The Effectiveness of Learning Model based on Digital Story Telling to Develop Student’s Emotional Intelligence
B. Emotional intelligence
There are some experts who give specific definitions to explain the term of emotion. Grasha & Kirschenbaum (1980) say that emotions are the effective labels we assign to patterns of responses to internal and external stimuli. They arouse our behaviors toward goals and are accompanied by psychological, cognitive, and overt body processes. Goleman (2005) says that emotion refers to a particular feeling and thought, a biological and psychological state, and a tendency to act. According to Lazarus (1991) emotions give color to life, such as pride when graduated, happy to get things desired or sad if left behind loved ones. From some of the above opinions, then emotion is a response to the stimulus provided both from the environment and from within the individual himself - so that individuals can determine the choices in life that determine his life.
The term emotional intelligence is officially defined by John Mayer and Peter Salovey in 1990 (Stein & Book, 2011). Emotional intelligence is a new discourse in the area of psychology and pedagogic after years of community strongly believes that the determinant of a person's success is IQ. Emotional intelligence is the ability to
28 The 5th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 9-11th September 2017, pp. 24-47
sense, understand and effectively establish emotional power and sensitivity as a source of human energy, information, connections and influences (Shapiro, 1998). Goleman argues that emotional intelligence determines a person's position of learning practical skills based on the five elements: self-awareness, self-motivation, self-control, empathy, and skill in relationships (Goleman, 2005).
Goleman (2005) suggests that if elements related to emotional intelligence are involved well during the learning process, it can help students in facing learning problems as well as improve student’s problem solving abilities. Thus, the presence of emotional intelligence on learning activities will spur the students' open stance in brainstorming and increase interest in the challenge of finding solutions to problems (Shapiro, 1998).
Goleman (2005) says that the key ability in emotional intelligence is self- awareness. Self- awareness itself directly affects the development of self-control (personal competence) and empathy (social competence). Before a person has the ability to identify emotions or feelings, it is impossible that person can manage emotions or develop. Self-control will play a role in inhibiting immediate gratification (delaying gratification) and inhibit impulsive action which is an important factor in the development of self-motivation ability.
Emotional intelligence motivates us to seek out our unique benefits and potentials and activate our deepest aspirations and values, turning them from what we think become what we do. According to Cooper & Sawaf (1998) emotional intelligence divides into five aspects, they are:
a) Intrapersonal sphere has five scales namely; Self-awareness, assertiveness, self- reliance, self-esteem and self-actualization.
b) Interpersonal sphere has three scales namely; Empathy, social responsibility and interpersonal relationships.
c) The realm of self-adjustment / cognitive orientation has three scales: Reality test, flexible attitude and problem solving.
d) The domain of stress control has two scales: Resistance to bear stress and impulse control.
e) The mood / affection aspect has two scales: Optimism and happiness.
While Shapiro (1998) states to describe the emotional qualities that seem important to success. These qualities are: (a) empathy; (b) express and understand feelings; (c) controlling anger; (d) independence; (e) adaptability; (f) preferred; (g) the ability to solve interpersonal problems; (h) perseverance; (i) solidarity; (j) hospitality; (k) respectable attitude.
The conclusion that can be obtained about understanding emotional intelligence is a type of intelligence that focuses on understanding, recognizing, feeling,
Sumartono, Sulistianingsih, E. & Jamaludin, S., The Effectiveness of Learning Model Based on 29 Digital Story Telling to Develop Student’s Emotional Intelligence
managing and leading the feelings themselves and others and applying it in personal and social life.
METHODS
This research uses true-experimental design, with pre-test post-test one design.
This research aims to looking for the effectiveness of learning model based digital storytelling to develop students’ emotional intelligence. The research is done in primary schools of Tegal Regency Central Java. The research uses random sampling technique to take the sample. Random sampling is a sampling technique performed by
"mixing" subjects in the population so that all subjects are equal. From the process, one elementary school was obtained as an experimental group and one public elementary school as a control group. As for the try-out group (validity testing and instrument reliability) obtained one State Elementary School. In this research the observed variables consist of two variables namely dependent and independent. The dependent variable is emotional intelligence and the independent variable is learning model based digital storytelling.
