digital story telling

USING DIGITAL STORYTELLING AS AN ALTERNATIVE MEDIA IN TEACHING SPOKEN NARRATIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF SMA NEGERI 1 SUBAH IN ACADEMIC YEAR 2012/2013

By

Dias Andris Susanto and Primanda Putri Utami

diasandris@yahoo.co.id /081325472039

English Department Education IKIP PGRI SEMARANG

Abstract

This study intended to know the development of the student’s ability in speaking especially spoken narrative text by using digital storytelling. The objectives of this study are 1) to describe the ways of the teacher in using digital storytelling as an alternative media in teaching spoken narrative text, 2) to find out the problems faced by the teacher and students in teaching learning spoken narrative text by using digital storytelling as an alternative media, 3) to provide the possible solutions to overcome the problems in teaching spoken narrative text by using digital storytelling as an alternative media.

One kind of multimedia that can be used in teaching spoken narrative text is digital storytelling. Digital storytelling is a modern art of storytelling that combining narrative with digital content including images, sound, and video, to create a short movie. The population of this study was the teachers and students of the tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013. The writer used random sampling technique. The writer took class X.2 and class X.7 as samples. The instruments used to collect the data were observation, questionnaire, and interview. The observation held to know how digital storytelling was applied in the class. After the writer did observations, the writer gave questionnaire to the students to know their experience during teaching learning process. The writer also conducted interview to the teachers. The data were analyzed to find out the problems emerged during the teaching learning process and how they should be solved.

There were some problems faced by the teacher and students in teaching learning process. For examples, some students did not understand the material clearly, the students did not pay attention to the teacher’s explanation, some students were not active in the class, most of the students were lack of vocabulary and low grammar mastery, and they felt shy and did not dare to speak English.

For the problems, the writer suggests some possible solutions. The teacher should give more information and might repeat the explanation to make it clear. Then the teacher warns the students who do not pay attention to the teacher explanation. Next, the teacher should repeat the digital storytelling to help the students understand the story. At last, the teacher asks the students to memorize ten words everyday and she explains clearly about the students’ mistake in grammar. The students also should practice speaking English with their friends.

Keywords: digital storytelling, media, teaching speaking, narrative text.

INTRODUCTION

A.    Background of the Study

The main purpose of English teaching is to improve student’s skills in using language in real communication. One of the productive skills that students have to be improved is speaking. To be able in speaking, students have to understand in using vocabularies, diction, pronunciation, intonation, fluency and also grammar.

A teacher as an educator and facilitator for the students should have certain methods and media, which are employed in teaching learning process. The teacher must choose and develop both the teaching learning process and the most suitable methods and media for teaching English in order that students can improve their language skills.

Usually students can create narrative text only in written form but when they are ordered to retell the story in spoken form, in fact they will get difficulties, mostly when they are trying to speak in English. It is because students seldom practice speaking English in their daily life. Speaking or retelling a story in English is a difficult task for Indonesian’s students.

Looking from the problem above, using many variations in teaching spoken narrative text which are more creative and interactive is necessary. In order to create interactive speaking class and to make students doing more practice, it is better for teacher to provide media as teaching aids. There are three kinds of media namely audio, visual, and audio-visual. Audio visual aid is a good teaching media because it is supported both audio and visual.

In language teaching, motion picture is one of audio visual aids. Students are interested in motion picture because they can watch and listen in same object. In this modern era, technology develops very quickly. One of motion picture that can be used as media for teaching is digital storytelling. This is one of modern media which can support teacher in their teaching especially in narrative text.

Digital storytelling can help teacher in creating a creative media in order that the students will have high enthusiasm in teaching and learning process. This media also can help students for improving their speaking skills. By using this media, the students are forced to be more creative in expressing their ideas through speaking. It is hoped that digital storytelling can be an alternative media for teaching spoken narrative text and can be a trigger for the students eager to speak in English especially retelling a story which is narrative text.

B.     Statements of the Problem

Based on the background of the study above, the writers formulates the statements of the problem as follows:

1.      How does the teacher use digital storytelling as an alternative media in teaching spoken narrative text to the tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013?

2.      What are the problems faced by the students and the teacher in teaching and learning spoken narrative text by using digital storytelling as an alternative media to the tenth grade students?

3.      What are the possible solutions to overcome the problems in teaching spoken narrative text by using digital storytelling as an alternative media to the tenth grade students?

