DEVELOPING KAMISHIBAI MEDIA FOR STORYTELLING
NARRATIVE IN MTs AL-
JAMI’YATUL WASHLIYAH
TEMBUNG
A THESIS
Submitted to Fulfill the Partial Requirement for the Degree of Sarjana Pendidikan
By:
HELMI JULIANA SIREGAR
Registration Number: 2123321036
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Siregar, Helmi Juliana. 2123321036. Developing Kamishibai Media for Storytelling Narrative in MTs Al-jami’yatulWashliyahTembung. A Thesis. English Education. Faculty of Language and Arts, State University of Medan. 2017
The aim of this study are: 1) To develop Kamishibai as learning media for storytelling narrative, and 2) to know the eligibility product of Kamishibai as learning media for storytelling narrative. Research and development is used as the research method. This research took place at MTs Al-Jami’yatulWashliyahTembung. The product has validated by experts validation. The instrument for collecting data by using questionnaires with Rating scale 1-5. The data was analyzed based on expert validation to revise the product. The results shows that: 1)the display of media with the average 89,09 (Very good), 2)operation media with the average 85 (very good), 3) interaction when using media with the average 88 (very good), 4) story paper card material with the average 89 (very good). The overall rating is 87,77 (very good). The results of students’ validation are nine from nine respondents answer yes for three aspects that is about the attractiveness, the level of difficulty, and the benefit. Therefore, the product of kamishibai media is appropriate to use as learning media in teaching learning English process.
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ACKNOWLEDGMENT
First of all, the writer would be like to express her deepest gratitude to Almighty God,
His uncountable blessing given to the writer during her study and in completing this thesis
which entitled: Developing Kamishibai Media for Storytelling Narrative in MTs Al-Jami’yatul Washliyah Tembung. 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 writer realized that she faced some problems and he had
received the academic guidance, suggestions and comments and got a lot of assistance and
moral support from people. Therefore, the writer expresses 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, State
University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department, Faculty of Languages and Arts, State University of Medan, her First Thesis Advisor
and her Academic Advisor who has contributed her time, knowledge and suggestion
to help the writer on supervising this Thesis.
Dra. Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English Education Study Program.
Johannes Jefria Gultom, S.Pd., M.Hum., as her Second Thesis Advisor who has contributed his time, knowledge and suggestion to help the writer on supervising this
Thesis.
Dr. Rahmad Husein, M.Ed., as her Reviewer and Examiner who have contributed on giving some of feedback and suggestions in the writer’s Thesis.
Dra. Masitowarni Siregar, M.Ed., as her Reviewer and Examiner who have contributed on giving some of feedback and suggestions in the writer’s Thesis.
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All the Lecturers of English Department during her academic year at State University of Medan, who have taught and given knowledges to her encouragement
and invaluable advices to complete this thesis.
Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English Department. Muhammad ZubirNasution, M.Pd., as the Headmaster of Madrasah Tsanawiyah
Al-Jami’yatul Washliyah Tembung
Sri Wahyuni, S.Pd., the English Teacher of Madrasah Tsanawiyah Al-Jami’yatul Washliyah Tembung
Her beloved parents, Kalman Siregar and Marija Harahap, her wonderful brother,
Eddy Soangkupon Siregar, her wonderful sisters, Suci Rahmadani Siregar, and
Dyah Amanda Siregar, for their endless loves and prayer that they have given to the writer during the process of completing the thesis
Her beloved friend Didi Prawira Sitompul, S.E., for his loves and his patience for
suggestions, comments, critics, and advices that will improve the quality of this thesis.
She hopes that this thesis would be useful for those who read and feel interested in the
field of this study.
