THE USE OF DIGITAL STORYTELLING IN STUDENTS’ WRITING ...repository.uinjkt.ac.id/dspace/bitstream/123456789... · iv ABSTRACT Putri Aulia Gunawan, 1115014000084, The Use of Digital

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THE USE OF DIGITAL STORYTELLING IN STUDENTS’ WRITING

RECOUNT TEXT

(A Quasi-Experimental Study at the Eighth Grade of MTs Pembangunan UIN

Jakarta in Academic Year 2019/2020)

By

Putri Aulia Gunawan

11150140000084

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

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ABSTRACT

Putri Aulia Gunawan, 1115014000084, The Use of Digital Storytelling in

Students’ Writing Recount Text (A Quasi Experimental Study at the Eighth Grade

Students of MTs Pembangunan UIN Jakarta in Academic Year 2019/2020), A

Skripsi of Department of English Education, The Faculty of Educational Sciences,

State Islamic University of ‘Syarif Hidayatullah’ Jakarta, 2019.

Advisors :1. Drs Syauki, M.Pd.

2. Yenny Rahmawati, M. Ed.

This study aimed to investigate the use of digital storytelling in students’ writing

recount text at the eighth-grade students’ of MTs Pembangunan UIN Jakarta. The

method used in this study is a quantitative method. A quasi-experimental design

was employed as a research design in this study. The sample of this study was 40

students chosen through purposive sampling technique and categorized into two

classes; experimental class and controlled class. The instrument used in this study

was a written test and the analytic writing rubric was used to score the student’s

writing on the pre-test and post-test. The result of this study showed that the use

of digital storytelling in student’s writing recount text was effective. It could be

seen from the result of calculation that the students’ score in experimental class

was higher than the students’ score in controlled class (84.4>75,5). Furthermore,

the statistic hypothesis test showed that ρ-value of post-test and gained score was

0.004 < sig. α = 0,05. Based on the result, it can be explained that there was a

significant difference between students’ achievement in writing recount text with

and without using digital storytelling. Therefore, digital storytelling was

recommended to be used in learning writing recount text, particularly at junior

high school level.

Keywords: digital storytelling, writing, recount text

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ABSTRAK

Putri Aulia Gunawan, 1115014000084, The Use of Digital Storytelling in

Students’ Writing Recount Text (A Quasi Experimental Study at the Eighth Grade

Students of MTs Pembangunan UIN Jakarta in Academic Year 2018/2019),

Sebuah Skripsi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

UIN Syarif Hidayatullah Jakarta, 2019.

Dosen Pembimbing :1. Drs Syauki, M.Pd.

2. Yenny Rahmawati, M. Ed.

Penelitian ini bertujuan untuk meneliti penggunana digital storytelling pada

penulisan recount text siswa di kelas delapan MTs Pembangunan UIN Jakarta.

Metode yang digunakan pada penelitian ini adalah metode kuantitatif. Desain

quasi-eksperimental digunakan sebagai desain penelitian dalam penelitian ini.

Sampel pada penelitian ini adalah 40 siswa yang dipilih melalui teknik sampel

purposive sampling dan dikategorikan menjadi sua kelas; kelas eskperimen dan

kelas kontrol. Intrumen yang digunakan dalam penelitian ini adalah bentuk tes

tulis dan penilaian penulisan analitik digunakan untuk menilai hasil tulisan

siswa/siswi pada pre-tes dan pos-tes. Hasil dari penelitian ini menunjukan bahwa

penggunaan digital storytelling pada penulisan recount text siswa efektif. Hal ini

dapat terlihat dari dari hasil kalkulasi nilai siswa pada kelas eksperimen lebih

besar dari nilai siswa pada kelas konrol (84.4>75,5). Selain itu, uji statistik

hipotesa menunjukkan bahwa nilai-ρ dari post-test dan nilai yang diperoleh adalah

0.004 <sig. a 0,05. Berdasarkan hasil tersebut, menunjukkan bahwa terdapat

perbedaan signifikan antara hasil tulisan siswa dalam teks recount baik dengan

menggunakan atau tidak menggunakan digital storytelling. Dengan demikian,

dapat disimpulakan bahwa digital storytelling disarankan untuk digunakan dalam

pembelajaran menulis recount text khususnya pada tingkat sekolah menengah.

Keywords: digital storytelling, menulis, recount text

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ACKNOWLEDGMENT

In the name of Allah, The Beneficent, The Merciful,

All praises be to Allah, The Creator and The Sustainer of the universe,

who has given the writer a chance to fulfill this study. Peace and salutation may

Allah send to our Prophet Muhammad SAW. (Peace Be Upon Him), his family,

his companions, and his faithful followers.

Within this long and tough process, the writer will not be able to survive

without the help of her beloved parents, Casman Gunawan and Elah Rustilawati

for the endless love, support, motivation, and prayers during her study. No words

could describe how lucky the writer is to have such a wonderful parents.

Furthermore, the writer would like to express gratitude to her advisors, Mr. Drs.

Syauki, M. Pd. and Ms. Yenny Rahmawati, M. Ed. For the valuable time, advice,

suggestions, and support during finishing this study.

Besides, the writer would like to express sincere to:

1. Dr. Sururin, M. Ag., the Dean of Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, Ph.D., the Head of Department of English

Education.

3. Zaharil An’asy, M. Hum., the Secretary of the Department of English

Education.

4. All lecturers in Department of English Education for the knowledge,

motivation, advice, and supports during her studies.

5. Momon Mujiburrahman, M.A., the Headmaster of MTs Pembangunan

UIN Jakarta, who had given permission to conduct the research.

6. Drs. H. Yon Sugiono, the head of P3M MTs Pembangunan UIN Jakarta

who also had given permission to conduct the research.

7. Wiwin Wiwitri, S. Pd. the English teacher in Mts Pembangunan UIN

Jakarta, thank you for all of the help and bits of knowledge during this

study.

8. The students of VIII F and VIII H who helps the writer in contributing

their effort during this study.

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9. Her beloved sister, Adinda Siti Sarah who always annoy and make fun of

the writer, but deep down in her heart she loves the writer the most.

10. Her best friends; Listiana Lathifatul Fikroh, Nurul Uthami, Aliyah Nur

Afifah and Nur Napiah who always be there when she needs it the most.

Thank you for the endless love and support. Without them, the writer will

not be able to fulfill this study.

11. All of DEE students, especially C class, who give a lot of beautiful

memories and life lesson.

12. Everyone whose name can not be mentioned one by one for the

contribution to the writer in finishing this skripsi.

13. The last, the writer would give sincere thanks to you. Thank you for the

beautiful melody, one thing that can make the writer be happy. May your

day be blessed with many giggles.

Finally, the writer realizes that this research paper is still far from being

perfect. Therefore, she hopes for some suggestions and constructive critique from

the readers so this research paper can be better. This research paper, hopefully,

will be useful not only for the researcher but also for the readers.

Tangerang, November 3rd 2019

Putri Aulia Gunawan

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TABLE OF CONTENT

APPROVAL SHEET ........................................................................................................ i

ENDORSEMENT SHEET .............................................................................................. ii

SURAT PERNYATAAN KARYA SENDIRI .............................................................. .iii

ABSTRACT ......................................................................................................................iv

ABSTRAK .........................................................................................................................v

ACKNOWLEDGEMENT ...............................................................................................vi

TABLE OF CONTENTS ..............................................................................................viii

LIST OF TABLES .......................................................................................................... xi

LIST OF FIGURES ....................................................................................................... xii

LIST OF APPENDICES ...............................................................................................xiii

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

A. Background of Study ................................................................................... 1

B. Identification of the Problem ....................................................................... 4

C. Limitation of Problem .................................................................................. 5

D. Formulation of Problem ............................................................................... 5

E. Objective of Study........................................................................................ 5

F. Significance of Study ................................................................................... 5

CHAPTER II: THEORETICAL FRAMEWORK ............................................ 7

A. Review of Literature .................................................................................... 7

1. Writing ......................................................................................................... 7

a. Definition of Writing ................................................................................ 7

b. The Purpose of Writing ............................................................................ 9

c. The Process of Writing ........................................................................... 10

2. Text Types .................................................................................................. 11

a. Literary Text ........................................................................................... 12

b. Factual Text ............................................................................................ 13

3. Recount Text .............................................................................................. 15

a. Definition of Recount ............................................................................. 15

b. Types of Recount Text ........................................................................... 17

c. Structural Features of Recount Text ....................................................... 17

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d. The Language Features of Recount Text ............................................... 19

4. Digital Storytelling ..................................................................................... 20

a. Definition of Digital Storytelling ........................................................... 20

b. Digital Storytelling in the Classroom ..................................................... 21

c. The Steps of Making Digital Storytelling .............................................. 22

d. The Advantages of Digital Storytelling .................................................. 25

e. The Disadvantages of Digital Storytelling ............................................. 25

B. Previous Study ........................................................................................... 26

C. Thinking Framework .................................................................................. 28

D. Research Hypothesis .................................................................................. 28

CHAPTER III: RESEARCH METHODOLOGY ........................................... 29

A. Research Methodology............................................................................... 29

1. Place and Time Of the Research ................................................................ 29

2. Research Design ......................................................................................... 29

3. Population and Sample ............................................................................... 30

4. Instrument of the Research......................................................................... 31

5. The Technique of Collecting Data ............................................................. 35

6. The Technique of Data Analysis ................................................................ 38

a. Normality Test ........................................................................................ 38

b. Homogeneity Test .................................................................................. 38

c. T-Test ..................................................................................................... 39

d. Effect Size .............................................................................................. 39

e. Statistical Hypothesis ............................................................................. 40

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...................... 41

A. Research Findings ...................................................................................... 41

1. Data Description......................................................................................... 41

a. The Students’ Score of Pre-Test ............................................................. 41

b. The Students’ Score of Post-Test ........................................................... 42

c. The Students’ Gained Score ................................................................... 43

d. Overview of Data Result ........................................................................ 44

2. Data Analysis ............................................................................................. 46

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a. Normality Test ........................................................................................ 46

a. Homogeneity Test .................................................................................. 47

b. The Hypothesis Test ............................................................................... 48

c. Effect Size ............................................................................................ 511

B. Discussion .................................................................................................. 52

CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 54

A. Conclusion ................................................................................................. 54

B. Suggestion .................................................................................................. 54

1. For Teachers ............................................................................................... 54

2. For Researchers .......................................................................................... 55

REFERENCES .................................................................................................... 56

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LIST OF TABLES

Table 2.1 The Example of Recount Text ..................................................... 18

Table 2.2 The Steps of Making Digital Storytelling .................................... 23

Table 3.1 Quasi-experimental Design .......................................................... 30

Table 3.2 Analytic Score in Writing ............................................................ 32

Table 3.3 The Schedule of Treatments ........................................................ 35

Table 4.1 The Score of Pre-Test .................................................................. 41

Table 4.2 The Score of Post-Test ................................................................. 42

Table 4.3 The Gained Score of Pretest and Post-test ................................... 43

Table 4.4 Normality Test of Pre-Test and Post-Test ................................... 47

Table 4.5 Homogeneity Test of Pre-Test ..................................................... 47

Table 4.6 Homogeneity of Post-Test ........................................................... 48

Table 4.7 T-test Result of Post-test Scores .................................................. 49

Table 4.8 T-test Result of Gained Score ...................................................... 49

Table 4.9 The Effect Size Result.................................................................. 51

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LIST OF FIGURES

Figure 4.1 Overview of Both Classes Scores Comparison .......................... 45

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LIST OF APPENDICES

APPENDIX 1 Syllabus .................................................................................... 56

APPENDIX 2 Instrument of The Research ..................................................... 58

APPENDIX 3 Pre-Test and Post-Test of Experimental Class ......................... 61

APPENDIX 4 Pre-Test and Post-Test of Controlled Class ............................. 62

APPENDIX 5 RPP of Experimental Class ...................................................... 63

APPENDIX 6 RPP of Controlled Class ........................................................... 74

APPENDIX 7 Students’ Worksheet................................................................. 86

APPENDIX 8 Documentation ......................................................................... 98

APPENDIX 9 Surat Pengesahan Proposal Skripsi .......................................... 101

APPENDIX 10 Surat Bimbingan Skripsi ........................................................ 102

APPENDIX 11 Surat Izin Penelitian ............................................................... 104

APPENDIX 12 Surat Rekomendasi Sekolah ................................................... 105

APPENDIX 13 Surat Keterangan Penelitian ................................................... 106

APPENDIX 14 References Examination Paper ............................................... 107

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CHAPTER I

INTRODUCTION

A. Background of Study

Writing is one of the abilities used as effective communication with

others in daily lives. As a human, it is hard to deny that writing skill is

incredibly necessary. Writing supports people to explore their ideas, thoughts,

and feeling in a written form. This skill is developed through an extended

method of learning experiences in one's education and life. Writing involves

all aspects of language such as grammar, vocabulary, word order spelling and

logical arrangement of ideas. Hence, students do not only learn about those

aspects of writing. As Heaton stated “Writing skills are complex and

sometimes hard to learn, not only grammatical and rhetoric devices but also

of conceptual and judgemental elements.”1

Writing cannot be learned in one night because in creating a text, it is not

about putting words in grammatical structure but also to pour ideas well so

that the readers get the aim of the story. Some people may find writing

interesting, but some people don’t. Therefore, writing is not an easy skill,

especially for several students in Indonesia who learn English as a foreign

language. They are not inquisitive enough about writing and contemplate it as

the toughest skill to learn in English subjects. This statement is proved by

Richard and Renandya who said that writing is considered as the most

difficult skill for second language learners to be mastered.2

Based on the 2013 curriculum, the eight-grade students of junior high

school are required to learn five genres of writing text. They are descriptive,

narrative, recount, procedures and report.3 Every genre has its own social

function, generic structure, purpose and language features. One of the texts

that are used in this study is recount text. Knapp said that recount text,

1 J. B. Heaton. Writing English Language Text. (London: Longman. 1975),p. 135 2Jack C. Richards & Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303. 3 2013 curriculum syllabus, (teacher’s syllabus)

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primarily it's written out to create a report regarding the experience of a series

of connected events.4 Students don’t only learn recount text because it

becomes one of the text they should learn in class, but they also learn it to get

the means of English in real context by retelling their past experience or

event. Sadly, in writing, this text students still face some problems.

