which in turn find a resolution. According

to Grace and Sudarwati (2007) narrative text has a social function to amused,

entertain and to deal with actual or vicarious experience in different ways.

In the narrative text, the readers are invited into the journey in a story to

entertain them. There are many kinds of story that can be used in narrative text,

such as people’s experience, some crisis events and the legend or myth in the

society. Daniel (1993) stated that narrative text is a form of development story.

It has historical characteristic based on the situation. It makes many kinds story

of narrative text. For example, in the past, a narrative story told about a

princess with the horse, but nowadays narrative text can develop be a princess

with her car. The story has always changed time by time. It is because the story

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has effect of human behavior and modernization. A narrative text can be a form

of creative thinking for students. Students can develop their ideas about many

new stories.

b. The Purpose of Narrative Text

Rebecca (2003) defines a narrative text as a text which relates a series

of logically, and chronologically related events that are caused or experienced

by factors. It is a kind of text to amuse, entertain, and to deal the readers with

actual or vicarious experience in different ways.

c. The Generic Structure of Narrative Text

Anderson, M & Anderson, K (2003) explained 3 (three) steps in

constructing a narrative text. They are orientation, complication, and

resolution.

a) Orientation

The writer tells the audience who is in the story, when it is happening,

where it is happening, and what is happening.

b) Complication

The writer tells about something that will begin a chain of events.

c) Resolution

The ending of the story, it shows how the characters deal with the problem.

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d. Type of Narrative Text

There are some types of narrative text, they are:

a) Fiction

Fiction is an essay in which there is an element of imagination or the

imagination of the author (Hasani, 2005: 21). The intent of the statement is that

an essay can be classified into fictional composition when in it is the result of

the author's imagination or fantasy, both in terms of events, characters, settings,

and other elements in fiction of:

1) Fable

Fables are brief fictitious stories that teach a moral. In most fables, the

characters are not humans. They are animals, plants, or some normally

inanimate object that talks and acts like a person.

2) Myth

The term myth is derived from the Greek word mythos, which means

story. Myths are commonly used to describe the origins of a group of

people, the beginning of the universe, natural events or the rituals and

tradition of specific culture.

3) Folklore

Folklore is oral history that is preserved by the people of the culture. It

consists of traditions belonging to a specific culture. These traditions

usually include music, stories, history, legends, and myths.

Folklore is passed down from generation to generation and is kept active

by the people in the culture.

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4) Legend

Story handed down from the past. Legends are often based on historical

events or people but are not true history or doubtful truth.

5) Storytelling

Storytelling is the art of using language, vocalization, and/or physical

movement and gesture to reveal the elements and images of a story to a

specific, live audience. A central, unique aspect of storytelling is its

reliance on the audience to develop specific visual imagery and detail to

complete and co-create the story.

b) Non Fiction

According to Hasani (2005: 21), non-fiction is an essay in the form

of data and facts. No element of the author's imagination. In this case,

Hasani imposes limits that an essay can be classified into nonfiction essay

when inside there are data that can be verified. In addition, nonfiction essays

have also been prepared by the facts that actually occurred in the field

without any element of imagination of the author.

e. Language Feature of Narrative Text

There are some language features of narrative text, they are:

a) Using part action verb: Climbed, Turned, Brought, etc.

b) Using specific noun as pronoun of person, animal in the story.

Example: The king, the queen, etc.

c) Using adjectives which are for noun phrase. Example: Long black, hair, two

red apples, etc.

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d) Using time connectives and Conjunctions to arrange the events.

Examples: Then, before, after, soon, etc.

e) Using adverbs and adverbial phrase to show the location of events.

Examples: Here, in the mountain, ever after, etc.

f) Using Past Tense

g) Using of variety of simple, compound and complex sentence.

3. Digital Storytelling

a. Definition of Digital Storytelling

According to Norman (2011, p. 1) defines digital storytelling as “the

combination between spoken narrative, a number of visual, soundtrack, and

new technology to share story.” It is understood as a concept that focuses on

producing and sharing story based on personal experience. That activity of

producing and sharing story is different with the old storytelling because the

storyteller does it indirectly through technology.

As a multimedia tool, digital storytelling is a means of educational

technology (Dogan & Robin, 2009). Nowadays, new generation storytelling

starts with digital storytelling which integrates pictures, music and audio

through computers (Hett, 2012). According to Robin (2006), the common

definition focus on the blend of storytelling with multimedia elements such as

pictures, audios and videos. Thus, all digital stories combine audios, videos and

music to present information, and they have a certain theme and viewpoint as

in the traditional stories.

16

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

which can be considered as the power of 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 connect the

story to the audience, the storyteller’s voice which connects the story to the

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

soundtrack gives a life to the story. The economy aspect present an enough

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

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

b. Type of Digital Storytelling

1. Personal narrative

According to joe lambert and CDS (center of digital storytelling) have

provided training and assistance to people interested in creating and

sharing their personal narratives. CDS describe a variety of personal

narrative such as : Character stories, Memorial stories, Stories about

event in our lives , Adventure stories, Accomplishment stories, Stories

about place in our lives, Stories about what we do, Recovery stories.

2. Stories that examine historical event

Digital story can created from historical material that students might

explore their classroom. Digital story is created by using early

photograph as well as paintings and other materials find on internet.

