CHAPTER III METHODOLOGY OF THE RESEARCH
B. Discussions
digital story design training has achieved a target as described in the research objectives, by three meetings in cycle I. So this research is only up to cycle I.
d)Final Product
Teachers' digital English story designs (products) in this training were every teacher have a digital story with the title Sangkuriang. The products can be accessed in
https://youtu.be/yKWYN5k9mpc
https://www.youtube.com/watch?v=sbJx_Zks6ts
https://www.youtube.com/watch?v=ctBwCvS-5wY
instructional strategy to develop language skills among students (Wang &
Zhan, 2010)46 .
Digital English story design training is an attempt to invite and guide teachers to develop learning material according to the material being taught.
Thus, teachers thrive to accommodate the latest technical tools to replace their conventional pedagogical tools for improving their students’ language skills (Morgan, 2012)47 .Menezes (2012) clarifies that digital stories usually contain computer-based images, text, recorded audio narration, video clips, and music48. Thus, teachers' performance is more focused and appropriate with the standard competencies of the study program. In line with In law number 14 of 2005, article 1 that describes teachers and lecturers states that
"teachers and lecturers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education."
A digital story is a short, 3-5 minute video produce by someone who is not a media professional and is usually constructed as a thought piece on a
46Shuyan Wang & Hong Zhan (2010). Enhancing teaching and learning with digital storytelling.<https://www.researchgate.net/deref/https%3A%2F%2Fdoi.org%2F10.4018%2Fjicte.
2010040107>
47Hani Morgan(2014), Using digital story projects to help students improve in reading and writing. Reading Improvement. In Burcu Sezginsoy Şeker (2016), An Evaluation of Digital Stories Created for Social Studies Teaching.<https://core.ac.uk/download/pdf/234639375.pdf>
48Helena Menezes (2012).Using digital storytelling to improve literacy skills. In Yendri Anggeraini (2017), Digital Storytelling as a Teaching Medium in Reading Classroom.<file:///C:/Users/ASUS%20X200/Downloads/11472-26612-1-SM.pdf>
personal experience (Matthews-DeNatale, 2008)49. The creation of the digital story includes incorporating multimedia components such as still images, music, video, and narration, which is usually the author's voice (Dogan&
Robin, 2008)50. While the digital story is created using digital technologies, it is the most crucial element in the digital storytelling process (Lambert, 2009;
Matthews-DeNatale, 2008).
It is essential for a teacher to create a new paradigm to produce best practices in the learning process (CarolinRekar Munro, 2005)51. This is because educators must play a significant role in achieving the noble hopes and goals of education. Ronald Brandt (1993) states that almost all efforts in education, such as curriculum reform, application of learning methods to the final evaluation process, will depend on the teacher. Several teachers have carried out learning material development, but the teaching materials displayed in ICT-based audio-visual media (Information Communication and Technology) have not been developing much. The role and use of IT on teachers is instrumental. Seeing the benefits of learning material development by IT tools, researchers feel that the digital English story design training is
49Gail Matthews-DeNatale (2008) Digital Storytelling - Tips and Resources. In Bonnie Long (2011), Implementation of Digital Storytelling with Pre-service Teachers: Putting the Pieces Together.<https://www.researchgate.net/publication/235249456_Implementation_of_Digital_Stor ytelling_with_Pre-service_Teachers_Putting_the_Pieces_Together>
50Bulen Dogan & Bernard R. Robin (2006). Implementation of Digital Storytelling in the
Classroom by Teachers Trained In a Digital Storytelling
Workshop.<http://digitalstorytelling.coe.uh.edu/pdfs/Dogan-DS-Research-2008.pdf>
51Carolin Rekar Munro (2005), "Best Practices" in Teaching and L earning: Challenging Current Paradigms and Redefining Their Role in
Education.<https://www.researchgate.net/publication/234732904_Best_Practices_in_Teaching_an d_Learning_Challenging_Current_Paradigms_and_Redefining_Their_Role_in_Education>
appropriate for English teachers at SMP Negeri 1 MattiroBulu. Hopefully, the difficulties in learning English can be adequately resolved. The digital English story design training has advantages, and teachers gave knowledge in video editing. Teachers' performance is more focused and appropriate with the standard competencies of the study program. Teachers can create a pleasant learning atmosphere because they bring IT into the classroom. Besides having advantages, the digital English story design training also has weaknesses: it requires extra attention from the teacher at the time of learning. It uses media like handphones that give students many options for playing outside the learning material.
This study's first objective was to give technology trainers to the teachers, mainly digital English story design. To improve teachers' ability in developing English teaching materials. Materials are anything that has been using by teachers and learners to facilitate the learning of a language (Tomlinson, 2011)52. Using the digital English story design will provide challenges so that students are increasingly motivated to carry out the learning process to achieve the competencies that students must achieve. After conducting action research with digital English story design training, teachers' ability and skill outcomes can increase, as observed from interviews.
Overall, the activity of the digital English story design training success in guiding teachers. At the end of the training, every teacher has a digital story
52Tomlinson (2004) Developing Language Course Material. In Dipika S. Patel (2017) Role of Materials Development for English Language Learning and Teaching.
<https://sites.google.com/view/theeltpractitioner/archive/2018/volume-v-number-iii/2-role-of- materials-development-for-english-language-learning-and-teaching>
even though it is not perfect. Teachers only need extra time for more creativity and study in developing English teaching materials especially skill reading through digital English stories.
76 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter certainly provides a conclusion and suggestion based on the findings and discussions toward the data analysis. The conclusion deals with the summary of the data analysis concerning the findings and discussions.
Meanwhile, the suggestion refers to a couple of ideas related to this research that the writer contributes to this study.
A. Conclusion
This research was implemented to the English teachers of SMP Negeri 1 MattiroBuluPinrang in the academic year of 2020/2021 started February 2021, during the first semester of the academic year of 2020/2021. This training successfully improved teachers' ability to develop English teaching materials through digital English story design. Through this training, the teachers get some experience, searching by google, audio record, video editing by kine master application, and upload video by youtube.
Chapter IV's research finding and discussion show that the teachers' ability was improved through the digital English story design training. In this training, the trainer spends time three meetings use lecture and communicative model. The trainer conducts the training with explained step by step in making digital English story design. At the end of every meeting, the trainer has an evaluation. Through questions, the researcher and trainer know the teachers' difficulties in training, and through the teacher's answer, the trainer gives feedback to the teachers. Those actions gave easiness to teachers and trainers in resolve their problem in training.
Through the digital English story design training, teachers are interested and start thinking about using IT, especially digital English stories in the learning process.
This can be seen from the attention, interest, and response of teachers during training activities. Teachers actively ask questions and are directly involved in training activities. At the end of the training, some teachers who were initially stiff and had to be guided directly by a trainer began to become proficient in using computers and searching on Google. Overall, the activity of the digital English story design training success in guiding teachers.
B. Suggestion
The writer would like to offer few suggestions related to this study:
1. The English teacher should pay attention to the pedagogical skill to teach to underpin the student need in learning English.
2. For upcoming research, it is strongly suggested that the research maybe be focused conduct training-based IT for teachers.
78
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APPENDICES
82 APPENDICES Documentation
Later of Research