DESIGNING SUPPLEMENTARY READING MATERIAL USING INTEGRATED DIGITAL ... · in English Language Education By Anggraeni Puspita Dewi Student Number: 131214041 ENGLISH LANGUAGE EDUCATION

DESIGNING SUPPLEMENTARY READING MATERIAL

USING INTEGRATED DIGITAL STORYTELLING FOR THE

10TH

GRADE STUDENTS OF SMA NEGERI 1

CANGKRINGAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Anggraeni Puspita Dewi

Student Number: 131214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



10TH


CANGKRINGAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 131214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


ii


iii


iv

This thesis is dedicated to:

My Almighty God, Allah SWT.

Mami and Bapak

My sister, Angelia Ayu Maulina

My boyfriend, Zulfa Radif Nadhima Ulwan

And my best friends


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 9 August 2017

The Writer


131214041


vi

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Anggraeni Puspita Dewi

Nomor Mahasiswa : 131214041

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



10TH


CANGKRINGAN

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk meyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Dengan demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 9 Agustus 2017

Yang menyatakan



vii

ABSTRACT

Dewi, Anggraeni Puspita. 2017. Designing Supplementary Reading Material

using Integrated Digital Storytelling for the 10th Grade Students of SMA Negeri 1

Cangkringan. Yogyakarta: English Language Education Study Program

Department of Sanata Dharma University.

This study reported an inquiry which combines the indigenous story with

digital technology. The research explains how to make a design of supplementary

reading material for tenth-grade students of SMA Negeri 1 Cangkringan,

especially in the integrated digital storytelling in learning English of reading. The

supplementary reading material are expected to create the learning process in class

to be more interesting and meaningful for the students. Furthermore, this research

is aimed to answer these questions: 1) how is the indigenous story of Yogyakarta

designed into a form of digital storytelling material? And 2) how does the design

of the material look like?

In order to answer the first question, the researcher used the Research and

Development (R&D) methods. It is used to design new products to make specific

criteria of effectiveness, quality, or similar standard (Borg & Gall, 2007). There

are ten major steps of R&D to design the material, but the researcher only used 5

steps in doing this research because it is enough to meet the goal of this cycle,

develop and integrate a product by combining educational research and practice.

The second question is answered through the designed reading material.

The teaching-learning activity is divided into three parts: the pre-activity, main

activity, and closing. Pre-activity is for stimulating and building the schemata for

the students before entering the main material. The main activity is for the

students to identify the structure and reading the narrative text to answer the

following questions. The Closing Activity is for the students to make reflection

and talk about the next planning and the students are given some home works.

The Storytelling in this research is taken from the indigenous storytelling in

Yogyakarta and originally created by the researcher through the observation on

Sundak Beach. The researcher also did the interview to the people near Sundak

Beach to confirm the real story of the legend. Then, the researcher created some

plot-twists and also added some photos that were captured while doing the

research on the beach

In summary, the findings of this research suggest that the digital

storytelling is suitable to be applied in SMA Negeri 1 Cangkringan. In addition,

the students are interested in reading English, but lack of reading media.

Therefore, the researcher addressed this research for tenth-grade students of SMA

Negeri 1 Cangkringan, the English teacher of SMA Negeri 1 Cangkringan, and

the future researcher.

Keywords: Supplementary reading material, Indigenous story, Integrated digital

storytelling


viii

ABSTRAK

Dewi, Anggraeni Puspita. 2017. Designing Supplementary Reading Material

using Integrated Digital Storytelling for the 10th Grade Students of SMA Negeri 1

Cangkringan. Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata

Dharma.

Penelitian ini dilakukan untuk melaporkan hasil penelitian yang

mengkombinasikan cerita kearifan lokal dan teknologi digital. Penelitian ini

dilakukan untuk menjabarkan bagaimana pembuatan seperangkat materi bacaan

tambahan untuk siswa kelas sepuluh di SMA Negeri 1 Cangkringan, khususnya

penggabungan cerita singkat dalam bentuk digital dalam pelajaran membaca

Bahasa Inggris. Materi bacaan tambahan tersebut, diharapkan dapat mendukung

proses belajar di kelas menjadi lebih menarik dan bermakna bagi siswa.

Selanjutnya, penelitian ini bertujuan untuk menjawab pertanyaan berikut: 1)

bagaimana cerita kuno dari Yogyakarta dalam bentuk materi cerita digital dibuat?

Dan 2) bagaimana pembuatan materi tersebut?

Pertanyaan pertama dijawab menggunakan metode the Research and

Development (R&D). R&D digunakan untuk membuat produk baru untuk kriteria

tertentu yang mencakup efektifitas, kualitas, dan patokan yang serupa (Borg &

Gall, 2007). Terdapat sepuluh tahap yang harus dilalui dalam R&D untuk

membuat materi tersebut, namun peneliti hanya menggunakan 5 tahap selama

penelitian karena dirasa cukup untuk mencapai tujuan dari siklus R&D, yaitu

mengembangkan dan menyatukan sebuah produk dengan mengkombinasikan

penelitian pembelajaran dan praktiknya.

Pertanyaan kedua dijawab melalui presentasi rancangan materi bacaan.

Proses mengajar dan belajar dibagi menjadi tiga bagian: pembuka, kegiatan inti,

dan penutup. Pembuka untuk menstimulasi dan membangun skemata siswa

sebelum masuk ke pelajaran inti. Pelajaran inti agar siswa mengidentifikasi

struktur dari teks bacaan naratif untuk menjawab pertanyaan. Pelajaran ditutup

dengan refleksi yang dibuat siswa dan merencanakan pertemuan berikutnya,

selain itu siswa diberi tugas untuk dikerjakan di rumah. Cerita dalam penelitian ini

diambil dari kearifan lokal di Yogyakarta dan secara original dibuat oleh peneliti

dengan melakukan observasi ke Pantai Sundak. Selain itu, peneliti juga

melakukan wawancara dengan warga sekitar untuk mengkonfirmasi kebenaran

dari legenda Pantai Sundak. Kemudian, peneliti membumbui cerita asli dan

menambahkan foto-foto yang diambil selama melakukan penelitian.

Ringkasnya, penelitian ini menemukan bahwa cerita pendek digital cocok

untuk digunakan di SMA Negeri 1 Cangkringan. Di samping itu, para siswa

tertarik dalam pelajaran membaca di Bahasa Inggris, namun kekurangan media

bacaan. Oleh karena itu, peneliti merekomendasikan penelitian ini untuk siswa

kelas sepuluh di SMA Negeri 1 Cangkringan, guru di SMA Negeri 1

Cangkringan, dan peneliti selanjutnya.

Kata kunci: Supplementary reading material, Indigenous story, Integrated digital

storytelling


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ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to Allah SWT. His

blessings and guidance keep my strength until the end of this thesis. Without His

showers of gifts, this achievement would not have been possible. Alhamdulillah, I

could finish my responsibility as a student of Sanata Dharma University and as a

daughter of my parents.

My special gratitude goes to Mas Aditya Kurniawan Husen Kusuma. I

thank him for the contribution to the video, sounds, songs, and all of the

multimedia editing. I am very grateful to know him in person. He was not only

helping with the multimedia stuff, but also motivated me during my hardest time.

I also want to say thank for SMA Negeri 1 Cangkringan to allow me to do

my research. I thank Ibu Chalis Antanuri for helping me with teaching stuff and

motivating me. My hugs go to my students who were so enthusiastic in helping

me with my research. I thank my students of SMA Negeri 1 Cangkringan who

always be my inspirations.

My deepest appreciation goes to my lovely family. I thank my parents,

Bapak IPDA Alim and Mami Titik Wahyuni for their supports. Bapak and

Mami have given me a strength to face bad days. Then, I thank my best sister,

Angelia Ayu Maulina, who accompany me stay up late night almost every day.

I appreciate my friends who always beside me. I would like to show my

thanks to my one and only mental disorder friend who entertains me the most, DJ


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Omsky. I thank Skolastika Listya Monik for being my best friend in my up and

down for my thesis journey and during the academic process in Sanata Dharma

University. I send my love to my friends Raras, Fance, Inggit, Gabriella

Nanda, Mb We, and Ryan who support me and help me with the proofreading.

My special appreciation goes to my beloved boyfriend, Zulfa Radif

Nadhima Ulwan. He always be a person who tries so hard to stay up late night

and accompany me even he is tired and sleepy. He is the person who supports me

in many ways and always makes me into a good mood. He is not only the person

who can be my best therapy, but also the person who teaches me to say, “Pray the

pain run away.” He is my favorite human.

Finally, I would like to express my sincere gratitude and appreciation to

my major sponsor, Mr. Markus Budiraharjo, M.Ed., Ed. D. Mr. Markus is not

only giving me his feedbacks to my thesis, but also his generosity and positive

motivation at every stage of my thesis processes. He has been providing his time

and guidance during my process of writing. Without his patient, this thesis would

not have been finished.



xi

TABLE OF CONTENTS

Page

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

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

STATEMENT OF WORK’S ORIGINALITY ................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi

ABSTRACT ........................................................................................................ vii

ABSTRAK ............................................................................................................ viii

ACKNOWLEDGEMENTS ................................................................................ ix

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

LIST OF TABLES .............................................................................................. xiii

LIST OF APPENDICES ..................................................................................... xiv

CHAPTER I. INTRODUCTION

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

B. Research Question ............................................................................ 4

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

D. Definition of Terms .......................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE

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

1. Educational Research and Development ................................... 8

2. Digital Storytelling .................................................................... 10

3. The theory of Powerful Technology Tool for the 21st Century

Classroom .................................................................................. 12

4. Theory of Reading

5. Teaching Reading Strategies ..................................................... 16

6. School-Based Curriculum.......................................................... 20

B. Theoretical Framework .................................................................... 21


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CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ............................................................................ 25

B. Research Setting .............................................................................. 27

C. Research Participants ...................................................................... 27

D. Instruments and Data Gathering Technique .................................... 28

E. Data Analysis Technique ................................................................. 29

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Digital Storytelling ................................................................... 31

1. Research and Information Collecting .......................................... 31

2. Planning ....................................................................................... 36

3. Develop Preliminary form of product ......................................... 38

4. Preliminary Field Testing ............................................................ 39

5. Main Product Revision ................................................................ 43

B. The Designed Digital Storytelling ................................................... 43

1. The Reading Material .................................................................. 43

2. The digital Storytelling Description ............................................ 44

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ..................................................................................... 46

B. Recommendations .......................................................................... 48

REFERENCES .................................................................................................... 50

APPENDICES .................................................................................................... 52


xiii

LIST OF TABLES

Table Page

Table 4. 1. The Presentation of the Respondents’ Personal Information .............. 39

Table 4. 2. The Result of Preliminary Field Testing ............................................. 40


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LIST OF APPENDICES

Appendices Page

APPENDIX 1. LETTER OF PERMISSION ..................................................... 52

APPENDIX 2. QUESTIONNAIRE OF THE PRELIMINARY FIELD-TEST

RESULT .............................................................................................................. 54

APPENDIX 3. THE SYLLABUS OF BAHASA INGGRIS I CLASS ................ 58

APPENDIX 4. REVISED RPP OF BAHASA INGGRIS I CLASS .................... 65

APPENDIX 5. THE MATERIAL OF BAHASA INGGRIS I CLASS .............. 76


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CHAPTER I

INTRODUCTION

In this chapter, the researcher will present the background of the research.

This chapter is divided into some sections, namely background of the study, the

research questions, the research significance, and the definition of terms.

A. Background of the Study

Time has changed. What we had tends to disappear and be replaced with

new things. We can see so many changes in the way of communication, culture,

and even learning. For example, we used to send letters to people that would

arrive for weeks, but now we have emails and we do not have to wait for a long

time to send messages to inform people. The way people dress now is also

different what people used to do in the past. They dress more casually and simply.

Not only in communication and culture, the changes can also be felt in learning

method. Students can access the learning sources from the internet everywhere

and anytime.

Unfortunately, the changes do not only bring a good effect, but also bring

the opposite. One of them is a bedtime story. Some people in the past used to

listen to folklore that was told by the elderly people. This tradition began when

the adult told stories for the children before they went to bed (Irawati, 2006).

After dinner when they had finished the homework, they would try to rest while

parents, grannies, uncles, or aunties tell bed stories. The story that was told by the


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elderly people introduced the values of culture and life to the children who would

listen intentionally or unintentionally (Irawati, 2006, p. 3). According to

Gottschall (2012) , explains that the storytelling can improve the left brain that is

specialized for tasks such as reading, speaking, thinking, and generating

hypotheses. It also improves the right brain that is capable of speech or serious

cognitive work. Sadly, the habit of telling bedtime stories tends to disappear while

technology keeps updating. If we take a look at children nowadays, they start to

forget about our culture. When they go to bed at night, they go to bed by

themselves and their parents still watch television. It is common to see children

watch television together with their parents even when the television program is

unappropriated for their age.

Some television programs have less relation to education and make

negative effects to children’s behaviors. Children have to watch some programs

that have few moral message and show violence. There are so many cases about

children doing some inappropriate things. One of those cases came from Riau.

The students of an elementary school resort to violence to their schoolmates

because they imitate what they watched. Rozi, Fahrul (2015), cited from

www.goriau.com, states:

PEKANBARU, GORIAU.COM - Komisi Penyiaran Indonesia (KPI)

Daerah Riau mengklasifikasikan sinetron "7 Manusia Harimau" yang

tengah tayang di RCTI sebagai sinetron yang tak layak untuk ditonton.

KPI Riau memanggil pihak RCTI sebagai teguran atas tayangan tersebut,

Senin (11/5/2015). Kabid Pengawasan Isi Siaran, KPI Daerah Riau,

Tatang Yudiansyah menyebutkan, tayangan tersebut tidak layak tonton

terutama bagi anak-anak karena banyak adegan kekerasan di dalamnnya.

Sebelumnya KPI Daerah Riau memanggil pihak RCTI sebagai respon

adanya kejadian tewasnya siswa SD karena dikeroyok lima temannya di

Rokan Hulu, diduga reaksi karena meniru adegan di sinetron "7 Manusia


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Harimau". (https://www.goriau.com/berita/riau/bocah-di-rohul-tewas-

diduga-ulah-sinteron-7-manusia-harimau.html)

PEKANBARU, GORIAU.COM - Komisi Penyiaran Indonesia (KPI) in

Riau region has clarified that the television program entittled "7 Manusia

Harimau" which is broadcasted in RCTI, as an inappropriate television

program to watch. KPI in Riau region addresses RCTI staff to warning the

the broadcasting program, Monday (May, 5th 2015). Kabid Pengawasan

Isi Siaran, KPI in Riau region, Tatang Yudiansyah said, the television

program was not appropriate to, especially for children because there are

many acts of violence in the program. Before this, KPI in Riau region

addressed to RCTI as the response of the violence case that caused an

elementary student to die because he was attacked by five of his

classmates at Rokan Hulu. The students are suspected to imitate the scene

of the television program "7 Manusia Harimau".

(https://www.goriau.com/berita/riau/bocah-di-rohul-tewas-diduga-ulah-

sinteron-7-manusia-harimau.html)

Storytelling is an important thing to be added in the classroom. However,

the habit of telling bedtime stories is gone because of the technology in a digital

era. According to Gottschall (2012), the storytelling is a crucial evolutionary

adaptation. It allows the people to experience life as coherent, orderly, and

meaningful. That is what made life more than a blooming buzzing confusion.

Then, Collin (2007) in his book, The Power of Storytelling; Teaching through

Storytelling, states that storytelling provides a number of benefits in the

classroom. It helps students develop reading skill, because it encourages the

students to understand the various literacy material in the story.

In English Language Learning content, there is a value that should be

taught to the children related to integrated storytelling. The researcher is interested

in making a research which combines the indigenous story with the technology

nowadays. We cannot avoid the technology that keeps coming, but we also

should not forget about our identity and the values in the storytelling. The

researcher will explain how to make a design of supplementary reading material


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for senior high school students about the integrated digital storytelling in learning

English of reading field. The supplementary reading material are expected to

support the learning process in class to be more interesting and meaningful for the

students.

B. Research Questions

Considering the points that are found in the focus of the problem limitation

the problems can be written as follows:

1. How is the indigenous story of Yogyakarta designed into a form of digital

storytelling material?

2. What does the design of the material look like?

C. Research Significant

The researcher believes that this research will be useful and beneficial for

several parties as follow:

1. Students of Senior High School

The student will have a new media for learning English in fun and

interesting way that suits their need and interest. This digital storytelling is

expected to improve their learning skill through reading. Besides, the students will

have meaningful reading material that contain moral values, faith, cultures, and

others.


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2. English Teacher

The findings of this research can help English Teachers provide good

material related to learning English and reading strategy. This research is also

expected to contribute to the language study development as a media and

additional source in teaching and learning process in the classroom. Teachers can

teach their students about the folklore that is good for them to learn about life.

3. English Learners

Through this research, English learners can learn and be aware of the

moral value or aspect in this digital storytelling. This research can also expand

English learners' knowledge about how to set interesting English material in a

form of digital storytelling to senior high school students. English learners can

also learn about the reading strategies through this research.

4. Future Researcher

This research will be a good reference for some future researchers to

conduct a similar research on education area, especially English learning in

reading teaching strategy. Then, this research will also give valuable information

related to the digital storytelling on how to set its supplementary reading material

and how the design of it.

5. General Readers

This research is expected to give a new perspective about and indigenous

folklore from Yogyakarta. People from outside Yogyakarta will also know the

folklore from Yogyakarta is. This research provides useful information related to

the digital storytelling aspects. Hopefully this research can expand the readers'


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knowledge about the English material that will be applied in class for

supplementary reading material for senior high school students.

D. Definition of Terms

This section defines the terms that are used by the researcher to avoid

misunderstanding and to keep the research on the right track.

1. Digital Storytelling

Digital storytelling is a technology application that is well-positioned to

take advantage of user-contributed content and to help teachers overcome some of

the obstacles to productively use technology in the classrooms. At its core, digital

storytelling allows computer users to become creative storytellers through the

traditional processes of selecting a topic, conducting some researches, writing a

script, and developing an interesting story. Then, this material is combined with

various types of multimedia, including computer-based graphics, recorded audio,

computer-generated text, video clips, and music. Therefore, it can be played on a

computer, uploaded on a website, or burned on a DVD (Robin, 2008).

2. Reading

Reading is an act of reading something. According to Brown (2007),

extensive reading is the key for students to gain the reading ability, linguistic

competence, vocabulary, spelling, and writing. As cited in their book, Teaching

by Principles an Interactive Approach to Language Pedagogy, Green and Oxford

(1995) found that reading for pleasure and reading without looking up all the


7

unknown words were both highly correlated with overall language proficiency (p.

360).

3. Research and Development

The researcher used the Research and Development (R&D) to conduct this

research. Research and Development (R&D) is the term that is used to design new

products and procedures which are systematically field-tested, evaluated, and

refined to make the specific criteria of effectiveness, quality, or similar standard

(Borg&Gall, 2007, p.589). In the book of Educational Research: An Introduction,

Borg and Gall say that the research can improve the education of the school

through a product. In this research, the researcher used this term to focus on

reading skills.

4. Student of Negeri 1 Cangkringan Senior High School

Negeri 1 Cangkringan is the school located on Jl. Merapi Golf, Bedoyo,

Wukirsari, Cangkringan, Sleman. In conducting this research, the researcher

chooses the students of the senior high school. The school which cooperates with

the researcher has to provide the classroom with multimedia stuff and a certain

curriculum because the research needs to support stuff which is available in

schools, such as KTSP curriculum, LCD projector, screen projector, and speaker


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher will present the review of theoretical

writings and researches related to the research. There are two parts discussed in

this section, namely the theoretical description and theoretical framework.

A. Theoretical Description

This section discusses theories which are directly relevant to the research.

The theories which are used by the researcher are educational research and

development, digital storytelling, 21st-century learning tool, the theory of reading,

and school-based curriculum.

1. Educational Research and Development

According to the book Educational Research an Introduction, educational

research and development is called research-based development because this

strategy is the most promising strategy to improve the education. It is a process to

develop and validate educational products such as textbook, instructional films,

and so forth. The aim of Research and Development (R&D) is to discover new

knowledge and answer specific questions about practical questions. These are

needed to improve the educational practice. In R&D, the researcher had to seek a

way to bridge the gap between researches and practices to contribute the

educational R&D. The findings will be taken in order to generate the study in

basic and apply the research to build the tested product for operational in schools


9

(Borg and Gall, 1983, p. 772-773). There are 10 major steps in using R&D cycle,

the steps will be explained below:

a. Research and Information collecting

In research and information collecting the R&D cycle includes the review

of the literature, classroom observation, and the preparation.

b. Planning

Planning cycle includes the defining skills, stating objectives determining

course sequence, and testing the small-scale feasibility.

c. Development Preliminary Form of Product

In this cycle, the researcher has to prepare the instructional material,

handbooks, and evaluation devices.

d. Preliminary Field Testing

In preliminary field testing, the researcher has to conduct the research in 1

- 3 schools using 6 - 12 subjects. Then, the researcher has to conduct an interview,

to observe, and spread questionnaires to obtain the data and analyze them.

e. Main Product Revision

In this cycle, the main product has to be revised as suggested by the

preliminary field-test result.

f. Main Field Testing

The result of main field testing will be evaluated with the respect to course

objectives and be compared to the control group data.

g. Operational Product Revision

The product will be revised by the suggestion in main field testing.


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h. Operational Field Testing

In this cycle, the researcher has to do some interviews, do observation

questionnaire to obtain the data in order to analyze them, after revising.

i. Final Product Revision

Final product revision is the result of revision suggested by operational

field testing.

j. Dissemination and Implementation

After doing those 9 steps, the researcher will report the product in

meetings and journals. The researcher has to collaborate with a publisher who is

experienced in commercial distribution and monitor distribution to provide quality

control.

2. Digital Storytelling

The definition of storytelling, stated by Chung (2006), is a powerful way

to reach integrated art in this digital era. This definition can be seen as cited in

The International Journal of Arts Education Digital Storytelling in Integrated Arts

Education. In his book, Chung (2006) also takes the statements of Duncum (2004)

and Freedman (2003), which says that in concert with increasing concerns about

promoting multiliteracy, aesthetic sensitivity, interdisciplinary pedagogy, and a

critical faculty through visual arts education, the authors propose that digital

storytelling is a powerful and relevant way to teach integrated arts in the age of

computer technology.

Chung (2006) also says that storytelling is a natural way of human

communication which is related to all aspects of human social interaction. People


11

tend to tell stories when they are interacting or socializing with their friends.

Through the storytelling, people also make a better sense of complex ideas,

concepts, or information. Indeed, communication seems to be more effective and

personal when it occurs via storytelling. The stories usually about biographical,

familial, ethnic, commercial, or instructional.

Meanwhile, Meadows (2003) described digital storytelling as short

personal multimedia tales which are told from the heart. He asserted that digital

storytelling isn't just a tool, but it's a revolution.

As cited on Meadows (2003), according to Livo and Rietz (1986), a story is a

restructured daily experience through which people come to make sense of, know,

remember, and understand their surroundings. People can explain, interpret, and

assess situations, experiences, and ideologies to create new meanings and

knowledge through stories. Storytelling connects generations of the past with the

present and future to form and reformulate wisdom, values, and beliefs.

According to Paul & Fiebich (2002), digital stories can be presented in a

variety of formats, for example, an all-text Web page, a nonlinear interactive Web

site, a digital song, or a digital video/movie. The notion of digital storytelling has

been practiced by media professionals for over a decade, ever since Dana Atchley

and his followers initiated digital storytelling and founded the Center for Digital

Storytelling in Berkeley, California.

According to explanations above, it can be said that digital storytelling is a

new media for learning. It is interesting and effective to help students to develop

their ideas. In this study, digital storytelling is operationalized in teaching reading


12

with a new media. It is more powerful and relevant way to teach integrated arts in

digital age because communication, in class, tends to be more effective and

personal. Students’ interpretation and experience to create a new meaning and

knowledge through storytelling in learning process.

3. The theory of Powerful Technology Tool for the 21st Century

Classroom

The classroom which provides the technology will show some differences

from classroom which does not. According to Robin (2008), U.S. Department of

Education 2007 has reported to Congress that the classroom which used the

technology products will show vastly different outcomes with the one which did

not. It is clear that content integration, which is supported by powerful computer

technologies is needed. Moreover, the impact that computer technology can have

on students is much more meaningful when it involves an impact on higher order

thinking skills, not just test scores.

In an editorial that discusses the effectiveness of technology use in

schools, editors of five educational technology journals who are the members of

the National Technology Leadership Coalition (Schrum et al., 2007) wrote "that

different technologies do have unique pedagogical affordances and that the effects

of these affordances can only be understood in the context of a specific content

area (and related learning outcomes) and a specific pedagogy" (p. 3).

Robin (2008) states that creative work provides the students with a strong

foundation called 21st Century Literacy, Digital Age Literacies, or 21st Century


13

Skills. Regardless of the specific term being used, these skills are being described

as the combination of:

a. Digital literacy—the ability to communicate with an ever-expanding

community to discuss issues, gather information, and seek help;

b. Global literacy—the capacity to read, interpret, respond, and contextualize

messages from a global perspective

c. Technology literacy—the ability to use computers and other technology to

improve learning, productivity, and performance;

d. Visual literacy—the ability to understand, produce, and communicate through

visual images;

e. Information literacy—the ability to find, evaluate, and synthesize information.

As cited by Robin (2008), Jakes & Brennan (2005) said that the push for

students to gain 21st-century literacy skills by using the latest technology to

communicate effectively is facilitated by students actively participating in the

creation process. Students can develop enhanced communication skills.

Therefore, Robin (2008), says digital storytelling is one of powerful

technology tools for the 21st-century classroom because it has emerged over the

last few years as a powerful teaching and learning tool that engages both teachers

and their students.

4. Theory of Reading

The theory of reading is divided into four parts, namely the purpose of

reading, the process of reading, teaching reading, and teaching reading strategies.

The first part will explain why reading is important to be added in academic and


14

daily life. Then, the second part will explain the process of how reading can be

learned by the students. The next part is used to explain some principles in

teaching reading. Finally, the last part will reveal how to teach reading with two

strategies and create the reading material.

a. Purposes for Reading

According to Chamberlain (2008), there are two purposed reading for

students. The first is reading for literal purposes. The second is for informational

purposes. Chamberlain (2008) cited Mullis, et al., (2006) who said that reading for

literary experience can make the reader becomes involved in imagined events,

setting, actions, consequences, character, feelings, and ideas. The students bring

an appreciation of language and knowledge of literary form of the text. The text

usually a narrative text. Then, reading to gain information can engage the reader

with the types of texts where the students can understand how the world is and has

been, and the reason why the things happen. The text can be in many forms, but

one major distinction is between the organized chronologically and non-

chronologically.

Grabe and Stoller (2001) explained that English for Academic Purposes

(EAP) reading curriculum should provide the students with a text which includes

(1) searching information, (2) general comprehension, (3) to learn new

information, and the last is (4) to synthesize and evaluate information.

b. The process of reading

Koten (2016), cited Johnson (1983), said that reading is a complex

behavior which involves the students’ consciousness and unconsciousness to


15

solve problem with various strategies. The strategies can be used to build a model

of meaning to comprehend, interpret, evaluate, and appreciate what they have

read.

According to Wolfe and Nevills (2004), reading is created by two main

processes, namely: decoding and comprehension. The decoding means being

available to connect letter strings to respond units of speech which is presented in

order to make sense of it. While comprehension means a higher order cognitive

and linguistic reasoning. The comprehension includes intelligence, vocabulary,

and syntax that help students to gain meanings from the text that they read.

Koten (2016) also mentioned about another expert such as Paran (1996)

who stated that reading is an interactive process between a reader and a text which

leads to the reading fluency. It also means that reading is an activity that involves

constant guesses that are later rejected or confirmed because not all readers read in

the same way. Some of the readers only rely on a number of words or cues to get

the idea from the text.

c. Teaching Reading

According to Oliviana (2011), teaching reading there are nine principles of

teaching reading. Cited from Cushenbery (1985), Oliviana (2011) mentioned that

teaching reading for Senior High School students can use four out of nine

principles because there are enough for teaching. In her book, Oliviana (2011)

stated that these four aspects are important for teachers because the principles

affect the teachers’ perspective in making lesson plan, giving time allocation for


16

teaching reading, and positioning reading in curriculum. These four out of nine

principles are:

1) Developing meaningful program of content area in reading instruction

2) The reading curriculum should be broadly based and include important areas

such as word attack, comprehension, vocabulary, and study skills.

3) No specific method in teaching reading which is totally sufficient the needs

of all students.

4) To be sure that all curricular activities are directed toward the fact that

reading activities should be suitable to help ensure that reading is a pleasurable

and enjoyable activity for students.

5. Teaching Reading Strategies

Koten (2016) stated that according to Urquhart and Weir (1998), reading is

a process of understanding what is written, but students may not understand many

things in the text. It happens because reading in another language, which not in

the students’ own language is difficult to be understood. The teachers have to

develop strategies to overcome the problem occurred.

a. Contextual Teaching and Learning

According to Sears (2003), Contextual Teaching and Learning (CTL) is a

concept that helps teachers to relate subject in a class to real-world situations. This

concept motivates students to take charge of their own learning and make

connections between knowledge and its applications to use in their lives as family

members, citizens, and workers. The purpose of CTL is to help the students to


17

receive high achievements. Through this primary goal, students are able to

recognize the possess unique skills, interests, and cultural background. In CTL

classroom, the students will feel valued and learn how to respect others.

Sears (2003) explained that in CTL, teachers are aimed to develop

students’ ability to communicate effectively, apply core instructional concept, be

self-sufficient as individuals, be responsible team members, solve problems, and

integrate knowledge. The teachers have to have the requirements such as:

a) Design instruction for students from diverse culture

b) Create a supportive learning atmosphere

c) Assess students’ progress using multiple sources and communicate the

learning results

d) Reflect and evaluate at the end of teaching and learning process

e) Collaborate with parents and another teacher to help students work together

in team

f) Demonstrate content knowledge

g) Demonstrate or telling experience the real-life skills to help the students

apply it to their life situation

Cited from Sears (2003), CTL is suitable for Senior High School students,

as long as it is based on the syllabus that is used in the school, school curriculum,

and field experiences to show how the teachers can help the students to achieve

the goal of CTL.

Related to teach reading in class using CTL, Fatmawati (2009) stated that

teaching reading with CTL gives some contributions to learning activities for the


18

students. This approach makes students construct their understanding in reading

text and in the end of the learning processes, students tend to increase their

comprehension in the text which they have read.

b. Cooperative Learning

Felder and Brent (2007) defined Cooperative learning as an approach to

group work that minimizes the unpleasant situations and maximizes the learning

and satisfaction from the result of working on a high-performance team. A large

and rapidly growing body of research confirms that Cooperative learning is

having the effectiveness in higher education. Relative to students taught

traditionally—i.e., with instructor-centered lectures, individual assignments, and

competitive grading—cooperatively taught students tend to exhibit higher

academic achievement, greater persistence through graduation, better high-level

reasoning and critical thinking skills, deeper understanding of learned material,

greater time on task and less disruptive behavior in class, lower levels of anxiety

and stress, greater intrinsic motivation to learn and achieve, greater ability to view

situations from others’ perspectives, more positive and supportive relationships

with peers, more positive attitudes toward subject areas, and higher self-esteem.

Felder and Brent (2007) also mentioned some reasons why cooperative

learning works as well as it does. Cooperative learning makes students learn more

by doing something active while watching and listening to both cognitive

psychologists and effective teachers. The other benefits of using cooperative

learning are that cooperation enhances learning in several ways. If Weak students

working individually, they tend to give up when they get stuck; but when they are


19

working cooperatively, they will keep going. Then, for strong students who face a

task of explaining and clarifying material to weaker students often find gaps in

their own understanding and fill them in. Students who are working alone likely to

delay finish their assignments or skip them altogether, but when the students

know that other people are counting on them, they will feel motivated to do the

assignments in a timely manner.

Then, Handyan (2013) stated that many efforts have been made in

teaching reading to students. In his research of implementing cooperative

learning method to teach reading comprehension, Handyan (2013) found out that

cooperative learning method to teach reading can make the students’

understanding became easier. It is because cooperative learning triggers the

students to help each other. The findings of his research is that cooperative

learning methods can improve the students’ comprehension in reading and the

students give positive responses since the students stated that cooperative

learning methods were fun and helped them in understanding texts.

To sum up the theory of reading, the researcher concludes that reading is

important for students’ literary experience and the students can gain information,

where they can understand how the world is and the reason why the things

happen. When the students have learned about reading, they can use their

knowledge to build a model of meaning to comprehend, interpret, evaluate, and

appreciate things with what they have read. For teachers, there are four principles

in teaching reading that affect the teachers’ perspective in making a lesson plan,

giving time allocation for teaching reading, and positioning reading in a


20

curriculum. These four aspects namely: (1) Developing meaningful program of

content area in reading instruction, (2) The reading curriculum should be based

and include important areas such as word attack, comprehension, vocabulary, and

study skills, (3) No specific method in teaching reading to sufficient the needs of

all students, (4) To be sure that all curricular activities to help students to ensure

that reading is a pleasurable and enjoyable activity for students.

Then, in teaching reading, there are two strategies to develop to overcome

the problem occurred in class, namely: Contextual Teaching and Learning and

Cooperative Learning. Contextual Teaching and Learning (CTL) helps the

students to connect what they have learned in class with the outside world. It

motivates students to apply their knowledge in their daily life. The purpose of

using CTL in reading is to help the students receive high achievements. CTL is

suitable for the researcher when conducted the research because the researcher

makes the designed material based on the syllabus that is used in the school,

school curriculum, and field experiences to help the students to achieve the goal

of CTL. While using the CTL, the researcher also uses Cooperative Learning as

an approach to group work to maximize the students’ learning process and receive

a high-performance team.

6. School Based Curriculum

According to Oliviana (2011), School Based Curriculum or Kurikulum

Tingkat Satuan Pendidikan (KTSP) is the curriculum which has been used in

Indonesia since the academic year 2007/2008. The implementation of the

curriculum is based on Undang Undang No. 20 Tahun 2003 about National


21

Education System and Peraturan Pemerintah Indonesia No. 19 Tahun 2005. It

mentions that some standards of the curriculum are the minimum criteria of an

education system. The standards include the content standard, process standard,

graduates’ competence standard, teacher standard, facilities standard, and

management standard.

Oliviana (2011) says that to form the syllabus, some of the schools in

Indonesia which still uses the curriculum, have to prefer to Peraturan Menteri

Pendidikan Nasional No. 22 Tahun 2006 about Content Standard (Standar Isi),

Peraturan Menteri Pendidikan Nasional No. 23 Tahun 2006 about Competence

Standard (Standar Kompetensi), and Peraturan Menteri Pendidikan Nasional No.

24 Tahun 2006 about the implementation.

English literacy in KTSP has several levels, such as: performative,

functional, informational, and epistemic level. Performative level makes people

learn reading, writing, listening, and speaking using symbols. Then, functional

level use language to fulfill the daily needs like reading text. Meanwhile, in

informational level states that people are able to access knowledge using language

mastery. Lastly, epistemic level aims to make people be able in expressing

knowledge to the target language. According to KTSP, senior high school

students are expected to obtain the English competence in informational level.

KTSP, which is applied in English subject, intends to make students

increase the oral and written communication. It uses to gain the level of

Information literacy, be aware of the nature and importance of English in


22

developing the nation's competitive ability in the global world, and expand

students' understanding of language and culture.

The Standard Competence of English reading skill for a tenth grade of

senior high school is stated on the second semester. It is said to express the

meaning of a short functional text and simple monolog in a form of narrative in

daily life. The basic competence of this standard competence is showing the

meaning of a narrative text. It is needed to obtain the indicators: using simple past

tense in telling stories, telling stories to others, and becoming the storyteller.

B. Theoretical Framework

In this section, the researcher explains how the theories that are presented

in the theoretical description help the researcher conduct this research. In

designing the digital storytelling for supplementary reading material in senior high

school, the researcher used the cycle of educational research and development

combined with the theory of digital storytelling, Powerful Technology Tool for

the 21st Century Classroom, the theory of reading, and the theory of teaching

reading strategies. Those theories are used to create the supplementary reading

material based on the KTSP curriculum.

There are 10 steps in the theory of research and development to create the

product of supplementary learning. However, in conducting this research, the

researcher only used 5 of those steps because these 5 steps are enough to produce

the product of R&D as explained by the theory in Theoretical Description. The

researcher discovered new knowledge and answer practical questions to improve


23

the educational practice in 5 steps of R&D. The steps that was used by the

researcher namely (1) Research and Information collecting to the review of

literature, classroom observation, and the preparation, (2) Planning to define

skills, stating objectives which determine course sequence, and the small-scale

feasibility testing of the students, (3) Developing preliminary form of product to

prepare the researcher's instructional material, handbooks, and evaluation devices,

(4) Preliminary field testing used by the researcher to conduct the research

involving 6 up to 12 participants to do interview, do observation, and spread

questionnaire to obtain the data and analyze them (5) Main product revision as

suggested by the preliminary field-test result.

In using the R&D cycle, the researcher combined it with a theory of digital

storytelling, Powerful Technology Tool for the 21st Century Classroom, the

theory of reading, and the theory of teaching reading strategies. As mentioned in

the theoretical description, storytelling connects generations of the past with the

present and future to form, pass on, or reformulate wisdom, values, and beliefs.

Besides, digital storytelling has emerged over the last few years as a powerful

teaching and learning tool that engages both of teachers and students. Robin

(2008) says classroom which is used the technology product will show vastly

different outcomes with the one which did not use the technology product as the

media. It is well explained that content integration which is supported by powerful

computer technologies is needed. Furthermore, the impact that computer

technology has on students is much more meaningful when it affects higher order

thinking skills, not just the test scores. In conducting this research, the researcher


24

encouraged students to gain 21st-century literacy skills by using the latest

technology to communicate effectively (Jakes & Brennan, 2005), the digital

storytelling. The aim of combining digital storytelling, the theory of Powerful

Technology Tool for the 21st Century Classroom, the theory of teaching reading,

and the theory of teaching reading strategies is helping the students to develop

enhanced communication skills (Robin, 2008, p.224). In designing the lesson

plan, the researcher created the lesson plan based on the teaching reading theory

to make the learning process become meaningful and effective. The

supplementary reading material are related to the KTSP curriculum English

subject class X. It says in basic competence number (11.2) the students have to

analyze the meaning of the simple narrative in a form of narrative text. It means

that the indicators of the basic competence are students will have to learn about

simple past tense, telling stories orally, and become a storyteller. The product of

this research uses the instructional material, and the theory of extensive reading as

cited on Elley (2001), Day and Bamford (1998), and Krasen (1993), to help

students gain the reading ability, linguistic competence, vocabulary, spelling, and

writing. Besides, the researcher designed the material based on students learning

center, the students have to be active. Moreover, the students are supposed to

learn English with the help of network learning based on multimedia and mass

media development to achieve the goals of the basic competence.


25

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology that is used for the research and

analysis. The methodology is used to answer the research question in Chapter I. It

includes research method, research setting, research participant, instruments and

data gathering technique, and data analysis technique.

A. Research Method

In order to answer the research questions about how the indigenous story

of Yogyakarta designed into a form of digital storytelling material and how the

design of the material looks like, the researcher used qualitative research and the

Research and Development (R&D) methods.

1. Qualitative Research

Qualitative research is based on a different from the philosophical

approach, which sees the individual as a unique social reality. It helped the

researcher to understand human behaviors by focusing on meanings. The result of

the qualitative research study was a narrative report to understand the social

reality experienced by the participants (Ary et al, 2010, p.23).

2. Research and Development (R&D)

Research and Development (R&D) used to design new products to make

specific criteria of effectiveness, quality, or similar standard (Borg & Gall, 2007,

p.589). In the book of Educational Research: An Introduction, Borg and Gall say


26

that the research can improve the education of the school through a product. There

are some steps in R&D cycle. According to Borg and Gall (1983, p.771-772),

R&D cycle is a process to develop and validate educational product in a form of

teaching material, teaching methods, and method for organizing instruction. The

goal of this cycle is to develop and integrate a product by combining educational

research and practice. The researcher used the R&D to conduct this research.

There are ten major steps of R&D to design the material, but the researcher only

used 5 steps in doing this research. Those are explained below:

a. Research and Information collecting

In research and information collecting, the R&D cycle included the review

of the literature, classroom observation, and the preparation.

b. Planning

Planning cycle included the defining skills, stating objectives determining

course sequence, and the small-scale feasibility testing.

c. Development Preliminary Form of Product

In this step, the researcher prepared the instructional material, handbook,

and evaluation devices.

d. Preliminary Field Testing

In preliminary field testing, the researcher conducted the research in 1 up

to 3 schools involving 6 up to 12 subjects. Then, the researcher did an interview,

do observational, and spread questionnaire to collect the data and analyze them.


27

e. Main Product Revision

In this step, the main product revised as suggested by the preliminary

field-test result.

B. Research Setting

The research was held in Sanata Dharma University for designing of

survey research (pre-design survey) and the last survey research for expert

validation. The research started on October 22, 2016, it ended on May 25th, 2017.

Therefore, the researcher spent six months and 3 days in doing the research.

C. Research Participant

According to Ary et al (2010, p. 428), the researcher should select

sufficient purposive sample to provide maximum insight and understanding, and

focus on discipline in a school system by doing personnel to interview a teacher

(p.429). Then, the researcher developed a plan to sample the personnel in order to

make a judgment that will provide an accurate picture of attitudes and disciplinary

techniques employed in the school system.

To obtain the data, the researcher used two groups of respondents; they

were divided into the groups below:

1. Research and Information Gathering

In order to gather the information about the students' needs and the

characteristics in class, the researcher distributed some questionnaires to the

students and interviewed to an English teacher of SMA Negeri 1 Cangkringan.


28

The research involved the first respondent's group. However, in the second group,

the research did not involve the students because they did not have any

background needed to be related to the senior high school.

2. Preliminary Field Testing

The participants of this step were two lecturers of Sanata Dharma

University and the English Teacher from SMA Negeri 1 Cangkringan. They

expected to give the researcher some evaluations about the designed material and

to be the evaluators. Therefore, the researcher could obtain comments, feedbacks,

and evaluations needed to revise the designed material.

D. Instruments and Data Gathering Technique

The researcher used two kinds of instruments in this research, namely

interview and questionnaire. According to Seidman (2006), there is forth a

framework for in-depth understanding in interviewing that involves conducting

three times interview by days or weeks. The first interview focuses on the context

of experience and sometimes referred to focus on life history. The second

interview asks respondents to reconstruct details of experience in the present. The

third interview is about reflecting on meaning. This interview will supply large

volumes of in-depth data rather quickly (Ary et al, 2010, p. 439). Then, the next

instrument that was used in this research is a questionnaire. The questionnaire was

widely used as a source of data in studies in education. It provides information

used in education because questionnaire has the advantage of guaranteeing

confidentiality or anonymity, thus perhaps eliciting more truthful responses than


29

what would be obtained with a personal interview (Ary et al, 2010, p. 384).

Therefore, using the questionnaire was more effective in this research.

1. Instruments for Research and Information Collecting

This research used two kinds of instrument, those were interview and

questionnaire. The interview was held to collect the data from the teacher about

the reading activities that are done in class. The teacher was expected to give the

information honestly related to the teaching-learning process in class. Then, the

questionnaires given to the students in senior high school provided the researcher

the information that was needed for this research.

2. Instruments for Preliminary Field Testing

To collect the feedbacks, comments, and the suggestion from SMA Negeri

1 Cangkringan, the researcher distributed some questionnaire to the students of

the school. The questionnaires focused on the respondents' opinions about the

content and the layout of the designed material and the learning activity in class.

Then, in Data Gathering Technique, the researcher held the interview and

used the questionnaires to collect the data from the respondents. After that, the

designed material were examined by the validators. They are two lecturers of

Sanata Dharma.

E. Data Analysis Technique

According to Ary et al (2010, p.481), data analysis in qualitative research

is the most complex and mysterious phase. It is a time-consuming and difficult

process because the researcher faces massive amounts of information which must


30

be examined and interpreted. The analysis technique involves discovering what is

important. The researcher must organize what was heard and read to create clear

explanations.

Maxwell (2005, p. 95) describes "The experienced qualitative researcher

begins data analysis immediately after finishing the first interview or observation,

and continues to analyze the data." The data research was obtained from

interviewing the students of the senior high school and analyzing the data. After

that, the researcher could represent the data in a form of descriptive paragraph to

make the supplementary reading material for Senior High School (Creswell,

2007).


31

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results which have been analyzed in the

methodology. In addition, the chapter elaborates the interpretation of the finding

in research questions. Therefore, it is divided into two parts. The first explains

about the designing process of the digital storytelling material about the ancient

story in Yogyakarta, and the second part answers the questions about the designed

digital storytelling material.

A. The Digital Storytelling

The first part answers the first research question: How is the indigenous

story of Yogyakarta designed in a form of digital storytelling? To answer the

question, the researcher was using the Research and Development (R&D) method

proposed by Borg and Gall in producing the digital storytelling. The R&D method

is explained below.

1. Research and Information Collecting

Research and Information Collecting is the first step in R&D cycle. The

researcher collected the review of the literature, did the classroom observation,

and made some preparations. While conducting the literature review to collect the

theories of reading and its teaching method, the description of School-Based

Curriculum (Kurikulum Tingkat Satuan Pendidikan or KTSP), and the nature of

digital storytelling, the researcher did classroom observation for two weeks to


32

know the characteristics of the students in SMA Negeri 1 Cangkringan and how

they learn in English Class. These theories were important because there is

foundation to create the designed material as explained in Theoretical Framework,

chapter II. Then, to complete the information, the researcher distributed

questionnaires and did an interview to the research respondents. The respondents

consisted of 27 tenth grade students of SMA Negeri 1 Cangkringan in class B and

one English Language teacher of SMA Negeri 1 Cangkringan. The questionnaires

and interview were done on February 22, 2017, until February 28, 2017.

a. The result of the questionnaire

Students are using Javanese 55. 3% in their daily life. However, they are

interested in reading English book, about 42. 3% students and 42. 8% students

said that they have enough ability to read English book. Some of their weaknesses

in reading are vocabulary (72. 2%), long paraphrase text (17. 2%), and media of

reading text (10. 4%). The 67. 9% students said that reading in school is not really

interesting because the media for reading was mostly 55. 5% adapted from school

book and the 67. 9% students only have limited reading sources from the internet.

The 33. 3% students think that it is not enough to fulfill their reading needs.

Actually, 29. 6% students like reading in English. The topics that interest

them are tourism (46. 4%) and the news update of teenager field (10. 7%). Asking

about digital storytelling, the 39. 2% students want to learn reading with the

media because the topics are also related to their interesting. Besides, they have

the internet access in a week like 25% always and 66. 7% often. When the

researcher asked about digital storytelling, they said that they need a story with


33

colorful (14. 9% students) and moving picture (33. 3% students), and clear

explanation (44. 4% students) about some unusual phrase. However, only 42. 3%

students familiar with digital storytelling

b. The result of the interview

The researcher did an informal interview to the English Language teacher

of SMA Negeri 1 Cangkringan on February 28th, 2017. The questions that asked

were about the need of the students in reading material, their difficulties in

mastering the reading skills, the method in teaching reading lesson, the source that

was usually used in teaching reading, how to motivate students, how effective the

digital storytelling was when it was applied to reading class, and whether digital

storytelling was enough to fulfill the need of teaching reading for the students.

There were some points showed in the informal interview with the English

Language teacher of SMA Negeri 1 Cangkringan. Basically, the students in SMA

Negeri 1 Cangkringan are obliged to master the reading skill. The school also

provides a time each morning called "literasi (a literacy campaign)", the students

are given 15minutes to read all the literature books which they like to improve

their reading skills. In literacy campaign, actually, it was not really effective

because students can easily forget what they read and they always read the

random literature book every day. Therefore, they did not really understand the

purpose of their readings.

Then, SMA Negeri 1 Cangkringan is not only doing the literacy campaign,

but also a campaign about school which based on Adiwiyata System. It is the

system to build a better school environment based on go-green understanding.


34

Reading the textual book is not the goals of the system because the school prefers

to use paperless kinds of stuff. Therefore, Literasi is against Adiwiyata system

because, in Literasi, the students are using a textual book.

According to the interview, the teacher said that students had a big interest

in digital storytelling. It was because the digital storytelling is using paperless

stuff. It is interesting for the students because of the sounds and colorful pictures.

However, there were also difficulties that the students might face in reading skill,

one of them is mastering the vocabulary. Usually, there are no specific methods in

teaching reading which is used by the teacher. There was also no specific source

in reading sections. The teacher stated that the students take randomly chosen a

book from the library. Therefore, if the book that they had read is borrowed by

other students, they had to start reading from the beginning with a new book.

In reading class, the teacher motivated students to be interested in reading

sections by giving assignments, such as making a short movie related to narrative.

Nevertheless, there were no specific media in teaching reading in school. A digital

storytelling sometimes used to make students pay more attention to learn in class.

The teacher said that it is really effective for teaching reading in school because it

is paperless and suit their campaign about school which is based on Adiwiyata

System. In summary, digital storytelling is good to be applied in SMA Negeri 1

Cangkringan and it helps to fulfill the need to the students’ study in mastering the

reading skills.


35

From the result of the Research and Information Collecting, the researcher

concluded the points below:

1) Students are interested in reading English book (42. 3%) and some students

(42. 8%) have enough ability to read English book

2) Their weaknesses in reading are: vocabulary (72. 2%), long paraphrase text

(17. 2%), and media of reading text (10. 4%)

3) The students (67. 9%) only have reading sources from the internet. The

students (33. 3%) think that it is not enough reading sources.

4) The topics that they like are about: tourism (46. 4%) and the updated news

from juvenile environment (10. 7%)

5) They have the internet access in a week like always (25%) and often (66. 7%)

6) The students need a digital storytelling with a colorful (14. 9%) and moving

picture(33. 3%), and clear explanation (44. 4%) about some unusual phrase

7) The students in SMA Negeri 1 Cangkringan are obligated to master the

reading skill.

8) "Literasi (a literacy campaign)" is a 15minutes time for students to read all

the literature textual books which not really effective because students did not

really grasp the purpose of their readings.

9) However, SMA Negeri 1 Cangkringan is a school which based on Adiwiyata

System thus they rely on paperless stuff.

10) In reading class, the teacher motivates students by giving assignments, such as

making a short movie to make narrative sections become interesting.


36

11) Digital storytelling makes students pay more attention to learn in reading

class.

12) The teacher said that digital storytelling is really effective for teaching reading

13) Digital storytelling is good to be applied in SMA Negeri 1 Cangkringan and it

helps to fulfill the need to students study in mastering the reading skills.

2. Planning

After doing the first step about information collecting, the researcher was

doing the second step called Planning. In planning cycle, the researcher included

the defining skills, stating objectives to determine the course consequence, and the

small-scale feasibility testing..

a. The defining skills

The defined skills of the research are about the reading skill, especially in

narrative text. The researcher referred to Chamberlain (2008) and Koten (2016),

who cited Johnson (1983), who stated that reading is important for students’

literary experience and the students can gain information to know how the world

is and the reason why the things happen. The students can use their knowledge to

comprehend, interpret, evaluate, and appreciate things with what they have read.

Then, the researcher specify the reading skill in narrative text because the

researcher created the media of digital storytelling which tends to be more

effective and personal to teach in class. Students’ interpretation and experience

can create a new meaning and knowledge in learning process.


37

b. Stating objectives

In stating the learning objectives, the researcher referred to KTSP and

school syllabus of SMA Negeri 1 Cangkringan. The objectives were reflected in

the Competency Standard and Basic Competence. For digital storytelling, the

competency is reading. The competency standard is stated in competency standard

11 which said to understand the short functional text in a form of narrative to

access the knowledge. While the basic competence is stated in point 11.2 which

said to respond the meaning and rhetoric steps in simple essay accurately and

fluently to be applied in the daily life context to access the knowledge in a form of

narrative text.

In this step, the researcher also designed the material for reading skill that

will use the time allocation 4x45 minutes and divided into two meetings.

Therefore, the material will use 180 minutes.

c. Small scale feasibility testing

This part is designed based on competency standard, basic competence,

theme, and indicators of the narrative sections which are referred to school’s

curriculum and syllabus. The researcher divided activities in class into three parts:

1) Warming Up

Students are given the overview about the material that will be taught. The

orientation was presented in a form of daily story to bridge to the topic. In the

class, the researcher told about the researcher’s experience about Sundak Beach

and asked the students if they were having the same experiences.


38

2) Main Activity

In the main activity, the researcher created the material which included

identifying the narrative generic structure, answering the questions in a form fill

in the blanks, essay questions, and a vocabulary quiz. Then, the students are asked

to work in a group to do jumbled sentence game and match the sentences and the

word. After doing the activity, the teacher will confirm the understanding of the

students by asking some questions related to the activity.

3) Closing

In the closing activity, the researcher summarized all the material that have

been taught for a day and asked the students to conclude what they have learnt.

Then, the researcher asked for the reflection along the activity. Homework also

may be added in this part.

3. Develop preliminary form of product

Based on the output of planning steps, the researcher developed the digital

storytelling which would be taught in class. The objective of the lesson plan was

defined from KTSP as the school curriculum. The theme of the material is adapted

from the indigenous legend from Yogyakarta. The researcher, herself, created the

story and twisted it a bit. While creating the story, the researcher combined it with

the need and the school system of SMA Negeri 1 Cangkringan, referred to school

based on Adiwiyata System as the campaign of SMA Negeri 1 Cangkringan.

The Digital storytelling that was created by the researcher served as a

model for the motivation of the students to create an original product when they

have to produce an assignment without plagiarism.


39

4. Preliminary field testing

After designing the digital storytelling, the researcher gained the

evaluations and feedback from the respondents of the second groups. They are

one of English Teacher of SMA Negeri 1 Cangkringan and the two lecturers of

Sanata Dharma University. The researcher chose the English teacher of SMA

Negeri 1 Cangkringan because the teacher has taught for 27 years and almost half

of her years is in SMA Negeri 1 Cangkringan, teaching the students of tenth-grade

students. Then, the two lecturers of Sanata Dharma University were chosen

because of their teaching experiences, expertise, and their education background.

This step was started on March 28th, 2017, and it ended on May 23rd, 2017.

Table 4. 1. The Presentation of the Respondents’ Personal Information

Participants Quantity Educational

Background

Teaching Experience

S1 S2 S3 <5 years 5-10 years >10 years

Teachers 1 1 - - - - 1

Lecturers 2 - 2 - - 1 1

The questionnaire in this part is divided into two parts. The first parts

consist of 18 statements about the congruent, content analysis, analysis, feasibility

analysis, and skill analysis. The respondents are expected to choose between 1

(absolutely disagree) up to 5 (absolutely agree). The result of this parts shows that

the material are well formulated, interesting for the students, suitable for the tenth


40

grade of senior high school students in SMA Negeri 1 Cangkringan, and effective

to be used in learning in class.

Table 4. 2. The Result of Preliminary Field Testing

Po

int

of

eva

luati

on

s No Statements Number

and

Percentage

Con

gru

ent

1 The material are suitable for tenth-grade students of

senior high school

Disagree:

20%

Agree: 80%

2 The needs of students are accommodated in the material Doubt: 20%

Agree: 80%

3 The aims of English learning are congruent with the

designed material

Agree:

100%

4 The material are good enough to meet students' needs in

learning English

Disagree:

20%

Agree: 80%

Co

nte

nt

an

aly

sis

5 The warming-up activities are well elaborated to

stimulate students to develop their knowledge and relate

it to some new information on the related material

Doubt:

100%

6 The stories are well elaborated Agree:

100%

7 The stories are suitable for tenth-grade students of senior

high school

Agree:

100%

8 The comprehension questions are good enough to

facilitate students in understanding the topic being

discuss in the stories

Agree:

100%

An

al

ysi

s

9 The material are recent for students Agree:

100%


41

10 The material are attractive for students Disagree:

20%

Agree: 80%

11 The instruction is clearly distinct Agree:

100%

12 The motivation for the students is clearly distinct in the

material

Doubt: 20%

Absolutely

agree : 80%

Fea

sib

ilit

y a

naly

sis

13 The material are durable for the students Agree:

100%

14 The material are cost-effective for the students Agree:

100%

15 The material are satisfactory for the students Disagree:

20%

Agree: 80%

16 The material can be done individually and group project Agree:

100%

17 The material can be used as homework or classroom

learning activities

Doubt: 20%

Agree: 80%

Sk

ill

An

aly

sis 18 Generally, the designed material are effective for

students' reading skill improvement

Absolutely

agree: 100%

Then, the second part of the questionnaires consists of two open-ended

questions. The first question is based on the validators' comment and opinion

about the design material. The result of the first question show that it is better for

the researcher to provide the vocabulary to the reading section, the idea of local


42

culture is fascinating, and the design has served as a good model for the students

as it is originally created by the researcher.

The second question is about the suggestion of the design material. From

the validators' suggestions, the result revealed that the speed of the narrator was

faster than the appearing text, pronunciation can be made clearer, and the

transitions of the slides are poor.

From the result of the Preliminary Field Testing, the researcher concludes

the points below:

a. The material are suitable for the students. It covers the need and the aims in

learning English.

b. The content of the material is well formulated and it is suitable for the tenth of

senior high school students.

c. The material are interested in the students because the material are recent and

motivated.

d. The feasibility to use the material in class is effective for students learning.

e. Generally, the designed material are good to improve reading skill.

f. There should be provided vocabulary and the meaning before the jump to the

material.

g. The idea of local culture is fascinating, and the design has served as a good

model for the students as it is authentic.

h. The speed of the narrator, pronunciation, and the transitions should be revised.


43

5. Main Product Revision

In revising the product to have a better design, the researcher revised the

instrument based on the result of The Preliminary Field Testing. The revisions

that have been done by the researcher are as follow:

a. The narrator sound is clearer

b. The narrator sound is louder

c. The slide transition is better

d. The appearing text and the sound of the narrator are fixed

e. The italic is using for the lesson plan for English words because the lesson

plan is using Bahasa Indonesia.

f. The misspelled words were fixed

g. The acronyms that were unfamiliar is added with the explanations

h. Vocabulary part are added to the material with the meaning

B. The Designed Digital Storytelling

In this part, the researcher will show the result of the digital storytelling to

answer the second questions. It is about how the design of the material looks like.

This part is divided into two parts: the reading material and the digital

storytelling's description.

1. The Reading Material

The teaching-learning activity is divided into three parts: the pre-activity,

main activity, and closing.


44

a. Pre-activity is for stimulating and building the schemata for the students

before entering the main material. Students are given some songs with the

lyrics to build their mood, the researcher then tells about the experience about

Sundak beach to bridge into the material that will be learned and some

questions that lead to the material.

b. The main activity in this reading material is about reading. The students are

asked to identify the structure and reading the narrative text to answer the

following questions. Then, the students are asked to work in a group to do

jumbled sentence game and match the sentences and the word. After doing the

activity, the teacher will confirm the understanding of the students by asking

some questions related to the activity.

c. Closing in this activity will be making reflection and talking about the next

meeting stuff. Students also asked to tell the story based on their reflection.

Finally, students are given some home works and resume about the days'

activity.

2. The Digital Storytelling Description

The story in this research is taken from one of the indigenous stories in

Yogyakarta. The story tells about Sundak Beach. The legend of Sundak Beach is

not really popular yet, there are many versions of this story. The researcher tried

to come to the beach for five times to do observation and interview to the people

in the village to confirm the real story of the legend. Then, the researcher created

some plot-twists to make the story becomes more interesting for the reader. In

order to make the story become real, the researcher also added some photos that


45

were captured by the researcher while doing the research in Sundak Beach. The

videos are uploaded on youtube channel’s addressed on

https://www.youtube.com/channel/UCKhsy-Sm_6pY62-ntWyLLgg.

The information is explained clearly in the youtube channel. The students

are provided with the video about Sundak Beach for their learning process and

their supplementary reading material outside the class. Then, the students also

provided with the researcher’s Instagram account in the description on youtube

channel to be able to mention the researcher when they are re-telling the story of

Sundak Beach in their posting on Instagram accounts. The researcher's email,

[email protected], also provided on the youtube channel description

if the students have some questions to be asked outside the class.


https://www.youtube.com/channel/UCKhsy-Sm_6pY62-ntWyLLgg

46

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter is divided into two parts, namely: conclusions and

recommendations. Conclusions summarize the major points to answer the

research questions. The second part is the recommendation from the researcher for

the tenth students of SMA Negeri 1 Cangkringan, the English teacher of SMA

Negeri 1 Cangkringan, and future researcher.

A. Conclusions

As explained in chapter 1, this research is conducted to answer two major

problems: 1) how is the indigenous story of Yogyakarta designed into a form of

digital storytelling material? And 2) how does the design of the material look

like? To answer the first questions, the researcher used Research and

Development cycle by Borg and Gall.

There are 10 steps in the theory of Research and Development (R&D) to

create the product, but the researcher only used 5 of those steps because these are

enough to create the product that helps the researcher to discover a new

knowledge and answer the first questions. The steps that were used by the

researcher namely:

a. Research and Information collecting to the review of literature, classroom

observation, and the preparation

b. Planning to define skills, stating objectives which determine course sequence,

and the small-scale feasibility testing of the students


47

c. Developing preliminary form of product to prepare the researcher's

instructional material, handbooks, and evaluation devices

d. Preliminary field testing used by the researcher to conduct the research

involving participants to do interview, do observation, and spread

questionnaire to obtain the data and analyze them

e. Main product revision as suggested by the preliminary field-test result.

Then, to answer the second questions about the design material, the

researcher presented the digital storytelling for tenth-grade students of SMA

Negeri 1 Cangkringan. The material are designed for Adiwiyata School with

standard competency number 11 and basic competence number 11.2 about

narrative.

The teaching-learning activity is divided into three parts: the pre-activity,

main activity, and closing. Pre-activity is for stimulating and building the

schemata for the students before entering the main material. Then, the main

activity in this reading material to be asked to the students to identify the structure

and reading the narrative text to answer the following questions. After doing the

activity, the teacher will confirm the understanding of the students by asking some

questions related to the activity. The last is closing to make reflection and talking

about the next meeting stuff. Students also are given some home works and

resume about the days' activity.

The story in this research is adapted from the indigenous storytelling in

Yogyakarta about Sundak Beach. There are many versions of the legend of

Sundak Beach. The researcher tried to confirm the truth by doing the observation


48

and interview to the people in the village. To make the story more interesting for

the reader, the researcher adds some twists to the story and real photos that

captured while doing the research.

B. Recommendations

The recommendations of digital storytelling that was created by the

researcher are addressed for tenth-grade students of SMA Negeri 1 Cangkringan,

the English teacher of SMA Negeri 1 Cangkringan, and the future researcher.

1. For tenth grade students of SMA Negeri 1 Cangkringan

The digital storytelling is expected to be another source of reading outside

the class. The student will have a new medium for learning English in fun and

interesting way that suits their need and interest. It is expected to improve their

learning skill through reading. The students will have a meaningful experience in

reading material that consist of moral values, faith, cultures, and others.

2. For the English teacher of SMA Negeri 1 Cangkringan

This digital storytelling can be used as the supplementary reading material

outside the class by the English teacher. The English teachers can provide good

material related to learning reading. It will be effective for students' learning and

suits SMA Negeri 1 Cangkringan's campaign about School Based on Adiwiyata

System and Literasi campaign. However, the researcher suggested 10% of the

material can be used as the remedial test by doing the exercises or adding as

home-assignments.


