using digital storytelling to develop speaking skill through ...

E n g l i s h E m p o w e r , V o l . 5 N o . 1 , M a y 2 0 2 0 | 1

USING DIGITAL STORYTELLING TO DEVELOP SPEAKING SKILL

THROUGH COOPERATIVE LEARNING METHOD

Sesari Yarisunal Jannah

SMP Muhammadiyah 1 Palembang

[email protected]

Kuntum Trilestari*

An English Lecturer of Faculty of Teacher Training and Education, English Language Study

Program, Tamansiswa University of Palembang

[email protected]

Abstract: The objective of this study was to develop students speaking skill using digital

storytelling through cooperative learning method. The quasi-experimental designs pre-test

post-test nonequivalent control group design was used. The sample of the study was 22 out of

211 SMP Negeri 1 Palembang students taken by using purposive sampling method. She used

a test and a questionnaire to collect the data. The result of the study showed that there was a

significant difference in speaking achievement between the students who were taught using

digital storytelling through cooperative learning method and those who were not. The value of

t-obtained was 2.305. At the significance level p<0.025 for the two tailed testing with the

degree of freedom 20 which was higher than the critical value of the t-table was 2.086. The

result of the questionnaire showed that the use of digital storytelling through cooperative

learning method was very useful as teaching strategy in speaking.

Keywords: digital storytelling, cooperative learning method

INTRODUCTION

English as one of the languages which

is widely used as a means of communication

by most of the societies all over the world.

As an international language, many people

learn English either as a second or foreign

language. In our country, Indonesia, English

is taught as a foreign language. English has

different forms in comparison to Indonesian

language. As Saleh cited in Firmansyah

(2009, p.1) claims that every language

operates its own system. So, it is understood

that Indonesian students have a lot of

problems in learning English.

English is one of compulsory subjects

from the junior high school up to the

university level. Saleh cited in Firmansyah

(2009, p.1) also states that English has

secured a prominent status in the curriculum

in which it is treated as a compulsory

subject at the junior and senior high school.

Saleh cited in Firmansyah (2009, p.1) states

that learning a language means trying to get

a good mastery of the language for the

purpose of communication. The learner

makes an effort to gain competence in four

language skills: listening, speaking, reading,

and writing. If the learners or students want

to succeed in mastering the language, they

must be able to gain the competence in these

four language skills because it is necessary

to consider the aspects in learning and

mastering English. According to the English

curriculum for the SLTP, there are seven

components of materials that should be

taught to the students of SLTP, i.e. (1)

reading, (2) listening, (3) speaking, (4)

writing, (5) grammar, (6) vocabulary, and

(7) pronunciation. From those components,

it is clear that speaking is one of the aspects

which should be mastered by the students in

learning English.

Based on the KTSP 2006, the

purposes of teaching English in SMP are to

2 | E n g l i s h E m p o w e r , V o l . 5 N o . 1 , M a y 2 0 2 0

develop language and communicative

competence orally and written form in

facing technology and science development

that is to complete with other people in the

world in globalization era. The minimal

score that the students have to get for the

four skills such as listening, speaking,

reading, and writing in the KTSP 2006 for

the seventh, eighth and ninth grade students

is 65. For example the minimal score for

each four skills that the students have to get

at SMP Negeri 1 Palembang is also 65.

Students often think that the ability to speak

a language is the product of language

learning, but speaking is also a crucial part

of the language learning process. Some

students felt the difficulties in speaking, they

hard to express their idea in English,

especially students who learn English as

their second language. They have to think

twice to deliver their idea. So they prefer to

be silent to speak up at school.

Speaking is one of important language

skills that the students must have. Speaking

is the ability of speech to utter words or

articulate sounds with ordinary voice to

express thought, opinion, or feelings orally

(Hornby, 2000, p.1289). Inside the

classroom, speaking is the most often used

skill (Brown, 1997). Communication

involves telling, listening, and responding to

stories.

There are many ways to help students

learning speaking. One of the ways is

through digital storytelling. Nowadays some

people tell their stories using electronic

technology and it known as digital

storytelling. Meadows (n.d.) cited in

(http://www.umass.edu/wmwp/DigitalStoryt

elling/

What%20is%20Digital%20Storytelling.htm)

describe digital storytelling is “Multimedia

sonnets from the people” in which

“photographs discover the talkies, and the

stories told assemble in the ether as pieces

of a jigsaw puzzle, a gaggle of invisible

histories which, when viewed together, tell

the bigger story of our time, the story that

defines who we are.” Main objective of

digital storytelling is to give the chance to

the maker to express their emotional power.

