ABSTRACT
Yulihar, Anggi. Registration Number: 21222121004. Developing Interactive Media to Teach Speaking Skill for Grade 11 Students. A Thesis. English Educational Program, Faculty of Languages and Arts, State University of Medan, 2016.
The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students.
The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMA N 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.
Keywords: Interactive Media, Digital Storytelling, R&D
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ACKNOWLEDGMENTS
The researcher would like to express her deepest gratitude to Allah Swt, the
Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor, and Mercy
that has been given to the researcher so that she finally accomplished her thesis
entitled: “Developing Interactive Media to Teach Speaking Skill for Grade 11
Students.”
This thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of the English Department, Faculty of Languages and Arts, State
University of Medan (UNIMED).
In completing this thesis, the researcher realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got a lot
of assistance and moral support from many people. Therefore, the researcher would
like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature Department and as one of experts in Validating speaking media
Nora Ronita Dewi, S.Pd, S.S, M.Hum., as the Head of English Educational Study Program and her thesis advisor
Dr. Rahmad Husein, M.Ed. as her thesis advisor for his valuable time, knowledge, and guidance with all their patience and wisdom during the
process of accomplishing this thesis.
Anna lely, S.Pd as one of experts in Validating speaking media.
Eis Sri Wahyuningsih, M.Pd., and Pak Pantes, the administration staffs of English Department.
Administration Staffs of Digital Library, for their permission and opportunities in allowing researcher to do the observation to collect the data. Harun Tahir, her beloved father, and Yuliana Hasibuan, her beloved
mother who always beside her, giving motivation, advice, pray, and
everything. Ade Yulihar, S.Pd, her beloved sister who always being her best
friend, stand by her in every situation she need. Hardyanto Yulihar, Her
little brother who always gives her more time and steady for helping her. She
loves her family more than everything in this world.
Saiful Bahri, Her lovely who always motivating and giving her pray, wise advices and for always loving her.
Regular C 2012, her beloved classmates, English Education, who cannot be mentioned one by one.
Soy, Wita, Nur, her beloved friends.
Bertha Monalisa Silalahi, For her beloved friends for always supporting and always stand by her.
For her friend Nurul Jannah, for helping me.
The researcher realizes that this thesis still has the paucity; she conveniently
welcomes any suggestions, comments, and advices that will improve the quality of
this thesis. She hopes that this thesis would be useful for those who read and interest
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List of Appendixes ... viii
CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 4
D. The Scope of the Study ... 4
E. The Significance of the Study ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Theoretical Framework ... 6
1. Speaking Skill ... 6
a. Speaking Competence ... 7
b. Indicators of Speaking Competence ... 7
c. Teaching Speaking ... 9
d. Implications for Teaching Speaking ... 10
2. Interactive Media ... 11
3. Digital Storytelling ... 14
a. Tell a Great Digital Storytelling ... 18
b. Selecting Story ... 20
c. The Process of Creating the Digital Storytelling ... 20
d. The Power of Digital Storytelling ... 23
e. Software of Digital Storytelling ... 23
4. Types of Text ... 25
B. Relevant Studies ... 26
C. Conceptual Framework ... 28
CHAPTER III RESEARCH METHODOLOGY ... 30
A. The Research Design ... 30
B. The Instruments of Data Collection ... 31
C. The Technique of Data Collection ... 32
D. Material Development ... 32
CHAPTER IV RESEARCH FINDINGS AND DISSCUSSION ... 36
A. Research Findings ... 36
1. Need Analysis ... 36
2. Planning ... 45
3. Developing the Media ... 47
4. Validating to Experts ... 49
5. Revision of the Product ... 52
6. Producing the Final Product ... 53
B. Discussion ... 53
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 55
A.Conclusions ... 55
B.Suggestions ... 55
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LIST OF TABLES
Pages
Table 4.1The Description of the Students ... 37
Table 4.2 The First Question’s Analysis ... 38
Table 4.3 The Second and Question’s Analysis ... 49
Table 4.4 The Third Question’s Analysis ... 40
Table 4.5 The Fourth Question’s Analysis ... 41
Table 4.6 The Fifth Question’s Analysis ... 41
Table 4.7 The Sixth Question’s Analysis ... 41
Table 4.8 The Seventh Question’s Analysis ... 42
Table 4.9 The Eighth Question’s Analysis ... 42
Table 4.10The Ninth Question’s Analysis ... 43
Table 4.11 The The Tenth,…….Fifteenth Question’s Analysis ... 43
Table 4.12 Organization of the Needs Analysis... 45
Table 4.13 Interval Criteria of Expert Judgment ... 50
Table 4.14 Analysis of the Media ... 50
Table 4.15 Experts’ suggestion and comments ... 52
LIST OF FIGURES
Pages
Figure 2.1 Conceptual Framework ... 29
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LIST OF APPENDIXES
Pages
Appendix A. Syllabus ... 59
Appendix B. Need Analysis Sheet ... 69
Appendix C. Expert Judgment Sheet ... 77
Appendix D. The Result of Need Analysis ... 86
Appendix E. The Result of Expert Judgment Validation ... 90
Appendix F. The speaking material script ... 92
Appendix G. The Digital Storytelling ... 93
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CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English, there are four skills which need to be learned. They
are listening, speaking, reading and writing. One of the language skills which are
important is speaking. Speaking as one of language skill which is being taught in
school, has become the main concern for teacher. Teacher of English should be
able to find some ways to develop students‟ skills, especially in speaking.
Speaking is one of the four major skills necessary for effective
communication in any language, speaking skills should be developed along with
the other skills, so that these integrated skills will enhance the students' ability to
communicate. English has already become the language of professional
communication in various spheres of life.
