CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
B. Discussion
The research findings indicated that the students showed an improvement of their listening ability. The students’ improvement was supported by the mean score of pre-test which was in fair and low category and post-test in very good, good, and fair category.
This research was conducted in four meetings. In the first meeting, pre-test was given to students. This test aimed to find out the students’ score before having the treatments. The
second and third and meeting were giving treatment to the students. The activities during the treatment used Digital Storytelling video as the additional media to teach English in listening skill. The researcher gives the treatment by using Digital Storytelling by selecting the story from YouTube and played during the class. Each story played for about 10-12 minutes and selected based on level of difficulty and students’
interest. In the last meeting, the students were given a post-test to find out the students’ score after having the treatment.
Table 4.3
The Difference Score of Pre-test and Post-test
No. Pre-test Score
1 Mean Score 22.06
2 Standard Deviation 11.60
No. Aspect of Achievement Frequency
1 Excellent 0
2 Very Good 0
3 Good 0
4 Fair 10
5 Low 7
Total 17
No. Post-test Score
1 Mean Score 50.06
2 Standard Deviation 8.92
No. Aspect of Achievement Frequency
1 Excellent 0
2 Very Good 2
3 Good 10
4 Fair 5
5 Low 0
Total 17
Improvement Percentage 51.06%
t-test -14.306
t-table 2.036
Based on the table 4.3 above, it showed that the students’ post-test score was higher than pre-test score with 51.06% improvement after the treatment using Digital Storytelling. It can be concluded that teaching listening using Digital Storytelling was effective. The Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (H0) was rejected. It means there was difference of students score before and after treatment using Digital Storytelling of the seventh grade students at the SMP Darul Hamidin Padamara.
Moreover, the result of this research was in line with the previous research finding by Siti Nurjanah62 found that the students’ difference before and after using Digital Storytelling was significantly different. The students’ pre-test mean score in terms of text structure was 66.63 to be 76.96 in post-test
62Siti Nurjanah, “Using Digital Storytelling to Improve Students’
Listening Ability (A Pre- Experimental Research at the Eighth Grade of MTs Syekh Yusuf Sungguminasa in the Academic Year 2018/2019)”, Thesis, (Makassar: Muhammadiyah University of Makassar, 2019).
with 15.50% improvement. Then, the mean score in terms of language component was 71.78 pre-test to be 79.89 post-test with 11.29% improvement. The t-test analysis showed that Sig. (2-tailed) is 0.000 which is smaller than α = 0.05. It means that there was a significant difference of students’ listening ability before and after using Digital Storytelling. Based on the findings, it can be concluded that Digital Storytelling was effective to improve students’ listening ability at the Eighth Grade of MTs Syekh Yusuf Sungguminasa in the Academic Year 2018/2019.
Juvrianto C. J, Haryanto Atmowardoyo, and Sukardi Weda63, shows that the mean score of students in experimental group was higher than control group both in pre-test and post- test. The mean score of students’ pre-test in experimental was 69.92 and standard deviation was 6.435. In other hand, the students’ mean score of control group in pre-test was 68.64 with standard deviation 5.758. Both of groups got higher
63Juvrianto C. J, Haryanto Atmowardoyo, & Sukardi Weda, “The Use of Digital Storytelling in Teaching Listening Comprehension: An Experimental Study on the Eighth Grade Students of SMP Negeri 4 Parepare”, ELT Worldwide, Vol. 5, No. 1, 2018.
achievement in score after they were giving treatment. The mean score of students’ post-test in experimental was 80.12 with standard deviation 6.482. In other hand, the students’
mean score of control group in post-test was 71.64 with standard deviation 5.073. The data revealed a fact that the use of Digital Storytelling enhanced the listening comprehension of the students.
The last researcher, Nurul Aini64 found that the majority of students’ listening comprehension achievement was categorized as a good achievement. Furthermore, there was a significant effect of students’ listening comprehension after students were being taught by Digital Storytelling and this study showed that there was a significant increase as high level as 1.57 points. In paired t-Test, statistic of the significance (2-tailed) is 0.00 or it is same as 0.01 < 0.05. It can be interpreted that H0 was rejected and Ha was accepted.
It means that there was a significant improvement of students’
64Nurul Aini, “Digital Storytelling in English Foreign Language Classroom to Improve Listening Comprehension (A Pre-experimental Study at the 10th Grade in SMAN 1 Ciparay, Bandung)”, Thesis, (Bandung: State Islamic University of Sunan Gunung Djati, 2018).
listening comprehension being taught by using Digital Storytelling. It can conclude that the use of Digital Storytelling was successful in improving the students’ listening comprehension.
From the previous researches’ findings above, it was found that Digital Storytelling was effective and significant as a media to teaching listening. In the first research findings, Digital Storytelling was effective and significant to improve students’ listening ability in terms of text structure and language component. While, in this research is focused to improve listening ability in terms of vocabulary. In the second and third research findings, Digital Storytelling was effective and significant to improve students’ listening comprehension.