The writer chose this method because in her

opinion digital storytelling would give an

alternative way in teaching speaking.

Furthermore, it was also informed by one of

the teachers of SMP Negeri 1 Palembang,

that speaking was the rarely skill they taught

to the students. The often skills they taught

to the students are reading and writing.

Moreover, when the writer taught the ninth

grade students of this junior high school

when she took the teaching practice, most of

the exercises and test she gave are reading,

writing, and listening. While the speaking

tests were gave several times to the students.

Some students improve their speaking skill

by practiced with their friends. The rest

prefer silent to speak up, because they were

afraid do mistakes in speaking English.

Cooperative learning method can be

used to help students understand the lesson,

because in this method students are grouped

into small teams, each with students of

varying levels of ability, using a variety of

learning activities to enhance their

understanding of the subject. Based on the

problems above, the objective of the study is

to develop student’s speaking skill using

digital storytelling through cooperative

learning method.

LITERATURE REVIEW

The Concept of Storytelling

Storytelling is the art of using

language, vocalization, and/or physical

movement and gesture to reveal the

elements and images of a story to a specific,

live audience (Gillard, 1997). Storytelling is

formulated base on two words, story and

telling. Story is a description of events and

people that the writer or speaker has

invented in order to entertain people

(Hornby, 2000, p.1333). And telling means

showing effectively what somebody or

something is really like, but often without

intending to (Hornby, 2000, p.1391). One of

technique to help teachers and students in

teaching and learning speaking is story

telling. Storytelling according to Wikipedia

(2009) is the conveying of events in words,


images, and sounds often by improvisation

or embellishment. Storytelling for some

people is not interesting because they think

it is only for children and they think they

already know the story. It is common told by

their parents at home, their teachers at

school, from the radio or television and

other sources for children to teach them the

moral values from the story. It makes them

bored if they listens the same stories without

any changing.

According to Gere cited in Anggeraini

(2009, p.12) storytelling involves

imagination and the use of language and

gestures to create the stories in the mind of

the listeners. McAndrews (2003) states there

are a few general techniques to consider:

1. Use your voice to create characters,

express emotions, and experiment

with pacing, tone, accents, and sound

effects.

2. Use your body language, facial

expressions, and gestures to convey

the unspoken and reinforce the

words you are speaking.

3. Use your imagination and include all

five senses in the tale as you tell it.

The more real you can imagine it,

the more real it becomes for your

audience, even if it is a work of

fiction.

4. Involve the audience with simple

rhetorical questions or complex sing-

a-long songs. Within the body of the

story, allows the listeners a chance to

discuss an idea with a partner or add

elements of plot or characters to the

story as you tell it.

5. Invite the students to sing-a-long or

stand up and act part of the story.

6. Engage the audience as a partner in

the telling of the tale.

7. Use your voice, body, imagination,

and the audience to tell, not read, the

story.

The Concept of Speaking

Speaking is an interactive process of

constructing meaning that involves

producing and receiving and processing

information, Brown (1997, p.12). According

to Webster (1991, p.224) speaking means

the ability to utter words orally or with the

ordinary voice. The activity of speaking

occurs almost every time in our life, for

example, while teaching and learning

activity, walking with friends, having dinner

with family and etcetera.

Many language students assume the

speaking ability as the measure of knowing

the language. They define fluency as the

ability to converse with other, much more

than the ability to read, write, or

comprehend oral language. Burnkart (1998)

states in her module that language learners

need to recognize that speaking involves

three areas of knowledge, there are:

a. Mechanics (pronunciation, grammar,

and vocabulary) : using the right

words in the right order with the

correct pronunciation

b. Function (transaction and

interaction) : knowing when clarity

of message ins essential

(transaction/information exchange)

and when precise understanding is

not required (interaction/relationship

building)

c. Social and cultural rules and norms

(turn-taking, rate of speech, length of

pauses between speakers, relative

roles of participants): Understanding

how to take into account who is

speaking to whom, in what

circumstances, about what, and for

what reason.

Speaking is the key of communication.

It allows us to voice and explore our

thought. It is also allows us to develop new

thought as we create ideas. According to

Cameron cited in Anggeraini (2009, p.7)

speaking is an active use of the language

express meaning so that other people can

make sense of them.