49

3. Future researchers

This research will be a good reference for some future researchers in

conducting a similar research in English learning as supplementary reading

material using digital storytelling. The researcher expected that the future

researcher will be able to improve and make a better product of digital storytelling

with maintaining the authenticity of the product. Therefore, it will be more useful

and motivated for the students of SMA Negeri 1 Cangkringan.


50

REFERENCES

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Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th

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Borg, R.W., & Gall, M.D. (1983). Educational research (An Introduction). New York:

Longman, Inc.

Chamberlain, M . (2008). Research division. Wellington: Learning Media.

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foreign language (3rd

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Handyan, R. (2013). Implementation of the cooperative learning method in teaching

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Irawati, M. N. (2006). Designing a set of supplementary english instructional

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Krasen, S. D. (1983). The natural approach: Language acquisition in the classroom. San

Fransisco: Alemony Press.

Meadows, D. (2003). Digital storytelling: Research-based practice in new

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Oliviana. (2011). Designing reading blog for tenth grade students of SMA BOPKRI 2

Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

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Paul, N., & Fiebich, C. (2002). The elements of digital storytelling. Retrieved on

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http://www.citejournal.org/vol7/iss1/editorial/article1.cfm

52

Appendix 1 Research Permission Letter


53


54

Appendix 2 OF THE PRELIMINARY FIELD-TEST RESULT


55

Questionnaire

This questionnaire is needed to gather the data from the respondents to

obtain the feedback and evaluation of the designed material related to English

supplementary reading material for tenth grade students of SMA Negeri 1

Cangkringan using digital storytelling.

Respondent’s identity

Name :

Sex : M/F

Age :

Educational Bcakgroud : S1/S2/S3

Teaching experience : ........years.

As the respondents, you are expected to choose of one of these options by

circle the number which indicates your degree of agreement. The number and the

degree of agreement can be clarified below:

5 : Absolutely agree

4 : Agree

3 : Doubt

2 : Disagree

1 : Absolutely disagree


56

Point

of

evaluations

N

o Respondents' opinion on Central tendency

Congruent

1 The material are suitable for tenth grade students of senior high school 1 2 3 4 5

2 The needs of students are accommodated in the material 1 2 3 4 5

3 The aims of English learning are congruent with the designed material 1 2 3 4 5

4 The material are good enough to meet students’ needs in learning English 1 2 3 4 5

Content

analysis

5 The warming-up activities are well elaborated to stimulate students develop their knowledge

and relate it with some new information on the related material 1 2 3 4 5

6 The stories are well elaborated 1 2 3 4 5

7 The stories are suitable for tenth grade students of senior high school 1 2 3 4 5

8 The comprehension questions are good enough to facilitate students in understanding the topic

being discuss in the stories 1 2 3 4 5

Analysis

9 The material are recent for students 1 2 3 4 5

1

0 The material are attractive for students 1 2 3 4 5

1

1 The instruction is clearly distinct 1 2 3 4 5

1

2 The motivation for the students is clearly distinct in the material 1 2 3 4 5

Feasibility

analysis

1

3 The material are durable for the students 1 2 3 4 5

1

4 The material are cost-effective for the students 1 2 3 4 5

1

5 The material are satisfactory for the students 1 2 3 4 5

1

6 The material can be done individually and group project 1 2 3 4 5

1

7 The material can be used as homework or classroom learning activities 1 2 3 4 5

Skill

Analysis

1

8 Generally, the designed material are effective for students’ reading skill improvement 1 2 3 4 5

1. Comment or opinion about the designed material:

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................


57

........................................................................................................................

........................................................................................................................

.........................................

2. Suggestion or criticism about the designed material:

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

.........................................

Thank you so much. Have a nice day


58

Appendix 3 THE SYLLABUS OF BAHASA INGGRIS I CLASS


59

SILABUS PEMBELAJARAN

Nama Sekolah : SMA Negeri 1 Cangkringan

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 2

Standar Kompetensi Kompetensi Dasar

Alokasi

Waktu

(jam)

Keterangan

SEMESTER GENAP

Mendengarkan

7 Memahami makna dalam

percakapan transaksional

dan interpersonal dalam

konteks kehidupan

sehari-hari

7.1 Merespon makna

dalam percakapan

transaksional (to get

things done) dan

interpersonal

(bersosialisasi) resmi

dan tak resmi secara

akurat, lancar dan

berterima yang

menggunakan ragam

bahasa lisan

sederhana dalam

berbagai konteks

kehidupan sehari-hari

dan melibatkan tindak

tutur: berterima

kasih, memuji, dan

mengucapkan selamat

2


60

7.2 Merespon makna

dalam percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima yang

menggunakan ragam

bahasa lisan

sederhana dalam

berbagai konteks


dan melibatkan tindak

tutur: menyatakan

rasa terkejut,

menyatakan rasa tak

percaya, serta

menerima undangan,

tawaran, dan ajakan

2

8 Memahami makna

dalam teks fungsional

pendek dan monolog

yang berbentuk

narrative, descriptive, dan

news item sederhana

dalam konteks kehidupan

sehari-hari

8.1 Merespon makna yang

terdapat dalam teks

lisan fungsional

pendek sederhana

(misalnya

pengumuman, iklan,

undangan dll.) resmi


akurat, lancar dan

berterima dalam

berbagai konteks


2

8.2 Merespon makna

dalam teks monolog

sederhana yang

menggunakan ragam

bahasa lisan secara

akurat, lancar dan

berterima dalam

6


61

konteks kehidupan

sehari-hari dalam teks

berbentuk; narrative,

descriptive, dan news

item

Berbicara

9 Mengungkapkan makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

9.1 Mengungkap-kan

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima dengan

menggunakan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

sehari-hari dan

melibatkan tindak

tutur: berterima kasih,

memuji, dan

mengucapkan selamat

2

9.2 Mengungkap-kan

makna dalam

percakapan


things done) dan

interpersonal

(bersosiali-sasi) resmi


akurat, lancar dan

berterima dengan

mengguna-kan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

sehari-hari dan

2


62

melibatkan tindak

tutur: menyatakan

rasa terkejut,

menyatakan rasa tak

percaya, serta

menerima undangan,

tawaran, dan ajakan



pendek dan monolog

sederhana berbentuk

narrative, descriptive dan

news item dalam

konteks kehidupan

sehari-hari

10.1 Mengungkap-kan

makna dalam bentuk

teks lisan fungsional

pendek (misalnya

pengumuman, iklan,


dan tak resmi dengan

menggunakan ragam

bahasa lisan

sederhana dalam

berbagai konteks


2

10.2 Mengungkap-kan

makna dalam teks

monolog sederhana

dengan menggunakan

ragam bahasa lisan

secara akurat, lancar

dan berterima dalam

konteks kehidupan


berbentuk: narrative,


item

18

Membaca

11 Memahami makna teks

fungsional pendek dan

esei sederhana berbentuk


news item dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

11.1 Merespon makna


pendek (misalnya

pengumuman, iklan,



akurat, lancar dan

berterima yang

menggunakan ragam

2


63

pengetahuan bahasa tulis dalam

konteks kehidupan

sehari-hari

11.2 Merespon makna

dan langkah-langkah

retorika dalam esei

sederhana secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

pengetahuan dalam

teks berbentuk

narrative, descriptive,

dan news item

12

Menulis


dalam teks tulis

fungsional pendek dan

esei sederhana berbentuk


news item dalam

konteks kehidupan

sehari-hari

12.1 Mengungkap-kan

makna dalam bentuk

teks tulis fungsional

pendek (misalnya

pengumuman, iklan,



akurat, lancar dan

berterima yang

menggunakan ragam

bahasa tulis dalam

konteks kehidupan

sehari-hari

2

12.2 Mengungkap-kan

makna dan langkah

retorika dalam esei

sederhana secara

akurat, lancar dan

berterima dalam

konteks kehidupan


berbentuk narrative,


item

12


64

UTS

2

13-18 Maret

2017

UKK 2 1-8 Juni 2017

Jumlah 72

68jam efektif,

2jam cadangan,

2 jam UTS, 2jam

UKK


65

Appendix 4 REVISED RPP OF BAHASA INGGRIS I CLASS


66

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

A. Identitas

Nama Sekolah : SMAN 1 Cangkringan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X / 2

Standar Kompetensi : Membaca

11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk

narrative, descriptive, dan news item dalam konteks kehidupan sehari-

hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar :

11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana

secara akurat dan lancar dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan dalam teks berbentuk narrative.

Indikator :

1. Memahami arti dari kata yang terdapat dalam teks narrative yang dibaca

2. Mengidentifikasi generic structure narrative yang dibaca dengan benar

3. Mengidentifikasi komplikasi dalam sebuah cerita narrative

4. Mengurutkan teks narrative yang dibaca dalam bentuk jumbled word dengan

benar

5. Melengkapi teks narrative dalam materi fill in the blank dengan benar

6. Membuat teks narrative dengan benar dan menceritakannya dalam kelompok

ataupun di depan kelas

Alokasi: 4x45 menit (2 pertemuan)

B. Tujuan Pembelajaran

Siswa dapat memahami arti dari kata yang terdapat dalam teks narrative yang

dibaca

Siswa dapat Mengidentifikasi generic structure narrative yang dibaca dengan

benar

Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi

Siswa dapat mengurutkan teks narrative yang dibaca dalam bentuk jumbled word

dengan benar

Siswa dapat melengkapi teks narrative dalam materi fill in the blank dengan benar

Siswa dapat membuat teks narrative dengan benar dan menceritakannya dalam

kelompok ataupun di depan kelas


67

C. Materi Pokok

Identifying the structure of narrative texts;

Reading and understanding narrative texts.

The Story of Sundak Beach

A Legend from Yogyakarta

One day, in the morning, a dog (in Javanese called Asu), found his master,

Arjasangku, dehydrated. Seeing this, the dog looked for the water sources near the

beach. Then, he met a hedgehog near the beach. He asked the hedgehog.

“Excuse me, why are you wet?”

“Oh, I accidentally fell when I drank near a well.”

“The well? Water sources? Where?”

“Yes, wait a minute, I will bring you the water”

Some minutes passed, the hedgehog came back and brought some water.

“Where did you find it?”

“It’s secret, buddy.”

Curious, the dog followed the hedgehog until the hedgehog entered a cave, at the

east of the beach.

“There you are, why are you hiding this place? Don’t you know, the

people in this village are looking for water sources.”

“I don’t care, they chase me away. I just want to have an owner, like you,

but they expelled me. As long as I can have the water for myself, why do

I have to share it with them?”

“What an arrogant hedgehog!”

After the conversation, the dog fought with the hedgehog. He ate half of

the hedgehog’s body, then left it because he remembered that he had to bring the

water for his master. Picking up the water with the coconut shell, he brought the

water to his master.

Seeing the wound on his dog’s body and some hedgehog’s thorns on his

mouth, Arjasangku asked where the dog had been to get those wounds and thorns.

The dog then ran and bit Arjasangku’s cloth to make Arjasangku follow him.

