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DEVELOPING STUDENTS’ STORY TELLING ABILITY BY USING TIKTOK APPLICATION AT ENGLISH DEPARTMENT STKIP YPUP
OF MAKASSAR
Abdul Munsyir1, Rina Asrini Bakri2, Andi Haeriati Alimuddin3
1 STKIP YPUP Makassar, Email: munsyirnuri@gmail.com
2 STKIP YPUP Makassar, Email: rinaasrini@yahoo.com
3 STKIP YPUP Makassar, Email: andihaeriatialimuddin@stkip.ypup.ac.id
ABSTRACT
This study is aimed at knowing wether Tiktok Application can develop the students’ story telling in English Department STKIP YPUP. This research was conducted at the fifth semester english department at STKIP YPUP Makassar. This research design was experimental design with pre-test and post-test. The instrument use to collect pre-test and post-test data. In this techniques sampling research used cluster random sampling technique.
Therefore the sample in this research was the fifth semester from English Departmen V.1. the result of the pre- test showed that the fifth semester English Department students’ ability about story telling was low before giving the treatment. After giving the treatment. The mean pre-test score of students improve significanly. Finding out there was significance different between pre-test and post-test, The researcher in this research applied t-test. At the level of significance was 0,05 with degree of freedom was 9 and found the result of t-test score was higher than t-table score. It proved that H1 was eccepted and H0 was rejected. Based on this result in this research, the researcher concluded that using. Tiktok application develop students’ story telling ability at the fifth semester of English Department in STKIP YPUP Makassar.
Keywords: Tiktok application, the students’story telling ability.
INTRODUCTION
In this time, English has been used in all international conferences. Mastering English was important for people who live in this information era and to propulsive their career move forward in business, technology, medicine or science. In Indonesia, English becomes the first foreign language learned by students. They have learned English at school starting from kindergarten up to university.
In Indonesia, the position of English as a foreign language is significant. English is an important school subject, and in order to enter a university, it is important to pass an examination. English is the language at university for certain courses. For people who work in tourism, industry, and for some parts of the civil service, English is required.
Many kinds of english lesson has taught in the school. Both Teacher and students have faced problems in english lessons. English learning problems can take place both at home and at school. At school, the problems may appear when the class consists of a big number of students. The noisy class does not only disturb the students who really want to study, but also
194 influence the students’ concentration to the subject given in class. The condition like this can make the students feel bored and do not like to study.
At home, the problems may appear when they recall the subjects from school and they still do not understand the lesson and none of the people at home
can help them. in addition, during the current pandemic start at the beginning of 2020, students spend their study time with school daring . If this condition continues they will feel very bored and not interested in studying English. In this case the teacher’s role is very important, that is to encourage them to study harder and better.
According to Royanti (2007) students’ problems are not only from the classroom environment but also from the students themselves. The reality we often see is that, in fact, many students master the theory better than practice. For example, in speaking, they may have the knowledge of how to speak, but in practice they find difficulties. They lack self confidence.
To build their confidence, students need more practice so that teachers are suggested to create and use interesting method.
One of the materials that students usually do not practice well is storytelling. In general , storytelling is liked by students because they like stories. This is also the right subject for students of their age. Herminda (2011) stated, Story telling/texts involves having students retell stories or choices of text that they listen to or read. Story telling is sharing verbally from a personal or traditional story, which is told using the essence of the tradition from which it originated. As a shared experience between tellers and listeners or readers, this offers a natural language experience for students. Storytelling can be a fun activity for storytellers and listeners and must be involved at all grade levels. Story telling fosters creative thinking.
The problem, most students tell stories in front of the class and cannot express themselves, they usually only memorize the text of the story and it makes them not creative in telling fairy tales. On that ground, the weaknesses of the student’s ability in speaking encourage teachers to find out an appropriate method and media to reach the teaching and learning goal.
We need to explore effective techniques, methods and approaches as future English teachers. In addition, teachers who have an important role to play must guide students in order to be creative in the classroom. To make learning more interesting and to build student’s creativity.
In order to make story telling more interesting, a good media are needed. So the process of learning in the class should be develop. Students should be able to use very complex media like videos, movies, internet and television in learning activity. One of the application media that will be applied in developing students' story telling is the tiktok application in Smartphone In this modern era. Students are no stranger to smartphones. smartphone is like a life partner for students. Teachers also use smartphones as learning media, even during the COVID- 19 pandemic situation, which requires teachers and students to carry out teaching and learning activities via smartphones (daring class).
Tik Tok is an application that provides unique and interesting special effects that can be used by users easily so that they can make short videos with cool results that can be exhibited to friends or other users. Special effects given to the Tik Tok application users are also diverse so that it will make short videos that are interesting because they come with effects that can be used instantly.
The researcher has strongly a belief that Tiktok application is one of alternative media that can be used to develope students’ story telling. Students can create and develope their story telling using special effects, stickers and other interesting features from Tiktok application. So students are required to be more creative.
They are also not nervous to tell stories because they tell stories in front of the camera recorded through the tiktok application. So students’ self confidense is apropriated. In addition,
195 Tiktok can stimulate and motivate student interest. Besides, they can practice speaking both in and out of the class.
This research targets young learners who have taken up the use of the Tiktok application in growing numbers. It will look at how young people use the app and also what effect the app has on the lives of what is generally referred to as Gen Z. The population of Gen Z, born between 1997 and 2012, is skilled in using mobile technologies to express themselves, such as mobile phones and tablets.
Based on the reasons above, the researcher carries out a research entitled “Developing students’ story telling by using Tiktok application”.
METHOD
This research method used pre-experimental design with one pre- and post-test group.
The goal of this research was to see whether Tiktok Application can develope the students’
story telling in English Department STKIP YPUP.
The population of this research was the 5th semester students of English Departement YPUP Makassar in academic year 2019/2020. In this research, the researcher used purposive sampling technique. The researcher used cluster random sampling technique . The researcher took the sample of this research as the students of BI 5.1 as sample. The researcher chooses this class because, the researcher found out the students in this class are often use tiktok application. The researcher is challenged to give students as a new story telling media as they unexpected before.
In addition, two kinds of variables were namely independent variable and dependent variable. First, the independent variable was be the Tiktok Application it was help the students to develop their Story telling ability. Second, the dependent variable was the students’ story tellig ability. Dependent variable was be affected by independent variable. Moreover, the instrument of this research was, the pre-test and post-test were given to both the treatment.
The pre-test was given to measure how much the students competence on story telling at front of the class before getting the treatment Then, at the end of the research, the post-test, was given to know whether or not it is significantly effective to develope story telling by using Tiktok application. The tools that will be used in conducted the test is smartphone video camera to record students’ speaking and to analyze the content fluency and comprehensibility.
RESULT AND DISCUSSION
There was an improvement of the students’ story telling ability by the using of Tiktok Application. The researcher collected the results from two kinds of test. It is pre-test and post- test.The researcher used Tiktok application as the media to develop students’ story telling. The Researcher took the sample from Students’of fifth semester english department at STKIP YPUP Makassar by total sample was 10.
The researcher gave the students of pre-test, it was aimed to find out the students’ prior knowledge of story telling. The obstacle came from the students’ nervous because they were speaking in front of class. It affects their ability like accuracy, fluency, and comprehension to telling the story nicely.
After giving the pre-test, the students were studied story telling in first meeting,after that in the rest meetings students practice story telling by tiktok application as their media then the researcher gave post-test to the students, there were five students could be able to pass the test and got very good and there were four students got good score after giving treatment because they have been able to speak fluently, there was one student who got poo score.
196 After having the data of pre-test and post-test, the researcher compared the students’ result of pre-test and post-test. It was aimed to find out whether or not there was significance difference between the result of pre-test and post-test. In the other words whether the result of post-test was higher than pre-test. And the following is the details of finding discussion of this research.
To know the effect of Tiktok applicationn to students in learning English process and practice telling story, the researcher administrated the pre-test, did the treatment after having pre-test, and did post-test.
The discussion deals with interpretation of the findings derived from the data analysis the description of the data collected through practice story telling test which explained in the previous part which showed that the students’ story telling achievement was developed. It was supported by the result of frequency and rate percentage of the students pre-test and post-test.
The students score after practice by Tiktok application was better than before the treatment was given to them.
In pre-test result the fluency score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 3 students who classified into average, 4 students were classified into poor category. So it can be concluded that the most students story telling ability were started to improve into very good category with five students and can be concluded that the rate percentage of students’ pre-test result got lack score . More students got poor category than the students who got average score.Meanwhile In post-test result the fluency score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 1 student who classified into very good, 2 students were classified into good category, 5 students got average score and 2 students achieved poor score. It can be conclude there are some improvement in pre test and post test by the fluency score.
In pre-test result the comprehension score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 3 students who classified into good, 4 students categorized into average, 2 students categorize into poor score and 1 student got very poor score in comprehension . So it can be concluded that the most students story telling ability were lack in comprehension in the pre test . Meanwhile In post-test result the comprehension score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 2 student who classified into very good, 1 students were classified into good category, 5 students got average score and 2 students achieved poor score. It can be conclude there are some improvement in pre test and post test by the comprehension score.
In pre-test result the accuracy score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 2 students who classified into good, 3 students were classified into average category, 4 students got poor score and 1 students achieved very poor score. In the pre-tes,most students still lack of accuracy in telling story . Meanwhile In post-test result the accuracy score rate percentage and frequency of the students’ story telling ability by using Tiktok application Table were 2 students get excellents category, 1 student who classified into very good, 3 students were classified into good category, 1 students got average score and 3 students achieved poor score. It can be conclude there are some improvement in pre test and post test by the accuracy score.
During the treatment, the researcher identified some problems. The problems were experience by students initially there was some interruption from students who use tiktok application in out of the learning purpose. They were scrolling the video tiktok in a time of study. This is the one of most obstacle the researcher have been found. In this case, the researcher got a problem
197 solving. The researcher keep up their mobile phone in the researcher desk before there are instructuction of the researcher to use the mobile phone to the students.
After that, the researcher explained the rules and procedure clearly to the students. Students should choose the story text to tell before goes to the next treatment. Then, The Researcher Introduces and explain the use of tiktok as the media for students to tell the story.The researcher asks each student to choose Short stories according to the topic has given. The Students may prepare the application to record their story telling. Each Student records their story telling and create the video as creative as possible. They might add special effects and stickers from tiktok. The Students can post the video to their tiktok account Then ,The researcher would analyze their story telling
The ability of the students’ speaking through TikTok Application, the mean score of the students’ ability without Tik Tok Application were 7.7 and classified as fair to poor score. The mean score of the students’ ability through Tik Tok Application were 10.3 and classified as good to average score. It means that the students’ story telling ability with Tik Tok Application was higher than the students’ Story Telling ability without Tik Tok Application. The students’
three components observed:
The fluency mean score of the students’ story telling on post-test were (3.2) focused on the fluency component was greater than mean score of pre-test were (2.3), it shows that in the fluency there was an improvement after treatment.
The comprehension mean score of the students’ story telling on post-test were (3.3) focused on the comprehension component was greater than the mean score of pre-test were (2.9), it shows that in comprehension there was an improvement after treatment.
The accuracy mean score of the students’ story telling on post-test were (3.8) focused on the accuracy component was greater than the mean score of pre-test were (2.6), it shows that in accuracy there was an improvement after treatment.
After giving the pre-test, the students were speaking using Tiktok application in four time meetings, then the researcher gave post-test to the students, which the results was good. Each students has improved the ability like accuracy, comprehension and fluency. But some of them has not been unchanged.
The researches make a simulation to explain the data scores in pre test and post test. The data were obtained according to the results of the comparison of the score analysis data in the pretest and posttest.
From the Data analysis in comprehension pre-test and post-test, it explains that 3 (30%) students has improve. The researcher can classify that only a few of students class BI 5.1 STKIP YPUP Makassar could developing their story telling ability in comprehension by using tiktok application
From the Data analysis in fluency pre-test and post-test, it explains that (60%) students has improve. The researcher can classify that many students class BI 5.1 STKIP YPUP Makassar could developing their story telling ability in fluency by using tiktok application.
From the Data analysis in accuracy pre-test and post-test, it explains that 7 (70%) students has improve. The researcher can classify that all students class BI 5.1 STKIP YPUP Makassar could developing their story telling ability in accuracy by using tiktok application.
198 The following is detail discussion of the students’ result in both pre-test and post-test. Referring to the data both pre-test and post-test, it can be seen that the total score of pre-test From the data have been collected, the researcher can conclude that all students have improved their skill and it indicated that this technique was effective. The total score of post-test (ΣX2) = 103 from the total students were 10. The researcher try to compare the result of post-test and pre-test. in this case the researcher found that the result of post-test (ΣX2) was 103 better than pre-test (ΣX1) was 77. The total gain difference between match pairs (ΣD) were 26 and the total of square gain (ΣD^(2 )) was 118. It shows that the gain between pre-test and post-test was higher.
The total score was slightly improve. The students got the score in post-test was quite good score better than students got score in pre-test. in this case the researcher was success to use Tiktok application.
The using of Tik Tok application can be very Interesting. For this activity, a teacher starts to give material about Story Telling, These material related to the surroundings the students.
These material will be familiar with the students because They learns since elementary School.
The students during the treatment were very exiting Telling the story through Tiktok Application, even tough the majority of students still in below average skill, but they were very enthusiastic.
The using Tiktok application resulted an improvement of the students grammar which proven by the pre-test and the post-test result. It was caused by some factors namely, the media teaching is suitable for the l students, they were not nervous when practice story telling, most of them involving themselves in learning process actively. On other side, Tiktok is a simple media with unique features, therefore the students could understand the rule of the tiktok application to record story telling.
The criteria which used to reject or to accept the hypothesis said that the null hypothesis was rejected when the value of t-test was greater than the value of t-table. After understanding these criteria, the researcher concluded that the alternative hypothesis of this researcher was rejected it means that the students’ score of pre-test and post-test were significantly different.
In brief of the discussion above, the use Tiktok application was good enough to develope the students’ story telling ability . It could be proved by seeing the improvement of students’ pre-test and post-test score. Thus, it indicates that the fiftth semester of english department at STKIP YPUP Makassar developed their story telling ability.
Tiktok is an application to improve the students’ Story Telling ability at the fifth semester of English department at STKIP YPUP Makassar in 2020/2021 academic year. There was a significant difference from the students’ score. It can be seen through the students’ pre- test. The researcher has showed that Tiktok is significantly develop the students’ Story Telling Ability. It is proved by statement and the result of pre-test and post-test that after doing this research. The researcher found there is a development story telling ability after giving treatment by using Tiktok . The mean score of pre-test was 7,7 and post-test was 10,3. It means that the mean score of the students’ in post-test was higher than the mean score of pre-test. The development of the students’ English grammar was also proved by the value of t-test was higher than the value of t-table 4.62>2.252 . It means that there is a significance difference the students’ Story telling ability between before and after using Tiktok application. As a result, the researcher concludes that
using the tiktok application develope the students' ability to tell stories in the fifth semester of English department at STKIP YPUP Makassar.
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