C.    Objectives of the Study

Based on the formulation of the problem above, the main objectives of this study can be stated as follows:

1.      To describe the ways of the teacher in using digital storytelling as an alternative media in teaching spoken narrative text to the tenth grade students.

2.      To find out the problems faced by the teacher and the students in teaching and learning spoken narrative text by using digital storytelling as an alternative media to the tenth grade students.

3.      To provide the possible solutions to overcome the problems in teaching spoken narrative text by using digital storytelling as an alternative media to the tenth grade students.

REVIEW OF RELATED LITERATURE

A.    Narrative Text

One of text types that tells story is narrative. This kind of text has its own structure differ from other text types. In this final project, the writer chooses Anderson and Anderson from their book Text Type in English as the only source of narrative text. The writer consideration is because there are a lot of sources of narrative text which are used in Indonesia and written from many different authors. By using only one book, the writer can be more focus in doing this final project. According to Anderson and Anderson (2003:6), the narrative text type tells a story. Its purpose is to present a view of the world that entertains or informs the reader or listener. Narrative is a text containing five components: orientation, complication, sequence of events, resolution, and coda, by which a writer amuses, entertains people, and to deal with actual or vicarious experience.

An orientation (beginning of a text) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. The second is a complication. It sets off a chain of events that influences what will happen in the story. The third is a sequence of events where the characters react to the complication. The fourth is a resolution in which the characters finally sort out the complication. The last is a coda that provides a comment or moral based on what has been learned from the story (an optional step).

1.      Social function of a narrative

A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener.

2.      Generic structures of a narrative

a.       Orientation

In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on.

b.      Complication

This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger.

c.       Sequence of events

This is where the narrator tells how the characters react to the complication. It includes their feeling and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. The audience is given the narrator’s point of view.

d.      Resolution

In this part of the narrative where the complication is sorted out or the problem is solved.

e.       Coda

The narrator includes a coda if there is to be a moral or message to be learned from the story.

3.      Language features of a narrative

a.       Specific characters

b.      Time words that connect events to tell when they occur

c.       Verbs to show the actions that occur in the story

d.      Descriptive words to portray the characters and settings 

4.      Types of narrative

There are ten different types of narrative:

a.       Humor

A humorous narrative is one that aims to make audience laugh as part of telling story.

b.      Romance

The romance narrative typically tells of two lovers who overcome difficulties to end up together.

c.       Crime

A crime novel could also include romance and mystery.

d.      Real-life fiction

The narrative uses setting in the present in which tells daily live stories.

e.       Historical fiction

Historical fiction uses setting in the past in which describe a period of history.

f.       Mystery

This narrative tells story in which a mystery inside.  

g.      Fantasy

Fantasy narrative uses a setting in another dimension with gods, witches, wizards, and so on. The characters usually have magical power.

h.      Science fiction

Science fiction narratives use a setting involving science and technology.

i.        Diary-novels

This type of narrative has the text presented like diary entries.

j.        Adventure

An adventure narrative could include humor and romance.

B.     Digital Storytelling

1.      Definition of digital storytelling

One of alternative media in teaching is digital storytelling. DeNatale (2008:2) defines digital storytelling as the modern expression of the ancient art of storytelling. Another definition of digital storytelling is the practice of combining narrative with digital content including images, sound, and video, to create a short movie, typically with a strong emotional component. Sophisticated digital stories can be interactive movies that include highly produced audio and visual effects, but a set of slides with corresponding narration or music constituted a basic digital story. Digital stories can be instructional, persuasive, historical, or reflective. Storytelling can be effectively applied to nearly any subject. Constructing a narrative and communicating it effectively require the storyteller to think carefully about the topic and consider the audience’s perspective.

The writer draws conclusion about definition of digital storytelling in which it revolves around the idea of combining the art of telling stories with a variety of digital multimedia, such as images, audio, and video. All digital stories bring together some mixture of digital graphics, text, recorded audio narration, video and music to present information on a specific topic. Digital stories revolve around a chosen theme and often a particular viewpoint. The stories are typically just a few minutes long and have a variety of uses, including the telling of personal tales, the recounting of historical events, or as a means to inform or instruct on a particular topic.