17

3. Story that inform or instruct.

This story is reflecting instructional material in content such as math,

science, health education and instructional technology.

c. Advantages of Digital Storytelling

Ohler (2008), Ware 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 Warschauer, 2005).

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

13).

3) Providing students with the ability to achieve the 21 century skills

(Katjder, 2004; Robin, 2008; Ware, 2006).

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

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

18

B. Conceptual Framework

Figure 2.1. Conceoptual Framework

From figure 2.1 is explain about the improvement of students’ writing

ability with using digital storytelling in writing narrative text. In conceptual

framework, conduct is input (pre-test), process (treatment) and output (post-test).

In input (pre-test) the researcher is going to do pre-test to know students’

writing ability before given treat. In the treatment, the students watch the digital

storytelling and understand content of digital storytelling. And the last will give

post-test after treatment. The result of differences between before treatment and

after treatment will get the significant or not significant result from research.

INPUT

(Pre Test)

OUTPUT

(Post Test)

Difference

Significant Not Significant

PROCESS

Teaching the students to write a

narrative text using digital

storytelling in improving

students’ writing ability.

19

C. Hypothesis

Hypothesis of this research are as follows:

1. Null hypothesis (H0) there is no significance difference between the students

writing ability before and after being treated with using digital storytelling

as a media in learning.

2. Alternative hypothesis (H1) there is a significance difference between the

students writing ability before and after being treated with using digital

storytelling as a media in learning.

20

BAB III

RESEARCH DESIGN

A. Research Design

This type research was pre experimental method by using “one group

pre- test and post-test design” where the researcher did an experiment to one

group only. Pre experimental design used quantitative approach. It consisted of

single class. Gay (1981:207) states that the experimental research method is the

only research method that can correctly test hypotheses concerning causal

relationships. The design involves three steps: (1) measuring the students’ prior

ability in writing before treatment; (2) applying the experimental treatment X to

the subjects; (3) measuring the students’ writing ability after following the

treatment.

Table 3.1. Pre-experimental Design

O1 X O2

Pre-Test Treatment Post-Test

Notes:

O1=Pre-Test

X =Treatment

O2=Post-Test

Adapted from Sugiyono (2018:110)

21

B. Population and Sample

Student in this research were Senior High School. The sample of this

research are eleventh grade students of Senior High School in Takalar in

Academic 2020/2021.

1. Population

The population of this research was the 11th

grade students of SMA Negeri

13 Takalar, which consisted of 5 classes, 3 class of Science and 2 class of Social.

Each class consists of 22 students for Science class and 25 students for Social

class, so the total was 107students.

2. Sample

Sample was a part of population. The data had been obtained from

populations by using purposive sampling technique in one class. It was conducted

at the students of the 11th

Grade of SMA Negeri 13 Takalar consisted of 22

students.

C. Research Variable

1. Independent Variable

Independent variable is variable which can give influence to dependent

variable. In this research, the independent variable was the use of digital

storytelling in improving students' ability in writing narrative text.

22

2. Dependent Variable

Dependent variable is a variable which is caused or influenced by other

variable. Dependent variable in this research was the students’ ability in writing

using digital storytelling.

D. Instrument of the Research

Instrument of this research was a test to write a narrative text. There were

two kinds of tests to measure the ability of writing, pre-test and post-test. The test

was focus on organization of narrative text. The pre-test was give before

implementing digital storytelling in writing narrative text. And the post-test was

used to find out the students’ achievement in writing ability after giving a

treatment. In post-test, the researcher was test the students’ writing ability after

implementing digital storytelling with a difference text of pre-test.

E. Procedure of Collecting Data

The procedures of collecting the data were as follows:

1. The researcher gave a pre-test before giving treatment to the students. The test

was to write a narrative text. The data from the pre-test was used to reflect the

students’ prior knowledge in writing narrative text.

2. Post-test was carried out in the last meeting. The researcher employed post test

to get out the data of the students’ ability in writing narrative text.

23

F. Technique of Data Analysis

The data was collected and analyzed as follows:

1. The researcher used writing rubric assessment to assess the students’ test

and classify the students’ score.

Table 3.2. Narrative Writing Rubric

ORGANIZATION

ATTEMPTING Writing is disorganized and difficult to follow.

PROGRESSING Writing is organized in a way that does not meet

the demands of the task.

ACCOMPLISHING Writing is organized to structure the reasoning of

the ideas being expressed and meet task demands.

EXCEEDING Writing is purposefully and thoughtfully

organized to structure and strength the ideas being

expressed and meets the task demands.

(www.learningforjustice.org)

2. Scoring the students’ correct answer used formula as follows:

Score = 𝑅𝑒𝑠𝑢𝑙𝑡 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒𝑥 100

(Pusat Kurikulum, 2006:32 in Julita 2011)

24

3. Scoring the result of the students’ writing ability

Table 3.3. Classifying the score of the student

Score Classifications

96 – 100 Excellent

86 – 95 Very Good

76 – 85 Good

66 – 75 Fairly Good

56 – 65 Fair

36 – 55 Poor

00 – 35 Very Poor

(Depikbud, 2010)

4. Calculating the percentage of the students’skill in writing with the

following formula :

P = X2−X1

X1× 100%

P = Percentage

X2 = Post-test mean score

X1 = Pre-test mean score

(Mason,2006:19)

5. After that, the researcher calculates the mean score of the students’ by

using SPSS 22.