The research instrument to measure students’ emotional intelligence consists of five questionnaires; they are Questionnaire Know Your Emotions, Questionnaire Managing Emotions, Self-Motivation Questionnaire, Questionnaire Building Relationships Art, and Empathy Questionnaire. The instrument adapted from Goleman (2005). Closed questionnaire was used and the answer had already been available, so the respondent only had to choose the answer. Validity and reliability test was done to this instrument. Validity internal test was done using Pearson Product Moment correlation. The reliability of the instrument was tested by Alpha Cronbach.
In the pre research stage, observation and interviewed were done informally to the teacher and students about teaching and learning English informally. The topics of the interviewed were teaching materials, methods used in teaching and learning process. After the problems and the goals of the research were known then the research method and instrument were planned to collect the data. Before intervention was done (intervention using digital storytelling to develop emotional intelligence) pre- test was done to the research subject.
Pretest was given to test the sample homogeneity. Then intervention was done by implementing digital storytelling as a learning model to develop students’ emotional intelligence to the experimental group. In this stage the observation was also done to observe students’ emotional intelligence during the teaching learning process. After all the intervention was done then the posttest was given to the students to measure the students’ emotional intelligence development. T-test was used to analyze the effect of digital storytelling to develop students’ emotional intelligence.
30 The 5th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 9-11th September 2017, pp. 24-47
RESULTS
Instrument validity is a measure used in measuring the validity level or validity of a research instrument. A valid research instrument affects high validity. Conversely, a less valid instrument will have low validity. In this study used item correlation.
Correlation between items and total score of items was calculated by product moment correlation formula. Criteria validity is if r-xy> r-table product moment correlation at 5% significance level. The statement item is said to be valid or valid if r-xy≥ r-table.
The statement item is said to be invalid if r-xy ≤ r-table. The following is the result of the validity test in this research.
Table 1:
Result of Instrument validity of emotional intelligence variable
No Rxy Rtable Decision
Knowing Self Emotional Indicator
1 0,319 0,312 Valid
2 0,576 0,312 Valid
3 0,503 0,312 Valid
4 0,355 0,312 Valid
5 0,327 0,312 Valid
6 0,728 0,312 Valid
Emotional manage indicator
1 0,637 0,312 Valid
2 0,674 0,312 Valid
3 0,620 0,312 Valid
4 0,755 0,312 Valid
5 0,671 0,312 Valid
6 0,732 0,312 Valid
Self motivation indicator
1 0,365 0,312 Valid
2 0,623 0,312 Valid
3 0,665 0,312 Valid
4 0,644 0,312 Valid
5 0,682 0,312 Valid
6 0,480 0,312 Valid
The art of relationship indicator
1 0,462 0,312 Valid
2 0,367 0,312 Valid
3 0,530 0,312 Valid
4 0,722 0,312 Valid
5 0,788 0,312 Valid
6 0,437 0,312 Valid
7 0,725 0,312 Valid
Sumartono, Sulistianingsih, E. & Jamaludin, S., The Effectiveness of Learning Model Based on 31 Digital Story Telling to Develop Student’s Emotional Intelligence
No Rxy Rtable Decision
Empathy Indicator
1 0,659 0,312 Valid
2 0,399 0,312 Valid
3 0,771 0,312 Valid
4 0,827 0,312 Valid
5 0,769 0,312 Valid
6 0,662 0,312 Valid
7 0,736 0,312 Valid
8 0,682 0,312 Valid
9 0,606 0,312 Valid
10 0,375 0,312 Valid
From the results of the validity test as shown in the table above, the conclusion was that all statements were valid because the r-xy results were greater than r-table.
Reliability shows a sense that something quite trustworthy enough to be used as a data gathering tool because the instrument was good. A good instrument will not be tendentious to direct respondents to select specific answers.