Many language learners define fluency

as the ability to converse with others, much

more than ability to read, write or

comprehend oral language. They regard

speaking as the most important skill they


can acquire and they assess their progress in

term of their accomplishments in spoken

communication. Based on SIL International

(1999) there are some micro-skills involved

in speaking. The speaker has to:

a. Pronounce the distinctive sounds of a

language clearly enough so that

people can distinguish them. It

includes making tonal distinction.

b. Use stress and rhythmic pattern and

intonation patterns of the language

clearly enough so that people can

understand what is said.

c. Use the correct forms of words. This

may mean, for example changes in

the tense, case or gender.

d. Put words together in correct word

order.

e. Use vocabulary appropriately.

f. Use the register or language variety

that is appropriate to the situation

and the relationship to the

conversation partner.

g. Make clear to the listener the main

sentence constituents, such as

subject, verb, object, by whatever

means the language uses.

h. Make the main ideas stand out from

supporting ideas or information,

i. Make the discourse hang together so

that people can follow what you are

saying.

Foreign language is used to

communicate with people in other countries.

English as an International language also is

one of foreign languages have to be taught

to the students. According to Wringe cited

in Anggeraini (2009, p.8):

“In their own language, students

are able to express emotion,

communicate intention and

reaction, explore the language

and make fun of it. So, they

expect to be able to do so in

English too.”

From the explanation above, is it clear

that speaking is one of the language skills

that must be taught to the students in the

process of teaching and learning language

especially in English. It is one of the skills

that have to be mastered by the students in

learning English. Speaking helps us in

expressing our ideas and felling through

speech to someone we meet and also

speaking concerns with the use of the

language daily in which people need to

communicate with others.

The Relations between Storytelling and

Speaking

Language is the system of

communication in speech and writing that is

used by people of a particular country

(Hornby. 2000, p.752). Oral storytelling

performances and workshops directly

support the development of literacy by

enriching the teaching of speaking and

listening skills. We cannot write a language

without we can speak it. We cannot speak a

language without we have to listen to it.

Krish (2001, p.2-5) states that there are

some activities in teaching speaking such as

role play, stimulation, information gap,

brainstorming, storytelling, interviewing,

story completion, reporting, and playing

card.

There are many activities can be given

to the students in speaking class such as role

play, information gap, reporting, etc. This

activity can be more interesting for the

students in getting the ideas from the

storyteller and the students can share their

own stories with digital tools. Storytelling

can make the students try to explore their

ideas in their mind, built up their confidence

to stand in front of the people even strange,

and it is one of activities can do in speaking

class.

The Concept of Digital Storytelling

There are so many definitions about

Digital Storytelling. Literally, the definition

of digital is a recording technique in which

sounds or images are converted into groups

of electronic bits and stored on a magnetic

medium. The groups of bits are read

electronically, as by a laser beam, for

reproduction. Digital Storytelling is


enhancing student literacy through digital

video (www.kent.k12.wa.us/staff/tomriddell

/digitalstorytelling/glossary.doc). Digital

Storytelling is the modern expression of the

ancient art of storytelling. Digital stories

derive their power by weaving images,

music, narrative and voice together, thereby

giving deep dimension and vivid color to

characters, situations, experiences, and

insights.

Leslie Rule, Digital Storytelling

Association Digital storytelling is one of

strategy which uses the computer

application program to tell the story. Same

as traditional storytelling, so for the most

part digital storytelling tells some topics

seen by other perspective. In keeping with

the name, digital storytelling composed of

many parts, such as images, texts, sounds

(narrations and songs), and web publishing.

The main objective of digital storytelling is

to give the chance to the maker to express

their emotional power.

Seven Elements of Digital Storytelling

Lambert (2003) cited in (http://www.

jakesonline.org/seven_elements.pdf) has

created the Seven Elements of Digital

Storytelling, which could be used as a

starting point when working with digital

stories. These are:

1. Point of view: what is the main point of

the story and what is the perspective of

the author?

2. A dramatic question: a key question that

keeps the viewer’s attention and will be

answered by the end of story.

3. Emotional content: serious issues that

come alive in a personal and powerful

way and connect the story to the

audience.

4. The gift of your voice: a way to

personalize the story to help the

audience understand the context.

5. The power of the soundtrack: music or

other sounds that support and embellish

the storyline.

6. Economy: using just enough content to

tell the story without overloading the

viewer.

7. Pacing: the rhythm of the story and how

slowly or quickly it progresses.