6. Calculates the standard deviation of students' pre-test and post-test by using

SPSS 22.

25

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the method what explain the research design,

population and sample, variables, instrument of the research, technique of data

collecting, and technique of data analysis.

A. Findings

Findings present the data related the students’ organization in writing

narrative text and implementation of digital storytelling.

1. Mean Score of Students’ Organization in Their Narrative Texts in Pre-

Test and Post-Test

Mean score refers to the organization of the student’s ability in

writing narrative text by digital storytelling. The mean score of the

students’ organization in their narrative text is the mean score of the

students which is obtained from the total value of the students’ organization

in their narrative text of the total students divided by the total number of

students. It can be seen clearly in Table 4.1

Table 4.1 Mean Score of Students’ Organization in Their Narrative

Text

Category

Students’ Score Improvement

(%) Pre-test Post test

Organization 55.72 78.45 40.75%

26

Table 4.1 shows that 22 students in pretest and posttest, then shows that

the students’ mean score in terms of organization has an improvement in

posttest. It was proved by seeing the table which the students’ mean score is

55.72 in pretest to be 78.45 in posttest. The improvement percentage of

students’ score in terms of students’ organization after giving the treatment

by using Digital Storytelling is 40.75%.

The students’ organization described as:

Figure 4.1, The improvement of the pretest and posttest

Figure 4.1 shows that there was an increase of the students organization

from pretest with the mean score is 55.72 to posttest with the mean score is

76.10.

0

10

20

30

40

50

60

70

80

90

Organziation

Organization

Pre-Test Post Test

27

2. Frequency and Percentage of Students’ Organization in Their Narrative

Text in Pre-Test and Post-Test

Frequency score of students’ organization in learning through digital

storytelling shows the spread of the students’ score and their percentage in

each category. The data description can be seen in Table 4.2.

Table 4.2 Frequency Score of Students’ Organization in Their

Narrative Text

No. Category Score

Pre-test Post test

F P (%) F P (%)

1. Excellent 96-100 0 0 0 0

2. Very Good 86-95 0 0 1 4

3. Good 76-85 0 0 12 55

4. Fairly Good 66-75 0 0 9 41

5. Fair 56-65 9 40.9 0 0

6. Poor 36-55 13 59 0 0

7. Very Poor 0-35 0 0 0 0

Total 22 100 22 100

Table 4.2 shows the students’ score frequency in terms of organization.

In pre-test, it can be seen that there are 13 (59%) students got poor, and 9

(40.9%) student got fair. Then, the students showed the improvement in

post-test than pre-test which was 1 (4%) students got very good, 12 (55%)

students got good, 6 (30%) students got fairly good, and 9 (41%) student got

fair.

28

3. Hypothesis Testing

The hypothesis was tested by using inferential analysis. In this case, the

researcher used t-test (test of significance) for paired sample T- test, that

was a test to know the significant difference between the result of students’

mean scores in pretest and post-test. The researcher used t-test analysis on

the level of significant (α) = 0.05 with the degree of freedom (df) = N – 1,

where N = Number of subject (21 students), the hypotheses are as follows.

H1 is accepted if sig <α = 0.05

H0 is accepted if sig >α = 0.05

Pair sample T-test of students’ organization show the significant

difference of students’ organization scores in pre-test and post-test by using

digital storytelling. The result of the data calculation is calculated using

SPSS. The result of students’ organization in their narrative text is presented

as follows.

Table 4.3 The Significance of Students’ Organization in Their Narrative Text

in Pre-Test and Post-Test Paired Samples Test

Paired Differences

T df

Sig.

(2-

tailed) Mean

Std.

Deviatio

n

Std.

Error

Mean

95% Confidence Interval of

the Difference

Lower Upper

Pair

1

PreTest

-

PostTest

-

22.727

27

3.50757 .74782 -24.28244 -21.17210 -

30.392 21 .000

From the table 4.3, it conclude that the students’ organization in their

narrative text between pre-test and post-test are significantly different, it can

29

be seen the Sig. (2-tailed) was 0.000 which is smaller than α = 0.05. The

alternative hypothesis (H1) was accepted whereas null hypothesis (H0) was

rejected.

B. Discussion

The research findings indicated that the students’ ability in writing

narrative text by using digital storytelling showed an improvement on the

students’ writing in terms of organization. It was shown by the mean scores of

the students’ pre-test (55.72) and post-test (78.45). For example, S-18 in pre-

test got score 60 in narrative text and got score 80 in post-test.

In pretest, S18’ text in organization was absence of introduction or ended

her writing without re-orientation; the body was not organize well and students

have not made any effort to organize the composition. The sample of her

writing is presented below:

There was beautiful peacock in the woods. “wow peacock. Your feather

are so beautiful”. “colorful and shiny. Are they gorgeous. Yes, they are

I wish I could have colorful feathers just like you. “I can fly up in the

sky with my wings. I travel around the world and go wherever I want.

All you can do is strut about on the ground. Fine feathers alone don’t

make fine birds” said the crane and soared up into the blue sky.

In posttest, S18 writing narrative text in organization was better than pre-

test. The sample of her writing was presented below:

Once upon a time, there lived a lion who ruled the forest. One

day after eating his meal, the lion felt a sleep under a tree. The

little mouse saw him and thought it would be fun to play on him.