When they arrived at the cave, Arjasangku found the water sources and the half of

the hedgehog’s body. He realized that his dog was fighting with the hedgehog.

Now, the people in the village have the water sources for their daily need,

there is no one dehydrated anymore. To thank the dog, since then, the beach is

called Sundak beach, which means Asu Landak (the dog and the hedgehog).


68

D. Metode Pembelajaran/Teknik:

Pendekatan : Contextual Teaching and Learning (CTL)

Strategi Pembelajaran : Cooperative Learning

E. Kegiatan Pembelajaran

Pertemuan 1

Tahap

kegiatan

Kegiatan Pembelajatan Kegiatan Alokasi

Waktu

Kegiatan awal Mengucapkan salam

dengan ramah kepada

siswa ketika memasuki

ruang kelas

Mengecek kehadiran

siswa

Mengaitkan

materi/kompetensi yang

akan dipelajari

Dengan merujuk pada

silabus, RPP, dan bahan

ajar, menyampaikan

butir karakter yang

hendak dikembangkan

selain yang terkait

dengan SK/KD

Siswa berdiskusi

mengenai materi yang

akan dibahas

Tatap Muka 15’

Kegiatan inti Eksplorasi

Dalam kegiatan eksplorasi guru:

Memberikan stimulus

berupa pemberian materi

mengenai makna kata

dan kalimat dalam teks

komplikasi dalam

sebuah cerita narasi

Mendiskusikan materi

bersama siswa mengenai

makna kata dan kalimat

dalam teks komplikasi

Tatap Muka 65’


69

dalam sebuah cerita

narasi

Memberikan

kesempatan pada peserta

didik

mengkomunikasikan

secara lisan atau

mempresentasikan

mengenai makna kata


komplikasi dalam


yang berhubungan

dengan penyelesaian

suatu soal.

Siswa

diminta membahas

contoh soal dalam Buku

: Bahan Ajar Bahasa

Inggris mengenai makna

kata dan kalimat dalam

teks komplikasi dalam


Kegiatan

penutup Siswa diminta membuat

rangkuman dari materi

mengenai cara membaca

nyaring bermacam

wacana ragam tulis yang

di bahas dengan ucapan

dan intonasi yang benar,

mengidentifikasi topik

dari teks yang dibaca

dan informasi tertentu.

Siswa dan Guru

melakukan refleksi

terhadap kegiatan yang

sudah dilaksanakan.

Siswa diberikan

pekerjaan rumah (PR)

berkaitan dengan materi

mengenai makna kata


komplikasi dalam

sebuah cerita narasi.

Menyampaikan rencana

Tugas

Mandiri

10’


70

pembelajaran pada

pertemuan berikutnya.

Pertemuan 2

Tahap

kegiatan

Kegiatan Pembelajatan Kegiatan Alokasi

Waktu

Kegiatan awal Mengucapkan salam

dengan ramah kepada

siswa ketika memasuki

ruang kelas

Mengecek kehadiran

siswa

Mengaitkan

materi/kompetensi yang

akan dipelajari

Dengan merujuk pada

silabus, RPP, dan bahan

ajar, menyampaikan

butir karakter yang

hendak dikembangkan

selain yang terkait

dengan SK/KD

Siswa berdiskusi

mengenai materi yang

akan dibahas

Tatap Muka 15’

Kegiatan inti Eksplorasi

Dalam kegiatan eksplorasi guru:

Memberikan stimulus

berupa pengulangan

kembali materi

mengenai makna kata


komplikasi dalam


yang sudah dipelajari

pada pelajaran

sebelumnya

Mendiskusikan materi

bersama siswa mengenai

Tatap Muka 65’


71



dalam sebuah cerita

narasi

Memberikan

kesempatan pada peserta

didik

mengkomunikasikan

secara lisan atau

mempresentasikan

mengenai makna kata


komplikasi dalam


yang berhubungan

dengan penyelesaian

suatu soal.

Siswa

diminta membahas

contoh soal dalam Buku

: Bahan Ajar Bahasa

Inggris mengenai makna

kata dan kalimat dalam

teks komplikasi dalam


Elaborasi

Dalam kegiatan

elaborasi guru:

Membiasakan siswa



dalam sebuah cerita

narasi,

Memfasilitasi siswa

melalui pemberian tugas

mengerjakan latihan soal

untuk dikerjakan secara

individual.

Konfirmasi

Dalam kegiatan konfirmasi

guru:

Memberikan umpan


72

balik pada siswa dengan

memberi penguatan

dalam bentuk lisan pada

siswa yang telah dapat

menyelesaikan tugasnya.

Memberi konfirmasi

pada hasil pekerjaan

yang sudah dikerjakan

oleh siswa melalui

sumber buku lain.

Memfasilitasi siswa

melakukan refleksi

untuk memperoleh

pengalaman belajar yang

sudah dilakukan.

Memberikan motivasi

kepada siswa yang

kurang dan belum bisa

mengikuti dalam materi

mengenai makna kata


komplikasi dalam


Kegiatan

penutup Siswa diminta membuat

rangkuman dari materi

mengenai cara membaca

nyaring bermacam

wacana ragam tulis yang

di bahas dengan ucapan

dan intonasi yang benar,

mengidentifikasi topik

dari teks yang dibaca

dan informasi tertentu.

Siswa dan Guru

melakukan refleksi

terhadap kegiatan yang

sudah dilaksanakan.

Siswa diberikan

pekerjaan rumah (PR)

berkaitan dengan materi

mengenai makna kata


komplikasi dalam

Tugas

Mandiri

10’


73



pembelajaran pada



pembelajaran pada


H. Sumber/Bahan/Alat

Kamus Online

LCD

Foto

Gambar

Speaker

G. PENILAIAN

1. Teknik dan bentuk penilaian:

o Sikap (melalui rubik pengamatan sikap selama pembelajaran)

o Pengetahuan: tes tertulis

2. Bentuk Instrumen:

Instrumen penilaian sikap

No.

Nama

Aspek

Ped

uli

Horm

at

Kerjasam

a

Percay

a diri

Tan

ggungjaw

ab

Score

Nilai

1


74

2 a.

3 b.

4 c.

5 d.

Keterangan:

Score:

100 - 80 = A

79 - 70 = B

69 - 60 = C

59 - 50 = D

49 - 0 = E

Instrumen penilaian pengetahuan

Read and study the story, then decide whether these statements are true or

false!

1. There are two main characters in the story.

2. The story probably took place in the village near the beach.

3. The dog followed the hedgehog until the hedgehog entered a cave, at

the west of the beach.

4. The hedgehog shared the water with the people in the village.

5. Arjasangku saw the wound on his dog’s body and some hedgehog’s

thorns.

6. Arjasangku did not follow his dog to the cave.

7. In the end, Arjasangku found the water sources for people in the

village.

8. The beach is called Sundak beach to thank Arjasangku.


75

Answer keys:

1. True

2. True

3. False

4. False

5. True

6. False

7. True

8. False

Acceptable scoring/One correct answer (tiap jawaban benar skor 1).

Nilai siswa = skor diperoleh X 100

Skor maksimal

Cangkringan,

Praktikan


NIM: 131214042

Mengetahui:

Kepala Sekolah, Guru Mata

Pelajaran.

Dra. Anies Rachmania S.S., M.pd Dra. Calis Antanuri

NIP. 19611112 198903 2 003 NIP. 19621116

198803 2 008


76

Appendix 5 THE MATERIAL OF BAHASA INGGRIS I CLASS


77

I. Reading and understanding the narrative texts. Then, identifying the

structure of narrative texts with Text Highlight Color!

The Story of Sundak Beach

A Legend from Yogyakarta

One day, in the morning, a dog (in Javanese called Asu), found his master,

Arjasangku, dehydrated. Seeing this, the dog looked for the water sources near the

beach. Then, he met a hedgehog near the beach. He asked the hedgehog.

“Excuse me, why are you wet?”

“Oh, I accidentally fell when I drank near a well.”

“The well? Water sources? Where?”

“Yes, wait a minute, I will bring you the water”

Some minutes passed, the hedgehog came back and brought some water.

“Where did you find it?”

“It’s secret, buddy.”

Curious, the dog followed the hedgehog until the hedgehog entered a cave, at the

east of the beach.

“There you are, why are you hiding this place? Don’t you know, the

people in this village are looking for water sources.”

“I don’t care, they chase me away. I just want to have an owner, like you,

but they expelled me. As long as I can have the water for myself, why do

I have to share it with them?”

“What an arrogant hedgehog!”

After the conversation, the dog fought with the hedgehog. He ate half of

the hedgehog’s body, then left it because he remembered that he had to bring the

water for his master. Picking up the water with the coconut shell, he brought the

water to his master.

Name :

St. Number :

Date :


78

Seeing the wound on his dog’s body and some hedgehog’s thorns on his

mouth, Arjasangku asked where the dog had been to get those wounds and thorns.

The dog then ran and bit Arjasangku’s cloth to make Arjasangku follow him.

When they arrived at the cave, Arjasangku found the water sources and the half of

the hedgehog’s body. He realized that his dog was fighting with the hedgehog.

Now, the people in the village have the water sources for their daily need,

there is no one dehydrated anymore. To thank the dog, since then, the beach is

called Sundak beach, which means Asu Landak (the dog and the hedgehog).

II. Read and study the story, then decide whether these statements are

true or false!

1. There are two main characters in the story. (...)

2. The story probably took place in the village near the beach. (...)

3. The dog followed the hedgehog until the hedgehog entered a cave, at the

west of the beach. (...)

4. The hedgehog shared the water with the people in the village. (...)

5. Arjasangku saw the wound on his dog’s body and some hedgehog’s

thorns. (...)

6. Arjasangku did not follow his dog to the cave. (...)

7. In the end, Arjasangku found the water sources for people in the village.

(...)

8. The beach is called Sundak beach to thank Arjasangku. (...)

Acceptable scoring/One correct answer (tiap jawaban benar skor 1).

Nilai siswa = skor diperoleh X 100 =

Skor maksimal


79

III. Match column A with the correct answer on column B! Write only a

letter of the answer on the blank provided space!

Column A

Column B

IV. PAY ATTENTION, PLEASE!!!

1. Make a group of 5members.

2. Make sure the group consists of boys and girls.

3. Arrange the jumbled words correctly!

4. Discuss this question with your group member: What did you learn

from The Story of Sundak Beach?

1. Dehydrated (........) 2. A hedgehog (........) 3. A well (........) 4. A cave (........) 5. Expel (........) 6. Arrogant (........)

A. (adj.) to lose too much water from your body B. (noun) a small brown European animal with stiff parts like

needles covering its back C. (noun) a deep hope in the ground from which people obtain

water D. (noun) a large hole in the side of a hill or under the ground E. (verb) to officially make somebody leave a school or an

organization F. (adj.) behaving in a proud, unpleasant way


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