In this case the problem is about students' low level of speaking ability and
in ability to speak confidently and fluently. Based on the writer‟s observation of
Grade 11 students she found that the students' low level of speaking ability and
their inability to speak confidently and fluently in front of the class. That problem
can be caused by the teacher‟s ways in teaching speaking. Based on the writer‟s
observation of Grade 11 students of SMAN 1 Batang Kuis, it was found that
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While in KTSP syllabus states that the students are demanded to perform some
monologue genre of Narrative, Report and Analytical, but unfortunately the
teacher‟s ways in teaching narrative is not appropriate with the students‟ need
which ask them to read the genre of text but not to perform it. The writer conclude
that the media used by the teacher should be developed to interactive media which
fulfill the students‟ need of speaking skill in teaching narrative that is „Digital
Storytelling‟.
In recent years the use of new technologies in educational systems has
increased worldwide as digital cameras, computers, scanners, and easy-to-use
software have become available to educators to harness the digital world. The
impact of new technologies in educational contexts has been mostly positive as
new technologies have given educators the opportunity to enhance their
knowledge, skills, and therefore enhance the standard of education. With
reference to the importance of the multimedia learning, the teachers are expected
to implement the multimedia for the improvement of learning especially for the
student‟s speaking ability.
There are so many things that can be used to extend and create a more
powerful ways and impact for speaking skill (Rains, 2009). This study will focus
on “interactive media to teach speaking through Digital Storytelling.” In many
dictionaries, storytelling is simply defined as a story narration, which means “the
act or process of telling a story”. Digital Storytelling is one of the technologies
that define as a short story created by combining a recorded narrative with images
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Digital Storytelling use Photostory 3 in created the video story itself. Digital
storytelling is defined by The Digital Storytelling Association, as a “modern
expression of the ancient art of storytelling” (The Digital Storytelling Association
2011). Although there is not a single digital storytelling definition, the majority
emphasize the use of multimedia tools including graphics, audio, video, and
animation to tell a story.
Digital storytelling is a good interactive media to teach speaking skill.
Because of using Digital storytelling can train the students to speak up more than
do not use it to teach them. It is supported by Rokni(2014: 2(4): 252-257) stating
that the strategy of applying digital storytelling not only enhances the speaking
ability of learners but also has a considerable effect on students‟ motivation
toward language learning in general and speaking skills in particular. Digital
storytelling and story making provide opportunities for sharing thoughts and ideas
as a class, group or individually. It is a motivational tool which encourages
learning, good communication skills and engagement in writing.”
Shaaban (2015:10) stating using stories in teaching paragraph writing
skills have a vital effect on students' performance which means that employing
these techniques inside the classroom helps ninth graders‟ acquire paragraph
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both inside and outside the classroom. Many teachers report high motivation
levels, and not only for their students.
Using Digital Storytelling gives a powerful impact for the students‟ ability
in speaking. Applying digital storytelling not only enhances the speaking ability
of learners but also has a considerable effect on students‟ motivation toward
language learning in general and speaking skills in particular. It is a motivational
tool which encourages learning, good communication skills and engagement in
writing also. Thus, this research is formulated as “Developing interactive media to
teach speaking for Grade 11 Students.”
B. The Problems of the Study
Based on the background of the study above, the problem are:
1. What interactive media are suitable for the students?
2. How is interactive media for students developed?
C. The Objectives of the Study
The objectives of the study are mentioned below:
1. To design interactive media which is suitable for the students‟ need?
2. To develop interactive media based on students‟ need.
D. The Scope of the Study
The scope of the study is developing interactive media based on the
students‟ need. This media is intended to apply at Grade 11 of senior high school.
This media focus on speaking skill especially narrative text. The scope of the
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E. The Significance of the Study
The finding of this research can be useful to teachers theoretically and
practically in providing information about developing interactive media to teach
speaking skill.
Theoretically, this research can provide information and theories about
developing interactive media to teach speaking skill to teachers. Meanwhile,
practically it can be reference to teacher especially in SMAN 1 Batang Kuis in
attempt to develop interactive media. Teachers can see the importance of having
teacher-developed media for students in learning process.
Moreover the students can get more motivation to learn English which can
integrate into their major. It will increase students‟ achievement in English. In
addition, this research can be a reference to the next researchers who want to
conduct a research about developing interactive media to teach speaking skill for
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The media used in speaking skill is not satisfied for the students, so it needs
the improvement by developing speaking skill media in teaching which is relevant to
the students’ needs.
The media developed is good enough to be used in speaking, it is appropriate
to the curriculum, syllabus and students’ characteristic. Digital storytelling as
interactive media is developed in order to train students’ skill in so that they can
achieve their goal in learning narrative on speaking skill. Digital storytelling as
interactive media is developed by using steps in the Research and Development
(R&D). After conducting need analysis and planning, interactive media is developed
and assessed by experts. The result shows that Digital storytelling as interactive
media is a very good media to be used in teaching speaking. For better result, digital
storytelling as interactive media should be used so that students’ ability in speaking
will get better. From the result, digital storytelling as interactive media is successfully
developed.
B. Suggestions
Of the basis of the conclusion the suggestions are as follows:
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Teachers should be able to use and develop interactive media based on the
needs of the students, one of the example digital storytelling as interactive media as
the key of teaching-learning process in speaking skill.
Institution also have to take a part and support the developing interactive
media for the students as speaking is receptive skill we do the most but unfortunately
the research about it is less than the other skills. Finally, it is suggested that other
researchers should conduct further studies on developing interactive media, which has
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