Software for Creating Digital Stories

There is a range of software packages

that can be used to create digital stories,

such as those listed below:

a. For users of Windows based computers

the following software can be used:

1. Windows Movie Maker cited in

(http://en.wikipedia.org/wiki/Windo

ws_Movie_Maker) is a video

creating/editing software, included

in Microsoft Windows Me, XP, and

Vista. It contains features such as

effects, transitions, titles/credits,

audio track, timeline narration, and

Auto Movie. Windows Movie

Maker is also a basic audio track

editing program. It can apply basic

effects to audio tracks such as fade

in or fade out. The audio tracks can

then be exported in the form of a

sound file instead of a video file.

2. Audacity cited in (http://en.wikipe

dia.org/wiki/Audacity) is a free

software, cross-platform digital

audio editor and recording

application. Audacity was created

by Dominic Mazzoni while he was

a graduate student at Carnegie

Mellon University. Mazzoni now

works at Google, but is still the

main developer and maintainer of

Audacity, with help from many

others around the world.

3. Microsoft Photo Story cited in

(http://en.wikipedia.org/wiki/Photo

_Story) is a free application that

allows users to create a show and

tell presentation from their digital

photos. It incorporates the

capability to record audio and add

music, including providing its own

music generator. It does though

place the emphasis on the images

rather than the narrative and so is

not necessarily the best tool for

creating digital stories for

educational purposes.


b. For Apple Macintosh users:

1. iMovie cited in (http://en.wikipedia.

org/wiki/IMovie) is a proprietary

video editing software application

which allows Mac users to edit their

own home movies. It is the free

software on Apple computers which

can be used to put together the

component parts.

2. iPhoto cited in (http://en.wikipe

dia.org/wiki/IPhoto) is a software

application made by Apple Inc.

exclusively for their Mac OS X

operating system. It also the free

software that can be used for image

manipulation.

The Concept of Cooperative Learning

Method

Cooperative learning is a successful

teaching strategy in which small teams, each

with students of different levels of ability,

use a variety of learning activities to

improve their understanding of a subject

(Kagan cited in http://edtech.kennesaw.edu/

intech/cooperativelearning.htm). Each

member of a team is responsible not only for

learning what is taught but also for helping

teammates learn, thus creating an

atmosphere of achievement. The point is

that cooperative learning involves more than

just asking students to work together in

groups. Instead, conscious thought goes in

to helping students make the experience as

successful as possible.

Cooperation is working together to

accomplish shared goals. Cooperative

learning is the instructional use of small

groups so that students work together to

maximize their own and each other's

learning. The idea is simple. Class members

are organized into small groups after

receiving instruction from the teacher. They

then work through the assignment until all

group members successfully understand and

complete it. In cooperative learning

situations there is a positive interdependence

among students' goal attainments; students

perceive that they can reach their learning

goals if and only if the other students in the

learning group also reach their goals

(Deutsch cited in Johnson & Johnson,

1989).

Below, three simple CL are described

(Jacobs, 2010). Simple is good, i.e., what

makes an activity challenging and exciting

are the topic and the task more so than the

CL technique.

1. Circle of Speakers

a. In groups of 2-4, students take turns

to speak. Several such rotating

turns can be taken.

b. Students listen as their partner(s)

speak and perhaps take notes, ask

questions, or give feedback.

c. The teacher randomly chooses

some students and asks them to tell

the class what their partner(s) said.

d. This technique can also be done

with students taking turns to write,

or they can write and speak at each

turn.

2. Write-Pair-Switch

a. Each student works alone to write

answers.

b. In pairs, students share answers.

c. Students switch partners and share

their former partner’s ideas with

their new partner.

3. Question-and-Answer Pairs

a. Students work alone to write one or

more questions.

b. They write answers to their

questions on a separate sheet of

paper.

c. Students exchange questions but

not answers.

d. After Students have answered their

partner’s questions, they compare

answers.

Using cooperative learning may be

difficult at first because students may not be

familiar with or skilled at working together.

METHODS

Method of Research

In this study, the writer used quasi-

experimental designs to conduct this

research that is non-equivalent control group


design. The writer chose two classes to be as

similar as possible. Before the treatment, the

writer gave the pretest to the sample

students. Then the writer gave the treatment

to the sample students. After the treatment,

the writer gave the posttest, which was the

same as the pretest.