To make good writing, students should convey their ideas well,

unfortunately, it is not simple. They face difficulties in conveying their ideas,

and the fear if they cannot give their ideas well. This situation may be

obtained from several problems such as students’ difficulty in finding topics

or ideas, their inability to create correct sentences or paragraphs, their anxiety

about a grammatical error, and the most serious problem is because they

rarely write even in their own language.5 The fact that some students still

have these difficulties leads to another situation which is their negative

attitude towards writing.

Practically, ESL and EFL students have a negative attitude towards

writing. They often perceive writing, especially in the form of the essay

composition, as a hard task to do. It turns out that most ESL students feel

uncertain of writing activity and they also have a negative attitude to

academic writing. This is not good news for teachers who teach writing, since

students who consider writing as difficult skill, would dislike the activity

regarding to writing.6 Moreover, based on the writer‘s experience during her

teaching internship, students were not excited when it comes to do writing

assignments. There were three people in the class who did not submit it

because they did not like writing activity. This situation could be derived

from their negative attitude towards writing.

Nevertheless, the problems don’t only come from the students side, but

also from the teacher side. It is argued that teachers lack appropriate

4 Peter Knap, Walkins, Megan. Genre, Text, Grammar Technologies for Teaching and

Assessing Writing. (Sidney: University of South Wales, 2005.),p.223. 5Jeremy Harmer, How to Teach Writing, (Edinburg: Longman, 2004), p.61 6Lestari Setyowati and Sony Sukmawan, EFL Indonesian Students’ Attitude toward

Writing in English, Arab World English Journal (AWEJ), Vol. 7(4), 2016, p.366

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pedagogic approach to teach writing. This include providing prompt and

constructive feedback to students, and most crucially, teachers' lack of ability

to motivate students.7 It is essential for teacher to have more concern

regarding motivating students in class. Some students need to be praise when

they did a good job in doing their assignment and those who still struggle also

need encouragement from the teacher. Teachers should provide help to

students in every task they do and they should also remind their students that

perfect work is not expected.8 In other word, it is acceptable for students who

are practicing writing to make a mistake as long as they have willingness to

improve their ability.

Knowing that the lack of students ability in writing comes from two

sides, so teacher and student have to work together in order to get rid of these

problems. One of the things that teacher needs to do is to make students

comfortable in writing in English, so they could gain their willingness in

participating in more creative writing.9 This includes giving the enjoyable

activity to help students completing their writing tasks successfully.

In supporting students to learn writing, it is necessary for the teacher to

create a remarkable technique and media which students find it easier.

Concerning a remarkable technique and media, digital storytelling is used as

the media to teach writing during this study. It can increase students’ learning

interest and it will facilitate students to grasp the material. In the classroom

situation, digital storytelling can be a technology application which may

facilitate teachers to enhance students’ learning interest and facilitate teachers

to overcome a number of the obstacles in learning activity.

Digital storytelling is a multimedia product which produced a story by

mixing pictures and audio. The physical appearance of digital storytelling is a

7 M. Fareed, A. Ashraf & M. Bilal, ESL learners’ writing skills: Problems, factors and

suggestions. Journal of Education and Social Sciences, Vol. 4(2), 2016,p. 83 8 G. Haider, An insight into difficulties faced by Pakistani student writers: Implications

for teaching of writing. Journal of Educational and Social Research, Vol. 2(3), 2016,p.24 9Hammer, op. cit., p. 62

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short video containing audio, pictures, and narration of the story.10 Students

used digital storytelling application in order to learn recount text in a new

way. The application that is used in creating the digital storytelling is

Windows Movie Maker. It is a free Windows program that let us make

audiovisual presentation from photos and images. Students wrote the recount

text in this application and add photos and music as an aid. Barret stated that

digital storytelling converges the four student-centered learning ways, that are

students’ engagement, reflection for deep learning, project-based learning,

and therefore the effective integration of technology into instruction.11

Finally, the goal of this research was to prove the effectiveness of digital

storytelling in teaching writing, the writer is interested in conducting the

research under the title: “The Use Of Digital Storytelling in Students’ Writing

Recount Text (A Quasi-experimental Study at the Eighth Grade of MTs

Pembangunan UIN Jakarta in Academic Year 2019/2020).” Furthermore, it is

expected that the students will find meaningful English learning process that

will help them to learn writing recount text.

B. Identification of the Problem

Here are some reasons that can be identified from the background of the

study above and in relation to the students’ difficulties in writing:

1. Students undergo hardship in getting the idea to write

2. Students are not able to construct correct sentences or paragraph

3. Students are anxious about their grammatical error

4. Students rarely write even in their own language

5. Students find writing as a hard thing to do

6. Teachers lack appropriate pedagogic approach to teach writing.

10 Faradina, D. F, & Oikurema Purwati. The Implementation of Digital Storytelling in

Writing Recount Text to Second Graders of Junior High. (Surabaya: State University of Surabaya,

2015),p. 2. 11 Hellen Barret. Researching and Evaluating Digital Storytelling as a Deep Learning

Tool. In Society for Information Technology & Teacher Education International Conference,

2006, p. 1.

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C. Limitation of Problem

Based on the identification of the problems that have been mentioned, the

writer limits the discussion on the effect of learning recount text through

digital storytelling as the media in MTs Pembangunan UIN Jakarta academic

year 2019/2020.

D. Formulation of Problem

The study is carried out in a quasi-experimental study with the

formulation of the problem as follows:

“Is digital storytelling effective in developing students‘ writing recount

text at the eighth grade of MTs Pembangunan UIN Jakarta?”

E. Objective of Study

Based on the formulation of the problem stated above, then the objective

of the study is to find out whether digital storytelling is effective in

developing students‘ writing recount text at the eighth grade of MTs

Pembangunan UIN Jakarta.

F. Significance of Study

This research found out the use of digital storytelling to assist students in

learning writing activity, particularly recount text. Once a student prepares

digital storytelling, the goal of student is to express himself or herself

throughout the fictionalizing and presentation stages of the storytelling. The

student shows his or her personal expression of style within the digital

storytelling, therefore emerging it as a product. In addition to this, students

might use the digital storytelling application to create their recount text a lot

of meaningful and interesting.

For the teachers, this study may help them to know that digital

storytelling can be used as the media to teach students learning recount text.

So, they can teach the students to write recount text in this post-modern era

through an up to date and fun way by using digital storytelling.

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For other researchers, the writer expects that this study will give

contributions to the effort of improving the teaching-learning process in

writing to improve students’ writing ability, especially in recount text.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Review of Literature

1. Writing

A language is used as a tool for communication. People communicate

with each other by doing a lot of things, one of them is by writing. Writing

skill is one of the productive skills that should be acquired in using a

language. It is because writing skill has an important value in improving a

communicative competence of learning the language.

a. Definition of Writing

Writing is one of the ways people communicate with others.

Writing is an important thing since it has been part of human life for a

thousand years. Different from speaking, which is acquired naturally,

writing should be learned purposely. People who communicate with

speaking cannot learn writing in the blink of an eye. It is because, in writing,

there is a process to get the ability to write. According to Raimes, learning

writing is not just a constant development of learning to speak a language.1

In learning writing, people should give more effort to understand the basic

concept of grammar, syntax, and vocabulary. Meanwhile, in learning how to

speak, people just acquire it by hearing what other people say to them from

the beginning of their life. Due to the importance of writing, the writer

found some definitions of it from some experts. The definitions are

discussed and unraveled in detail here.

Brown claimed that writing is a thinking process.2 The process

itself needs to be done in order to create a writing product. As stated by

Oshima and Hongue, writing is a continuous activity which required people

1 Ann Raimes, Teachnique in Teaching Writing, (New York: Oxford University Press,

2001), p. 4. 2 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy-2nd Edition. New York: Longman, 2001), p. 336.

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to think about what they are going to say and how they are going to say it.3

Writing is not simply words written down on paper. To acquire this ability,

people need to make an effort and get through a lot of processes, because

writing is not a one-step action.

Peter Elbow in H. Douglas Brown’s book said that writing is a two-

step process.4 The first process is figuring out the meaning and the second

process is putting the meaning into language. Writing represents what we

think. It is because the writing process reflects things, which stays in the

mind. Students who are reluctant to write things down often suffer from this

activity. The students find difficulties when they start looking for some

reasons to write and producing written sentences. Student needs to gather up

some ideas to be put in the text before they try to write. The ideas that stick

in mind should be treated well to keep it under controlled. Students can

make a plan or an outline so the idea will not wander or else it will turn into

a mess. If students have done the first step, it is time for them to produce a

written sentence.

In addition, Broughton et al revealed that writing is considered as

an activity that is both private and public.5 This idea can be interpreted that

writing is private due to the fact that it is done by the writer alone, whereas

it is considered public activity because it involves others or

audience/readers, for example, the writers try to communicate their ideas to

readers, and sometimes the writing itself is determined by the readers’

needs.

Writing is personal and private cognitive activity in which original

and individual thoughts and ideas of the writer are converted into the

original and individual work. As a result, writing is not only spoken

language put on paper; rather, it is a different way of communication that

3 Alice Oshima and Ann Hongue, Introduction to Academic Writing, (New York: Pearson

Education Inc., 2007), Third Edition, p. 2. 4 H. Douglas Brown, op. cit., p. 336. 5 Geoffrey Broughton et al., Teaching English as a Foreign Language Second Edition,

(New York: Routledge, 2003), p. 116.

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involves many things with very different sociocultural norms and cognitive

processes.6

To sum up, based on the definitions of writing above, writing can

be considered as a continuous activity that is done by the writer through

several steps starting from gathering the idea to presenting the writing

product to the reader.

b. The Purpose of Writing

Everything that people do in their life has a purpose. When they

want to keep their bodies in shape, they will work out and eat healthy food.

When they want to live a luxury life, they will make a lot of money. This

could also happen when people have the urge to say something, they will try

to communicate. The communication can be accomplished by oral or

written. Both are used to express one’s ideas or thoughts. In this section, the

writer would show the purpose of writing. Grenville points out that there are

a number of writing purposes, such as writing to entertain, writing to inform

and writing to persuade7.

1) Writing to entertain

The intent of this kind of writing is to engage the readers’

feelings through the writing’s plot or the emotion conveyed in

the writing. Creative writing and imaginative writing are

examples of writing to entertain. The writing to entertain can be

in the forms of writing novels, stories, poems, song lyrics, plays,

and screenplays;

2) Writing to inform

This kind of writing aims to inform or tell readers about

something. Writing to inform could be entertaining if the readers

sense it. However, entertaining the readers is not the focus or the

purpose of the writing. The writing to inform can be in the forms

6Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,

2008), p. 19. 7 Kate Grenville, Writing from Start to Finish: A Six-Step Guide, (Crows Nest: Allen &

Uwin, 2001), pp.1-2.

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of writing newspaper, articles, scientific or business reports,

instructions or procedures, and essay for school and university;

3) Writing to persuade

This kind of writing is intended to convince readers about

something. Providing relevant and logical evidence is

considered important and entailed in this kind of writing. The

writing to persuade can be in the form of writing for

advertisements, articles, newspaper, and magazine.

In Indonesian school setting, all those purposes of writing are represented

in the curriculum through genre based approach in which the students need to

learn some genres such as narrative, descriptive, recount, procedure, expository

text, and etc.

c. The Process of Writing

In order to create a good composition of writing, there are some

processes that must be followed by any writers. The processes are different

based on some experts’ point of view. But, the writer will show the process of

writing based on Harmer’s book. He reveals that there are some processes of

writing; planning, drafring, editing and final version8.

1) Planning

Every writer needs to plan what they are going to say in

their writing text. Planning is done when the writer has not

started to make any paragraph of sentences, however, it is done

when they write their ideas in notes or just think about the

information they want to convey in their writing.

In planning, the writer must take account of three issues

before starting writing. In the first place, a writer needs to

consider the purpose of writing because it will affect the type of

text they want to create, the language they use and most

importantly the information they choose to put in the text.

8 Jeremy Harmer, How to Teach Writing, (London: Pearson Education Limited, 2004),

pp. 4-6.

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Secondly, the audience also takes an important role in planning

since it will influence not only the structure of the text but also

the choice of language, whether it is formal or informal in tone.

Thirdly, the writer should also consider the content structure of

the text. The facts, ideas, or arguments should be put

sequentially so that the reader will not find the text hard to read.

2) Drafting

Draft means the first version of a piece of writing that the

writer tries to make. It is called drafting because the writer can

make another one by changing it. To create a good composition

of text, a number of drafts maybe produce by the writer.

3) Editing

In the middle process of drafting, writers will edit their

piece of writing until they get the best version of their work. The

editing process is needed so there will be very little mistake

found in the text. Perhaps the sequence of information is not

clear or maybe the way of writing confused the reader. In

revising their work, writers always get a chance to change the

choice of words or simply correct the typos. Suggestions and

comments from other readers or editors are also necessary in

order to help the writer in editing their work.

4) Final Version

When writers have revised their last draft, they create their

final version. The first draft and the final version will look

different because there are some changes in the editing process.

Once the final version is done, it is ready to be shared with the

readers.

2. Text Types

As the most perfect creature in this world, humans are given the ability to

communicate using spoken and written language. Every language has its own

uniqueness. But it is more unique because human can use it to communicate

12

with other humans. They can freely choose what words they will say or write.

Their ability to process the words allows them to produce spoken text and

written text. In writing a text, different purposes of writing will lead to a

different type of text. So, it is important to know the types of text to use for a

particular purpose.

According to Anderson, there are two main categories of text types, they

are literary text and factual text. 9

a. Literary Text

Literary texts are composed to attract readers’ emotions and

imaginations. Literacy texts can make us in tears, laugh, think about our

own life or consider our beliefs.10 In this category, the writer would

show three types of literary text as follow:

1) Narrative text

Narrative text tells a story using spoken or written

language. The purpose of this text is to construct a view of

the world that entertains or informs the reader or listener. It

can be found in a novel, short story, myth, legend, science

fiction, fantasy, and fable. Example of narrative text is:

“Once upon a time, there lived a young girl named

Cinderella. She lived with her stepmother and two

stepsisters.”