Medan, February 2017
The Writer,
Helmi Juliana Siregar
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2) Design of Visual Media ... 16
3) KamishibaiAs the Visual Media ... 17
3. Kamishibai ... 18
a. Definition of Kamishibai ... 18
b. The Characteristics of Kamishibai ... 20
c. The Types of Kamishibai ... 23
d. The Terms in Kamishibai ... 24
e. The Sample of Kamishibai and The Parts of Kamishibai Story... 25
f. The Steps of Using Kamishibai ... 26
g. The Advantages and Disadvantages of Kamishibai ... 26
4. Storytelling ... 28
a. Definition of Storytelling ... 28
b. Storytelling in the Classroom ... 29
c. The Benefit of Storytelling ... 30
5. The Eligibility of Product ... 31
a. The Definition of Eligible ... 31
b. The Indicator of Eligibility Product ... 31
6.Narrative Genre ... 33
a. The Example of Narrative ... 34
B. Relevant Studies ... 35
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F. Techniques of Data Analysis ... 49
CHAPTER IV. THE DATA, DATA ANALYSIS AND MEDIA DEVELOPMENT ... 52
c. The Display of Projection Hole for Story Card ... 59
d. The Display of Butai’s Rear Frame ... 59
e. The Display of Material in Story Paper Card 1 ... 60
f. The Display of Material in Story Paper Card 2 ... 61
CHAPTER V. CONCLUSION AND SUGGESTION ... 80
A. Conclusion ... 80
B. Suggestion ... 81
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LIST OF TABLE
Pages
Table 2.1 The Classification of Media ... 13
Table 3.1 Rating Scale ... 44
Table 3.2 The Interval Criteria for Assessment ... 50
Table 4.1 The Description of Picture and Narration Text Position in the Text ... 61
Table 4.2 The Description of Picture and Narration Text Position in the Text ... 62
Table 4.3 The Data of Expert’s Validation to Display of Media ... 64
Table 4.4 The Data of Expert Validation to Operation Media ... 66
Table 4.5The Data of Expert Validation Toward Interactions ... 68
Table 4.6The Data of Expert Validation to Materials ... 70
Table 4.7The Results Data of Expert Validation on Kamishibai Media... 72
Table 4.8 The Data of Comment and Suggestions from Experts OnKamishibai Media ... 73
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LIST OF FIGURE
Pages
Figure 2.1 The Picture of Kamishibai Story Theater ... 25
Figure 2.2 Conceptual Frameworks of Stages Developing Media Kamishibai for Speaking Narative ... 38
Figure 2.3Hyosigi ... .25
Figure 3.1 The Steps of Research ang Development (R&D) ... 35
Figure 4.1 The resulting graph of Expert Assessment toward Media Display ... 66
Figure 4.2 Graph of Expert Assessment Results toward Operations Kamishibai Media ... 67
Figure 4.3 Graph of expert Assessment Results toward Interaction in Media………… ... 67
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LIST OF APPENDICES
Pages
Appendix A. Interview Sheet...85
Appendix B. Validation Sheet ………...92
Appendix C. Syllabus………...113
Appendix D. Flowchart………...115
Appendix E. Storyboard………...117
Appendix F. The Display of Butai……….125
CHAPTER I
INTRODUCTION
A. The Background of Study
Media is a tool that teachers need in teaching and the tool that give
information from learning resource to learning receiver or students (Manurung,
2012: 12). Based on the definition of learning media, we can get information that
learning media is needed in the learning process.Learning media, give the easy
way for students to obtain information from the lesson, beside of that learning
media also can solve the problems in learning process such as the difficulty that
students get to understand the information.
Media can create an atmosphere of interactive learning in the classroom. The
useof media would give positive impact on education. Learning media is very
important for the learning process at school. Learning system will run well when
students understand about the information or knowledge that presented by the
teacher. In creating the good learning process, media is needed.Media also can
give stimulus for student to make the learning process happen. It means, students
will get stimulus to think, feel, and to have desire to study so they will give
attention to study when the learning process is provided with media (Manurung,
2012:12).
Almost every institution of education from elementary schools, junior high
schools, Senior high schools and colleges teach English to their students.English
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is also includes as subject that tested in the national examination.It isrequires
thatEnglish subject applied properly. To make English applied properly, media is
needed. Media can support the English learning run well because media can make
the English learning be fun and student can get the information of learning
English easily.
In teaching English, teacher must choose the appropriate media that can use
in the class. The media must be support students to increase their enthusiasm to
learn English. Student can enjoy the learning process if the activity provide with
media.
Media based visual is the appropriate media to support the English learning
process. Media based visual is called as image or parable. Visual media can
facilitate understanding and strengthen memory. The forms of visual media are
image representations such as drawings, paintings or photographs that show how
apparently an object (Arsyad, 2013: 89).
Kamishibai is one of sample of media based visual’s kinds. Kamishibai is the
media that has many slides with some pictures as the tool to tell story (Novilia,
2013, :2). Kamishibai can use as media to do the oral tales and it can used as a
media for teaching tool (Nozaka, 2013).
