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
Kuntum Trilestari*
An English Lecturer of Faculty of Teacher Training and Education, English Language Study
Program, Tamansiswa University of Palembang
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
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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,
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 | 3
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
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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
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 | 5
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.
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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
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 | 7
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.
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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.
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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
10 | 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
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.
In question number 5, the writer
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.
In question number 7, the writer
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,
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 | 11
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
To find out whether or not there was
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
To find out whether or not there was
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
12 | 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
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
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 | 13
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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