2) Poetry

Poetry is used to express feelings and views of life. Its

purpose is to express the feelings or experiences of the poet

so as to describe, praise or criticize. It can be found in

ballads, haiku, and song lyrics. Example of written is:

My son, your troubled eyes search mine,

Puzzled and hurt by color line,

9Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan

Education Australia PTY LTD, 2003), p. 1. 10 Ibid., p. 1.

13

Your black skin soft as velvet shine;

What can I tell you, son of mine?11

3) Dramatics texts

Dramatic text uses acting to conveys ideas and

experiences of life. It can be found in spoken or written form.

The example of this text can be found in film scripts, stage

plays and so on. 12

b. Factual Text

Factual text presents facts, information or ideas to show, tell,

instruct, educate or persuade the readers. 13 The main texts types in this

category are:

1) Recount text

Recount is a kind of text used to retell past events for the

purpose of informing or entertaining. Example of recount text can

be found in journal entry or diary, newspaper reports,

conversations, etc. The example of the text is:

“Last night our family went to the Korean restaurant to taste

bulgogi and kimchi. When we arrived at the restaurant, we were

shown to our seat by the waiter. Just as we sat down, the band

covered a song from my favorite band, it is day6. I was so happy

because I got the opportunity to listen to their amazing voice. After

the song ended, there was another guest who asked them to sing

Indonesian song.”

This is the kind of text that will be the focus of this research.

The further explanation will be explained in the next subchapter.

2) Explanation text

The explanation text type tells how or why something

happens. Its purpose is to tell each step of the process (the how)

11 Ibid., p. 8. 12Ibid., p. 1. 13Ibid., p. 2.

14

and to give reasons (the why). Here is the example of explanation

text:

“Snow occurs when water vapors in the air and freeze

before they turn into water. This phenomenon happens when the

temperature in the cloud is very low.”

3) Discussion text

Discussion text is made when the writer wants to show the

pro and cons, the positive and negative, or the good points and the

bad points. The purpose of this text is to present to the readers'

different kinds of opinion on a topic. This kind of text can be found

in debates, newspaper articles, and so on. Here is one of the

examples of discussion text:

“Recently, Australians have been debating the possibility of

becoming a republic. There are arguments for and against Australia

pursuing this course in the twenty-first century. I believe that

Australia should become a republic”.14

4) Information report text

An information report text is a piece of text which delivers

information about a subject. We can find this kind of text in

textbooks, lectures, or research assignments. The following is the

example of information report text:

“Galaxies come in different shapes and sizes. These include the

spiral, barrel-spiral and elliptical. Our galaxy, called the Milky

Way, is approximately 100.000 light-years in width and contains

over 100 billion stars”.15

5) Exposition text

Exposition (argument or persuasion) provides writers’

opinions on an issue and arguments to support that opinion, e.g. an

14 Ibid., p. 21. 15Ibid., p. 19.

15

editorial, advertisement, letters to the editor. The example of this

text is as follow:

“I’m sick of seeing so much rubbish on the roadside. Last week I

drove from Gosford to Terrigal and counted more than 200 soft-

drink cans and 80 bottles littering the kerb. The recycling and “Do

the Right Thing’ campaigns have obviously failed. Maybe the

police should use litter cameras as well as speed cameras to catch

the motorists who pollute our roads.”16

6) Procedure text

A procedure text is a piece of text that gives us instructions

for doing something, making something or getting somewhere. The

purpose of this text is to explain how something can be done. We

can find this kind of text in instruction manuals, recipes, and

directions. Here is the example of procedure text: 17

How to reduce the risk of heart attack

Today, I will tell you how to reduce the risk of having a heart attack.

Firstly, be a non-smoker. Secondly, be see your doctor regularly for

a test to check your cholesterol levels. Thirdly, eat a low-fat diet and

keep to a healthy weight. Finally, exercise regularly18.

3. Recount Text

a. Definition of Recount

There are many kinds of text that should be learned by students in

school, and recount text is one of them. Many experts suggest the

definition of recount text, however, their explanations lead to the same

meaning. Anderson stated that “A recount is a piece of text that retells past

events, usually in the order in which they occurred.”19 It means that in

recount text, students tell their experience in the past based on

16Ibid., p. 23. 17Ibid., p. 1. 18Ibid., p. 30. 19 Ibid., p. 1.

16

chronological order. They have to include what happened in the story, who

was involved, when the events happened, where the events took place and

why and how the events could have happened.

Another definition comes from Ken Hyland who said that recount is

a text that recreates the story from people’s past experiences by retelling

events in the original arrangement.20 Furthermore, Maureen Hyland stated

that a recount is a text that tells about the writer’s personal experience, not

always factual or historical events.21 In this research, the writer emphasizes

the students to create recount text based on their personal experience. The

story which they will make can be obtained from their worst or best

moment in life. They could write their past stories into a paper called

recount. Since recount text is used to retell the story which occurred in the

past, so the tense that is used is past form. In writing a recount, the

students should be aware of the grammatical structure, which is past form.

The writer thinks that the students need to master recount text since

it is simple and often used. Similarly, Knap and Walkins stated that

recounts are the simplest text type in the genre of writing. Recount text’s

structure is simpler than the orientation and sequencing typical of

narrating.22 The requirement to introduce the reader/listener to the people,

time and place in the story is one of the crucial things in writing a text.

However, in simple recounts the orientation stage need only be a sentence,

as in the following example.

“On Wednesday we went camping here at school. We had chicken

and chips at camp. We sang songs around the campfire and I stayed the

night.”23

20Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press,

2003), p. 20. 21 Maureen Hyland, Writing Text Types: A Practical Journal, (Western Australia: R.I.C.

Publications, 2009), p. iii. 22Peter Knapp, Walkins, Megan. Genre, Text, Grammar Technologies for Teaching and

Assessing Writing. (Sidney: University of South Wales, 2005.), p.223. 23Ibid., p. 223

17

From the example above, the bold sentence is an orientation of the

story. While in a narrative, the series of events is more complex.

In conclusion, it can be concluded that recount is a kind of text

which retells about events that occurred in the past chronologically.

b. Types of Recount Text

There are several types of recount text namely personal,

observational and biographical recount. 24 Those types of recount can be

written in more details as follows:

1) Personal recount, i.e. a kind of recount text in which writers

record sequentially a series of past personal events in order to

tell, engage and build relationships. Personal recount tells an

experience specifically with more view which is interesting and

amusing. This kind of recount can take several forms, such as

anecdotes, diary, and personal letters.

2) Observational recount, i.e. a kind of recount text which aims to

To record/portrays sequentially perceptions of a series of

events/changes related to experiment or examination. The

examples of this kind of recount text can be a journal of

observation of sprouts as it grows and adapts to its environment.

3) Biographical recount, i.e. a kind of recount text in which aims to

record a progression of important events and accomplishments

in the significant periods of an individual's life. Simple retelling

of an event of state or national historical significance is the

example of biographical recount.

c. Structural Features of Recount Text

Knapp and Watkins reveal that a recount text has structural features

including orientation in which characters are set up in a particular time and

place, followed with a sequence of events, and evaluation (optional).25

24Government of South Australia/Department for Education and Child Development,

Language and Literacy Levels, Office for Education and Early Childhood, 2016, p. 20.

18

Normally, the structural features or generic structures of a recount text are

described as follows:

1) Orientation, i.e. the introduction which points out the background of

the story. It includes the participants involved in the story (the

characters), when did the event happen (time), and where did it

happen (place).

2) Sequence of events, i.e. a part which explains the events happened

chronologically.

3) Re-orientation or evaluation, i.e. a part which provides a personal

comment from the writer about what has happened. But, this part is

optional.

The following text is the example of personal recount text from Text

Types in English 3 by Anderson and Anderson.

Table 2.1

The Example of Recount Text26

Orientation We are having a great holiday here on the Gold Coast.

Yesterday we went to Movie World.

Sequence of events

When we got up in the morning it looked like rain.

After a while the clouds disappeared and it became a

sunny day. We then decided to go to Movie World.

The first ride I went on was Lethal Weapon. Next I

saw the Police Academy show. After that I had lunch

as I was really hungry. Meanwhile, Mum and Kelly

queued for the Batman ride.

About one o’clock we got a light shower of rain but it

cleared up soon after. We then went on all the other

25 Knapp, op. cit., p. 224. 26 Anderson, op. cit., p. 25.

19

rides followed by the studio tour.

Re-orientation It was a top day. See you when we get back.

Love

Sam

d. The Language Features of Recount Text

Aside from the generic structure, a text also has language features.

Different kind of text will have different generic structure and language

features. The description of the language feature of recount text will be

explained as follows27:

1) Proper nouns, i.e. a feature which typically used to identify the

characters involved in the text. The pronouns like I, they, she, he

are used to introduce the participant of the text.

2) Descriptive words, i.e. a feature in which lets the readers

imagine the detail information about who, what, when, where

and how in the recount text.

3) The use of past tense, i.e. a language feature which is very

crucial for recount text, since recount text is a text that retells

past events. So, the students must use the past tense in writing

the text. The use of past tense becomes one of the things that

distinguish recount text from other text.

4) Sequence maker, i.e. words that inform readers about the

activity which happens in chronological order. The examples of

sequence makers are first, next, after that, finally, etc. These

language features are important in writing recount text so that

the reader will know about what happens and when it happens.

27 Mark Anderson and Kathy Anderson, Text Types in English 1, (Australia: Macmillan

Education Australia PTY LTD, 1997), p. 50.

20

4. Digital Storytelling

a. Definition of Digital Storytelling

In this 21st century, it is necessary for students to learn a lot of skills,

not only literacy skills such as reading, writing, listening and speaking but

also the skill that is needed in multimedia development. Considering the

fact that technology has increased rapidly, students should have

multimedia literacy. According to Dudeney, multimedia literacy is the

ability to portray and construct texts in various media, particularly using

images, sound and video effectively.28 This type of literacy is in line with

the media that the writer proposes in this research, it is digital storytelling.

Normann defines digital storytelling as “the combination between

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

share story.”29 In making digital storytelling, people can combine a variety

of things such as text, audio, music, video, photos, screenshots, and other

digital media. This technology touch makes digital storytelling different

from old storytelling. Normann explained that the length of digital

storytelling only takes 2-3 minutes. Since the length of digital storytelling

is very short, the audiences are expected not to get bored easily while

following the plot of the story.30

Another definition is explained by Robin who has the same idea as

Normann. According to Robin, the common definition of digital

storytelling focus on the blend of storytelling with multimedia components

such as pictures, audios and videos.31 Hence, this combination is to present

information in a fascinating way. As the writer mentioned before, pictures

are used to create digital storytelling. The use of pictures has a positive

effect on students’ writing recount text. This is proved by the researcher

28 Hockly, N., Dudeney, G., & Pegrum, M. Digital Literacies: Research and Resources in

Language Teaching. (Routledge: Pearson Education Limited, 2014), p. 11 29 Anita Normann. “Digital Storytelling in Second Language Learning”, (Norwegian

University of Science and Technology: Programme for Teacher Education, Faculty of Social

Sciences and Technology Management, 2011), p. 1. 30Ibid,.p. 2. 31 Bernard Robin. The Educational Uses of Digital storytelling. In Society for Information

Technology & Teacher Education International Conference, p. 709.

21

who said that pictures can be used as a learning media in teaching writing

recount text since it can make students drawn to learn and practice recount

text.

Another key thing to remember is that both digital storytelling and old

storytelling have a certain theme and viewpoint. The duration of the stories

are usually a-few-minutes-long and can be used for various purposes.

According to Robin, there are three types of digital storytelling, including

personal narrative story, the re-telling of historical events, or stories that

inform or instruct.32 From all those types, personal narrative stories may

suitable to be applied in the eighth grade of junior high school lessons

since they learn about writing a personal recount.

Furthermore, Duman and Göcen said that “Digital storytelling is

generally defined as a method of telling tales or relaying tales to the

audience by the narrator through multimedia tools.”33 The multimedia

component is the aid to support the production of digital storytelling.

Additionally, the principle of digital storytelling is the same as the old

storytelling, it is telling tales.

Based on those explanations from experts, it can be said that digital

storytelling is a new way of sharing a story to others in forms of media

use. It is more interesting because the media use can be in forms of music,

pictures, videos and so on. Moreover, digital storytelling is believed can

help students to develop their ideas.

b. Digital Storytelling in the Classroom

Digital storytelling has numerous benefits to be used in the classroom.

Both teachers and students have the same opportunity to use this method.

A teacher can use digital storytelling to present new material. For instance,

a teacher can create a story about The Dangerous Effect of Smoking to

32Bernard Robin. Digital Storytelling: A Powerful Technology Tool for the 21st Century

Classroom. Theory into practice, Vol 3(47), p. 224 33 Bilal Duman and Güler Göcen. “The Effect of the Digital Storytelling Method on Pre-

Service Teachers’ Creative Writing Skills.” (Mugla Sitki Kocman University: Department of

Curriculum and Instruction, Faculty of Educational Sciences, 2015), p. 1.

22

teach about an argumentative text. The student will find this teaching

method interesting and they will grasp the material better. Digital

storytelling also facilitates students to do the discussion after watching the

video. The conceptual content that is hard for students will be more

understandable if a teacher uses digital storytelling. With the advent of

digital technologies, the writer thinks that it is important for a teacher in

this era to teach using multimedia.

Digital storytelling can also be a good method for students who are

taught to create their own stories. In this research, the writer focuses on

using digital storytelling for students. It means that students take a bigger

role to produce digital storytelling. Foley affirmed that digital storytelling

can be used as an effective method to determine students’ perception of

writing, enhance students’ writing skills, create an author identity in

students, improve academic writing and involve students in the writing

process.34 The writer believes that digital storytelling offers many

opportunities for students to expand their writing skills. Because, when

students are working through the writing process, they may develop their

writing skills and abilities while focusing on the purpose of their writing

and their audience.

c. The Steps of Making Digital Storytelling

There are several steps that students have to do in order to create good

digital storytelling. Starting from choosing the topic to publishing it to the

public. In this study, the focus relays on the writing process. Students need

to write the script before they create digital storytelling in the form of

video. As reported by Normann who shared her teaching experience in her

research, she witnessed that writers who had hardship in writing found a

good way to improve their writing ability, it is by writing script for digital

storytelling.35

34 L. M. Foley, Digital Storytelling in Primary-grade Classrooms. Arizona State

University, p. iii. 35 Anita Normann, op. cit., p. 84.