2.      Elements of digital storytelling

In creating digital storytelling, we have to consider some elements of digital storytelling. According to Engle (2013:4), there are seven elements of digital storytelling. These elements require considerations for every story and determining the balance each element occupies in the story can take a lot of thinking and re-thinking. The seven elements are as follows:

a.       Point of view

Point of view is defined as what the perspective of the author. Stories are told to make point and should not be presented as a recitation of mere facts. Define the premise of our story so that all parts can serve to make the point. Consider our audience and direct the point to them.  

b.      Dramatic question

A dramatic question is a question that will be answer by the end of the story. We can capture our audience’s attention at the beginning of the piece and hold their interest throughout. We also can pose the dramatic question in the opening lines and resolve it in the closing lines.

c.       Emotional content

Emotional content is serious issues that speak to us in a personal and powerful way. Emotional content can help hold our audiences attention. The images, effects, music and tone of voice all lend to contributing emotion to the piece. We might keep the elements consistent with the emotion of the moment.

d.      Voice

Gift of our voice is a way to personalize the story to help the audience understand the context. We might take time to practice our script so we can speak in a conversational voice.

e.       Soundtrack

Soundtrack is music or other sound that support the storyline. The right music can set the story in time and can convey emotion. Play music behind an image and a specific emotion is generated. Change the music behind the same image and an entirely different emotion is experienced. Sound effects can add tension and excitement to a piece.

f.          Economy

We have to simply put, using just enough content to tell the story without overloading the viewer with too much information. Don’t give every minute detail to clarify our story, let our audience fill in some of the blanks.

g.      Pacing

It deals with how slowly or quickly the story progresses. The rhythm of the piece is what keeps our audience’s interest in the story. Changing pace within the story can facilitate moving the audience from one emotion to another. Music tempo, speech rate, image duration, and panning and zooming speed all work to establish pace. Generally pace will be consistent, but one in a while it will pause, accelerate, decelerate, stop or blast-off. Trust our own senses, we all move at our own pace.  

METHODOLOGY OF THE RESEARCH

A.    Approach of the Research

There are many kinds of research design, and one of them is a descriptive research. This research conducted a descriptive research with qualitative approach. It is meant to give description of a phenomenon systematically, factually and accurately.

According to Burns (2003:22), the aim of qualitative approach is to offer descriptions, interpretations and clarifications of naturalistic social contexts. Qualitative research draws on data collected by the researcher to make sense of the human behavior within the research context.

B.     Objects of the Research

1.      Population

According to Brown (2005:71), a population is the entire group of people who are of interest in a particular survey. It means that population can be defined as a group of people or objects which have similarity in one or more cases and establish the main problem in a certain research.

In this research, the population was 304 students from eight classes of the tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013.

2.      Sample

The sample of a research is the person from population who are chosen to participate in this research. Brown in his book (2005:72) writes that sample is a subgroup of the people that is representative of the whole population. In using a sample, data can be practically, efficiently, and effectively collected.  A good sample is one that representative of population, which is selected.

In this research, the samples were X.2 class and X.7 class of SMA Negeri 1 Subah in academic year 2012/2013.   

3.      Technique of sampling

In this research, the researcher used random sampling. Brown (2005:72) states in random sampling each individual in the population must have an equal chance of being selected. Moreover, random sampling might not provide for selection of people from each of the subgroups in the population.

C.    Instruments of the Research

The instruments are needed to get the accuracy of the data in the research. The instruments are able to indicate whether the research is successful or not. In line with the research design is qualitative, so the main instrument was the researcher. The researcher here is considered to be human instrument. Other instruments were interview sheets, observation sheets and questionnaire sheets. Data should be created and made correctly, so it produced the real data. The instruments were as follows:

1.      Interview sheets

The interview is flexible because the sequence of questions might be changed and is adapted to the condition and situation of interview.

The interview was about the use of digital storytelling as media in teaching spoken narrative text included its problems and the possible solutions to overcome the problems. In this research, the researcher interviewed the English teachers of the tenth grade of SMA Negeri 1 Subah.

2.      Observation sheets

In collecting data, the researcher used observation sheet as an instrument to guide in observing teaching and learning activity using digital storytelling as a media.

The observation sheets consisted of two parts. The first part was to observe the teacher and students in teaching learning process. The second part was to observe the activities of teaching learning process.

3.      Questionnaire sheets

This instrument contained questions about what students experienced after being taught narrative text by using digital storytelling as a media to strengthen the validity of the data from the instruments of interview and observation sheets. It was given to the students which were taught by the teacher.