99 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings and discussion in the previous chapter, the use of Digital Storytelling was effective to improve students’ listening ability. It is proved by the students’ mean score was higher after giving treatment. The mean score of pre-test was 22.06 to be 52.06 in the post-test with 51.06% improvement. It is mean that Ha was accepted whereas H0 was rejected. So, it can be concluded that there was a significant effect of using Digital Storytelling in improving students’ listening ability of the seventh grade students at the SMP Darul Hamidin Padamara.
B. Suggestions 1. The Students
Students should be serious in learning listening since listening is not only receptive skill which used to receive information and develop the other skill such as speaking, but also listening is an active skill which a
listener should pay attention toward the meaning of the information in spoken language. Digital Storytelling can be one of alternative ways to learning listening.
2. The English Teachers
For the English teachers, Digital Storytelling can be alternative way in teaching and presenting the listening materials. It can be expected to be useful as additional knowledge, experience, and option on how to improve students’ listening ability in teaching listening.
3. The Next Researcher
The result of this research was expected to be able to use as the consideration for the next researcher in conducting the same research with differences object of research.
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APPENDICES
107 Appendix 1
Listening Pre-test and Post-test
Listen to the story and fill in the blank!
My Family
Hi. Welcome to my home. My name is Paul, I am 12 years old and this is my (1)………. family. There are six people in my family: my mom, my dad, my two sisters, my younger brother and me.
This is my sister Olivia, who is 10. She is in the fourth grade. She loves (2)……….. Her favorite school subject is English. This is my younger brother, Oliver, who is 7. He is in the 1st grade. He loves (3)………. games with his spinning top. He never seems to have enough. This is my youngest sister, Lucy, who has just turned 4. She is in kindergarten and loves playing with her dolls. We get along very well and love each other very much, but, well sometimes, we have our fights and arguments, too. We (4)………. make up soon afterwards.
My mom is a nurse and she works in a hospital. She is so (5)………. and compassionate, and she always takes good care of the sick people. When she gets home, she (6)………. helps us with our homework. My mom is excellent cook and she loves to bake delicious cakes. My dad is photographer. He travels pretty often with his job, to make (7)………. pictures in different places. When he returns home from his travels, he tries to spend as much time as possible
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with us and we have a lot of fun together. On weekends, we sometimes go on (8)………. rides together.
This is my uncle, my mom’s brother. His name is Simon. He and my dad are brothers-in-law. My dad doesn’t have any siblings. My uncle is so (9)………. to have two nephews and two nieces. This is my aunt. She is my uncle’s wife. Her name is Grace. They have two kids, a three year old daughter named Lizzy and newborn son. They are my cousins.
This is my grandma. We are celebrating her birthday.
She is turning 55. Now she has six grandchildren: three grandsons and three granddaughters. She and my grandpa are farmers and they live on a (10)………. farm in the countryside. She loves (11)………. her animals and taking care of them. She also enjoys working in the garden. She has many fruits and vegetables. We love spending our vacations on her farm. She has so many wonderful tales to tell us all the time. My grandpa is 60 and he is pretty energetic and really (12)……….. He wakes up very early in the morning every day. There’s always something to do in the farm and my grandpa is always busy. He is very (13)……….. He tells us many great jokes and makes us laugh so much. They are my grandparents on my mother’s side.
My grandparents on my father’s side live in a different country, very far away from us, in a big city. They live in a four-room apartment on the third floor. They are
109
retired, so they usually go on lots of camper van trips. They (14)………. spending as much time as possible in nature.