23

According to Robin, there are several steps for students to create digital

storytelling as follows:

Table 2.2

The Steps of Making Digital Storytelling36

Step 1:

Choose a Topic

Begin by thinking of the purpose of the

story. Are you trying to inform,

convince, provoke, question? Who is

the audience?

Step 2:

Conduct Research on the

Topic

You can use online search engines, but

don’t forget that the library can also be

a useful research tool.

Step 3:

Write the First Draft of

the Script

This will serve as the audio narration

for your story. Read aloud what you

have written. Make sure that the

purpose of the story is clearly

articulated and includes an identifiable

point of view.

Script Writing Tip 1:

Keep Your Script Small and

Focused

You are writing a script for a digital

story which is typically only a few

minutes long. Focusing on a specific

problem or topic will help you create a

better digital story.


Make it Personal

Your digital story is unique. It is your

story, and the audience will want to

hear it from your perspective. You may

even need to reveal personal details in

the story to reach an emotional depth,

although it is up to you to decide what

details you wish to share with others.


Understand the Story Arc

Most stories consist of three parts: a

beginning, middle, and end. The

beginning is where you set the scene

and begin the plot. The middle is where

you provide more details about the

topic or problem you are trying to

explain.

The story should be building towards a

climax or resolution. The end is where

the questions are resolved. Will new

knowledge make you stronger? Will you

36 B. Robin. The Power of Digital Storytelling to Support Teaching and Learning. Digital

Education Review, Vol. 3, pp. 23-24.

24

now be able to accomplish greater

things? What happens next in your life?

These questions will be answered and

new insight will be revealed. The

conclusion of your story should connect

back to the beginning to form a

thematic arc.

Step 4:

Receive Feedback on the

Script

Share your script with others and ask

them to give you feedback on what they

thought might make your story clearer

or more useful.

Step 5:

Revise the Script

Use the feedback you received to

improve the next version of your script.

Script writing is an iterative process

and it takes several attempts to get good

results.

Step 6:

Find, Create and

Add Images

Use an online search tool specifically

for images, such as Google Image

Search. You can search for

photographs, drawings, clip art, maps,

charts, and more. Don’t forget that you

can use photos you take yourself with a

digital camera.

Step 7:

Respect Copyrights

Look for material that is in the public

domain or has a Creative Commons

license.

Step 8:

Create a Storyboard

The storyboard is a written or a

graphical overview of all of the

elements you plan to include in the

digital story. It serves as a blueprint or

an advanced organizer as you plan to

construct your digital story.

Storyboards can help you visualize your

story before it is created when it is

easier to make changes or add new

content.

Step 9:

Record Audio Narration

Try to use a high-quality microphone or

a voice recording app on a smartphone.

Step 10:

Add Background Music

(optional)

Music that is appropriate to the theme

of the story can add richness by

complementing the narration. There are

many great sites online, such as

Jamendo.com that provide copyright-

25

free music at no cost.

Step 11:

Build the Digital Story

Select the software tool you will use to

create your digital story.

Step 12:

Publish the Digital Story

Share your digital story online at

locations such as YouTube, Google

Drive, Microsoft OneDrive, Dropbox,

etc.

d. The Advantages of Digital Storytelling

There are many benefits of a digital storytelling. It can help the

students to motivate their writing skills by using digital storytelling in

learning writing narrative text. Adapted from Yuksel, the benefit of digital

storytelling are37:

1) Digital storytelling uses a wide variety of multimedia, making it

more interesting and engaging for the viewer.

2) Digital storytelling allows students to have collaborative activity

3) Digital storytelling allows students to improve their understanding

of subject area knowledge, writing skills, technical skills, and

presentation skills.

4) Digital storytelling allows students to improve their research skills.

5) Digital storytelling improved overall academic performance.

e. The Disadvantages of Digital Storytelling

There is no perfect method of teaching English to students because

students are very different from others. Some students will react

differently when the teacher applied a method that is new for them.

Therefore, there must be some disadvantages to some methods. Aside

from the advantages that digital storytelling offers, it still has some

disadvantages.

37 P. Yuksel, et.al, Educational Uses of Digital Storytelling Around the World. In Society

for Information Technology & Teacher Education International Conference, p. 4.

26

As stated by Woodhouse in Duveskog et al, digital storytelling takes a

longer process than the traditional one. Students need to learn new digital

tools for instance how to run the application.38 The editing time also

takes time since students need to create a good quality of the video. In

this digital era, most students have already understood how to run a

computer. But, some of them don’t know how to edit the video. Luckily,

there is another way to face this problem. A teacher can hold a workshop

about the process of using digital tools. The workshop can be held

between the introduction to digital storytelling in the class.

Moreover, the need for an adequate facility also becomes the

disadvantage of digital storytelling. In creating digital storytelling, a

school needs to facilitate the students with computers and good internet

connection. This can be a threat to school which wants to apply this

method without having those facilities. Once again, there is always a

solution to every problem. The teacher can ask the students to bring their

own laptop or even handphone to school in order to create digital

storytelling.

B. Previous Study

There had been a lot of researchers who conducted the use of digital

storytelling for educational purposes, unfortunately, these researchers did

not specifically use digital storytelling as a tool to teach writing, especially

recount text. Furthermore, there are four related previous studies that will

be going to describe by the writer.

Sadik in his journal entitled ‘Digital storytelling: A meaningful

Technology-Integrated Approach for Engaged Student Learning’

employed a research study on digital storytelling as an integrated approach

to engaged student learning. The result of the study showed that the digital

story projects implemented by Egyptian teachers supported students'

38 Marcus Duveskog, et al. Life Planning by Digital Storytelling in a Primary School in

Rural Tanzania. Journal of Educational Technology & Society, Vol. 15(4), p. 233.

27

understanding of specific content in an academic course. In addition, the

result illustrated that teachers are willing to use digital storytelling for

teaching content and to provide more effective instruction.39

Another study conducted by Firza and Purwati from the State

University of Surabaya. Firza and Purwati had conducted a study entitled

The Implementation of Digital Storytelling in Writing Recount Text to

Second Graders of Junior High. The design of this research is descriptive

research. This study found that after the implementation of digital

storytelling as a student project in writing recount text, the students had

understood the main concept of recount text.40

Ummayah in 2017 conducted a study entitled, Digital Storytelling in

Writing Recount Text. This study is aimed to find out how digital

storytelling helps students’ in learning writing recount text, to investigate

students’ responses towards the use of digital storytelling, and to find out

students’ difficulties in writing recount text through digital storytelling.

This study employed mixed methods to obtain the data for answering the

research questions. The instruments used in this study were classroom

observations, interviews, and questionnaires. After conducting the

research, she found that the use of digital storytelling in teaching writing

recount text successfully helped students in learning writing recount text.41

A similar study regarding the use of digital storytelling in improving

students’ writing skills had also been conducted in Indonesia. Ningsih and

Fitrawati in 2014 had conducted a study entitled Teaching Writing a

Descriptive Text Through My Story Maker Media in Junior High School.

This study found that digital storytelling can successfully motivate

39 Alaa Sadik, Digital Storytelling: a meaningful technology-integrated approach for

engaged student learning. Association for Educational Communications and Technology. Vol.

56(4), p. 487. 40 Faradina Dia Firza. The implementation of digital storytelling in writing recount text to

second graders of junior high. RETAIN, Vol. 3(1), p. 1 41Wahda Latifah Nur Ikhwani Umayyah. “Digital Storytelling in Teaching

Writing” (Doctoral dissertation, Universitas Pendidikan Indonesia, 2017),pp. 66-67.

28

students in learning, his media also help the students to find and gather

their ideas about what they are going to write.42

Overall, the previous studies regarding this topic showed that digital

storytelling worked effectively in helping both students and teachers in

teaching and learning activity.

C. Thinking Framework

Writing is an important skill to be learned by students. By learning

writing, students can get a lot of benefits such as showing their ideas to

people in writing form. Unfortunately, there a lot of students who find

writing a difficult skill, especially in writing a text. Students experience

hardship in writing a text. The problems undergo by them are; not able to

construct correct sentences or paragraphs, feel anxious about their

grammatical errors, rarely write even in their own language, find writing

as a hard thing to do.

Based on the theories and previous studies delivered by the writer

above, there is a way to improve students writing skills, especially in

writing recount text. Digital storytelling can be a good method to be

applied for students to solve the problems. To enhance students'

motivation to practice recount text, the teacher has to create an interesting

method. In this case, the writer offers digital storytelling as a solution to

make the learning process becomes meaningful and interesting.

D. Research Hypothesis

Based on the theories and thinking framework above, the writer stated

the formula hypothesis as follows: There is a significant effect of using

digital storytelling in students’ writing recount text at the eighth grade of

MTs Pembangunan UIN Jakarta.

42 Anggi Fitria Ningsih & Fitrawati. Teaching Writing a Descriptive Text through My

Story Maker Media in Junior High School. Journal of English Language Teaching, Vol. 3(1),p.

64.

29

CHAPTER III

RESEARCH METHODOLOGY

A. Research Methodology

1. Place and Time Of the Research

This study was conducted in Madrasah Tsanawiyah Pembangunan

UIN Jakarta. This school is located in Komplek UIN Syarif Hidayatullah

Jakarta, Jl. Ibnu Taimia IV, Pisangan, Kec. Ciputat Tim., Kota Tangerang

Selatan, Banten. The writer chose this school as the place to conduct the

study because the topic in the syllabus of the eighth grade of junior high

school was appropriate for the purpose of this study. Moreover, this school

had a computer laboratory that provides a good internet connection that

supported the process of digital storytelling making. This study was

carried out for three weeks in September 2019. This study was held in six

meetings in the first semester of the academic year of 2019/2020.

2. Research Design

The purpose of this study is to investigate whether there is an effect

in students’ writing recount text after implementing digital storytelling.

The writer used experimental design with a quantitative method in this

study. A quantitative method is an approach for proofing objective theories

by examining the correlation among variables.1 Creswell in his book

entitled Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research, said that experimental research is

used to investigate the possible cause and effect between two variables;

independent and dependent.2 The quasi-experimental research design used

to identify the effectiveness of using digital storytelling on students’

writing recount text. Since this research was categorized as quasi-

experimental research so there were experimental and controlled class. The

1 John. W. Creswell, Research Design, (New York: Sage publication, 2009), p. 4. 2John. W. Creswell, Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research, (Boston: Person Education, 2012) 4th ed. p. 295.

30

quasi-experimental used in this study was the non-equivalent controlled

class design with pre-test and post-test. This design was used when

students in the experimental and controlled class considered to share

similar characteristics. According to Crampbell and Stanley in Best, the

non-equivalent group design with pre-test and post-test can be presented

as follow:

Table 3.1

Quasi Experimental Design3

Group Pre-test Treatment Post-test

Experimental O1 X O2

Controlled O3 - O4

In this design, O1 and O3 represent pretest of experimental and

controlled class, X represents the treatment implemented, while O2 and O4

represent post-test. Hence, both experimental and controlled class

completed pre-test and post-test. But, the treatment only applied for

experimental class. In experimental class, the writer taught recount text

using digital storytelling meanwhile in controlled class teacher only taught

recount text without applying digital storytelling.

3. Population and Sample

The population of this study was the eight-grade of Madrasah

Tsanawiyah Pembangunan UIN Jakarta academic year 2019/2020, and the

total was 220 students. There were eight classes of eighth-grade students in

this school and each class consists of 30 students.

The writer used a purposive sampling technique to choose one class

to become the sample of this study. Since the purposive technique

sampling was used, so the writer took two classes. According to Cohen, in

purposive sampling, the sample is chosen for a specific purpose based on

3J.W. Best, & J. Kahn. Research in Education. (New Delhi: Prentice Hall of India Pvt.

Ltd., 2006),p. 183

31

the researcher's principle of their judgment.4 There were two kinds of

classes in this school, they were billingual and regular class. In this case, in

order to make the data normal and homogeneous, the sample should be in

the same level of English proficiency. Therefore, the writer chose a

bilingual class they were 8F and 8H. Those classes were chosen based on

the suggestions of the English teacher of MTs Pembangunan UIN Jakarta

because they had equal characteristics and abilities. As the writer

mentioned before, each class consisted of 30 students, but there were only

25 students in the bilingual class. At the end, the writer decided to only

choose 20 of 25 students as a sample from each class. The writer did this

because the number of students who took the pre-test is different from

those who took post-test. This situation happened because there were some

students who were absent so they missed some treatments from the writer.

With this in mind, the writer decided to reduct the number of sample from

both classes.

4. Instrument of the Research

This quasi-experimental research employed tests as instruments to

collect the data used to answer the research questions of this study. The

test that was used was pre-test and post-test. Both test were used to get the

data of students’ ability in writing recount text. Pre-test was administered

to both of classes before giving any treatment in order to know students’

ability in writing recount text. While, the post-test was administered only

to the experimental class after the students get the treatment which was

used to know whether or not there was a significance improvement of

students’ ability in writing recount text. The students’ scores of pre-test

and post-test then were calculated by using SPSS. Further, the result of the

computation was analyzed and interpreted by the writer. To make the

scoring of students’ writing becomes more reliable, the worksheet of pre-

test and post-test scored by the expert. The expert has been teaching for

4 Louis Cohen, L. Manion, & K. Morrison. Research Methods in Education. (London:

Routledge, 2007),p. 103

32

seven years and currently studying her master degree. For the scoring, the

writer used analytic score that created by Jacobs, et al. in Sara Cushing

Weigle.