There were 20 items in this questionnaire about students’ response to teach spoken narrative text by using digital storytelling as media. There were five options for the statements. The options were “Strongly Agree”, “Agree”, “Undecided”, “Disagree”, and “Strongly Disagree”. “Strongly Agree and Agree” means that the respondents supported the statements, but if the respondents chose “Disagree and Strongly Disagree”, it means that they did not support the statement. “Undecided” means that the respondents were in neutral condition.

D.    Methods of Data Collection

In collecting data, there are some methods to get data. In this research, the methods of data collection were observation, interviews, questionnaires, documents, and photographs. In collecting data, the researcher did two techniques, consist of:

1.      Library research

Library research refers to the activity of using the library facilities. The researcher tried to search for data, information, and ideas from the relevant authors as the basic theories, which supported the researcher’s ideas for the research. The researcher also found out supporting ideas from the school’s document to obtain the data of the tenth grade students and the English teacher of the tenth grade students of SMA Negeri 1 Subah who became the object of the research.

In addition, the research included collecting data from the World Wide Web as well. It is done to complete the information beyond the books from the library and to up date the information.

2.      Field research

It refers to the activity of data collection from the object of the research. In the field research, the researcher used a school as the source of the data. The school was SMA Negeri 1 Subah which located in Jalan Raya Jatisari Subah. In collecting data, the researcher came to the school to get permission for doing the research and made the schedule of the research. In this research, the researcher collected the data using five methods, they were:

a.       Interviews

The researcher conducted individual interview which is interview with respondent on a one-to-one basis. Such personal interview is allowed for gathering data privately. This interview held to know the teacher’s opinion about the use of digital storytelling as a media to teach spoken narrative text.   

b.      Observations

This observation conducted to know the use of digital storytelling as an alternative media in teaching spoken narrative text to the tenth grade students. In this research, the researcher acted as the passive participant observer. It means the researcher did not interact with the students as a teacher.

c.       Questionnaires

In this research, the researcher used closed questionnaire. It helped the respondents to answer as soon as possible, and also helped the researcher in analyzing the data. The researcher used closed questionnaire to know the problems of teaching spoken narrative text by using digital storytelling media based on students’ opinion.

d.      Documents

The researcher gathered documents from the school administration in order to collect the data.

e.       Photographs

The researcher took some photos during the teaching learning process in using digital storytelling as media to teach spoken narrative text.

E.     Methods of Data Analysis

Since the research was qualitative one, the analysis of the data is presented in qualitative way, non statistic analysis. In this research, the researcher used the method of analyzing data by qualitative approach. The qualitative approach is used to analyze data from the non-test data as observations, interviews, and questionnaires.

Huberman and Miles in Brown (1994) divide qualitative data analysis into three subordinate processes and argue that all three of these subordinate processes should be occurring before, during, and after data collection. The three subordinate processes are as follows: 

1.      Data reduction

In this research, when researcher created instruments for the research, data reduction is used as the first process. If there is some unimportant data, the researcher would reduce them until the researcher got valid data. After collecting data, the researcher also did data reduction to reduce data which did not support the research.       

2.      Data display

In data display, the researcher analyzed the result from observations, interviews, and questionnaires. The researcher sorted data in order to help the researcher in analyzing and drawing conclusion. 

3.      Conclusion drawing and verification

In this research, the researcher did conclusion drawing as the last step of analyzing data from observations, interviews, and questionnaire. The researcher drew conclusion from displayed data in order to interpret data. Conclusion drawing is showed in the last chapter of this final project. However, the researcher did not do verification in this process of analyzing data. 

RESEARCH FINDINGS

In this research, the writer focused the study on investigating how the teacher uses digital storytelling as media in teaching spoken narrative text, identifying the problems faced by the teacher and the students during the teaching and learning process, and finding out the possible solutions to overcome the problems faced by the teacher and the students.

Based on the research findings, the writer found that the teachers are able to apply the digital storytelling as an alternative media in teaching spoken narrative text to the tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013.

The discussion discusses about the way of the teacher in teaching spoken narrative text then the writer gives evaluation. The evaluation based on three aspects: (1) the ways of the teacher in teaching spoken narrative text by using digital storytelling as media, (2) the problems faced by the teacher and the students during the teaching learning process, and (3) the possible solutions to overcome the problems that faced by the teacher and the students during the teaching learning process by using digital storytelling as media.

1.        The teacher ways in teaching spoken narrative text by using digital storytelling as media

Based on the research findings, the writer found the techniques of the teacher in teaching spoken narrative text by using digital storytelling as media.