Based on the interview with English teacher in grade VIII of MTs
Al-Jami’yatulWashliyahTembung, there are some informations that the most difficult
material which is taught to the students is about narrative. The students also have
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indicators: 1) the students have low confidence to do storytelling in English and
they are afraid to do storytelling in the front of the class; 2) they get difficulty to
understand about narrative and to retell the story in the front of the class; 3) they
get difficulty to understand about the content of story in narrative text; 4) they
also do not understand about the generic structure of narrative; 5) they get
frustrated if they must retell the story with memorize technique. The point is the
students don’t like the material and they get difficulty to retell the story without
media.
Various media of teaching English have been applied by teacher such as
power point, text books, the print-out of text, and dictionary. Teacher just asks
students to read the text in the text books and find out the meaning from
dictionary and memorize the text and retell the story in the front of the class. It
makes learning process is not conducive. Teacher chooses the media that can’t
support the learning process or it can’t increase the enthusiasm of students to learn
English especially in storytelling session. In Addition, the media which is used by
teacher is monotonous. It makes students have less of motivation to learn English.
The teacher doesn’t know about Kamishibai media. Teacher doesn’t have
kamishibai media yet. This is the opportunity for researcher to design Kamishibai
as media for storytelling narrative.
B. The Problem of Study
Based on the background of study above, the problems of study are
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1. How isKamishibaideveloped as a learning media for storytelling narrative?
2. How is the eligibility product of Kamishibai as a learning media for
storytellingnarrative?
C. The Objective of Study
The objectives of this study are:
1. To develop Kamishibai as learning media for storytelling narrative
2. To know the eligibility product of Kamishibaias learning media for
stoytelling narrative
D. The scope of study
In accordance with the background of the study that the scopes of study are: the
development of visual media based kamishibai in understanding the genre of
narrative and used on storytelling.
E The Significance of Study
The significance of this research is divided as two parts, theoretically and
practically
1. The theoretical Benefits
This research is expected to provide benefits theoretically, at least be useful as
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2. The Practical Benefits
a).Writer; by having this research, the writer can develop and enrich
knowledge about the importance of learning media for students in learning
process, and how to develop learning media in increasing student’s
achievement on speaking
b).Teacher; to provide teacher with innovative and interactive media that can
used in learning speaking narrative
c). Students; to give helping for students to be speak able when they retell a
narrative story with using interactive media. It can make them be confident to
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about conclusion and suggestion on the basis of the
research finding and discussion presented in the previous chapter.
A. Conclusion
Based on research findings, it is concluded that:
1. Developing Kamishibai media for storytelling narrative in Mts Al-
Jami’yatulwashliyahTembung follows R & D phases of sugiono (2013) which is
simplified into, (1). Need Analysis; (2) determine the material; (3) design the product;
(4) validity of design; (5) revision of product; (6) implementation of product.
2. Kamishibai media on learning narrative is eligible for use because it has a
valid criteria, practical, and effectiveness. It can be seen from the assessment of
experts. Valid criteria include display media and materials. The results of validation
are for the displays of kamishibai media the average is about 89,09 % with category
is very good. The average of material in story paper card is about 89 % with category
is very good. In the conclusion kamishibai media stated as the valid media.
Practical criteria include media operation and interaction when using the media.
The operation of the kamishibai media the average is about 85% with category is very
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category is very good. It can conclude that kamishibai media is the practical media.
The average of whole aspects in kamishibai media is about 87, 77% with the category
is very good.
Effective criteria can be seen from the students' responses were positive. Positive
response can be seen in the results of a questionnaire showed 9 students as samples
agree that kamishibai media is media that can improve Reviews their learning
interest, kamishibai is the media that can motivate them to learn, kamishibai media
make the narrative story is easy to understand, kamishibai media make students
understand the material easily than before, kamishibai media can improve their
speaking skill, and kamishibai media make students enjoy to do storytelling in front
of the class. With the results kamishibai media is the media that has three aspects
namely, valid, practical, and effectiveness. it can stated that kamishibai media is
eligible to use as learning media for storytelling narrative.
B. Suggestion
From the conclusion above, there are some suggestions that are proposed that
probably can help for English teachers and further researchers.
1. The use of this kamishibai media would be more effective if teachers are using
this media bring the story narrative with more creative and communicative as the
essence of kamishibai media utilization is as an intermediary of communication
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communication, the media not only serves to convey narrative story to students, but
also to motivate and provide higher confidence of students to use English more
frequently in daily conversation.
2. Other researcher. This media consist of two stories as the material; The
Legend of Momotaro and The story from Al-Qur’an is the story of NabiSulaiman and
ants. For other researcher can be adding another story as the material for kamishibai
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