Table 3.2

Analytic Score in Writing5

Scoring Element Scale Quality Description

Content

30-27 Excellent to

very good

Knowledgeable – substantive –

thorough development of

thesis – relevant to assigned

topic

26-22 Good to

average

Some knowledge of subject –

adequate range – limited

development of thesis –

mostly relevant to topic, but

lacks detail

21-17 Fair to poor Limited knowledge of subject

– little substance –

inadequate development of

topic

16-13 Very poor Does not show knowledge of

subject – non-substantive –

not pertinent – or not enough

to evaluate

Organization

20-18 Excellent to

very good

Fluent expression – ideas

clearly stated/supported –

succinct – well- organized –

logical sequencing –

Cohesive

17-14 Good to

average

Somewhat choppy –

loosely organized but main

idea stand out – limited

support – logical but

incomplete sequencing

13-10 Fair to poor Non-fluent – ideas confused or

disconnectedlacks logical

sequencing and development

9-7 Very poor Does not communicate – no

organization – or not enough to

evaluate

Vocabulary 20-18 Excellent to

very good

Sophisticated range –

effective word/idiom choice

5 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,

2002), p.116.

33

and usage – word form

mastery – appropriate

Register

17-14 Good to

average

Adequate range – frequent

errors of word/idiom form,

choice, usage but meaning not

obscured

13-10 Fair to poor Limited range – frequent errors

of word/idiom form, choice,

usage – meaning confused or

obscured

9-7 Very poor Essentially translation – little

knowledge of English

vocabulary, idioms, word

form – or not enough to

evaluate

Language Use

25-22 Excellent to

very good

Effective complex

constructions – few errors of

agreement, tense, number,

word order/function, articles,

pronouns, prepositions

21-18 Good to

average

Effective but simple

constructions – minor

problems in complex

constructions – several errors

of agreement, tense, number,


pronouns, prepositions but

meaning seldom

Obscured

17-11 Fair to poor Major problems in

34

simple/complex constructions

– frequent errors of negation,

agreement, tense, number,


pronouns, prepositions, and/or

fragments, run-ons, deletions –

meaning confused or obscured

10-5 Very poor Virtually no mastery of

sentence construction rules –

dominated by errors – does

not communicate – or

not enough to evaluate

Mechanics

5 Excellent to

very good

Demonstrates mastery of

conventions – few errors of

spelling punctuation,

capitalization, paragraphing

4 Good to

average

Occasional errors of spelling,

punctuation,capitalization,

paragraphing, but meaning

not obscured

3 Fair to poor Frequent errors of spelling,

punctuation capitalization,

paragraphing – poor

handwriting – meaning

confused or obscured

2 Very poor No mastery conventions –

dominant by errors of

spelling, punctuation,

capitalization, paragraphing –

handwriting illegible – or not

35

enough to evaluate

From the analytical score table above, here is the formula to get the students’

writing recount text total score:

TOTAL SCORE = Content + Organization + Vocabulary + Language Use +

Mechanics

5. The Technique of Collecting Data

Some instruments were used in collecting the data to answer the

research questions which gained a richer and deeper understanding of the

phenomenon under the study. To collect the data, the writer used a written

test as the primary instrument. There were two types of tests; pre-test and

post-test. The pre-test was given in experimental and controlled class to

know how far the students’ recount writing ability before receiving the

treatments.

The post-test was administered to the research participants after the

whole treatments have been implemented. The post-test was administered

to both experimental and controlled class. The test was aimed to find out

the differences between scores gained by experimental and controlled class

students after implementing the treatment. The instruction given in post-

test was almost similar to the pretest in which the students are asked to

write recount text based on a selected topic. Furthermore, the schedule of

the treatments given can be seen at the following time table:

Table 3.3

The Schedule of Treatments

Class Meeting Topic Activity

Experiment

Class

1 Pre-test

In pre-test, the students are

asked to write a recount text

about their first day of

school.

2

Recount Text

(Generic structure

& Language

features)

1. Showing pictures related

to holiday

2. Asking about students’

experience

36

3. Explaining the definition,

purpose and types of

recount text

4. Showing the video of

digital storytelling

5. Discussing the text from


6. Explaining the generic

structure and language

features of recount text

7. Class discussion

8. Playing ‘jumbled story’

9. Class discussion

3 Digital storytelling

1. Showing the video of



the purpose and the types

of digital storytelling

3. Class discussion

4. Showing the steps of

making digital storytelling

5. Brainstorming and

drafting phase

6. Writing recount text

4 Constructing the


1. Accessing the application

(windows movie maker)

2. Choosing the pictures and

background music for

each event.

5 Digital storytelling

presentation

1. Students present their

video of digital

storytelling in front of the

class

2. The other students will

discuss the generic


features which are used

by the presenter

3. Students can give

feedback to their friends’

37

work

6 Post-test

In post-test, the students are


about their best moments in

life.

Controlled

class

1 Pre-test

In pre-test, the students are


about their first day of

school.

2 Recount text

(Generic structure)

1. Showing pictures related

to holiday

2. Asking about students’

experience


purpose and types of

recount text

4. Showing the text of

recount text

5. Explaining the generic

structure of recount text

6. Playing ‘jumbled story’

7. Class discussion

3 Language features

of recount text

1. Showing recount text with

its generic structures

2. Explaining the language

features of recount text

3. Class discussion

4. Group discussion

4 Brainstorming and

drafting phase

Writing recount text

5 Recount text

presentation

1. Students present their

recount text in front of the

class

2. The other students will

discuss the generic


features which are used

38

by the presenter

3. Students can give

feedback to their friends’

work

6 Post-test

In post-test, the students are


about their best moments in

life.

6. The Technique of Data Analysis

In analyzing the data, the writer used the t-test formula through

SPSS (Special Package of the Social Sciences) version 24 software. The t-

test is one of a number of hypothesis tests. Before calculated t-test, the

writer did normality and homogeneity tests first.

a. Normality Test

Before performing a t-test, it is very crucial to know

whether the data is distributed normally or not. Researchers

have to conduct normality test before going to the next stage. In

this research, the analysis of normality test used Shapiro-Wilk

with α= 0,05. Shapiro-Wilk is used if the sample is less than 50

data. If the normality test resulted < α= 0,05, then the data are

not normally distributed. Meanwhile, if the result of the data is >

α= 0,05, therefore the data are distributed normally. In this

research, the writer used IBM SPSS Statistics 24 to analyze the

normality. 6

b. Homogeneity Test

The assumption of equal variances is important as

normality test. The variances of data are tested to find out if they

6 Sahid Raharjo, Cara Melakukan Uji Normalitas Shapiro-Wilk dengan SPSS, 2015,

retrieved from http://spssindonesia.com on August 2019.

39

are equal or homogeneous. To achieve this data, Levene Statistic

test is applied in this research with α= 0,05. Similar to normality

test, if the homogeneity test resulted < α= 0,05, the data are not

homogeneous. Meanwhile, if the result is > α= 0,05, then the

data are homogeneous. In this research, the writer used IBM

SPSS Statistics 24 to analyze the homogeneity.7

c. T-Test

The technique to analyze the data was using statistical

calculating of t-test. T-test was used to find out the significance

of post-test results and the mean gained score of the

experimental class and controlled class. In this research, the

writer also used SPSS 24 to compare the scores of experimental

class and controlled class. Moreover, the test was used to prove

whether digital storytelling is effective to improve students

writing ability of recount text.8

d. Effect Size

Following the t-test, effect size is calculated to measure

the magnitude of the treatment effect or the level of significance

effect. As t-test give statistical result of the significance, in the

same manner, effect size results a statistic data but at the same

time determined whether the effect size is strong or weak. In this

research, the Cohen’s d effect size formula is adopted as

follow:9

7 Sahid Raharjo, Cara Melakukan Uji Homogenitas (Levene Test) dengan SPSS, 2015,

retrieved from http://spssindonesia.com on August 2019. 8 Sahid Raharjo, Cara Uji Independent Sample T-Test dan Interpretasi dengan SPSS,

2015, retrieved from http://spssindonesia.com on August 2019. 9 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE

Publications, 2004), p. 139.

40

To interpret the effect size, Cohen’s d effect size criteria

is used as the bases to determine the level of significance. The

effect size criteria of Cohen’s d are:

a. 0-0.20 = weak effect

b. 0.21-0.50= modest effect

c. 0.51-1.00= moderate effect

d. > 1.00 = strong effect

e. Statistical Hypothesis

Researcher would form zero hypotheses and an alternative

hypothesis:

(Null Hypothesis) Ho: ρ-value < sig α= 0,05. It means that

Ha is rejected and Ho is accepted or there is no significant effect

of digital storytelling on students’ writing ability of recount text.

(Alternatives Hypothesis) Ha: ρ-value < sig α= 0,05. It

means that Ha is accepted and Ho is rejected or there is a

significant effect of digital storytelling on students’ writing

ability of recount text.

41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

The writer has conducted research in MTs Pembangunan UIN Jakarta

to prove the effectiveness of digital storytelling in students’ writing

recount text. From the research, the data was obtained from pre-test and

post-test. The test was administered at the beginning and the end of the

research. Both of the tests were given to experimental and controlled class.

Furthermore, the description of data results would be presented in the

following section.

a. The Students’ Score of Pre-Test

The data of of this section were obtained from the result of the

students’ score of pre-test in experimental and controlled class. The

score was categorized based on three classifications; low, middle and

high. The classification was obtained from the score. The score below

75 was categorized into the low score, the score 75 to 85 was

categorized as middle, and the score above 86 was categorized as a

high score. Additionally, the standard of minimum completeness of

English mastery or KKM in this school was 75. The classification

could be seen in the following table:

Table 4.1 The Score of Pre-test

Score Experimental Class Controlled Class

Freq. (%) Freq. (%)

*< 75 15 75 14 70

75 – 85 5 25 6 30

86 – 100 0 0 0 0

Mean 69,6 71,4

Min. Score 42 54

42

Max. Score 84 85

*below the standard of minimum completeness

Based on the table above, the number of students from

experimental class who got low score was 15 students (75%) with the

lowest score was 42. The middle score was 5 students (25%) with the

highest score was 84 and no one got the high score. While in controlled

class, there were 14 students (70%) who got low score with the lowest

score was 54, 6 students (30%) who got middle score with the highest

score was 85 and no one got the high score.

Moreover, the table also showed the mean score of the

experimental class that was 69,6 while the mean of the controlled class

was 71,4. Based on the mean score of both classes, it can be concluded

that controlled class got higher score in pre-test than experimental class.

The writer also has proven that the distribution of the pretest data is

normal and homogenous.

b. The Students’ Score of Post-Test

The data of the table below presented the result of the post-test

score of the experimental class and the controlled class. Same as the

previous table, the table below also categorized by three classifications;

low, middle and high. The score below 75 was categorized into the low

score, the score 75 to 85 was categorized as middle, and the score above

86 was categorized as a high score. Then, the results of post-test from

experimental and controlled class could be shown as follows:

Table 4.2 The Score of Post-test


Freq. (%) Freq. (%)

*< 75 3 15 9 45

75 – 85 6 30 9 45

86 – 100 11 55 2 10

Mean 84,4 75,5

43

Min. Score 55 60

Max. Score 96 90

*below the standard of minimum completeness

From the experimental class, the number of students who got a

low score was 3 students (15%), with the lowest score was 55. There

were 6 students (30%) who got middle score and 11 students (55%)

got high score with the highestscore was 96. While in controlled class,

there were 9 students (45%) who got low score with the lowest score

was 60, another 9 students (45%) got middle score and only 2 students

(10%) who got high score with the highest score was 90.

Furthermore, the table showed the mean score of both

experimental and controlled class. The mean score of experimental

class was 84,4, while controlled class was 75,5. Additionally, the

calculation of the mean score and the list of students’ scores were

attached in appendix 3 and appendix 4.

c. The Students’ Gained Score

After showing the pretest and post-test scores, the writer

attached students' gained scores of pretest and post-test scores. The

gained score was obtained from the score difference between post-

test and pre-test score. Furthermore, the gained score was presented

in the table below:

Table 4.3 The Gained Score of Pretest and Post-test


Freq. (%) Freq. (%)

< 0 0 0 1 5

0 – 5 0 0 14 70

6 – 10 5 25 4 20

11 – 15 4 20 1 5

16 – 20 10 50 0 0

21 – 25 1 5 0 0

44

Mean 14,8 4,1

Min. Score 0 -2

Max. Score 26 13

Based on the table above, the mean of gained score of the

experimental class and the controlled class were different. The mean

of gained score of the experimental class was 14,8, while the mean

of a gained score of the controlled class was only 4,1. The difference

between the mean of gained score of both classes was caused by the

use of digital storytelling, which was not applied in the controlled

class. Different from pre-test, students in controlled class managed to

get a better score in post-test, even though the gained score was not

high as the experimental class obtained. This probably happened

because students in controlled class didn’t get the same treatment as

what the experimental class got.

In controlled class, the writer who acted as teacher applied

traditional method to teach recount text. Students learned about

recount text without the help of any media, the writer chose lecturing

method to teach the students. In spite of not taught using digital

storytelling method, the students of controlled class still got positive

improvement in learning writing recount text.

d. Overview of Data Result

After the description of data results, the writer would present an

overview of the scores between the experimental class and controlled

class. The writer compared the data result to see the progress

achieved from both classes. It can be seen as provided in the

following figures:

45

Figure 4.1 Overview of Both Classes Scores Comparison

In Figure 4.1, it illustrated that the pre-test mean scores of

experimental class were 69,6 which was lower than the controlled

class that was 71,5. The differences between those two scores didn’t

really seen, because the gap was only 1,9 points. This reflected that

students in experimental class and controlled class have the same of

ability in writing recount text.

There was a change of score after the writer taught both classes

about recount text. The change was significant for experimental class

which got several treatments using digital storytelling as the method.

The figure showed that the mean indicated that students of

experimental class attained higher scores in post-test compared to the

controlled class.

In experimental class, the mean score of post-test increased from

its pre-test, which was from 69,6 to 84,4. Meanwhile, the result of

post-test from controlled class didn’t improve significantly. There

was a slight improvement but it was very low, from 71,4 to 75,5. The

difference between experimental and controlled class could be seen

from the score which they gained. From this data, it can be

0

10

20

30

40

50

60

70

80

90

Experimental Class Control Class

Mean S

cores

Pre-Test Post-Test Gained-Scores

46

concluded that the use of digital storytelling is effective in students’

writing recount text.

