In pre-test and post-test, the researcher gave topics through digital storytelling to stimulate the students to speak in front of the class. Appendix F: Data analysis of students' score of pre-test and post-test in pronunciation and vocabulary.
Background
Speaking ability is one of the most difficult skills to be mastered by the students. It can be a motivating medium in the teaching of speaking and it can also be a medium of teaching that will stimulate the students; critical thinking.
The Problems of the Research
Based on the previously mentioned problem, the researcher argues that the use of digital storytelling will help students improve their speaking ability. Here, the researcher wants to realize the effectiveness of using digital storytelling in teaching speaking skill as the topic of this research.
The Objectives of the Research
Digital storytelling can be used as a multimedia tool in language learning to help students improve their English speaking ability by using technology to tell the story in their own words and voice.
The Significance of the Research
Practically speaking, this study is expected to be a reference to look for technique and media in the English foreign language classroom, especially in the teaching of speaking. In this way, teachers can use digital storytelling in their English classroom to improve students' speaking skills.
The Scope of the Research
Meanwhile, students reported improvements in their English language skills such as listening, reading, speaking and writing through the use of digital storytelling. Thus, this study was conducted to describe the implementation of digital storytelling, the students' reactions to the use of digital, and the students' digital storytelling functions after implementing the media in the teaching and learning process.
The Nature of Speaking 1. The Concept of Speaking
The Elements of Speaking
We will not be able to speak the language without knowing the pattern of the language itself. Since knowledge of grammar is essential for language learners, it is clear that students need some knowledge of these rules in order to speak correctly. Students should learn grammar such as modals, modifiers, prepositions, conjunctions and other grammatical features. It is important for language learners to choose appropriate words in certain situations in order to make their speech meaningful (Bogaards and Dvorkin, 2004:40). For example, when people want to describe their feeling about something, they need to be able to find a word that reflects their feeling.
It is about students' skills in speaking about all academic and general topics without much effort and smoothly as well as native speakers (Hughes, 2003:112).
Teaching of Speaking Ability
Finally, pronunciation, grammar, vocabulary, fluency and comprehension are the important and complementary components in the development of students' speaking skills. It aims to convey or exchange specific information, an extended form of responsive language. It is intended for the maintenance of social relationships as well as for the transmission of facts and information.
Extensive speaking here mainly in the form of monologue, in practice advanced levels are called upon to give extended monologue in the form of oral reports, summaries or perhaps short speeches.
Story Telling
Definition of Story Telling
The teacher can encourage students to retell stories that they have read in their books or found in newspapers or on the Internet (such retelling is a valuable way to provoke the activation of learned or newly learned language first). A variation on getting students to tell personal stories is an activity in which students are asked to talk about their favorite objects. Storytelling is an active process that encourages children to reconstruct the text, it also enables interaction between the teacher and the child.
If necessary, the teacher can help the child recover the meaning of the text by using open-ended questions and introductions to facilitate.
Definition of Digital Storytelling
Moreover, according to the Digital Storytelling Association in Matthew, digital storytelling is the modern expression of the ancient art of storytelling. Stories have adapted to each successive medium that has emerged, from the campfire circle to the silver screen and now the computer screen.” Currently, Digital Storytelling has become an attractive tool for teachers and students in the classroom. Digital storytelling is a powerful technology tool that can combine computer or mobile technology and art in telling the story.
Digital storytelling is that strategy that gives students the opportunity to create their own story using their own language and combine digital tools such as image slides, audio, video, music, etc.
The Advantage of Digital Storytelling
This helps children remember all the details so they can gradually learn to predict what will happen next in the story. Listening to stories allows the teacher to introduce or review new vocabulary and sentence structures by exposing children to language in different, memorable and familiar contexts, which will enrich their thinking and gradually enter their speech.
Teaching of Speaking Skills by Using Digital Storytelling
The teacher acts as a mentor, depending on grade level, and helps with activities such as putting the slide in order or determining the slides. Digital storytelling should be saved on sharing site on a flash drive or posted on the web or social media.
Conceptual Framework
In this research, the researcher defined digital storytelling as the activity of telling stories to others using tools or digital media that allow students to gain a deeper understanding of the material, storytellers tell stories in their own language by combining images, graphics, music and voice story. The researcher conducted this research through pre-experimental research using digital storytelling as a medium of instruction. A study conducted by Wulandari, Sada, Arifin (2014) states that digital storytelling is effective for improving students' fluency for English club.
In addition, it was expected that this research could improve students' speaking fluency by using digital storytelling, the expression of ideas in students' speaking was improved.