Teaching Procedures

In conducting the study, the teaching

procedures for the experimental group were

as follows:

Stage 1: Dividing students into group of 5,

give the topic to the students

Stage 2: Explaining the digital storytelling

activity and cooperative learning

method

Stage 3: Asking them to research and

choose a suitable topic,

brainstorm ideas for the story,

write and storyboard the story,

capture and create pictures and

videos, create the pages of the

story using PowerPoint

application, record audio narration

using hand phone, iPods, or

recorder, insert music and sound

effects using software such as

iMovie or Movie Maker, combine

all elements, together with credits

using PowerPoint or iMovie

software

Stage 4: Asking them to present their

stories in front of the class, the

other groups respond to the stories

through few questions and

comments, discuss the answer

Stage 5: Discussing the answer together

and give comments and score

Meanwhile, the teaching procedures

for the control group were as follows:

Stage 1: Dividing students into group of 5,

give the topic to the students

Stage 2: Asking them to write their stories

on a piece of paper, share their

story, and the other groups respond

to the stories through few

questions and comments, discuss

the answer

Stage 3: Discussing the answer together and

give comments and score

Speaking skill in this study will be

measured by the following indicators in the

table below:

Table 1. Oral Specification

Accuracy Fluency

1 Little or no

language

produced

1 Little or no

communication

2 Poor vocabulary,

mistakes in basic

grammar, may

have very strong

foreign accent

2 Very hesitant and

brief utterances,

sometimes

difficult to

understand

3 Adequate but not

rich vocabulary

makes obvious

grammar

mistakes, slight

foreign accent

3 Get ideas across,

but hesitantly and

briefly

4 Good range in

vocabulary,

occasional

grammar slips,

slight foreign

accent

4 Effective

communication

in short turns

5 Wide vocabulary

appropriately

used, virtually

no grammar

mistakes, native

like or slight

foreign

5 Easy and

effective

communication,

user a long turns

Digital storytelling is the modern

expression of the ancient art of storytelling

which uses the computer application

program to tell the story. It gives deep

dimension and vivid color to characters,

situation, experiences, and insights through

the power of weaving images, music,

narrative, and voice together.

Cooperative learning is a successful

teaching strategy in which small teams, each

with students of different levels of ability,

use a variety of learning activities to

improve their understanding of a subject.


Population and Sample

Population

The population of this study is the

eighth grade students of SMP N 1

Palembang with the total number as follows:

Table 2. The Population of the Study

No. Class

Gender Number

of the

students Male Female

1. VIII 1 14 13 27

2. VIII 2 12 18 30

3. VIII 3 10 18 28

4. VIII 4 10 17 27

5. VIII 5 13 14 27

6. VIII 6 13 24 37

7. VIII 7 11 23 34

Total 83 128 211

Source: SMP N 1 Palembang, academic

year 2010/2011

Sample

In this study, the writer chose the

sample by using purposive sampling

technique or judgmental sampling.

Purposive sampling starts with a purpose in

mind and the sample is thus selected to

include people of interest and exclude those

who do not suit the purpose. For example,

the two classes taught by the same teacher,

both classes has the same level in

understanding English and the same score,

and then the students in both classes have

the same age. As the sample of this study,

the writer chose 11 students for

experimental group and 11 students for

control group. Because, there were only 11

students followed the test from 27 students

of the experimental group, the class VIII 4.

At the pre-test there were 2 students absent

because of sick, 5 students were go to

National Education Office, 2 students were

join OSIS meeting, 7 students was join

basketball competition. The same thing also

happened to control the class; some students

in this class did not follow the pretest and

posttest because some reasons. There were

called by their teacher, join meeting, sick,

and join other extracurricular activity. So the

writer could only examine 11 students for

the sample from each class.

Data Collection

Test

In collecting the data, the writer used a

test. The test was administered twice as the

pre-test and the post-test. The pre-test was

given before the treatment and post-test was

given after the treatment. The pre-test was

given to find out the initial difference

between experimental and control group in

students’ speaking ability before the

treatment. The post-test was given after the

experimental class received the treatment

period of time. In pre-test and post-test the

writer used oral test. The oral tests were

given to measure the students’ speaking skill

and attitude toward speaking before and

after the treatment. To avoid the bias test,

the writer was helped by the raters. The

raters were the lecturer of the English

Education Study Program because they are

qualified and from Strata two (S2) degree.

Before the test was administered to the

sample students, the test had been tried out

to 10 students from the other class as the

sample to find out the reliability of the test.

Questionnaire

Questionnaire was distributed to the

experimental group after they got the

treatment and did the posttest. The writer

distributed the questionnaire to each student

in the experimental group in order to know

their opinions and feeling about the digital

storytelling in speaking skill. The writer

would like to know what they thought after

them retelling their story by using digital

storytelling. In this study, the writer used

questionnaire to find out whether the

students like learning English speaking

through digital storytelling. The

questionnaire consisted of yes-no questions

that were 10 items. The writer used

Indonesian language for the questionnaire.

The data of the questionnaire were analyzed

by using a percentage analysis.