The figure also indicates the difference between the gained-

score achieved by students from experimental and controlled class.

The mean of gained-scores in experimental class was 14,8 while in

controlled class only gained 4,1 points.

2. Data Analysis

In this part, the writer intended to analyze the result of pre-test and

post-test statistically using t-test. However, the writer needed to check

whether the data collected were distributed normally or not and to

determine if the research samples variances were homogeneous or not.

Finally, the calculation of t-test and effect size were done to measure the

intensity of the effectiveness of using digital storytelling in students’

writing recount text. All forms of data analyzing and calculation were done

by using IBM SPSS Statistics 24.

a. Normality Test

To calculate the normality test, the writer used Shapiro-Wilk as

presented in Table 4.4. It shows that the normality significance of pre-test

in controlled class was 0,728 and 0,13 in experimental class. Both of the

significance results in pre-test proved that the data are normally distributed

because the significance is above α= 0,05 (0,728 > 0,05; 0,13> 0,05).

Meanwhile, the significance results of post-test in controlled class were

0,966 and 0,10 in experimental class. The results showed that the post-test

data was higher than a significance α = 0,05. It can be concluded that the

data was normally distributed because both of the classes have higher

significances. (0,966 > 0,05; 0,10 > 0,05). The data were presented as

follows:

47

Table 4.4

Normality Test Result of Pre-test and Post-test

in Experimental Class and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statisti

c Df Sig.

Statisti

c Df Sig.

Pretest Experimental

Class

,191 20 ,054 ,872 20 ,013

Controlled

Class

,120 20 ,200* ,969 20 ,728

Posttes

t

Experimental

Class

,184 20 ,074 ,866 20 ,010

Controlled

Class

,095 20 ,200* ,983 20 ,966

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

a. Homogeneity Test

After performing the normality test, the next step that the writer did

was calculating homogeneity test. Levene Statistic test was used to

calculate the homogeneity test. The significant result of pre-test from

experimental class and controlled class was 0,863, which was higher than

significance α = 0,05 (0,863> 0,05). It determined that the data of pre-test

results from two classes have homogeneous variances.

Table 4.5

Homogeneity Test of Pre-Test

Test of Homogeneity of Variances

Pretest

Levene

Statistic df1 df2 Sig.

,030 1 38 ,863

Furthermore, table 4.6 presented the significance results of post-test

from two classes with the significance 0,746. (0,746 > 0,05). Same as the

48

result of homogeneity of pre-test, the data of post-test was higher than

significance α = 0,05. With this in mind, it can be concluded that the data

of post-test results from both classes were homogeneous.

Table 4.6

Homogeneity of Post-Test

Test of Homogeneity of Variances

Posttest

Levene

Statistic df1 df2 Sig.

,107 1 38 ,746

b. The Hypothesis Test

To know the effectiveness of digital storytelling in students’ writing

recount text, the calculation of t-test was needed. The data was analyzed to

examine the research hypothesis by using t-test. After examining the

hypothesis, the research question on whether or not digital storytelling is

effective in this research was answered by the result of the t-test. The

calculation of the effect size was also required to support the t-test. The

writer used experimental and controlled’s mean scores to calculate t-test.

The significance value or alpha (α) was 5% or 0,05. The results were

presented as follows:

1) Post-test Result

In Table 4.6, it showed that the mean score of experimental

class was 84,4 while the mean score of controlled class was 75,5.

Based on the table, in independent sample test showed that t-value

was 3,106 with ρ-value or sig (2-tailed) = 0,004.

After that, the writer compared ttable to the tvalue to know

whether digital storytelling gave significant effect on students’

writing ability of recount text or not. The ttable showed 2,024 with

38 as the degree of freedom (df). The comparison showed that tvalue

49

(3,106) > ttable (2,024) and ρ-value or Sig. (2-tailed) of the post-test

score was lower than α (0,05); 0,004 < 0,05. From the result, it can

be concluded that the alternative hypothesis is accepted and the null

hypothesis is rejected because the ρ-value (0,004) was less than Sig

a = 0,05. It indicated that there was a statistical significance in the

experimental class.

Table 4.7

Group Statistics of Post-test Score

Class N Mean Std. Deviation Std. Error Mean

Experimental Class 20 84,40 10,023 2,241

Controlled Class 20 75,50 7,984 1,785

Table 4.8

T-test Result of Post-test Scores

Independent Samples T-Test

Levene's Test

for Equality of

Variances

t-test for Equality of Means

F Sig. T Df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Post-

test

Equal

variances

assumed

,107 ,746 3,106 38 ,004 8,900 2,865 3,099 14,701

Equal

variances

not

assumed

3,106 36 ,004 8,900 2,865 3,090 14,710

2) Gained Score Result

In addition to t-test analysis of pre-test and post-test score, the

gained score of pre-test and post-test was analyzed. In Table 4.8,

the mean gained score of experimental class was 51,6281 with Std.

Deviation was 19,83738 and the mean gained score of controlled

class was 14,7288 with Std. Deviation was 12,82344. In addition,

50

the independent sample test resulted ρ -value or sig (2-tailed)=

0.000. It showed that there was a significant difference between

experimental class and controlled class. The result also shows that

tvalue (6,986) > ttable (2,0244) and Sig. (2-tailed) was 0.000 <

0,05. Therefore, it can be concluded that the alternatives hypothesis

was accepted and null hypothesis was rejected because the ρ-value

(0.000) was less than 0,05 (5%). In other words, there was

significant effect of digital storytelling in students’ writing ability

of recount text.

Table 4.8

T-test Result of Gained Score

Group Statistics

Class N Mean

Std.

Deviation

Std. Error

Mean

Experimental Class 20 51,6281 19,83738 4,43577

Controlled Class 20 14,7288 12,82433 2,86761

Independent Samples T-Test

Levene's Test

for Equality of

Variances

t-test for Equality of Means

F Sig. T Df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

NGai

ned

Equal

variances

assumed

6,31 ,016 6,986 38 ,000 36,89926 5,28197 26,206 47,5920

Equal

variances

not

assumed

6,986 32 ,000 36,89926 5,28197 26,146 47,6515

51

c. Effect Size

After getting proof of t-test in the post-test and gained score

result, the next step was to calculate the effect size. The effect size

of the t-test result was purposed to find out the level of significance

on the effect of this research. The writer used Cohen’s d effect size

calculation to get the effect size. To interpret the effect size, the

cohen’s d effect size criteria is used as the bases to determine the

level of significance.

The result of effect size was recapitulated in table 4.9, as

follows:

Table 4.9

The Effect Size Result Statistic of Post-test Experimental Class Controlled Class

Mean 84,4 75,5

Std. Deviation 10,023 7,984

Effect Size 0,988504

Calculation:

d = 𝑴𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟏−𝑴𝒆𝒂𝒏 𝒐𝒇 𝒈𝒓𝒐𝒖𝒑 𝟐

𝛔 𝐩𝐨𝐨𝐥𝐞𝐝

σ pooled = Std.Deviation 1+ Std.Deviation 2

2

(1) σ pooled = 10,023+ 7,984= 9,0035

2

(2) d =84,4−75,5 = 0,988504

9,0035

In Table 4.8, it showed that the effect size or the level of

significance effect was 0,98. It indicated that there was a moderate

effect of using digital storytelling in students writing recount text.

52

B. Discussion

From the descriptive statistics in previous chapter, the writer got the

general achievement of class samples that consist of 20 students of each

class from pre-test and post-test result. At first, pre-test score was obtained

from students’ writing ability in writing recount text in the both

experimental class and controlled class before getting the treatment. The

mean score of pre-test in experimental class was 69,6 while in controlled

class was 71,4. The differences pre-test score from two classes were 1,8

points.

Furthermore, the writer gave the treatment to the experimental class

which was digital storytelling to learn writing recount text. Then, the

significant results of the mean score were obtained by experimental class

was 84,4, meanwhile, the mean score of controlled class was 75,5. It

indicates that both of classes have increased in the post-test score, but the

controlled class only increased 4,1 points; from 71,4 to 75,5 and

experimental class increased 14,8 points; from 69,6 to 84,4. It showed that

the post-test score of experimental class was increasing significantly than

controlled class. It also showed that the description of scores both in

experimental class and controlled class could be seen in Table 4.1 and

Table 4.2.

Furthermore, the data analysis was calculated by using SPSS which

was independent sample t-test result that proved statistically the

effectiveness of digital storytelling method used during the treatment.

Based on the t-test, it showed that ρ-value (sig. 2-tailed) = 0,004 that was

less than significance level sig a = 0,05 (0,004 < 0,05). It indicated that

null hypothesis (Ho) is rejected and the alternatives hypothesis (Ha) was

accepted. It showed that digital storytelling gave significant effect on

students’ writing ability of recount text. Additionally, an effect size had

been calculated to present the level of significance by using Cohen’s d

formula. The effect size result was 0,98 in which it pointed out that digital

storytelling had moderate effect in this research.

53

Furthermore, the calculation of the results in the data analysis reveals

that the use of digital storytelling in students’ writing recount text was

effective. Besides, this result supported the finding of previous studies

conducted by Sadik1, Firza2, Umayyah3 and Ningsih and Fitrawati4, that

the use of digital storytelling was effective for students’ learning.

Even though those researchers had supported this study, there were

some distinctions regarding this study. This study used a quasi-

experimental design while other researchers used descriptive research

design and mixed method design. Furthermore, the previous studies also

applied qualitative analysis technique to get the final conclusion, while in

this study, the research used students’ score of pre-test and post-test as the

data sources.

In addition, according to Umayyah, the use of digital storytelling in

teaching writing recount text successfully helped students in learning

writing recount text.5 Based on the score of students’ post-test in the

experimental class, it can be concluded that the statement was true. The

score of the students who taught by using digital storytelling method was

higher than the students who taught by using conventional method.

Finally, the writer believed that learning writing recount text by digital

storytelling could give a positive effect for students.

1 Alaa Sadik, Digital Storytelling: a meaningful technology-integrated approach for

engaged student learning. Association for Educational Communications and Technology. Vol.

56(4), p. 487. 2 Faradina Dia Firza. The implementation of digital storytelling in writing recount text to

second graders of junior high. RETAIN, Vol. 3(1), p. 1 3 Wahda Latifah Nur Ikhwani Umayyah. “Digital Storytelling in Teaching

Writing” (Doctoral dissertation, Universitas Pendidikan Indonesia, 2017),p. 66-67. 4 Anggi Fitria Ningsih & Fitrawati. Teaching Writing a Descriptive Text through My

Story Maker Media in Junior High School. Journal of English Language Teaching, Vol. 3(1), p.

64. 5Umayyah, loc.cit.

54

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research used a quasi-experimental design in order to get

empirical evidence on the effect of digital storytelling method in students’

writing recount text at eighth grade of MTs Pembangunan UIN Jakarta.

The data were analyzed by using SPSS to obtain the descriptive statistics

and hypothesis test of the results and can prove the theories and previous

studies that had been mentioned in the previous chapter.

The finding confirms that the use of digital storytelling had moderate

effect in students’ ability of recount text. The data from experimental class

showed that the mean score of post-test was higher than the pre-test score;

it was 84,4 > 75,5. Furthermore, in the post-test and gained score of the t-

test result proved that ρ-value (2-tailed) = 0,004 was less than significance

level (α) = 0,05. (0,004 < 0,05) and also tvalue = 3,106 was higher than ttable

= 2,024. It indicated that the null hypothesis of the research (Ho) was

rejected and the alternatives hypothesis (Ha) was accepted. The finding

also was proven by using the effect size of the result that was 0,98. It

concluded that the use of digital storytelling had moderate effect. In the

other words, the use of digital storytelling showed the significant effect on

students’ writing ability of recount text.

B. Suggestion

This research revealed that using digital storytelling is effective in

students’ writing ability of recount text. Therefore, the writer gives

suggestions for future researches. Hopefully, the suggestions are useful for

teachers and future researchers. The suggestions are presents as follows:

1. For Teachers

To the teachers who will use digital storytelling method in

classroom activities or writing activities, it is important to guard the

55

students in digital storytelling making. Then, in the writing the

script of recount text process, it is better to conduct this step in

different meeting with producing step so the students will have

more time to think about the concept for their digital storytelling.

2. For Researchers

For the future researcher who will conduct a research with the

same topic, it is recommended for the next studies to apply digital

storytelling in other genres of text and other skills. In addition, it is

suggested to provide way of teaching writing that is more interesting

so the students will be able to enjoy the activity. And the last, this

study was conducted in the second grade of junior high school. Hence,

for further study may also investigate whether digital storytelling is

also effective for students in different grades.

56

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2013 curriculum syllabus, (teacher’s syllabus)

56

APPENDIX 1

SYLLABUS

KELAS VIII

Alokasi Waktu: 72 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran

tidak langsung (indirect teaching) pada pembelajaran Kompetensi

Pengetahuan dan Kompetensi Keterampilan melalui keteladanan,

pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik

mata pelajaran serta kebutuhan dan kondisi peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang

proses pembelajaran berlangsung dan dapat digunakan sebagai

pertimbangan guru dalam mengembangkan karakter peserta didik lebih

lanjut.

Pembelajaran untuk kompetensi pengetahuan dan kompetensi

keterampilan sebagai berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.11 Membandingkan

fungsi sosial, struktur

teks, dan unsur

kebahasaan

beberapa teks

personal recount

lisan dan tulis

dengan memberi dan

meminta informasi

terkait pengalaman

pribadi di waktu

lampau, pendek dan

sederhana, sesuai

dengan konteks

penggunaannya

4.11. Teks recount

4.11.1 Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks recount lisan

dan tulis, sangat

pendek dan

Fungsi sosial

Melaporkan, mengambil

teladan, membanggakan

Struktur teks

Dapat mencakup

- orientasi

- urutan kejadian/kegiatan

- orientasi ulang

Unsur kebahasaan

- Kalimat deklaratif dan

interogatif dalam Simple

Past tense

- Adverbia dan frasa

preposisional penujuk

waktu: yesterday, last

month, an hour ago, dan

sebagainya.

- Adverbia penghubung

waktu: first, then, after

that, before, at last,

finally, dan sebagainya.

- Nomina singular dan

plural dengan atau tanpa

- Menyimak guru

membaca beberapa teks

recount tentang

pengalaman pribadi

seseorang

- Bertanya jawab tentang

kejadian, kegiatan yang

dialami secara

kronologis

- Menggunakan bagan alir

untuk mempelajari alur

cerita

- Didektekan guru,

menuliskan teks-teks

pendek tersebut dengan

tulisan tangan.

- Melengkapi ringkasan

pengalaman tsb. dengan

kalimat-kalimat yang

diambil teks, dengan

ejaan dan tanda baca

yang benar

- Mengumpulkan

informasi tentang

pengalaman pribadi di

57

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

sederhana, terkait

pengalaman pribadi

di waktu lampau

(personal recount)

4.11.2 Menyusun teks

recount lisan dan

tulis, sangat pendek

dan sederhana,

terkait pengalaman

pribadi di waktu

lampau (personal

recount), dengan

memperhatikan

fungsi sosial, struktur

teks, dan unsur

kebahasaan, secara

benar dan sesuai

konteks

a, the, this, those, my,

their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda

baca, dan tulisan tangan

Topik

Peristiwa, pengalaman

yang terjadi di sekolah,

rumah, dan yang dapat

menumbuhkan perilaku

yang termuat di KI

waktu lampau untuk

membuat teks-teks

pendek dan sederhana

- Saling

mempresentasikan,

menyimak dan bertanya

jawab tentang teks

masing-masing dengan

teman-temannya, secara

lisan, dengan ucapan dan

tekanan kata yang benar

- Melakukan refleksi

tentang proses dan hasil

belajarnya

58

APPENDIX 2

INSTRUMENT OF THE RESEARCH

Student’s Worksheet

Pre-test

Name :

Class :

Write a short story about your first day of school! Make it in 3

(three) paragraphs!

59

TEST INSTRUMENT

(POST-TEST)

Class : VIII

Subject : English

Text : Recount Text

Topic : The Best Moment in Life

Time Allocation : 60 minutes

Instruction:

1. Write your name, class, and student number on the top corner of your

answer sheet.

2. Write recount text about the best moment in your life.

3. Tips for writing descriptive text:

a. Use all generic structure of recount text (e.g. orientation, events and

reorientation)

b. Use proper nouns (e.g. I went, they saw, she ate)

c. Use descriptive words (e.g. beautiful, interesting, fun)

d. Use past tense (e.g. perfomed, stayed, held, ran, sang)

e. Use sequence makes (e.g. for example, first, next, then)

4. Your written descriptive text will be scored based on these considerations:

a. Organization

b. Content

c. Vocabulary

d. Language Use

e. Mechanics

60

Student’s Worksheet

Post-test

Name :

Class :

Write a short story about the best moment in your life!

61

APPENDIX 3 Pre-Test and Post-Test Scores of Experimental Class

Pre-Test Post-Test

Student’s

ID C O L V M

Student’s

ID C O L V M

1 21 13 18 18 4 1 24 20 20 23 5

2 19 13 16 16 4 2 25 20 20 24 5

3 22 18 20 20 4 3 28 20 20 23 5

4 22 16 16 18 4 4 24 20 17 18 5

5 22 25 14 17 4 5 24 21 19 19 5

6 22 18 17 17 4 6 25 17 19 18 5

7 23 15 17 17 5 7 28 20 20 23 5

8 24 15 17 17 5 8 28 20 20 22 5

9 21 14 13 16 4 9 24 20 18 19 5

10 16 12 12 16 4 10 20 17 16 16 5

11 20 14 16 16 4 11 22 15 19 19 5

12 16 12 12 15 4 12 19 14 15 15 4

13 12 8 8 10 4 13 14 12 12 13 4

14 21 15 15 16 4 14 23 17 18 18 4

15 19 13 15 16 4 15 24 20 17 17 4

16 19 13 15 15 4 16 25 20 18 18 4

17 21 15 16 16 4 17 25 20 19 19 5

18 19 15 16 16 4 18 26 19 19 19 5

19 20 15 15 15 4 19 27 19 18 18 4

20 20 14 16 16 4 20 27 20 18 18 5

62

Students’ Scores of Experimental Class

Students’ ID Experimental Class

Gained Score Pre-test Post-test

1 74 92 18

2 68 94 26

3 84 96 12

4 76 84 8

5 72 88 16

6 78 84 6

7 77 96 19

8 78 95 17

9 69 86 17

10 60 74 14

11 70 80 10

12 59 67 8

13 42 55 13

14 71 80 9

15 67 82 15

16 66 85 19

17 72 88 16

18 70 88 18

19 69 86 17

20 70 88 18

Σ 1392 1688 296

Mean 69,6 84,4 14,8

Maximum score 84 96 24

Minimum score 42 55 6

63

APPENDIX 4

Pre-Test and Post-Test Scores of Controlled Class

Pre-Test Post-Test

Student’s

ID C O L V M

Student’s

ID C O L V M

1 24 20 20 21 5 1 27 20 20 21 5

2 18 15 16 16 4 2 20 18 16 17 4

3 17 14 14 15 4 3 19 17 16 16 4

4 17 14 13 14 4 4 18 14 13 14 4

5 16 14 14 15 4 5 17 15 14 15 4

6 22 15 20 19 5 6 23 18 20 19 5

7 20 16 18 17 4 7 22 16 18 17 5

8 20 16 15 16 4 8 20 17 15 16 5

9 20 15 16 17 4 9 22 17 16 17 4

10 24 20 20 20 5 10 25 20 20 25 5

11 24 20 19 20 5 11 24 20 19 19 4

12 18 14 14 18 4 12 21 16 16 16 4

13 18 13 14 17 4 13 20 14 16 16 4

14 18 17 15 14 4 14 20 17 15 15 4

15 18 17 14 15 4 15 20 16 15 15 4

16 22 16 16 18 4 16 22 17 17 18 4

17 20 18 16 16 4 17 21 18 16 16 5

18 20 15 16 17 4 18 23 17 18 17 5

19 20 15 16 17 4 19 22 19 18 18 4

20 14 11 12 13 4 20 16 14 13 13 5

64

Students’ Scores of Controlled Class

Students’ ID Controlled Class

Gained Score Pre-test Post-test

1 85 87 2

2 70 75 5

3 64 72 8

4 62 63 1

5 63 65 2

6 81 85 4

7 75 77 2

8 71 73 2

9 72 76 4

10 84 90 6

11 83 81 -2

12 68 73 5

13 66 70 4

14 68 71 3

15 68 70 2

16 76 78 2

17 74 78 4

18 72 85 13

19 72 81 9

20 54 60 6

Σ 1428 1510 82

Mean 71,4 75,5 4,1

Maximum score 85 90 13

Minimum score 54 60 -2

65

APPENDIX 5

Rencana Pelaksanaan Pembelajaran

(RPP)

Experimental Class

A. Identitas

Nama Sekolah : MTs Pembangunan UIN Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/II

Tema/subtema : Recount Text

Alokasi : 8 x 40 menit (4 kali pertemuan)

B. Kompetensi Inti

1. Kompetensi Inti 1 Menghargai dan menghayati ajaran agama yang

dianutnya.

2. Kompetensi Inti 2 Menghargai dan menghayati perilaku jujur,

disiplin, dan tanggung jawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Kompetensi Inti 3 Memahami dan menerapkan pengetahuan

(factual, konseptual, dan procedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan

kejadian tampak mata.

4. Kompetensi Inti 4 Mencoba, mengolah, menyaji, dan menalar dalam

ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan

ranah abstrak (menulis, membaca, menghitung,

menggambra, dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

64

C. Kompetensi Dasar dan Indikator

Kompetensi Dasar Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi Internasional yang

diwujudkan dalam semangat

belajar

2.2 Menunjukkan perilaku santun

dan peduli dalam melaksanakan

komunikasi interpersonal

dengan guru dan teman

3.11 Membandingkan fungsi sosial

struktur teks, dan unsur kebahasaan

beberapa teks personal recount

lisan dan tulis dengan memberi dan

meminta informasi terkait

pengalaman pribadi di waktu

lampau, pendek dan sederhana,

sesuai dengan konteks

penggunaannya.

4.11 Teks recount

4.11.1 Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan unsur

kebahasaan teks recount lisan

dan tulis, sangat pendek dan

sederhana, terkait pengalaman

pribadi di masa lampau

(personal recount)

Indikator

3.11.1 Siswa dapat mengidentifikasi

kata kerja dalam bentuk kedua

yang terdapat dalam teks recount

4.11.1 Siswa dapat menggunakan

kata kerja bentuk kedua

kedalam sebuah kalimat baik

lisan maupun tulis

3.11.2 Siswa dapat menjelaskan pola

kalimat dalam bentuk Simple Past

Tense yang tepat sesuai dengan

konteks penggunaannya

4.11.2 Siswa dapat menyusun teks

recount terkait pengalaman

pribadi di masa lampau sesuai

dengan generic structure yang

telah dipelajari

3.11.3 Siswa dapat membedakan kata

kerja kedua berupa regular verb

dan irregular verb pada teks

recount

4.11.3 Siswa dapat

mendemonstrasikan teks

recount yang telah dibuat ke

depan kelas

3.11.4 Siswa dapat menjelaskan generic

structure dalam teks recount

65

D. Tujuan Pembelajaran

Setelah menyelesaikan pembelajaran, peserta didik diharapkan dapat:

1. Mengidentifikasi kata kerja dalam bentuk kedua yang terdapat

dalam teks recount

2. Menjelaskan pola kalimat dalam bentuk Simple Past Tense yang

tepat sesuai dengan konteks penggunaannya

3. membedakan kata kerja kedua berupa regular verb dan irregular

verb pada teks recount

4. Menjelaskan generic structure dalam teks recount

5. Menggunakan kata kerja bentuk kedua kedalam sebuah kalimat

baik lisan maupun tulis

6. menyusun teks recount terkait pengalaman pribadi di masa lampau

sesuai dengan generic structure yang telah dipelajari

7. Mendemonstrasikan teks recount yang telah dibuat ke depan kelas

E. Materi Pembelajaran

1. Definition of Recount

Recount is a kind of text which retell about events that occured in the

past chronologically. Its purpose is either to inform or to entertain the

audience. There are several types of recount text namely personal,

observational and biographical recount.

2. Generic Structure of Recount

1. Orientation : the introduction which points out the background

of the story. It includes the participants involved in the story (the

characters), when did the event happen (time), and where did it

happen (place).

1) Events : part which explaines the events happened

chronologically.

2) Reorientation: a part which provides a personal comment from

the writer about what has happened.. It is optional.

3. Language Feature of Recount

1) Introducing personal participant; I, my group, etc

2) Using chronological connection; then, first, etc

66

3) Using linking verb; was, were, tasted, seemed etc

4) Using past tense action verb; perform, did, went, etc

4. Examples and Structures of The Text

Our Trip to the Blue Mountain

Orientation

On Friday, we went to the Blue

Mountains. We stayed at David and

Della’s house. It has a big garden with

lots of colourful flowers and a tennis

court.

Events

On Saturday we saw the Three Sisters

and went on the scenic railway. It was

scary. Then, Mummy and I went

shopping with Della. We went to some

antique shops and I tried on some old

hats.

On Sunday we went on the Scenic

Skyway and it rocked. We saw cockatoos

having a shower.

Reorientation In the afternoon we went home.

F. Pendekatan, Model dan Metode

1. Pendekatan : Scientific Approach

2. Model : Lecturing, group discussion

3. Metode : Digital storytelling

G. Media, Alat/Bahan, dan Sumber Belajar

1. Media : Proyektor dan laptop

2. Alat/bahan : Spidol, papan tulis, kertas

3. Sumber Belajar : Buku dan internet

67

H. Langkah-Langkah Pembelajaran

1. Pertemuan Pertama

KEGIATAN DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Guru masuk kelas dan mengucapkan

salam

Guru menyapa para siswa dengan

menanyakan kabar mereka

Guru menstimulasi siswa dengan

menggunakan gambar yang berkaitan

dengan liburan

Siswa memperhatikan gambar dan

menjawab pertanyaan guru mengenai

pengalaman liburan mereka

Guru mengumpulkan banyak respon

siswa dan menghubungkan jawaban

siswa dengan menyampaikan tujuan

pembelajaran yaitu recount text

10 menit

Inti Mengamati

Guru menjelaskan definisi, tujuan,

jenis-jenis recount text

Guru memberikan contoh teks recount

berupa vidio digital storytelling kepada

peserta didik untuk dipelajari

Siswa memperhatikan fungsi sosial,

struktur teks, unsur kebahasaan,

maupun format penyampaian/penulisan

teks recount

Guru bertanya kepada peserta didik

mengenai teks recount yang diberikan

Guru menjelaskan pola paragraf dan

struktur kebahasaan recount text

Guru bersama dengan peserta didik

menganalisa pola paragraf teks recount

Mengeksplorasi

Guru membagikan potongan kertas

60 menit

68

yang berisi beberapa paragraf ke setiap

pasangan. Dalam setiap potongan

kertas terdapat satu paragraf teks

recount.

Guru meminta siswa untuk merangkai

dan menganalisa pola paragraf dan

struktur kebahasaan teks recount yang

dipakai dalam teks tersebut

Mengasosiasi

Siswa memperoleh balikan (feedback)

dari guru tentang hasil analisis yang

disampaikan dalam kerja kelompok.

Penutup Guru memberikan kesempatan kepada

peserta didik untuk bertanya mengenai

materi yang telah diberikan sebelum

kegiatan belajar mengajar berakhir

Guru mengulas secara singkat apa yang

telah dipelajari

Guru menanyakan kesulitan siswa

selama Kegiatan Belajar Mengajar

Guru menutup pertemuan dengan

mengucapkan hamdalah dan memberi

salam.

10 menit

2. Pertama Kedua


WAKTU


salam



Guru mereview kembali materi

pembelajaran sebelumnya dan

menyampaikan materi pertemuan hari

ini.