Research Hypothesis
It was also found that students were motivated to learn speaking by telling their personal stories in more enjoyable and interesting ways. Ary et al states that experimental research involves a study of the effect of systematic manipulation of one variable on another variable. The purpose of experimental research was to test hypotheses to establish cause-effect relationships.
The overarching goal of experimental research is to determine whether a particular approach or way of doing something is “better” than the “older” or more traditional approach that has served as standard practice (Lodico et al, 2006:12).
Research Variables and Indicators a. Research Variables
Research Instrument
Research Procedures a. Pre-Test
Production Stage
There were three phases: task, planning and report During the task, students do the speaking task by creating a story digitally, in pairs or small groups and the teacher monitors and encourages only without correcting, then stops the task when most pairs complete is. After the task was completed, students entered the planning stages in which they prepared to report to the whole class how they did. The teacher acts as a linguistic advisor and helps correct students' mistakes in composing stories digitally, the students presented their story to the class through Digital Storytelling.
Presentation Stage
Technique of Data Analysis
To find the development of the speaking skill, the researcher used the percentage techniques as follows. P = Percentage of students X1 = Mean pretest score X2 = Mean posttest score. This means that there is a significant difference in the score compared to the twelfth students of SMA Muhammadiyah 9 Makassar, although the use of digital storytelling improves the students' speaking fluency.
This means that there is no different result of the twelve students of SMA Muhammadiyah 9 Makassar, although without the use of digital storytelling and there is no improvement in students' fluency.
The Findings
It was proven that the pre- and post-test percentage improvement in fluency was 31.05%. This means that the students' speaking skills improved after they learned speaking using digital stories as media. Figure 4.2 above shows that the percentage of students' speaking proficiency during the pre- and post-test is high. While the post-test above showed that the percentage and frequency of students pre-testing.
In this research, the researcher found that there is a difference between pre-test and post-test after teaching speaking using digital storytelling.
Discussion
During the post-test, the improvement was also visible in the students' speaking skills. In conclusion, using Digital Storytelling in teaching speaking skills can improve students' speaking skills. This could be evident from the students' oral test during the pre- and post-test.
The students' fluency using digital storytelling to teach speaking skills to twelve grade students of SMA Muhammadiyah 9 Makassar was proven by looking at the mean score and t-test of the students' fluency in the pre-test and post-test.
Suggestion
Based on the results and the preliminary discussion of the findings, the researcher concludes that digital storytelling has influenced the improvement of students' speaking skills in terms of fluency. 2018. conducted a research on "Digital Storytelling Enhances Students' Speaking Skills at Zewail University of Science and Technology, Egypt". 2015. Digital Storytelling as a Holistic Approach to Second Language Learning and Teaching. Language and Communication Quarterly, December 2015, Volume 4, Issues 3-4, p.
The effectiveness of using digital storytelling in teaching speaking skills (An experimental study on the eleventh grade students of SMK Muhammadiyah Kartasura in the academic year 2017/2018.
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Penyuntingan teks lisan dan tulis sederhana dengan teks naratif lisan dan tulis berbentuk cerpen, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai dengan konteks penggunanya. Penyampaian teks lisan dan tulis sederhana tentang teks naratif lisan dan tulis berbentuk cerpen.
Materi pembelajaran
Metode pembelajaran
Media, Alat, dan Sumber pembelajaran
Langkah-langkah pembelajaran Pertemuan Pertama
Para siswa saling menganalisis cerita tertulis secara berpasangan dengan fokus pada fungsi sosial, struktur dan unsur kebahasaan. Ceritakan kembali cerpen yang Anda bacakan kepada teman dan guru dengan teks yang sesuai dengan video yang Anda tonton. Memotivasi siswa secara kontekstual kaitannya dengan manfaat dan kegunaan alat peraga dalam kehidupan sehari-hari, dengan memberikan contoh bertanya tentang teks narasi lisan dan tulis berbentuk cerpen.
Siswa mencari dan mengumpulkan informasi terkait struktur teks pada video yang dilihat dan didengarkannya.
Penilaian hasil pembelajaran 1. Tehnik penilaian
Digital Storytelling Source: https://www.youtube.com/watch?v=jbxrzaoTCZY Title: Aladdin and the Magic Lamp. The researcher will ask the students to repeat the story based on the digital storytelling presented by the teacher to measure fluency.
THE STUDENTS RAW AND FINAL SCORE IN PRE-TEST NO Sample
THE STUDENTS RAW AND FINAL SCORE IN POST-TEST NO Sample
THE STUDETS SPEAKING FLUENCY IN PRE-TEST
THE STUDENTS SPEAKING FLUENCY IN POST-TEST NO SAMPLE Speaking Fluency in
THE RESULT OF THE STUDENTS SPEAKING FLUENCY
Mean Score of Post-Test a. Speaking fluency
Test Value is
