CHAPTER III: RESEARCH METHODS
C. Instructional Procedures
In the present study, I taught secondary school students narrative writing using digital storytelling. Digital storytelling is an art of storytelling that can express students’ experiences through a digital video that consists of effects, pictures, music, and voice recording. It gave students the opportunity to make use of the internet, social media, and editing applications online to create digital storytelling. By engaging students in digital storytelling projects, it was expected that it could help students develop their creativity, fun, literacy, and technological skills in the process of learning. Before teaching digital storytelling, I prepared two websites of online editing applications that students can use to create digital storytelling named storyboardthat and Animaker. I asked students to make small groups that consisted of three students in each group. In teaching narrative writing using digital storytelling, I adopted the instructional procedure proposed by Ferdiansyah (2017) that involves the three-stage framework which consists of lead activity (see Table 1), the story creation (see Table 2), and post-task (see Appendix). I combined it with my own instructional produce which I designed to suit my students’
needs so it becomes a more developed and new approach to instructional procedures of teaching digital storytelling. I began my teaching with a lead-in activity which includes an introduction to digital storytelling, group making, story idea-making, and an introduction to a digital storytelling website (see Table 1).
Table 1. Lead-in Activity
Stages Goals Activities
Introducing Digital storytelling
To introduce to students that technology has been rapidly developed in an educational setting
To Introduce kinds and examples of digital storytelling
To build students who have creative skills, literacy skills, and digital skills.
1. Pre-service teacher explains what is and how digital storytelling can implement learning contexts.
2. Pre-service teacher prepares the material about digital storytelling.
3. Pre-service teacher showing tutorial of digital storytelling through an LCD projector 4. Pre-service teacher and
students do questions and answers about digital storytelling
5. Pre-service asks the students to give their reflection after knowing digital storytelling (see the worksheet below in task 2).
Making group To build the students’
cooperation as a good team
To build students
responsible in their job as group
1. Pre-service teacher asks students to make a group that consists of three students in each group.
2. Pre-service teacher asks students to determine each member job.
3. Pre-service teacher asks students to write down their members job in the worksheet that has been provided by pre-service teacher. It does as evidence that the members group have good
communication, responsible solid and compact. (see the worksheet in task 1).
Discussing topic Idea of stories Introduction of editing website
online
To make students easily on choosing what specific story will be made for students.
To introduce the students to editing applications online for making digital
1. Pre-service teacher asks students to discuss ideas of stories
2. Pre-service teacher introduces and explains about storyboardthat
3. Pre-service teacher shows the
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storytelling
To help students in making projects of digital
storytelling easily
To help students in making storyboards before making digital storytelling
To help students in making video digital storytelling
tutorial on how to use both storyboardsthat
4. Pre-service teacher gives 10 minutes to give opportunity for students to ask questions that they are still confused about in understanding both editing applications online.
After students knew how to use the storyboardthat and animaker, they continued to next step that was creating the story. Creating story consisted of ideas of stories elicitation, storyboard editing, and video digital storytelling making (see Table 2).
Table 2. Creating story
stages Goal Activity
Discussing topic Idea of
stories
To help students arrange the plot, scriptwriting, and place of the story easily
1. Pre-service teacher asks students to start their
discussion for
developing the plot stories. too easy in arranging the story that has been discussed by the group, the group can (see the worksheet below in task 3).
2. Pre-service teacher asks students to pay attention to grammatical errors such as using tenses, conjunctions, and article (see the worksheet below in task 4).
Editing storyboard
To help students easily in creating and arranging as good story sequences before editing digital storytelling
1. Pre-service teacher asks students to make a storyboard based on the
story through
storyboardthat website 2. After making the
storyboard, the pre- service teacher asks
To help students increase writing skills and create fun, creative, meaningful activity
To help students increase their digital skill
students to print out the storyboard and submit it to the pre-service teacher in order to pre- service teacher know that students can improve their creativity in integrating digital
tools using
storyboardthat website Noted: Pre-service teacher always guide and control the students during the process of making a storyboard Editing video
digital storytelling
To help students in making good video storytelling by using digital tools such as effect, audio, picture, and music.
To increase student’s creativity, meaningful activity, and literacy skill
1. Pre-service teacher asks students to start editing video digital storytelling using editing video app 2. During editing videos for
digital storytelling, students discuss dividing what features they use when they edit video digital storytelling using animaker (see the worksheet in task 4).
3. After finishing editing the video, the pre-service teacher asks students to submit the video on social media like Instagram and sent the link to Instagram then sent it to the pre-service teacher’s WhatsApp.
4. pre-service teacher asks students to give their reflections after using both the editing website online in order to they can improve their writing and critical thinking (see the worksheet below in task 5).
5. Pre-service teacher asks
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students to do a group member assessment (see the worksheet below in task 6).
Noted: Pre-service teacher always guides and controls the students during the process of editing video
In addition to students’ activity, I prepared a post-task digital worksheet for helping students do the process of making digital storytelling easily and was arranged well. Any other purpose of making digital storytelling was to build students’ critical thinking, the responsible of the group job, and the compactness of the group (see Appendix).