Guru memberitahu tujuan pembelajaran

10 menit

69

agar siswa mengetahui apa saja yang

harus dicapai

Inti Mengamati


berupa vidio digital storytelling kepada

peserta didik untuk dipelajari




teks recount







Mengeksplorasi


jenis-jenis digital storytelling

Menanya

Siswa diminta untuk menanya tentang

cara membuat digital storytelling

Guru mencontohkan cara membuat

digital storytelling dengan

menggunakan movie maker

Mencoba

Siswa diminta untuk menulis recount

text dengan tema yang telah ditentukan

60 menit






telah dipelajari

10 menit

70





salam.

3. Pertemuan Ketiga


WAKTU

Pendahuluan Guru masuk kelas dan mengucapkan salam





menyampaikan materi pertemuan hari ini.


agar siswa mengetahui apa saja yang harus

dicapai

10 menit

Inti Mengeksplorasi

Siswa diminta guru untuk membuka

aplikasi windows movie maker untuk

membuat digital storytelling

Siswa mencari beberapa gambar yang

berhubungan dengan teks yang berisi

personal experience mereka

Mengasosiasi

Siswa memilih gambar yang telah

mereka miliki untuk disatukan dengan

recount text yang telah mereka buat

Siswa memasukkan lagu yang cocok

untuk digunakan pada recount text

mereka

Siswa menyimpan vidio digital

storytelling yang telah mereka buat

60 menit

Penutup Setelah mengikuti kegiatan pembelajaran,

siswa ditanya, bagaimana perasaannya,

10 menit

71

sebagai refleksi.

Guru memberikan pertanyaan untuk

mengetahui apakah siswa sudah memahami

topik yang dibahas.

Siswa diminta membuat kesimpulan

pembelajaran pada pertemuan ini.



salam.

4. Pertemuan Keempat


WAKTU


salam





menyampaikan materi pertemuan hari

ini.


agar siswa mengetahui apa saja yang

harus dicapai

10 menit

Inti Mengeksplorasi

Siswa dibagi kedalam lima kelompok

yang berisi lima orang dan duduk

bersama kelompoknya masing-masing

Setiap kelompok akan bergantian untuk

maju ke depan kelas

Guru membagikan satu kertas yang

berisi potongan cerita dari sebuah

recount text.


sebuah cerita dari satu kalimat yang

telah diberikan. Setiap anggota

60 menit

72

kelompok memiliki kesempatan untuk

melanjutkan cerita tersebut.

Mengomunikasikan

Siswa mempresentasikan vidio digital





teks recount


dari teman-temannya tentang hasil

recount text dalam bentuk digital




sebagai refleksi.



topik yang dibahas.





salam.

10 menit

I. Penilaian

1. Indikator, Teknik, dan Bentuk

Indikator Teknik Bentuk Instrumen

1. Memajami struktur

dan ciri kebahasaan

yang ada dalam

recount text

Lisan Tanya Jawab

2. Menyusun ide untuk

menyusun paragraf

recount

3. Menulis teks esai

dalam bentuk

Teks tertulis

Essay

73

recount

2. Instrument Penilaian

a. Lembar kerja siswa (Terlampir)

b. Lembar penilaian sikap (Terlampir)

3. Pedoman Penilaian

Proficiency Description

Score

Content

30 - 13

Organization

20 - 7

Vocabulary

20 – 7

Language Use

25 – 5

Mechanics

5 - 1

Mengetahui,

Jakarta, 8 September 2019

Guru Mata Pelajaran Praktikum

Wiwin Wiwitri, S. Pd. Putri Aulia Gunawan

Score: Content + Organization + Vocabulary + Language Use + Mechanics

74

APPENDIX 6

Rencana Pelaksanaan Pembelajaran

(RPP)

Controlled Class

A. Identitas

Nama Sekolah : MTs Pembangunan UIN Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/II

Tema/subtema : Recount Text

Alokasi : 8 x 40 menit (4 kali pertemuan)

B. Kompetensi Inti

1. Kompetensi Inti 1 Menghargai dan menghayati ajaran agama yang

dianutnya.

2. Kompetensi Inti 2 Menghargai dan menghayati perilaku jujur,

disiplin, dan tanggung jawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Kompetensi Inti 3 Memahami dan menerapkan pengetahuan

(factual, konseptual, dan procedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan

kejadian tampak mata.

4. Kompetensi Inti 4 Mencoba, mengolah, menyaji, dan menalar dalam

ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan

ranah abstrak (menulis, membaca, menghitung,

menggambra, dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

75

C. Kompetensi Dasar dan Indikator

Kompetensi Dasar Kompetensi Dasar

1.2 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi Internasional yang

diwujudkan dalam semangat

belajar

2.2 Menunjukkan perilaku santun

dan peduli dalam melaksanakan

komunikasi interpersonal

dengan guru dan teman

3.11 Membandingkan fungsi sosial

struktur teks, dan unsur kebahasaan

beberapa teks personal recount

lisan dan tulis dengan memberi dan

meminta informasi terkait

pengalaman pribadi di waktu

lampau, pendek dan sederhana,

sesuai dengan konteks

penggunaannya.

4.11 Teks recount

4.11.1 Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan unsur

kebahasaan teks recount lisan

dan tulis, sangat pendek dan

sederhana, terkait pengalaman

pribadi di masa lampau

(personal recount)

Indikator

3.11.1 Siswa dapat mengidentifikasi

kata kerja dalam bentuk kedua

yang terdapat dalam teks recount

4.11.1 Siswa dapat menggunakan

kata kerja bentuk kedua

kedalam sebuah kalimat baik

lisan maupun tulis

3.11.2 Siswa dapat menjelaskan pola

kalimat dalam bentuk Simple Past

Tense yang tepat sesuai dengan

konteks penggunaannya

4.11.2 Siswa dapat menyusun teks

recount terkait pengalaman

pribadi di masa lampau sesuai

dengan generic structure yang

telah dipelajari

3.11.3 Siswa dapat membedakan kata

kerja kedua berupa regular verb

dan irregular verb pada teks

recount

4.11.3 Siswa dapat

mendemonstrasikan teks

recount yang telah dibuat ke

depan kelas

3.11.4 Siswa dapat menjelaskan generic

structure dalam teks recount

76

D. Tujuan Pembelajaran

Setelah menyelesaikan pembelajaran, peserta didik diharapkan dapat:

1. Mengidentifikasi kata kerja dalam bentuk kedua yang terdapat dalam

teks recount

2. Menjelaskan pola kalimat dalam bentuk Simple Past Tense yang tepat

sesuai dengan konteks penggunaannya

3. membedakan kata kerja kedua berupa regular verb dan irregular verb

pada teks recount

4. Menjelaskan generic structure dalam teks recount

5. Menggunakan kata kerja bentuk kedua kedalam sebuah kalimat baik

lisan maupun tulis

6. menyusun teks recount terkait pengalaman pribadi di masa lampau

sesuai dengan generic structure yang telah dipelajari

7. Mendemonstrasikan teks recount yang telah dibuat ke depan kelas

E. Materi Pembelajaran

1. Definition of Recount

Recount is a text which retells events or experiences in the past. Its

purpose is either to inform or to entertain the audience. There is no

complication among the participants and that differentiates from

narrative

2. Generic Structure of Recount

1) Orientation : Introducing the participants, place and time

2) Events : Describing series of event that happened in the

past

3) Reorientation: It is optional. Stating personal comment of the

writer to the story

3. Language Feature of Recount

1) Introducing personal participant; I, my group, etc

2) Using chronological connection; then, first, etc

3) Using linking verb; was, were, saw, heard, etc

4) Using action verb; look, go, change, etc

5) Using simple past tense

77

4. Examples and Structures of The Text

Our Trip to the Blue Mountain

Orientation

On Friday we went to the Blue

Mountains. We stayed at David and

Della’s house. It has a big garden with

lots of colourful flowers and a tennis

court.

Events

On Saturday we saw the Three Sisters

and went on the scenic railway. It was

scary. Then, Mummy and I went

shopping with Della. We went to some

antique shops and I tried on some old

hats.

On Sunday we went on the Scenic

Skyway and it rocked. We saw cockatoos

having a shower.

Reorientation In the afternoon we went home.

F. Pendekatan, Model dan Metode

1. Pendekatan : Scientific Approach

2. Model : Observe – Practice

3. Metode : Communicative Language Teaching

G. Media, Alat/Bahan, dan Sumber Belajar

1. Media : Pictorial story, proyektor dan laptop

2. Alat/bahan : Kertas karton, gunting dan lem

3. Sumber Belajar : Buku, majalah dan internet

78

H. Langkah-Langkah Pembelajaran

1. Pertemuan Pertama


WAKTU


salam



Guru menstimulasi siswa dengan

menggunakan gambar yang berkaitan

dengan liburan

Siswa memperhatikan gambar dan

menjawab pertanyaan guru mengenai

pengalaman liburan mereka

Guru mengumpulkan banyak respon

siswa dan menghubungkan jawaban

siswa dengan menyampaikan tujuan

pembelajaran yaitu recount text

10 menit

Inti Mengamati


jenis-jenis recount text


yang berjudul A Trip to Sawarna Beach

untuk dipelajari




teks recount







Mengeksplorasi

60 menit

79

Guru membagikan potongan kertas

yang berisi beberapa paragraf ke setiap

pasangan. Dalam setiap potongan

kertas terdapat satu paragraf teks

recount.


dan menganalisa pola paragraf dan

struktur kebahasaan teks recount yang

dipakai dalam teks tersebut

Mengasosiasi









telah dipelajari





salam.

10 menit

2. Pertemuan Kedua


WAKTU









10 menit

80

dicapai

Inti Mengamati

Siswa membaca contoh recount text

berupa pengalaman pribadi yang

diberikan oleh guru pada slide yang

ditampilkan di depan kelas




recount text


dan menganalisis generic structure serta

kata kerja yang dipakai dalam teks

tersebut

Siswa diminta untuk maju ke depan

kelas dan menentukan generic structure

dan verb 2 dari recount text

Mengeksplorasi

Setiap siswa diberikan list berupa kata

kerja kedua pertama, kedua dan ketiga.

Mengasosiasi

Siswa menganalisa perubahan dari

setiap kata kerja

Siswa diminta untuk bertanya tentang

apa yang belum mereka pahami

Siswa membuat satu kalimat simple

past


dari guru tentang kalimat yang mereka

buat

Mengomunikasikan

Siswa bermain permainan yang dapat

mengasah memori mereka tentang kata

kerja kedua

Siswa membuat kalimat simple past

dan membacakannya di depan kelas

60 menit

Penutup Setelah mengikuti kegiatan pembelajaran, 10 menit

81


sebagai refleksi.



topik yang dibahas.





salam.

3. Pertemuan Ketiga


WAKTU









dicapai

10 menit

Inti Mengamati

Siswa mengamati gambar-gambar yang

berhubungan dengan pengalaman di

masa lalu pada slide yang ditampilkan

di depan kelas

Guru meminta siswa untuk menulis

recount text dari pengalaman pribadi

mereka di masa lalu

Mengeksplorasi

Guru membagi siswa kedalam peer

group untuk saling memberikan

masukan tentang recount text yang

mereka buat

60 menit

82

Mengasosiasi

Guru meminta siswa untuk menukar

recount text mereka ke kelompok lain

Secara berkelompok siswa

menganalisis teks recount yang tertulis

dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaan.




Menanya

Siswa bertanya ke guru mengenai

errors atau kesulitan selama proses

menulis recount text



sebagai refleksi.



topik yang dibahas.





salam.

10 menit

4. Pertemuan Keempat


WAKTU








10 menit

83


dicapai

Inti Mengeksplorasi

Siswa dibagi kedalam lima kelompok

yang berisi lima orang dan duduk

bersama kelompoknya masing-masing

Guru membagikan satu kalimat tentang

cerita pengalaman seseorang di masa

lampau


sebuah cerita dari kalimat yang telah

diberikan

Mengasosiasi

Setiap siswa dalam satu kelompok

wajib mengerjakan tugas secara adil

Guru meminta siswa untuk menukar

hasil kerjanya yang berupa recount text

untuk dinilai oleh kelompok lain

Secara berkelompok siswa

menganalisis teks recount yang tertulis

dengan fokus pada fungsi sosial,

struktur, dan unsur kebahasaan.




60 menit



sebagai refleksi.



topik yang dibahas.





salam.

10 menit

84

I. Penilaian

1. Indikator, Teknik, dan Bentuk

Indikator Teknik Bentuk Instrumen

4. Memajami struktur

dan ciri kebahasaan

yang ada dalam

recount text

Lisan Tanya Jawab

5. Menyusun ide untuk

menyusun paragraf

recount

6. Menulis teks esai

dalam bentuk

recount

Teks tertulis

Essay

2. Instrument Penilaian

a. Lembar kerja siswa (Terlampir)

b. Lembar penilaian sikap (Terlampir)

85

3. Pedoman Penilaian

Proficiency Description

Score

Content

30 - 13

Organization

20 - 7

Vocabulary

20 – 7

Language Use

25 – 5

Mechanics

5 – 1

Mengetahui,

Jakarta, 8 September 2019

Guru Mata Pelajaran Praktikum

Wiwin Wiwitri, S. Pd. Putri Aulia Gunawan

Score: Content + Organization + Vocabulary + Language Use + Mechanics

86

APPENDIX 7

STUDENTS’ WORKSHEET

87

88

89

90

91

92

93

94

95

96

97

98

APPENDIX 8

DOCUMENTATION

99

100

101

APPENDIX 9

SURAT PENGESAHAN PROPOSAL SKRIPSI

102

APPENDIX 10

SURAT BIMBINGAN SKRIPSI

103

104

APPENDIX 11

SURAT IZIN PENELITIAN

105

APPENDIX 12

SURAT REKOMENDASI SEKOLAH

106

APPENDIX 13

SURAT KETERANGAN PENELITIAN

107

APPENDIX 14

REFERENCES EXAMINATION PAPER

108

109

110

111

112

113

114

Documents

THE USE OF DIGITAL STORYTELLING IN STUDENTS’ WRITING ...repository.uinjkt.ac.id/dspace/bitstream/123456789... · iv ABSTRACT Putri Aulia Gunawan, 1115014000084, The Use of Digital