Table 2:
Reliabi lity Statisti cs
,885 35
Cronbach's
Alpha N of Items
Based on reliability test obtained value of 0.885 was greater than 0.7, it could be concluded that the instrument of this study was reliable to be used in research. The data was analyzed by looking at the average difference in pre-test and post-test to see differences in emotional intelligence results before and after treatment in the form of digital storytelling. Pre-test data was taken from one instrument, ie data from multiple choice test results, taken at the time before treatment and test. The results of the two data described below.
Table 3:
Statistics Pre_t est
40 0 121,78 104 134 Valid
Missing N
Mean Minimum Maximum
32 The 5th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 9-11th September 2017, pp. 24-47
The results from table 4 present the scattering of values for pre-test scores. The lowest score is 104 and the highest score is 134. The total number of data is 40 with 22 score distribution. The highest total score of the pre-test is 134. The above data is obtained from the number of multiple choice scores; with the same score i.e. score 1 up to score 4, so that if the child can answer all questions correctly will be given a score of 140. As for the data pre-test has an average of 121.78.
Table 4:
Scattering value for Pre-Test Scores
Treatment was done by giving a digital storytelling to students. Digital storytelling was one of the learning models that could be used for learning English that could attract the attention of learners. If the digital storytelling was well-told and packed with interesting formats, it could inspire an action, help learners to appreciate culture, and expand the children's knowledge.
The tale was Indonesian fairytale, and one of the fairy tale that was given was a fairy tale of Roro Jongrang, the duration in the treatment range of 30 minutes with video discussion, because a video aired about 10 minutes to 15 minutes. The treatment was given for six months. The treatment was given in English class which was once a week in every Saturday. After the treatment then post-test was held. The
Pre_test
1 2,5 2,5 2,5
2 5,0 5,0 7,5
1 2,5 2,5 10,0
1 2,5 2,5 12,5
1 2,5 2,5 15,0
3 7,5 7,5 22,5
2 5,0 5,0 27,5
2 5,0 5,0 32,5
3 7,5 7,5 40,0
2 5,0 5,0 45,0
4 10,0 10,0 55,0
2 5,0 5,0 60,0
1 2,5 2,5 62,5
5 12,5 12,5 75,0
1 2,5 2,5 77,5
1 2,5 2,5 80,0
3 7,5 7,5 87,5
1 2,5 2,5 90,0
1 2,5 2,5 92,5
1 2,5 2,5 95,0
1 2,5 2,5 97,5
1 2,5 2,5 100,0
40 100,0 100,0
104 111 112 114 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 134 Total Valid
Frequency Percent Valid Percent
Cumulativ e Percent
Sumartono, Sulistianingsih, E. & Jamaludin, S., The Effectiveness of Learning Model Based on 33 Digital Story Telling to Develop Student’s Emotional Intelligence
data from the post-test was obtained from the multiple choice test sheets. The results obtained will be described in table 4.
The results from table 5 present the scattering of scores for post-test scores on students. The lowest score was 120 and the highest score was 139. The total number of data was 40 with 13 score spread. The above data was obtained from the number of multiple choice scores; with the same score i.e. score 1 up to score 4, so that if the child could answer all questions correctly would be given a score of 140. As for the data Post-test has an average of 134.5.
Description of data had been presented, and it could be seen difference of average score before and after giving treatment to students. It showed an increase in average score. This proved that learning model based on digital storytelling could develop the emotional intelligence of children.
Table 5:
Scaterring Scors for Post-Test
Post_Test
1 2,5 2,5 2,5
1 2,5 2,5 5,0
4 10,0 10,0 15,0
1 2,5 2,5 17,5
1 2,5 2,5 20,0
1 2,5 2,5 22,5
1 2,5 2,5 25,0
3 7,5 7,5 32,5
4 10,0 10,0 42,5
8 20,0 20,0 62,5
4 10,0 10,0 72,5
5 12,5 12,5 85,0
6 15,0 15,0 100,0
40 100,0 100,0
120 125 127 129 131 132 133 134 135 136 137 138 139 Total Valid
Frequency Percent Valid Percent
Cumulativ e Percent
In addition to see the significance of pretest and posttest using SPSS program was as the following table:
Table 6: