Hari ini setelah Facebookan dengan teman2 yang sesama pecinta lomba inovasi pembelajaran Simbokke KDH jadi semangat ngeBlog lagi. Ya..selama ini datnyeng le ngeblog. Semoga bisa insaf ya?? Amin.
Oiya beberapa hari yang lalu simbokke KDH ikutan lomba Best Practice Guru di UNY (Universitas Negeri Yooo) hehe. dan Alhamdulillah dapet nomer 1..karena itu banyak yang minta dishare karyaku. So, ini mau latihan sharing via Blog.
Judulnya: The teaching of Integrated English Productive Skills through Digital Storytelling Project bla bla bla...sumangga diwaos piyambak:)
THE TEACHING
OF INTEGRATED ENGLISH PRODUCTIVE SKILLS THROUGH DIGITAL STORYTELLING PROJECT
AT GRADE
VIII OF SMPN 5 PANGGANG ACADEMIC YEAR 2015/2016
a Report on
Teaching Innovation
to be
presented in Lomba Inovasi Pembelajaran
Dies Natalis
UNY ke 52
Written by
LAILY AMIN FAJARIYAH, M.Pd
SMPN 5 PANGGANG
Bibal, Girisuko, Panggang,
Gunungkidul, Yogyakarta 55872
2016
HALAMAN PENGESAHAN
Yang bertanda tangan di bawah
ini, mengesahkan karya inovasi pembelajaran berjudul
THE TEACHING
OF INTEGRATED ENGLISH PRODUCTIVE SKILLS THROUGH DIGITAL STORYTELLING PROJECT
AT GRADE
VIII OF SMPN 5 PANGGANG ACADEMIC YEAR 2015/2016
Adalah karya inovasi pembelajaran yang dibuat
oleh
LAILY AMIN FAJARIYAH, M.Pd
Gunungkidul, April
2016
Yang mengesahkan,
Kepala Sekolah SMPN 5 Panggang
PUNIDI,
S.Pd, MM
NIP.
19630201 198903 1 014
PREFACE
Praise is to Allah, the Almighty, the Cherisher, the most Gracious and the
most Merciful, who always blesses and gives guidance to me so I was able to
finish this teaching innovation entitled “THE TEACHING OF INTEGRATED ENGLISH
PRODUCTIVE SKILLS THROUGH DIGITAL STORYTELLING PROJECT AT GRADE VIII OF SMPN 5
PANGGANG ACADEMIC YEAR 2015/2016” to be submitted in the Competition of Teaching Innovation Lomba Inovasi Pembelajaran dalam Rangka Dies
Natalis UNY ke 52.
To conduct the innovation in
my teaching, I am indebted to a lot of
people for their support, guidance, assistance and prayer. They are:
- The Principal of SMP Negeri 5 Panggang, Bapak Punidi, S.Pd, M.M to give me chance to do the innovation in my classroom and observe my teaching in this project and also provide me with his advice.
- All of my best colleagues (teachers and staff) in SMP Negeri 5 Panggang, especially: Bapak Eko Yuniawan, S.Pd, Ibu Desi Susilawati, S.Pd.Si; Bapak Dwi Nofiyanto, S.Si, M.Pd who observed my teaching, helped me record the instructional process and prepared the PCs and available internet connection to support the project.
- My beloved students of Grade VIII Academic Year 2015/2016 who became cooperative students and wanted to spend their break time and after class time to work on the project.
- My facebook friends who participated during the polling session and gave comments to our project improvement.
- My loved ones, Kim Kap Mun and Kim Do Hyeong for being my motivation in taking a part in this event.
At last, I hope that this paper is useful and gives a positive contribution to the improvement of the English teaching and
learning process at Junior High Schools.
Panggang, April 2016
.
LAILY AMIN FAJARIYAH, M.Pd.
ABSTRACT
by Laily Amin Fajariyah, M.Pd
(an English teacher at SMP 5
Panggang, Gunungkidul)
Digital storytelling project is one of ICT-based
English instructions to promote the teaching of integrated productive skills of
English at Grade VIII Semester 1 SMPN 5 Panggang, Gunungkidul in the Academic Year
2015/2016.
The project adapts the project-based writing
instruction (Hyland,
2003: 10-14) and the model of multimedia-based instructional design by Lee and Owens
(2004). This project consists of some phases, those are: (1) selection of topic,
(2) design, (3) development, (4) evaluation, and (5) publication.
The results of the digital storytelling
project were four digital stories made by students, they are entitled: (1) Depok,
beach of pleasure, (2) Lovely Indrayanti, (3) Magnificent Prambanan, and (4) the
Charming Yogyakarta Palace. They can be accessed in www.youtube.com. The digital
storytelling project is also believed to: (a) make students feel happy during
the instruction, (b) improve students’ participation in the instructional
processes, (c) improve students’ writing skills, (d) improve students’ skills
in describing places orally, and (e) improve students’ ICT literacy skills.
Key words: digital,
storytelling, project, productive, skills
TABLE OF
CONTENT
|
Cover……………………………………………..........................
Lembar
Pengesahan……………………………………………....
Preface……………………………………………........................
Abstract…………………………………………….......................
Table
of Content…………………………………………….........
List
of Table ……………………………………………...............
List
of Figure……………………………………………..............
List
of Appendices………………………………………..............
CHAPTER I INTRODUCTION……………………………….
A. Background to the Study…………………………………
B. Focus of the Study………………………………………..
C. The Scope of the Study…………………………………...
CHAPTER II LITERATURE
REVIEW……………………...
A. Theoretical Review……………………………………….
1. Technologies in the English Teaching………………..
2. The English Productive Skills and Project-based
Instruction……………………………………………
3. Digital Storytelling…………………………………...
B. Relevant Studies…………………………………………
C. Conceptual Framework…………………………………..
CHAPTER III FINDINGS AND DISCUSSIONS……………
A. The Process of Digital Storytelling Project………………
1. Selection of Topic…………………………………….
2. Design………………………………………………...
3. Development……………………………………….....
4. Evaluation…………………………………………….
5. Publication……………………………………………
B. The Results of the Digital Storytelling
Project…………...
1. Depok, beach of Pleasure…………………………….
2. Lovely Indrayanti…………………………………….
3. Magnificent Prambanan………………………………
4. The Charming Yogyakarta Palace……………………
C. Students’ Opinion towards the Digital Storytelling
Project
D. Problems faced during the Digital Storytelling
Project......
CHAPTER IV CONCLUSIONS AND
SUGGESTIONS……..
A. Conclusions………………………………………............
B. Suggestions……………………………………….............
REFERENCES……………………………………….................
LIST
OF TABLE
Table 1. The English Productive Skills for Grade
VIII………………
LIST
OF FIGURES
Figure 1. the Methodological Framework in
Language Learning….
Figure 2. a Process Model of Writing
Instruction……………………
Figure 3.Importing Files …..…………………………………………
Figure 4. Choosing Files………………………………………………
Figure 5. Dragging Files ……………………………………………...
Figure 6. Transition and Effect ………………………………………
Figure 7. Adding Tittles………………………………………………
Figure 8. Adding Narration……………………………………………
Figure 9. Finishing Movie ……………………………………………
Figure 10. Students Cooperatively Design the
Storyboard……………
Figure 11. Storyboard…………………………………………………
Figure 12. the Narration Editing Using Movie
Maker 2.6 ………….
Figure 13. Students Presented their Digital
Storytelling Product..........
Figure14. the Digital Storytelling Product
Publication on Facebook…
Figure 15. the Most ‘Likes’ and ‘comments’ in
Facebook…………
Figure 16. the Digital Story ‘Depok, beach of
Pleasure’………….......
Figure 17. a Questionnaire to Evaluate the DS
Project..........................
Figure 18. the English instruction
through digital storytelling project..
Figure 19. the DS
project improve students’ participation……………
Figure 20. the DS Project improves the writing
skills ………………..
Figure 21. the DS project improved the students’
speaking skill …….
LIST
OF APPENDICES
|
i
ii
iii
iv
v
vi
vi
vii
1
1
3
3
4
4
4
5
8
12
13
14
14
14
14
16
17
18
19
20
20
21
21
21
24
26
26
26
27
6
6
7
9
9
10
10
11
11
12
15
15
17
17
18
19
20
22
22
22
23
23
|
Appendix I. Photos of the Digital Storytelling Project……………………. 28
Appendix II. Questionnaire for Students …………………………………..31
Appendix III. Peer Assesment ……………………………………………..34
Appendix IV. the Products of the Digital Storytelling Project
…………….CD
CHAPTER I
INTRODUCTION
A.
Background to the Study
Today’s children are digital natives who grow
up with technology and feel comfortable and confident with it (Dudeney
and Hockly, 2007: 5-9). The
students in SMPN 5 Panggang, Gunungkidul who live in rural areas are also familiar with
technologies, those are internet and smartphone. Some of them use smartphones
to take self-camera photos (or now known as
selfie photos) then upload them in their social media such as facebook and
instagram. They rarely use their smartphones for supporting their studies. As a
teacher, I have to help them to use the facilities to support the teaching and
learning process.
Beside the use of smartphones and
internet accessed owned by the students, SMPN 5 Panggang, Gunungkidul is also
equipped with the Information and Communication technologies. The school has 11
PCs available for students and they are connected to the internet. However, the
use of them was still limited in the Information and Communication technology
class (ICT class). They were not optimally used to support the other school
subjects and moreover some of them were broken due to its poor management.
Regarding the students’ strength who are ICT literate and analyzing the
school’s facilities, an instructional process which make use of the
technologies is needed. I then tried to make use the students’ interest at
technologies and designed an ICT-based instructional process to promote other
learning process.
In the English classroom setting,
some students had difficulties in the productive skills which consist of
speaking and writing. In the speaking instructions in the first semester, the
students of Grade VIII should be able to express meaning of the simple
transactional and interpersonal dialogue (Competence standard no 3) and express
meaning of short simple monologue in the form of descriptive and recount texts (competence standard no
4). In the written cycle, the writing instruction
requires students to be able to express meaning in a short functional texts and
simple essay in the form of descriptive and recount texts (competence standard
no 6). Those competences were not easily achieved by the students. To my
five-year teaching experience from 2010 to 2015, the students faced more
difficulties in expressing short simple monologue (KD 4.2) and expressing
meaning in a simple essay (KD 6.2).
In my limited observation in the
first semester in the academic year 2015/2016, students found difficulties in
expressing meaning orally due to their limited vocabulary, lack of
pronunciation and the nervous feeling. On the other hand the problem of the
writing skills was more on their grammar. To find the solution of those
problems, I did a need analysis. From the need analysis, I found out that the
students wanted to make a short movie and write a story to practice their
English. The need analysis of the students and the available ICT at school
drove me to do a further action in the English instructional process. It led me
to the question, “How to make use of the Information and Communication
Technology to improve the teaching of the integrated English productive
skills?”
B.
Focus of the
Study
To answer the question in the
background to the study, this paper is focused to find solution to improve the
teaching of integrated English productive skills by making use of ICT to use
short movies.
C.
The Scope of
the Study
This study will discuss the teaching
of English productive skills through storytelling project as one of ways to
create movies. The integrated productive skills of English are limited to
expressing meaning in the form of short essay (written) and simple monologue
(oral) English. The text used is descriptive texts (basic competencies or KD
4.2 and 6.2) and focused on the tourist destinations in Jogjakarta. The
students involved in this study were students of Grade VIII at SMPN 5 Panggang,
Gunungkidul in the academic year 2015/2016.
CHAPTER II
LITERATURE REVIEW
A.
Theoretical
Review
To be able
to answer the question arisen in the previous chapter, I reviewed some
theories. Those are: technologies in English teaching, the teaching of
productive skills & project-based instruction, and digital storytelling.
1.
Technologies
in English teaching
Technologies have been increasingly important for human lives nowadays. In all aspects of lives, both personal and professional
lives make use of technology. There are two major beliefs
related to technologies growth that support the use of tecnologies in
education. Those are: (1) Technology is everywhere and therefore, should be in
education and (2) research has shown how and where computer-based methods are
effective. Moreover, today’s children are digital natives who grow up with
technologiy and feel comfortable and confident with it (Dudeney and Hockly, 2007: 5-9).
The technology-based
methods which are already implemented, have advantages to motivate students (Roblyer & Doering, 2013: 25). Some of the
advantages are: (1) gaining learners attention, (2) supporting manual
operation during high-level learning, (3) illustrating the real world relevance
through highly visual presentation, (4) engaging the learners through
production work, and (5) engaging learners through real-world
situations and collaborations
.
There
are some models to integrate technologies into the instructions. One of them is
the multimedia-based instruction. Lee and Owens (2004) proposed the model of
multimedia-based instructional design which includes some steps, those are: (1)
analysis/assessment, (2) design, (3) development, (4) implementation, and (5)
evaluation.
2.
The English
Productive Skills and a Project-based instruction
The
productive skills of English consist of speaking and writing. The productive
skills which should be achieved by the students of Grade VIII in the first
semester in Curriculum 2006 are covered in the Standard of competence 3,4, and
6 (Permendiknas no 22, 2006). Standard of competence no 3 stipulates the
standard of competence in the transactional and interpersonal dialogues. The
standard of competence 4 includes the competencies required by the students to
express meaning in the form of monologue for short functional texts and simple
essays. Those two standard of competencies need to be achieved by students in
the speaking instructional processes that is the oral productive skills.
The
standard of competence for the other productive skills which cover the written
language or writing skills is written in Standard of Competence no 6. The students are required to express meaning
in short simple essays in the form of descriptive and recount texts. The
standard of competences and basic competencies discussed in this study are
presented in Table 1 below.
Table 1. The English Productive Skills for Grade VIII
(Permendiknas
no 22, 2006)
|
Standard
of Competence
|
Basic
Competencies
|
|
SK 4
Students are able to express meaning
in the short oral functional texts and simple short monologues in the form of
descriptive and recount to interact with the
surrounding environments.
|
KD 4.2
Students are able to express meaning
in simple short monologues using oral languages accurately, fluently, and
acceptably to interact with the surrounding environments in the form of descriptive and recount.
|
|
SK 6
Students are able to express meaning
in the short written functional texts and simple short essays in the form of descriptive and recount to interact with the surrounding environments.
|
KD 6.2
Students are able to express meaning
in the short written functional texts and simple short essays using written
languages accurately, fluently, and acceptably to interact with the
surrounding environments in the
form of descriptive and recount.
|
To achieve that goal, we cannot
directly ask our students to express meaning in oral or written form of
English. For the teaching of oral productive skills which are covered in
speaking, a set of phases is needed to enable students produce the oral texts.
Littlewood (1981: 85-87)
suggests the useful methodological framework in language learning as follows:
Structural
activities
Pre-communicative activities
Quassi-
communicative activities
Functional communicative activities
Communicative activities
Social
interaction activities
Figure
1. the methodological framework in language learning
Figure 1 above shows that there are some
phases to make students able to express meaning. The structure is still needed.
Students need to get the language features and learn how to construct a
sentence step by step.
Similarly in the
written English teaching, Harmer (2007: 325-7) mentions that some
experts believe that the teaching of writing is not only a matter of product
but also the process. The process according to them include: (1) planning, (2)
drafting, (3) editing, and (4) final version. This order is recursive in which
we may look backward and forward among those steps and each step has many
phases. Similarly Hyland (2003: 10-14) summarizes the process of writing which
involves: (1) selection of topic, (2) pre-writing, (3) composing, (4) response
to draft, (5) revising, (6) response to revisions, (7) proof reading and editing,
(8) evaluation, (9) publishing and (10) follow up tasks. Figure 2 below show
the flow of the process.
Figure 2. A
process model of writing instructions
The above writing
instruction process shown in Figure 2 is not easily conducted. The
instructional process at school had limited time to accommodate all processes
in the classroom. Besides, there were also problems related to the students’
competence. Some students were not familiar to write in English. They also had
limited numbers of vocabulary. To overcome the problems, an interesting
activity is needed. It will enable them enjoy the activity which will result in
their writing skills improvement. To do so, I reviewed some theories. One of
possible ways in involving my students in an interesting writing activity is
through a project work.
A
project work can be used with almost all levels, ages and students’ abilities
(Haines, 1989 in Stoller, 2000: 109). There are also some advantages of a
project work as summarized by Stoller (2000: 110). One of the advantages is
that it is potentially motivating, stimulating, empowering, and challenging.
3.
Digital
Storytelling
Digital
storytelling is the process of combining the art of telling stories with a
variety of digital multimedia, those are: images/ visuals, audio and video
(Robin, 2008).
Some programmes can be run to do digital storytelling, such as: (1) Microsoft
Power Point; (2) Microsoft Photo Story; (3) Adobe Photoshop Elements; (4)
Windows Movie Maker; and some other programmes. In line with DeCoster (2010) who tells the
procedure in digital storytelling through Windows Movie Maker 6.0, Fajariyah
(2012) explains the steps in running Windows Movie Maker 2.6 to do digital
storytelling. The steps are as follows.
a.
Step one: importing pictures/
visuals, audio and or video
In this
step, we need to import the needed media, such as pictures, video or the
combination of both. To do so, first click file and import file into collection (see Figure 3). Then, choose the
elements (visuals/ audio) which are needed. They will appear in the collection
(Figure 4). After that, drag the pictures and audio and place and plot it into
the timeline. The pictures or visuals can be managed by dragging and dropping
them into the other places (see Figure 5). Then, put also the mp3 files. For
the audio files, mp3s are easier to use than the “.wav”. The steps are
chronologically explained in Figure 3 to 5 below.
Figure 3. Importing Files
Figure 4
Choosing files
Figure 5.
Dragging files
b.
Step two: adding the
transitions, effects, and tittles or texts
After
all of the elements of media (visuals and audio) needed are dragged and dropped
in the timeline, we can add and modify the transition style. The transition can
be chosen by clicking collections,
then video transition. There are
some transition and effect styles that can be used. The transition and effect
should be dragged in the transition timeline as presented in Figure 6. The next
step is giving the title of the video, click tools, then choose title
and credit as in Figure 7 and then
decide the title styles of the product.
Figure 6. Transition and Effect
Figure 7. Adding tittles
c.
Step three: Adding the
narration
To add
more audio narration, Movie Maker can provide users with this facility. Make
sure that the computer is equipped with
microphone. To give the narration to the product, click on timeline/ storyline
and click narrate timeline, and then
start narration as presented in
Figure 8. By clicking the “start
narration” button, the computer will record the voice. The marker will light in
green when the quality of the voice is good.
Figure 8. Adding narration
d.
Step four: Saving the project
The last
step after everything has been added is publishing the project. To publish the digital
stories, click Task, choose Finish Movie and choose where the movie
will be saved in the computer (See Figure 9).
Figure 9. Finishing the Movie
B.
Relevant
studies
There are some relevant studies
related to the digital storytelling in the English learning. They are as
follows.
1.
Abidin et al (2011) use digital
storytelling to teach listening in a preschool in Malaysia and they found out
that the students in the experimental group showed better listening
comprehension than those in the control group.
2.
Besides, the previous research
conducted in SMPN 5 Panggang showed that students were happy during the
listening instructions using digital stories and they contended that digital
stories were able to help them comprehend the monologue texts (Fajariyah, 2014:
162).
Those two studies focus the use of
digital storytelling in teaching listening which is receptive skills. This
study will focus on the use of digital storytelling in the teaching of
productive skills of English.
C.
Conceptual
Framework
In line with the students need
analysis, a project on digital storytelling was conducted to help students
during the teaching of productive skills (i.e writing and speaking). As a multimedia-based project, the digital
storytelling project adapted the model of project-based writing as in Hyland
(2003: 10-14) and the multimedia-based instructional design (Lee and Owens,
2004). This project
consists of some phases, those are: (1) selection of topic, (2) design, (3) development,
(4) evaluation, and (5) publication.
To conduct the project,
there were some facilities and applications needed. They were: (1) Smartphone +
internet connection, (2) Laptop/PC + internet connection, (3) LCD projector and
audio speakers, (4) Browser mozilla firefox, (5) Windows Moviemaker 2.6, (6)
social media facebook, and (7) Media www.youtube.com
CHAPTER III
FINDINGS AND DISCUSSION
FINDINGS AND DISCUSSION
A.
The
Process of Digital Storytelling Project
As mentioned in the
conceptual framework, the digital storytelling project to teach the productive
skills of English adapts the project-based writing instruction (Hyland, 2003:
10-14) and the multimedia-based instructional design (Lee and Owens, 2004). This
project was started on Friday, August 28 2015 and ended on Monday, September 14
2015 at 08.85 a.m (the publication session). The detailed information of the
process of the digital storytelling project is as follows.
1.
Selection
of Topic
The students were divided
in groups of 6/7. There were four groups at Grade VIII. They then discussed the
topic with the teacher. They then agreed to choose the topic about the local
tourist destinations. They chose the area in Jogjakarta to know the local
wisdoms. After they agreed the topic, every group chose their own places to
describe. Group 1 proposed Depok Beach, Group 2 wanted to describe Indrayanti
beach, Group 3 chose Prambanan Temple, and Group 4 selected Yogyakarta Palace.
2.
Design
In the design phase, in
their own group, students wrote the storyboard. The storyboard includes the
narration which would be presented and the pictures needed to support the
narration. During the storyboard writing, cooperation among the members of the
group were really needed. The students searched the information about the
tourism object and looked for the right picture through google search engine
using smartphone or laptops. They also wrote the right narration using English.
Figure 10 below shows the process of storyboarding.
Figure 10.
Students cooperatively design the storyboard.
Figure 10 above shows that the students worked in
their group, some male students searched the information using the smartphone
and the female ones created the storyboard.
In this phase, as a teacher
I facilitated them by revising the sentences which are grammatically incorrect.
Figure 11 below shows the storyboard written by Group 2.
Figure 11.
Storyboard
The students consulted
their storyboard to me then I helped them with the advice needed for revisions.
3.
Development
After downloading the
needed pictures and photos and writing the accurate description in the
storyboard, the students started the digital storytelling by running Windows
Movie Maker 2.6. They imported the pictures or photographs into the Movie maker
project and dragged them on the timeline based on the sequence in the
storyboard. They also decided the tittle of their project and edited the
transition of the pictures. After that, they recorded their voice as the
narration.
The process of the
recording was the most difficult one. I found out some students could not
pronounce the sentence correctly so I needed to do a brief pronunciation
drilling. The process of the recording for each group took about 15 minutes or
more. This is due to the needs to record
the best voice they could make and some students still found difficulties in
pronouncing some words and they laughed at the strange words. There was a group
which repeated the recording session up to three times.
In this
phase, we can see that the digital storytelling involve both skills, oral and
written skills. The oral skills are trained during the recording of the
narration and the written skills were taught during the storyboarding/design
phase. Students needed to know the right words and expressions and structure to
produce good narration. This is why this project can promote the teaching of
integrated both skills.
After they finished recording, they edited the
timeline and adjusted the pictures with the suitable narration as presented in
Figure 12 below.
Figure 12.
The narration editing using Movie Maker 2.6
After they edited the timeline and
adjusted all pictures/photos with the narration, they saved their project in
the form of Windows Media Audio/Video file.
4.
Evaluation
Every group who had
finished creating their work presented their storytelling product in front of
the class. Figure 13 below shows the presentation session done by Group 2.
Figure 13.
Students presented their digital storytelling product
Some students were shy when their voices were
listened. After a group presented their digital story, the other students gave
comments to the product. They also gave some suggestions. Some of them were
related to the phase of speaking of some students in describing the places and
the repeated words. The comments and suggestions given by the members of other
groups were used to revise their product before the publication session.
5.
Publication
The digital
storytelling products which were presented and edited then were publicized.
There were four products in this project. They were then uploaded in the social media facebook as presented in
Figure 14 below.
Figure
14. The digital storytelling products publication in facebook
This social media was chosen because
most of students were active users of this media and I wanted to show them to
use this media wisely that is for the purpose of supporting the teaching and
learning process.
During the publication
session, I gave chance to anyone to ‘like’ or ‘comment’ the four digital
stories as already presented in Figure 14 above. The number of ‘likes’ and
‘comments’ then were used to decide the winner. The polling session was started
on Saturday, September 12 2015 and closed on Monday, September 14 2015 at 08.85
a.m. The results of the polling were announced in the classroom. Figure 15
below shows the students with most ‘likes’ and ‘comments’ got the prize.
Figure 15.
The most ‘likes’ and ‘comments’ in facebook
In this session, the digital storytelling product from
Group 3 entitled ‘Magnificent Prambanan” got the most ‘likes’, that was 44
likes and the most ‘comments’ (15 comments) were given to the product developed
by Group 4 entitled ‘the Charming Yogyakarta Palace’. Besides
to grade the products, the comments in this session given by facebook users
were also used as an input for my upcoming projects.
B.
The Results
of the Digital Storytelling Project
There were four products made during
this digital storytelling project. After
they were publicized in facebook to get the ‘likes’ and ‘comments’, they were
uploaded in youtube. This site was chosen since the site has many users and I
hope the products of the digital storytelling product can give benefit to
others. They are as follows.
1. Depok, beach
of pleasure
This digital storytelling product
made by Group 1 describes the beauty of Depok beach which is located in Kretek,
Bantul, Yogyakarta. The complete information of the place can be accessed in
the following URL link https://youtu.be/NazS6nMTH18. Figure 16
below shows the printscreen of the video of Depok, beach of pleasure.
Figure 16. the digital storytelling
product ‘Depok, beach of pleasure’
2. Lovely
Indrayanti
The next digital storytelling
product was made by Group 2 which is a description of Indrayanti beach. It is
located in Tepus, Gunungkidul, Yogyakarta. The complete video can be accessed
in www.youtube.com with URL link https://youtu.be/oiyWLuPnAx4.
3. Magnificent
Prambanan
The next product created by Group 3
explores Prambanan temple and tries to describe this magnificent temple. This
temple is located in Prambanan, Yogyakarta. The complete video can be accessed
in this URL link https://youtu.be/RLtXe_tsnrg.
4. The Charming
Yogyakarta Palace
The last digital story is the
product from Group 4. This digital story describes the charming of Yogyakarta
palace. It can be found in the URL link in www.youtube.com in https://youtu.be/nGH4K3fzm2g.
C.
Students’
Opinion towards the Digital Storytelling Project
The digital storytelling project was
also evaluated by the students through a set of questionnaire. The
questionnaire tried to gather the information of students’ opinion towards the
teaching of integrated English productive skills through digital storytelling
project. Students were given a set of statements and they circled the smiley
for each number. They circled the smile face when they agreed with the
statement, neutral face when they gave neutral opinion or angry face when they
disagreed with the statements. Figure 17 below shows the questionnaire given to
the students.
Figure 17. A
questionnaire to evaluate the DS project
The results of the questionnaire
show that all students were happy during the teaching of the integrated English
productive skills through digital storytelling product as shown in Figure 18
below.
Figure 18.
The English instruction through digital storytelling project
When the students were happy during
the teaching and learning process, most students believed that the digital storytelling
project was able to improve students’ participation during the instructions
(See Figure 19).
Figure 19. the Digital Storytelling project improve students’ participation.
The next information gathered in the
questionnaire is the students’ writing skills. Unfortunately only some students
agreed that their writing skills were improved through the project (Figure 20).
Figure 20. the
Digital Storytelling Project improves the writing skills in describing places.
The
questionnaire also found out that most students agreed that the digital
storytelling project improved their speaking skills especially in describing
places orally (see Figure 21).
Figure 21.
the Digital Storytelling project improved the students’ speaking skill
The project was also believed could
make students improved their ICT literacy skills as pictured in Figure 22
below.
Figure22. the Digital storytelling project improved
students’ ICT literacy skills
The evaluation of the teaching of
integrated English productive skills through the digital storytelling project
gathered from the questionnaire (Appendix II) was validated by the interviews
with the students. The representatives of each group said that the project was
interesting because they made the video through movie maker and were able to
download the pictures and describe them.
D.
The Problems
Faced during the Digital Storytelling Project and Possible Solutions for the
Upcoming Project
On the other hand, there were also
weaknesses or problems faced during the project. They are as follows:
1.
The less
active students
In each group, there was or were
less active students. They were not very active during the project and did not
give many contributions to the product. In this project, the female students
also dominated their groups. They worked more than those male members. The peer
assessment (Appendix III) shows that some male students gave lack of
contribution and idea to the project. The female students were also eager to
work after the school time and consulted their work to me outside the class. On
the other hand, most male students did not have any intention to do so. One of
the possible ways to solve this problem is by modifying the grouping. The grouping
can be set by grading the students based on their performance in the class.
2. The Grammatical Mistake
During the writing of the
storyboard, students wrote the description of the places. There were still some
grammatical mistakes. In this phase, each group wrote the storyboard then
consulted to me and I showed them some grammatical mistakes and then they revised
the storyboard accordingly.
3. Students’ Pronunciation
To produce good narration, correct
pronunciation is needed. Some students found difficulties in pronouncing the
English words. It leads me to conduct a pronunciation drilling before the
recording session.
4. The time allocation
This project took times. The regular
teaching period i.e 2x40 minutes was not enough. Some phases of the project
then were done outside the class period and used the break time.
CHAPTER IV
CONCLUSIONS
AND SUGGESTIONS
A. Conclusions
The
teaching of integrated English productive skills through digital storytelling
project was conducted by adapting project-based writing instruction (Hyland,
2003: 10-14) and multimedia-based instructional design (Lee dan Owens, 2004).
It includes some phases, those are: (1) selection of topic, (2) design, (3)
development, (4) evaluation, and (5) publication.
The
results of the digital storytelling project were four digital stories made by
students, they are entitled: (1) Depok, beach of pleasure, (2) Lovely
Indrayanti, (3) Magnificent Prambanan, and (4) the Charming Yogyakarta Palace.
They can be accessed in www.youtube.com.
The digital storytelling project is also believed to: (a) make students feel
happy during the instruction, (b) improve students’ participation in the
instructional processes, (c) improve students’ writing skills, (d) improve
students’ skills in describing places orally, and (e) improve students’ ICT
skills.
B.
Suggestions
Reviewing
the problems faced during the project, there are some suggestions for the other
similar projects, they are: (1) grouping management to avoid students dominance
and activate the passive students, and (2) providing more activities in
structure and pronunciation drilling, (3) choices of more challenging topics,
(4) better time management.
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M.J.Z., et al. (2011). Improving
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Dudeney, G and Hockly, N. (2007). How
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Graduate School, Yogyakarta State University.
__________
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APPENDIX I
PHOTOS OF THE
DIGITAL STORYTELLING PROJECT
The PCs in the school multifunction room.
Students
write the storyboard using PCs
Students
consult their dictionary to create accurate narration
Recording
session in the school laboratory
Students
prepared to record the voice
Students
consulted their work in the break time
APPENDIX
II
QUESTIONNAIRE
FOR STUDENTS
APPENDIX
II (Cont’d)
QUESTIONNAIRE
FOR STUDENTS
APPENDIX III
PEER ASSESMENT
THE
DIGITAL STORYTELLING PRODUCTS
(CD)
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