The several steps or techniques are:

a.    Asking the students’ favorite story. The English teacher asked this to know the students knowledge of narrative text.  

b.    Presenting the material and asked the students to do the exercise. To know the students understanding of the material, the teacher asked them to do the exercise.

c.    Presenting the digital storytelling. After presenting the digital storytelling, the teacher asked them to make a draft of their storytelling.

d.   Monitoring the students in making their storytelling draft. The teacher also helped the students to solve their difficulties in creating their storytelling draft.

e.    Evaluating the students’ result in retelling story. The teacher gave corrections and explained about the students’ mistakes.

As the result of the observation, questionnaire, and interview, the writer found that media is one of particular thing which very important in teaching learning process. The use of digital storytelling as media is one of teacher’s techniques to make the teaching learning process become more effective. The digital storytelling can help the students delivering their ideas in retelling story. Moreover, they also interested in the digital storytelling as media in teaching learning process.       

2.        The problem faced by the teacher and the students

From the result of the observation, questionnaire, and interview, the writer found some difficulties faced by the teacher and the students by using digital storytelling as media in teaching learning activity. The writer concluded that there are some problems that teacher and students faced in teaching learning activity through digital storytelling as an alternative media.

The most problems faced by the teacher came from the students’ ability in English skills. They still have paradigm that English is difficult subject, they do not know that English is a language as well as their own language. It could be studied if they want to study it. Another problems faced by the teacher, she found that there were some students that still did not understand the materials. It is caused by the difference of the capability level of the students to understand the material and because some students did not pay attention to the teacher explanation. The teacher also found that there were some students who did not understand the story which is presented by digital storytelling. It can be caused by students’ low vocabulary mastery. The teacher also felt difficult to make the students active in class. In teaching learning process, the students must be active but in fact some students could not do it. It is because they just kept silent, shy and did not dare to speak. Another problem faced by the teacher is preparation for the equipments (laptop, LCD, and speaker), this preparation took times in order to make the teaching learning process less effective.

The problems faced by the students are: (1) some of the students did not understand the material because they did not pay attention to the teacher’s explanation and their low capability level of the students in understanding the material, (2) most of the students were lack of vocabularies,  (3) some of the students had misunderstood about the grammar used of narrative text, and (4) some students felt shy and do not dare to speak up.

3.        The possible solutions to overcome the problems

After the writer held the research and collected data, the writer made some conclusions. To solve the teacher’s problems, the English teacher must have better time management in order that she can prepare the equipments effectively. Then the teacher must be patient to give information about material to the students. To make the students keep pay attention, the teacher should warn them occasionally. The teacher also should give motivation to the students in order that they dare to speak and active in the class.

The students should focus to the teacher explanation, so that they can understand the material. They also might ask the teacher if they still do not understand the material. Moreover, they should learn and read more about the material. The difficulty in mastering vocabulary can be eliminated by reading more books, consulting dictionary, listening English songs, and watching English movies. The teacher also might ask the students to memorize at least ten new words everyday. The students’ difficulty in applying grammar can be overcame by learning more about grammar and doing as many as possible exercise in applying grammar pattern. The teacher should explain more about grammar to the students and ask the students about which parts of grammar that are difficult for them. In addition, the teacher should remind the students to be careful in choosing the appropriate words and suggest them to consult dictionary. It can make the students master both grammar and vocabulary. The students should also practice speaking English with their friends if they still feel shy and do not dare to speak English in front of the class. It can make their English become better and better if they keep on practicing speaking English everyday.  

SUGGESTIONS

Based on the writer’s experiences during the research, she would like to suggest some possible solutions, as follows:

1.        To the English teacher

The English teacher should motivate the students to enlarge their knowledge about a lot of information. The teacher should attract the students to speak and express their ideas based on the digital storytelling that they watch. The teacher also should give motivation to the students in order to make them dare to speak English. 

2.        To the students

They must study hard in order to be able to master the material especially in narrative text. Besides, they should improve their vocabularies, their understanding in grammar, their comprehension of the story, and also fluency and pronunciation in speaking. The students also should practice speaking English with their friends to improve their speaking skills.

3.        To the other researchers

The writer realizes that this research is being far for perfect. There are still many weaknesses dealing with the observation that have been done by the writer. Actually, the data will be more complete if the writer can observe the result of evaluation or compare it with another Senior High School to know whether the teaching learning process is effective.

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