Validity and Reliability

In this study, the writer estimates the

content validity of the test. To provide the

validity of the test, the writer devised the

test in accordance with the purpose of the

test, which was to find out English speaking

of the students. The writer estimated the

content validity by the table of the

specification.

Reliability methods used in this study

was Inter-Rater reliability. Raters usually

are necessary when testing students’

productive skills (speaking and writing) as

in composition, oral interview, or role-play

situations. Inter-rater reliability is essentially

a variation of the equivalent-form type of

reliability in that the scores are usually

produced by two raters. According to Brown

cited in Ruspita (2009, p.39) Inter-Rater

Reliability is essentially a variation of the

equivalent form type of reliability in that the

score are usually producer by two raters, the

scores are lined up in columns, and a

correlation coefficient is calculated between

them. In this study the raters should have

master degree.

Based on the calculation, the

reliability coefficient of the test was 0.95.

According to Wallen and Fraenkel (1991,

p.99) the reliability coefficient is considered

strong and can used for the test, if the value

is higher than the score. For the purposes, a

rule thumb is that reliability should be at

least 0.70 and preferably higher. Since the

reliability coefficient of the test was higher

than 0.70 the test was consider reliable.

Data Analysis

To score the students’ speaking there

are two criteria of assessment consisting of

two scales: accuracy and fluency (Table 3).

Table 3. Table of Oral Specification

Accuracy Fluency

1 Little or no

language

produced

1 Little or no

communication

2 Poor

vocabulary,

mistakes in

2 Very hesitant

and brief

utterances,

Accuracy Fluency

basic grammar,

may have very

strong foreign

accent

sometimes

difficult to

understand

3 Adequate but

not rich

vocabulary

makes obvious

grammar

mistakes, slight

foreign accent

3 Get ideas

across, but

hesitantly and

briefly

4 Good range in

vocabulary,

occasional

grammar slips,

slight foreign

accent

4 Effective

communication

in short turns

5 Wide

vocabulary

appropriately

used, virtually

no grammar

mistakes, native

like or slight

foreign

5 Easy and

effective

communication,

user a long

turns

Source: Pheny, Ur. (2000)

The writer took the score interval

made by Arikunto (2006, p.70) to be the

basis of converting the students’ scores. And

the writer made a few changes with the

scoring system to match with the rubric she

used above.

Table 4. Score Interval for Speaking

No. Score Interval Modify Category

1 86-100 9-10 Excellent

2 71-85 7-8 Good

3 56-70 5-6 Average

4 41-55 3-4 Poor

5 ≤ 40 1-2 Failed

RESULTS

The Results of the Pretest and Posttest in

the Experimental Group

In the pre-test, the highest score was 5;

the lowest score was 2; and the mean was

3.81. The highest score in post-test was 10;

the lowest score was 6; and the mean was


7.72. The pre-test result showed that there

was no student (0%) who was in excellent

and good category; 5 students (46%) were

in average category. In the post-test, 2

students (18%) were in excellent category;

8 students (73%) were in good category; 1

student (9%) was in average category, and

there was no student who was in poor and

failed category.

The Results of the Pretest and Posttest in

the Control Group

In the pre-test, the lowest score was 2;

the highest score was 7; the mean was 4.81.

The highest score in the post-test was 8;

while the lowest score was 5; the mean was

6.54. It was found that there was no student

(0%) who was in excellent category; 1

student (9%) was in good category; 5

students (46%) were in average category; 4

students (36%) were in poor category; and

1 student (9%) was in failed category. In

the post-test, there was no student who was

in excellent category; 7 students (64%)

were in good category; 4 students (36%)

were in average category, and there was no

student who was in poor and failed

category.

The Result of the Questionnaire

After giving the treatment, the writer

distributed a questionnaire to the

experimental group in order to know their

attitude, opinion, and feeling toward digital

storytelling. The questionnaire consist of 10

yes-no questions.

The result of the questionnaire for the

first question, the writer asked the students

opinion about speaking English, it was

found out there were five students (46%)

who answered speaking English is difficult,

six students (54%) said that speaking

English is not difficult.

In the second question, the writer

questioned the students whether they

ashamed and nervous when they speak in

English or not. Six students (54%) said that

they are ashamed and nervous when they

speak in English; while five students (46%)

answered they are not.

In the next question, the writer wanted

to know whether the students ever told some

interesting stories that related to their daily

life in front of the class or not. Ten students

(91%) have ever told some interesting

stories that related to their daily life in front

of the class, one student (9%) have not ever

told some interesting stories that related to

their daily life in front of the class.