That’s why they are so (15)………. and energetic. They visit us several times a year. We also talk on Skype pretty often
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Raw Score of Pre-test
No. Name Question
Total Score Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
1 API 0 0 1 0 0 0 0 0 0 1 0 1 0 1 0 4 27
2 BAP 0 1 1 0 0 0 1 1 0 1 0 1 0 0 0 6 40
3 BAPN 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 BDKS 1 0 1 0 0 0 0 1 0 1 0 1 0 0 0 5 33
5 BMS 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 4 27
6 BMH 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 4 27
7 BNA 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0 6 40
8 BPAH 1 1 0 0 0 0 0 1 0 0 0 0 0 1 0 4 27
9 DAG 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
10 FJ 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 4 27
11 HA 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 4 27
12 IJK 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 7
13 LAR 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 3 20
14 LMJ 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 2 13
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16 MRAP 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 13
17 NP 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 3 20
Total 375
Mean 22.06
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Raw Score of Post-test
No. Name Question
Total Score Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
1 API 1 1 1 0 0 1 1 0 0 1 0 1 0 1 0 8 53
2 BAP 1 1 1 0 0 1 1 1 0 1 0 1 1 1 0 10 67
3 BAPN 0 0 1 0 0 0 1 0 1 1 0 0 1 1 0 6 40
4 BDKS 1 1 1 0 0 1 1 1 0 1 0 1 0 0 0 8 53
5 BMS 1 0 1 0 0 1 1 1 0 1 0 0 0 0 0 6 40
6 BMH 1 0 1 0 0 1 1 1 0 1 0 1 1 1 0 9 60
7 BNA 1 1 0 0 0 1 1 1 0 1 0 1 1 1 0 9 60
8 BPAH 1 1 1 0 0 1 0 1 0 1 0 1 0 1 0 8 53
9 DAG 1 0 1 0 0 1 0 0 0 1 0 0 0 0 0 4 27
10 FJ 1 0 1 0 0 0 1 1 0 1 1 1 0 1 0 8 53
11 HA 1 0 1 1 0 1 1 0 0 1 0 0 1 1 0 8 53
12 IJK 1 0 1 0 0 0 0 1 0 1 0 1 1 0 0 6 40
13 LAR 1 1 1 0 0 1 1 1 0 1 1 1 0 1 0 10 67
14 LMJ 0 1 1 0 0 1 0 0 0 1 0 1 0 1 0 6 40
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16 MRAP 1 0 1 0 0 1 1 0 0 1 0 1 1 1 0 8 53
17 NP 0 1 1 1 0 1 0 1 0 1 0 1 0 1 0 8 53
Total 885
Mean 52.06
114 Appendix 4
Figure 1 Conducting Pre-test
Figure 2 Conducting Pre-test
115 Figure 3
Video Material for Treatment in Meeting 1
Figure 4
Video Material for Treatment in Meeting 2
116 Figure 5
Giving Treatment in Meeting 1
Figure 6
Giving Treatment in Meeting 2
117 Figure 7 Conducting Post-test
Figure 8 Conducting Post-test
118 Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN Sekolah : SMP Darul Hamidin Padamara Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Materi Pokok : Descrptive Text (Describing a person)
Alokasi Waktu : 4 x 40 menit A. Kompetensi Inti
KI 1 : Menghargai dan menghayati agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli, (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada
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tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, dan budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
KI 4 : Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif dalam ranah konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
B. Kompetensi Dasar
3.4 : Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk descriptive text, dengan meminta dan memberi informasi terkait dengan deskripsi orang, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. .
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4.4 : Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk descriptive text pendek dan sederhana, terkait deskripsi orang.
C. Indikator Pencapaian Kompetensi
3.4.1 : Menjelaskan makna dan tujuan teks khusus dalam bentuk descriptive text, dengan meminta dan memberi informasi terkait dengan orang, sesuai dengan konteks penggunaannya.
3.4.2 : Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan khusus dalam bentuk descriptive text, dengan meminta dan memberi informasi terkait dengan orang, sesuai dengan konteks penggunaannya.
4.4.1 : Menyusun descriptive text, sangat pendek dan sederhana, terkait dengan orang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks penggunaanya.
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4.4.2 : Mengkomunikasikan teks deskripsi sederhana yang telah dibuat yang terkait dengan descriptive text dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks penggunaanya.
D. Tujuan Pembelajaran Pertemuan 1
1. Melalui buku pelajaran, peserta didik dapat menjelaskan makna dan tujuan teks khusus dalam bentuk descriptive text, dengan meminta dan memberi informasi terkait dengan orang dengan benar, sesuai dengan konteks penggunaannya.
2. Melalui tayangan video, peserta didik dapat menganalisis struktur teks khusus dalam bentuk descriptive text dengan baik, dengan meminta dan memberi informasi terkait resep makanan/minuman, sesuai dengan konteks penggunaannya.
122 Pertemuan 2
1. Secara individu, peserta didik dapat menyusun descriptive text pendek dan sederhana, terkait dengan orang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks penggunaanya 2. Secara individu, peserta didik dapat mengkomunikasikan
descriptive text sederhana yang telah dibuat yang terkait dengan orang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks penggunaanya.
E. Materi Pembelajaran 1. Fungsi Sosial Teks
Descriptive text adalah teks yang bertujuan menjelaskan, menggambarkan, atau mendeskripsikan sesuatu. Sesuatu ini bentuknya bisa berupa apa saja, baik itu hewan, benda, lokasi dan lain sebagainya.
2. Struktur Teks
a. Identification (identifikasi) adalah pendahuluan, berupa gambaran umum tentang suatu topic.
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b. Description (dekripsi) adalah berisi ciri-ciri khusus yang dimiliki benda, tempat, atau bagaimana suatu benda dideskripsikan.
3. Unsur Kebahasaan a. Noun
Menggunakan kata benda principle spesifik, seperti my cat, my swain, monument, etc. Selain itu, sering juga menggunakan kata sifat untuk mempejelas penggunaan noun, seperti a giant house, a sensible student, and independence lady.
b. Simple Tense
Menggunakan kata kerja dasar atau V1 serta menggunakan kata kerja principle dapat menunjukkan kepemilikan atau keadaan sebuah objek.
c. Figurative Language
Menggunakan sebuah metafora untuk memberikan ilustrasi kepada pembaca. Misalnya: My love for you is as massive because the ocean.