The lion wake up, picked up the mouse, and opened his mouth

to eat him. ” I’m sorry to wake you up. Please don’t eat me , I

can help you one day”. Said the mouse. ” That’s funny! Okay I

will let you go” Said the lion. Later, the hunter net fall on the

lion. The mouse saw, than run to help. The mouse help the lion

to get out!

30

Therefore, it can be concluded that digital storytelling could improve the

students’ writing ability in writing narrative text especially in organization.

Using SPSS 22, the Sig (2-tailed) was 0.00 at the level of sig < α (0.05).

Based on this result, the null hypothesis (H0) was rejected and the alternative

hypothesis (H1) was accepted. It can be concluded that there was a significant

difference between the score got in pre-test and post-test. The significant

indicator defines that the use of digital storytelling in improving students’

ability in writing narrative text is effective.

The result found was in line with the research done by Hariadi (2016)

who also found that the use of digital storytelling to improve students’ ability

in writing narrative text. The implementation of digital storytelling was helpful

the students in improve their writing ability in narrative text because by using

digital storytelling the students can interest and more understand how to write

narrative text.

From the discussion above, it could be concluded that using digital

storytelling can improve the students’ ability in writing narrative text especially

in term of organization.

31

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part is conclusion of the

findings and the second part is suggestion.

A. Conclusion

Based on the findings and discussion in the previous chapter, the

researcher concludes that the use of digital storytelling was effective to

improve students’ ability in writing narrative text in terms of organization. It

was shown by the mean score of organization before and after giving

treatment was 55,7 becomes 78.4 with the SPSS 22, both pre-test and post-

test were significantly different. It was proved by the Sig. (2-tailed) (0.000)

which is lower than α = 0.05. Thus, it can be meant that H1 was accepted

whereas H0 was rejected. So, it can be concluded that there was a significant

difference of using digital storytelling in improving students’ ability in

writing narrative text at the eleventh grade of SMAN 13 Takalar.

B. Suggestion

The researcher presents some suggestions, it was suggested to the English

teachers at the eleventh grade of SMAN 13 Takalar use digital storytelling as

one alternative among other teaching that can be used in teaching to improve

the students’ ability in writing narrative text. For the next researcher, it was

suggested to this thesis as an additional reference with different discussion that

could enrich students’ ability in writing narrative text.

32

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A

P

P

E

N

D

I

C

E

S

APPENDIX I

Writing Pre-Test

- The students will show digital storytelling

- The students write a narrative text base on digital storytelling

APPENDIX II

Writing Post-Test

- The students will show digital storytelling

- The students write a narrative text base on digital storytelling

APPENDIX III

RENCANA PROSES PEMBELAJARAN

(RPP)

Educational Unit : SMA (Senior High School)

Class : XI

Subject : English

Subject Matter : Narrative Text

Focus Skill : Writing

Time Allocation : 2x45 minutes (2 meetings)

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar (KD)

Kompetensi Dasar Indikator

3.9 Menganalisis fungsi sosial,

struktur teks, dan unsure kebahasaan

pada teks naratif sederhana berbentuk

fable story, sesuai dengan konteks

penggunaannya.

3.9.1 Mengidentifikasi fungsi sosial

teks naratif berbentuk fable story,

sesuai dengan konteks

penggunaannya.

3.4. Menyusun teks naratif secara

tulisan dan menampilkan teks naratif

secara lisan, terkait fable story yang

diberikan, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai

konteks

3.4.1. Siswa mampu menyusun teks

naratif fable story yang diberikan.

3.4.2. siswa mampu memperlihatkan

cerita naratif yang telah dibuat.

3.4.3. siswa mampu menyampaikan isi

cerita dengan benar dan terstruktur

meliputi organization dalam teks

naratif.

C. TujuanPembelajaran

1. Memahami fungsi sosial, structure teks dan unsur kebahasaan pada teks

narative sederhana tentang fable story..

2. Menyusun teks naratif tentang fable story berdasarkan digital storytelling

yang telah diperlihatkan.

3. Memperlihatkan hasil tulisan teks narrative yang telah dibuat.

D. Materi Pembelajaran

1. Pengertian Narrative Text

Narrative Text adalah suatu jenis teks yang berupa cerita

khayalan, kisah nyata yang direkayasa, atau dongeng. Narrative

text menceritakan suatu cerita yang memiliki rangkaian peristiwa

kronologis yang saling terhubung.

2. Tujuan Narrative Text

• Untuk menghibur pembaca.

• Untuk mengajar atau memberi informasi.

• Untuk mengubah opini sosial.

3. Struktur Narrative text

1. Orientation/Orientasi

Ini mengatur adegan dan memperkenalkan peserta (itu menjawab

pertanyaan: siapa, kapan, apa, dan di mana).

2. Complication/Komplikasi

Complication menceritakan awal masalah yang menyebabkan

puncak masalah atau yang biasa disebut dengan klimaks. Bagian ini

biasanya melibatkan karakter utama dari cerita tersebut.

3. Resolution/Resolusi

Bagian ini adalah akhir dari cerita atau berupa solusi dari masalah

yang terjadi. Masalah dapat diselesaikan dapat menjadi lebih baik atau

malah lebih buruk yang nantinya akan membuat cerita berakhir dengan

bahagia atau sebaliknya.