In question number 4, the writer

wanted to know if storytelling was taught by

their teacher. There were nine students

(82%) who answered that they have been

ever taught speaking skill by using

storytelling before, two students (18%) said

that they have never been taught speaking

skill by using storytelling before.


wanted to know if digital storytelling was

taught by their teacher. The result indicated

that digital storytelling was never taught

before by their English teacher. From the

answer of eleven students (100%), it could

be concluded that they never knew digital

storytelling until the writer introduced it to

them. That was the first time for them to

apply this method in their speaking.

For the next question, number 6, the

students were required to answer whether

they feel interested in speaking English by

using digital storytelling or not. Eight

students (73%) admitted that they felt

interested in speaking English by using

digital storytelling. Three students (27%)

said that they did not feel this interested at

all in speaking English by using this

method. They thought it was difficult to use.


wanted to know whether digital storytelling

in learning English ease their boredom or

not. Nine students (82%) stated that digital

storytelling ease their boredom in learning

English, and the rest two students (18%)

argued that digital storytelling did not ease

their boredom in learning English.

In the next question, the writer asked

their opinion if digital storytelling helps

them in communicate in English with other

people (their classmates). All of them

(100%) answered “Yes”. From their answer,


it could be inferred that this method helped

them in communicate in English with other

people in this case their classmates.

The writer would like to know if

digital storytelling fluent their speaking in

learning English speaking, in question

number nine. All of the students (100%)

agreed that digital storytelling fluent their

English speaking.

Finally, in the last question, the writer

asked the students whether or not they

would to share some stories to their friends

in English. Eight students (73%) answered

“Yes”, meaning that they would to share

some stories to their friends in English, and

3 students (27%) will not try to share some

stories to their friends in English after

having digital storytelling activity.

The Statistical Analyses

There were three statistical analyses in

this study: (1) the statistical analysis on the

result of the pretest and posttest in the

experimental group, (2) the statistical

analysis on the result of the pretest and

posttest of the control group, and (3) the

different analysis on the experimental and

the control group.

The Statistical Analysis on the Result of the

Pretest and Posttest in the Experimental

Group

To find out whether or not there was

significant difference in achievement before

and after the treatment of the experimental

group, the writer compared the results of the

pretest with those of the posttest in the

experimental group by using paired sample

t-test. Based on paired sample statistics, the

mean of the pre-test in the experimental

group was 3.82 the standard deviation was

1.328, the standard error mean was 0.400.

The mean of the post-test was 7.73, the

standard deviation was 1.104, and the

standard error mean was 0.333.

The result of the paired sample

difference in mean between pre-test and

post-test in the experimental group 3.909,

with standard deviation 1.221, standard error

mean 0.368, and the t-obtain was 10.618 at

the significance level of p<0.05 in two tailed

testing with df = 10, the critical value of t-

table = 2.228. Since the value of t-obtained

was higher than the critical value of t-table,

the null hypothesis (Ho) was rejected and

research hypothesis (Hi) was accepted. The

calculation shows that there was a

significant difference before and after the

treatment in the experimental group. It

proved that digital storytelling was able to

students’ speaking skill.

The Statistical Analysis on the Result of the

Pretest and Posttest in the Control Group


significant different in achievement before

and after the treatment in the control group,

the writer compared the results of the pretest

with those of the posttest in the control

group by using paired t-test. Based on the

paired sample statistics, the mean of the pre-

test in the control group was 4.82, the

standard deviation was 1.662, and the

standard error mean was 0.501. The mean of

the post-test was 6.55, the standard deviation

was 1.293, and the standard error mean was

0.390.

The result of the paired sample t-test;

paired difference in mean between pre-test

and post-test in control group 1.727, with

standard deviation 1.009, standard error

mean 0.304, t-obtained was 5.677 and p-

output 0.000. Since the value of t-obtained

was higher than the critical value of t-table

2.228. The null hypothesis (Ho) was rejected

and the research hypothesis (Hi) was

accepted. It means there was a significant

difference in students’ speaking skill in pre-

test and post-test in the control group.

The Different Analysis on the

Experimental and the Control Group


significant difference in speaking skill

between the experimental group and the

control group, the writer compared the

results of the posttest in the experimental

group with those in the control group by

using independent sample t-test. The results

of independent sample t-test showed that the


mean difference was 1.182, standard error

difference was 0.513, and the t-obtained was

2.305. At the significance level of p<0.05 in

two tailed testing with degree of freedom 20,

the critical value of t-table was 2.086. It

showed that t-obtained was higher than the

critical value t-table was 2.305 > 2.086. The

null hypothesis (Ho) was rejected and the

research hypothesis (Hi) was accepted. It

means that there was a significant difference

in speaking skill between the students who

were taught speaking through digital

storytelling and those who were not.

Interpretation of the Study

At the beginning of the study, both

experimental and control group had the

same starting point since they made no

significant difference in the pre-test. In

other words, the two groups were

homogeneous at the beginning of the study.

However, during the study, the

experimental group got treatment that is,

using digital storytelling in their speaking

skill, and the other group did not get any

treatment at all. Eventually, using

independent t-test, the writer analyzed the

difference between the results of the post-

test in the experimental group and the one

in the control group. Based on the

calculation by using SPSS computer

program, the value of t-obtained was 2.305.

At the significance level p<0.005 in two

tailed testing with df = 20, the critical value

of t-table was 2.086. Since the value of t-

obtained was higher than t-table, the null

hypothesis (H0) was rejected and the

research hypothesis (H1) was accepted.

From the calculation, the writer could state

that there was a significant difference on

the post-test scores of the students in

experimental group and those students in

the control group. This highly proved that

digital storytelling was able through

cooperative learning method in developing

students speaking skill.

In addition, based on the questionnaire,

it could be interpreted from eight students

(73%) whom admitted that they felt more

attractive in speaking English by using

digital storytelling. They informed that

before they got treatment, they just retelling

their story using traditional storytelling

without using digital tools. After they knew

digital storytelling, they could express their

ideas and stories with their friends in other

places by using digital tools, i.e. computers,

hand phones, iPods, digital cameras, etc.

They also admitted that digital storytelling

ease their boredom in learning English and it

also help them in communicate in English

with other people. In short, the use of digital

media in expressing the feeling and story

which was emphasized by digital

storytelling in its application, made

students’ expression better than before they

got treatment. It could be proven from the

increase of their scores and their responses

to the questionnaire.

Based on the results of the study, the

writer would like to say that using digital

storytelling could make the students

interested in learning speaking English.

During the experiment, the writer observed

that the students were involved in classroom

actively. This situation happen because the

writer taught speaking in different way from

their teacher taught them. By applying this

method, the writer not only built up the

students’ motivation but also gave a lot of

fun in teaching learning activities. Finally,

digital storytelling can be used as one of the

methods in developing the students’

speaking ability.

CONCLUSIONS AND SUGGESTIONS

Conclusions

Based on the results of the study, the

writer concludes that digital storytelling was

able to develop students speaking skill. It

could be proven by analyzing the students’

pre-test and post-test scores of the

experimental group using paired sample t-

test and analyzing the students’ post-test

scores of the experimental group and control

group using independent sample t-test. The

t-obtained, both in paired sample t-test and

independent sample t-test, was higher than t-

table. It could be seen that there was a


significant difference in expression of

feeling and ideas of the students’ who were

taught to apply digital storytelling as

compared to that of those who were not.

From the calculation, it could be inferred

that digital storytelling allowed the students

to get a better expression toward feeling and

ideas in developing the speaking skill. In

other words, it was able to toward feeling

and ideas in developing students’ speaking

skill.

In addition, based on the results of the

questionnaire, the writer concludes that the

use of digital storytelling in speaking skill is

very useful for the students for some reason.

First, by using digital storytelling in

speaking, the students could feel more

expressive in expressing the feeling and

ideas. Second, they could feel more

enjoyable in expressing the felling and ideas

using digital tools. Last, their expression

could be more interesting and alive. In short,

it is true that digital storytelling increases

the students’ speaking skill.

Suggestions

Based on the conclusions above, some

suggestions as an effort to develop students

speaking skill are offered.

1. For the English Teacher

- The teachers should use the most

appropriate strategy to develop the

students’ speaking ability. For

example digital storytelling

method, this is not only to develop

students’ speaking ability but also

to make them interested in learning

speaking.

- The teachers should motivate the

students to speak and give a lot of

practice, so the students are

motivated and more interested to

learn English in the classroom.

2. For the Students

- The students should prepare

themselves earlier before they learn

the new materials.

- The students should motivate

themselves about how important

studying English not only to get the

high score but also to get success in

the future.

3. For Further Research

- This study can be used to develop

the students’ ability in learning

English especially in speaking skill.

- The next researcher should

investigate the problems and

difficulties in teaching speaking in

order to make speaking English as

important as other skills.

- The next researcher should find out

the deep understanding to solve the

problems of teaching English

speaking.

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