4. Re-orientation/Re-orientasi

Bagian adalah penutup dari suatu cerita yang bersifat opsional. Re-

orientation bisa berisi tentang pelajaran moral, saran atau pengajaran

dari penulis.

3. Tata bahasa dari teks naratif adalah:

Menggunakan kata sifat untuk membangun kelompok kata benda untuk

menggambarkan orang, binatang atau hal-hal dalam cerita, seperti

seorang pria yang baik, rajin dan baik hati, dll.

Penggunaan penghubung waktu dan konjungsi untuk mengurutkan

peristiwa melalui waktu, misalnya, meskipun, kemudian.

Penggunaan kata keterangan dan frasa keterangan untuk menemukan

peristiwa tertentu, seperti dulu, dahulu sekali.

Penggunaan bentuk lampau, seperti Aji Saka pergi ke kerajaan,

mengukur ukuran turban, dll.

Penggunaan kata kerja tindakan untuk menunjukkan tindakan, seperti

berdiri, menjelaskan, memberikan, menghancurkan.

4. Jenis-jenis Narrative Text

Fairy tale

Mystery

Science fiction

Romance

Horror

Fable

Myth and legend

History

Slice of life

Personal experience

dan lain sebagainya

Topik

Example 1

The Ant And The Grasshopper

In a field one summer’s day a grasshopper was hopping about,

chirping and singing to its heart’s content. An ant passed by, bearing

along with great toil an ear of corn he was taking to the nest

.“Why not come and chat with me,” said the grasshopper, “instead

of toiling and moiling in that way?”

“I am helping to lay up food for the winter,” said the ant, “and

recommend you to do the same.”

“Why bother about winter?” said the grasshopper; we have got

plenty of food at present.” The Ant went on its way and continued its

toil.When the winter came the grasshopper found itself dying of hunger

while it saw the ants distributing, every day, corn and grain from the

stores they had collected in the summer.

Example 2

The Old Lion and The Fox

Once upon a time, there lived an old lion in a forest. As he grew weak due to old

age, he found it difficult to hunt any prey for his food. So, the lion thought of a

plan to stay his stomach. He decided to lie down in the cave and pretend that he is

ill and then whosoever will come to inquire about his health will become his prey.

Being the king of the forest the lion announced he is not well. The old lion put his

wicked plan into practice and it started working. Many of his well-wishers got

killed.

One day, a clever fox came to visit the sick lion. He stood on the outside of the

cave and looked about. He discovered the lion's trick. He asked the lion from

outside the den “ How are you, sir?”

“I am not well at all. Why don’t you come inside and meet me? “replied the lion.

“No, thank you, sir. I can see footprints leading inside but none going outside.

Still, if I come inside I would be a fool “ said the fox and left the cave. In this

way, the fox saved his life and helped to save the life other animals also by

informing them about the lion's trick.

E. MetodePembelajaran

1. Approach : Scientific approach

2. Method : Digital Storytelling

F. Media, Alat, dan SumberPembelajaran

1. Media : Video

2. Alat dan Bahan : Whiteboard, board marker, laptop, benda-benda

sekitar.

3. Sumber Belajar : Buku teks, kamus bahasa inggris, internet.

G. Langkah-langkah Pembelajaran

Pertemuan 1

Kegiatan Deskripsi Alokasi

Waktu

Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses pembelajaran.

(salam dan mengecek kehadiran siswa)

2. Memotivasi siswa secara kontekstual sesuai manfaat dan

aplikasi materi pembelajaran dalam kehidupan sehari-hari.

3. Menjelaskan tujuan pembelajaran atau kompetensi dasar

yang akan dicapai dan menyampaikan cakupan materi dan

penjelasan uraian kegiatan sesuaisilabus.

10 Menit

Inti 1. Observing (Mengamati)

Siswa diarahkan untuk duduk berkelompok

Guru membagi cerita yang akan dipelajari

Siswa duduk berkelompok dan memperhatikan serta

memahami struktur cerita dan kalimat dalam cerita

yang telah diperlihatkan melalui digital storytelling.

Siswa diarahkan untuk menulis kembali apa yang telah

mereka lihat dan pahami berdasarkan struktur teks

narasi.

2. Questioning (Menanya)

Siswa menanyakan menanyakan isi cerita berdasarkan

struktur teks narasi.

65 Menit

3. Experimenting (berlatih)

Dengan arahan guru siswa di arahkan untuk latihan

menulis teks narrative sesuai cerita

4. Associating (mengasosiasi)

Membandingkan tulisan siswa bersama temannya dan

melihat kembali kesalahan-kesalahan dalam menulis

teks narrative.

5. Communicating(Mengkomunikasikan)

Secara individual siswa menulis real teks yang telah

direvisi kesalahannya.

Penutup 1. Siswa menyimpulkan dan merefleksi penguasaan materi

pembelajaran yang telah dipelajari.

2. Siswa diberikan informasi terkait materi di pertemuan

selanjutnya.

15 Menit

Pertemuan 2


Waktu

Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses pembelajaran

(salam dan cek kehadiran siswa).






10 Menit

Inti 1. Experimenting (berlatih)

Siswa diarahkan untuk latihan menyampaikan secara

lisan teks naratif yang telah dibuat.


Membandingkan hasil latihan masing-masing siswa

kemudian dikoreksi

65 Menit

Penutup 1. Siswa menyimpulkan dan merefleksi pembelajaran yang

telah dipelajari.


selanjutnya.

15 Menit

H. Penilaian Hasil Pembelajaran

1. Teknik Penilaian

Sikap : Observasi

Pengetahuan : Penugasan

Keterampilan : menulis

2. Penugasan

Membuat narrative text yang simple berdasarkan digital storytelling yang

telah diperlihatkan oleh guru.

3. Rubrik score



86 – 95 Very Good

76 – 85 Good


56 – 65 Fair

36 – 55 Poor

00 – 35 Very Poor

Makassar, 2021

Mahasiswa

Nurlisa

Nurlisa

NIM. 10535646515


(RPP)


Class : XI

Subject : English











pergaulan dunia.







masalah.










penggunaannya.




penggunaannya.







konteks








naratif.

































dari penulis.














Fairy tale

Mystery

Science fiction

Romance

Horror

Fable

Myth and legend

History

Slice of life

Personal experience

dan lain sebagainya

Topik

Example 1

The Smart Monkey And The Dull Crocodile

One day there was a monkey. He wanted to cross a river. There he saw a crocodile

so he asked the crocodile to take him across the other side of the river. The

crocodile agree and told the monkey to jump on its back. Then the crocodile swam

down the river with the monkey on his top.

Unluckily, the crocodile was very hungry, he stopped in the middle of the river

and said to the monkey, “My father is very sick. He has to eat the heart of the

monkey. So he will be healthy again.”

At the time, the monkey was in dangerous situation and he had to think hard.

Then he had a good idea. He told the crocodile to swim back to the river bank.

“What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the

monkey. “I left it under a tree, near some coconuts in the river bank.”

The crocodile agreed and turned around. He swam back to the bank of the river.

As soon as they reached the river bank, the monkey jumped off the crocodile’s

back. Then he climbed up to the top of a tree.

“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to

the crocodile. “Now I am free and I have my heart.”

Example 2

The Ugly Duckling And New Friend

One upon time, a mother duck sat on her eggs. She felt tired of sitting on

them. She just wished the eggs would break out. Several days later, she got her

wish. The eggs cracked and some cute little ducklings appeared. “Peep, peep” the

little ducklings cried. “Quack, quack” their mother greeted in return.However the

largest egg had not cracked. The mother duck sat on it for several days. Finally, it

cracked and a huge ugly duckling waddled out. The mother duck looked at him in

surprise. He was so big and very gray. He didn’t look like the others at all. He was

like a turkey.

When the mother duck brought the children to the pond for their first

swimming lesson. The huge grey duckling splashed and paddled about just as

nicely as the other ducklings did. “That is not a turkey chick. He is my very own

son and quite handsome” the mother said proudly. However, the other animals

didn’t agree. They hissed and made fun of him day by day. Even his own sisters

and brothers were very unkind. “You are very ugly” they quacked. The little poor

duckling was very unhappy. “I wish I looked like them” he thought to himself.

One day, the ugly duckling run away and hid in the bushes. The sad duckling

lived alone through the cold and snow winter.

Finally the spring flowers began to bloom. While he was swimming in the

pond, he saw three large white swans swimming toward him. “Oh, dear. these

beautiful birds will laugh and peck me too” he said to himself. But the swans did

not attack him. Instead, they swam around him and stroked him with their bills.

As the ugly duckling bent his neck to speak to them, he saw his reflection in the

water. He could not believe his eyes. “I am not an ugly duckling but a beautiful

swam” he exclaimed.

He was very happy. From that day on, he swam and played with his new

friends and was happier than he had never been.





4. Media : Video

5. Alat dan Bahan :Whiteboard, board marker, laptop, proyektor,

benda-benda sekitar.



Pertemuan 3


Waktu







10 Menit


Inti 1.Communicating(Mengkomunikasikan)

Menampilkan the real teks naratif fsble story setelah

diberikan masukan dan arahan oleh guru.

65 Menit

Penutup 1. Siswa menyimpulkan dan merefesi penguasaan materi



selanjutnya.

15 Menit

Pertemuan 4


Waktu

Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses

pembelajaran. (salam dan mengecek kehadiran siswa)

2. Memotivasi siswa secara kontekstual sesuai manfaat

dan aplikasi materi pembelajaran dalam kehidupan

sehari-hari.

3. Menjelaskan tujuan pembelajaran atau kompetensi

dasar yang akan dicapai dan menyampaikan cakupan

materi dan penjelasan uraian kegiatan sesuaisilabus.

10 Menit

Inti 6. Observing (Mengamati)

Siswa diarahkan untuk duduk berkelompok

Guru memperlihatkan cerita yang akan dipelajari

Siswa duduk berkelompok dan memperhatikan serta

memahami struktur cerita dan kalimat dalam cerita

yang telah diperlihatkan melalui digital storytelling.

Siswa diarahkan untuk menulis kembali apa yang telah

mereka lihat dan pahami berdasarkan struktur teks

narasi.

65 Menit

7. Questioning (Menanya)

Siswa menanyakan cara bercerita berdasarkan struktur

teks narasi.

8. Experimenting (berlatih)

Dengan arahan guru siswa di arahkan untuk latihan

menulis teks naratif sesuai cerita


Membandingkan tulisan siswa bersama temannya dan

melihat kembali kesalahan-kesalahan dalam menulis

teks naratif.

10. Communicating(Mengkomunikasikan)

Secara individual siswa menulis real teks yang telah

direvisi kesalahannya.

Penutup 1. Siswa menyimpulkan dan merefleksi penguasaan

materi pembelajaran yang telah dipelajari.


selanjutnya.

15 Menit


4. Teknik Penilaian

Sikap : Observasi


Keterampilan : Menulis

5. Penugasan



6. Rubrik score



86 – 95 Very Good

76 – 85 Good


56 – 65 Fair

36 – 55 Poor

00 – 35 Very Poor

Makassar, 2021

Mahasiswa

Nurlisa

Nurlisa

NIM. 10535646515


(RPP)


Class : XI

Subject : English











pergaulan dunia.







masalah.










penggunaannya.




penggunaannya.







konteks








naratif.

































dari penulis.














Fairy tale

Mystery

Science fiction

Romance

Horror

Fable

Myth and legend

History

Slice of life

Personal experience

dan lain sebagainya

Topik

Example 1

The Mouse Deer And The Tiger

One day, there was a mouse deer. He was thirsty so he wanted to drink on

the river. When the mouse deer came next to the rive, a tiger approached him and

wanted to eat him. Of course the mouse deer tried to escape, but the tiger run

faster and caught him. In that dangerous situation the mouse deer thought hard

how to escape the tiger. Then he got idea and said to the tiger, “Listen! Your

mightiness and toughness are all great! But I have my own king. He has a greater

strength than yours! I am sure that nobody can match his powers!” Because the

tiger felt taunted, he declared that he would challenge the mouse deer’s king.

Next the mouse lead the tiger to the river, and said, “Now Look at the

water. You will see my king” Foolishly the tiger looked in the river and surely

saw another tiger in the water. Then he growled, but the tiger in the river imitated

to growl too. Because of his too high self pride, the tiger jumped into the water,

and wanted to fight. He was believing there was another tiger in the water.

The mouse deer took that opportunity to escape. After fighting with himself in the

river, the tiger realized that he was fooled by the mouse deer..

Example 2

The Rabbit And The Bear

Once upon a time, there lived as neighbors, a bear and a rabbit. The rabbit

was a good shot. In contrary, the bear was always clumsy and could not use the

arrow to good advantage.

One day, the bear called over the rabbit and asked the rabbit to take his

bow and arrows and came with bear to the other side of the hill. The rabbit was

preventing to arouse the bear’s anger so he could not refuse it. He consented and

went with the bear and shot enough buffalo to satisfy the hungry family. Indeed he

shot and killed so many that there was lots of meat left after the bear and his

family had loaded themselves and packed all they could carry home.

The bear was very gluttonous and did not want the rabbit to get any of the meat.

The rabbit could not even taste the blood from the butchering as the bear would

throw earth on the blood and dry it up. The poor rabbit would have to go home

hungry after his hard day’s work.

The bear was the father of five children. The youngest child was very kind

to the rabbit. He was very hearty eater. The mother bear always gave him an extra

large piece of meat but the youngest child did not eat it. He would take it outside

with him and pretended to play ball with the meat. He kicked toward the rabbit’s

house and when he got close to the door he would give the meat with such a great

kick. The meat would fly into the rabbit’s house. In this way, the poor rabbit

would get his meal unknown to the papa bear.





7. Media : Video

8. Alat dan Bahan :Whiteboard, board marker, laptop, proyektor



Pertemuan 5


Waktu

Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses

pembelajaran (salam dan cek kehadiran siswa).

2. Memotivasi siswa secara kontekstual sesuai manfaat

dan aplikasi materi pembelajaran dalam kehidupan

sehari-hari.

3. Menjelaskan tujuan pembelajaran atau kompetensi

dasar yang akan dicapai dan menyampaikan cakupan

materi dan penjelasan uraian kegiatan sesuaisilabus.

10 Menit

Inti 1. Experimenting (berlatih)

Siswa diarahkan untuk latihan menyampaikan secara

lisan teks naratif yg telah dibuat.


Membandingkan hasil latihan masing-masing siswa

kemudian dikoreksi

65 Menit

Penutup 1. Siswa menyimpulkan dan merefleksi pembelajaran

yang telah dipelajari.


selanjutnya.

15 Menit

Pertemuan 6


Waktu




aplikasi materi pembelajaran dalam kehidupan sehari-

hari.


yang akan dicapai dan menyampaikan cakupan materi

dan penjelasan uraian kegiatan sesuaisilabus.

10 Menit

Inti 1.Communicating(Mengkomunikasikan)

Menampilkan the teks naratif setelah diberikan

masukan dan arahan oleh guru.

65 Menit

Penutup 1. Siswa menyimpulkan dan merefesi penguasaan materi



selanjutnya.

15 Menit


7. Teknik Penilaian

Sikap : Observasi


Keterampilan : menulis

8. Penugasan



9. Rubrik score



86 – 95 Very Good

76 – 85 Good


56 – 65 Fair

36 – 55 Poor

00 – 35 Very Poor

Makassar, 2021

Mahasiswa

Nurlisa

Nurlisa

NIM. 10535646515

APPENDIX IV

The students’ row score of pre-test

No Nama Pre-Test

1 Aliyah 60

2 Ernawati 55

3 Haerul Insan 50

4 Ira Aswana 60

5 Muh.Faturrahman 45

6 Muh.Syahrul 53

7 Muhammad Aswar 50

8 Musdalifah 55

9 Nur fausia Ika Bela 60

10 Nur Hikmah Hamzah 65

11 Nur Insana 55

12 Nuraeni Rahman 60

13 Nurul Fausia 60

14 Nurul Hikmah 60

15 Putri Andreani 55

16 Putri Sakina Mangantar 55

17 Randi 50

18 Sahar 45

19 Sariana 60

20 Sitti Hajar Hamzah 55

21 Sri Ayu Wandany 53

22 Suci Anggraeni 65

Total Σ𝒙 = 1226

Mean Score (X) 55,7

APPENDIX V

The students’ row score of post-test

No Nama Post-Test

1 Aliyah 80

2 Ernawati 75

3 Haerul Insan 70

4 Ira Aswana 80

5 Muh.Faturrahman 75

6 Muh.Syahrul 75

7 Muhammad Aswar 70

8 Musdalifah 80

9 Nur fausia Ika Bela 82

10 Nur Hikmah Hamzah 83

11 Nur Insana 80

12 Nuraeni Rahman 86

13 Nurul Fausia 75

14 Nurul Hikmah 85

15 Putri Andreani 80

16 Putri Sakina Mangantar 75

17 Randi 75

18 Sahar 70

19 Sariana 85

20 Sitti Hajar Hamzah 80

21 Sri Ayu Wandany 80

22 Suci Anggraeni 85

Total Σ𝒙 = 1726

Mean Score (X) 78,4

APPENDIX VI

The students’ mean score of pre-test and post test in terms of organization

a. Pre-test

𝑋 =∑ 𝑥

𝑁

=1226

22

= 55.7

b. Post-test

𝑋 =∑ 𝑥

N

=1726

22

= 78.4

APPENDIX VII

The percentages of students’ improvement in terms of organization

a. Pre-Test

P = X2−X1

X1× 100%

P = 78.4 − 55.7

55.7× 100%

P = 22,7

55,7× 100%

P = 40.75%

APPENDIX VIII

Frequencies Variables Number of Organization

a. Pre-test

Statistics

PreTest

N Valid 22

Missing 0

Mean 55.7273

Median 55.0000

Mode 60.00

Std. Deviation 5.54790

Variance 30.779

Range 20.00

Minimum 45.00

Maximum 65.00

Sum 1226.00

preTest

Frequency Percent Valid Percent

Cumulative

Percent

Valid 45.00 2 9.1 9.1 9.1

50.00 3 13.6 13.6 22.7

53.00 2 9.1 9.1 31.8

55.00 6 27.3 27.3 59.1

60.00 7 31.8 31.8 90.9

65.00 2 9.1 9.1 100.0

Total 22 100.0 100.0

b. Post-test

Statistics

PostTest

N Valid 22

Missing 0

Mean 78.4545

Median 80.0000

Mode 80.00

Std. Deviation 4.98309

Variance 24.831

Range 16.00

Minimum 70.00

Maximum 86.00

Sum 1726.00

PostTest

Frequency Percent Valid Percent

Cumulative

Percent

Valid 70.00 3 13.6 13.6 13.6

75.00 6 27.3 27.3 40.9

80.00 7 31.8 31.8 72.7

82.00 1 4.5 4.5 77.3

83.00 1 4.5 4.5 81.8

85.00 3 13.6 13.6 95.5

86.00 1 4.5 4.5 100.0

Total 22 100.0 100.0

APPENDIX IX

T-test Pairs Number of organization

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 PreTest 55.7273 22 5.54790 1.18282

PostTest 78.4545 22 4.98309 1.06240

Paired Samples Correlations

N Correlation Sig.

Pair 1 PreTest & PostTest 22 .783 .000

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Devi

ation

Std.

Error

Mea

n

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

PreTest

-

PostTest

-

22.727

27

3.50

757

.747

82

-

24.282

44

-

21.1721

0

-

30.392 21 .000

APPENDIX X

DOCUMENTATION

Pre-test

Treatment

Post-test

L

E

T

T

E

R

S

CURRICULUM VITAE

Nurlisa was born on October 9th, 1998 in Pattingalloang,

Takalar. She is the fourth child of fourth siblings from the

marriage of Abd.Karim and Sitti. She began her study at TK

Amri Bontokassi and graduated in 2003. She continued her

study at SDN 78 Balang, Takalar and graduated in 2009.

Then, she continued her education at SMP Negeri 3 Galesong Selatan, Takalar

and graduated in 2012. Afterwards, she continued her study at SMA Negeri 3

Bontonompo Selatan, Gowa and graduated in 2015. In the same year (2015), she

was registered as a student of English Education Department of Teacher Training

and Education Faculty at Muhammadiyah University of Makassar. At the end of

her study, she could finish her thesis by the title The Use of Digital Storytelling to

Improve Students’ Ability in Writing Narrative Text (A Pre-experimental

Research at the Eleventh Grade of SMA Negeri 13 Takalar in the Academic Year

2020/2021).

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