(Quasi-Experimental Research at the X Grade Students of SMAN 01 Bengkulu in Academic Year 2022/2023)
THESIS
Submitted as a Partial Requirements
for the degree of Sarjana Pendidikan (S.Pd) in English Language Education
By:
DESY TRI WAHYUNI SRN. 1811230165
ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE EDUCATION
TARBIYAH AND TADRIS FACULTY UIN FATMAWATI SUKARNO BENGKULU
2022
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MOTTO
Start now. Start where you are. Start with fear. Start with pain. Start with doubt. Start with hands shaking.
Start with voice trembling but start. Start and don’t stop.
Start where you are, with what you have. Just… start.”
— Ijeoma Umebinyuo
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DEDICATION
Bismillahirrohmanirrohim
In the name of Allah, the most gracious and merciful. All praise and gratitude who have given patience, strength and perseverance to finish this thesis. Shalawat and Salam may be conveyed to our prophet Muhammad SAW, his families, colleagues and followers until the end of the days.
The thesis is proudly dedicated to:
My god, Allah SWT and prophet Muhammad SAW
My beloved and lovely parents. Mr. Idmansyah and Mrs.
Ernawati, thank you so much for supporting me through the power of your pray and everything so that I could finish this thesis
My beloved sister and brother for the support and prayers
All my big family who also support and give encouragement and prayers that have been given for me to finish my thesis
My best friend (Teteh) and the person I love (Abdu). Thank you for providing a shoulder to cry on and helping me when needed. Thank you for always being by my side
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My first advisor, Feny Martina,M.Pd and my second advisor, Zelvia Liska Afrisni, M.Pd. Thank you very much for your supports, suggestions, corrections, and ideas during the process of writing this thesis.
All lecturers who have provided direction and lessons to help guide me
My Almamater Universitas Islam Negeri Fatmawati Sukarno Bengkulu (UINFAS)
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the presence of Allah SWT. Who has given many blessings, especially healthy, and the opportunity to write this thesis as well as possible. The title of the thesis that I compiled is ‘THE EFFECT OF DIGITAL STORYTELLING ASSISTED BOTTOM-UP AND TOP-DOWN STRATEGY ON STUDENTS LISTENING SKILLS’
This thesis is submitted to fulfill the graduation requirements. The researcher realizes that many people have helped and contributed to the completion of this thesis. All forms of assistance, both in the form of moral and material support, help the researcher gather enthusiasm and desire to complete the study. Therefore, the researcher would like to sincerely thank those who have helped and guided the researcher during the preparation of this thesis, to:
1. Prof. Dr. KH Zulkarnain, M. Pd as Chancellor of Fatmawati Sukarno State Islamic University Bengkulu
2. Dr. Mus Mulyadi, M. Pd as Dean of the Faculty of Tarbiyah and Tadris of Fatmawati Sukarno State Islamic University Bengkulu
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4. Feny Martina, M. Pd and Zelvia Liska Afriani, M. Pd as supervisors who have provided excellent guidance
5. All my lecturers who have provided direction and lessons to help guide me
6. My friends who participate provide encouragement, support, and help
May Allah SWT reward you abundantly for all the help that has been given to the researcher. In addition, the researcher also hopes that when this thesis is completed, it can be useful for readers from various circles. The researcher then apologizes if during the process of writing the thesis many mistakes were made, both oral and written, which were done intentionally or unintentionally. Regards
Bengkulu, July 2022 The researcher
Desy Tri Wahyuni SRN. 1811230165
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Assisted Bottom-Up And Top-Down Strategy On Students Listening Skills (Quasi Experimental Research At X Grade Students of SMAN 01 Bengkulu)
Advisor I: Feny Martina, M.Pd Advisor II: Zelvia Liska Afriani, M.Pd This study aimed to obtain empirical evidence about the effect of digital storytelling-assisted bottom-up and top-down strategies on students' listening skills. This study used a quasi-experimental method. This research was conducted at SMAN 01 Bengkulu. The population of this study was class X SMAN 01 Bengkulu which consisted of 150 students consisting of five classes, namely X MIPA 1, X MIPA 2, X MIPA 3, X MIPA 4, X MIPA 5. After confirming by purposive sampling, the two classes were finally selected as the sample of this research: X MIPA 2 as the experimental class and X MIPA 3 as the control class. The second class consists of 60 students with almost homogeneous scores. The experimental class was treated using a digital storytelling-assisted bottom-up and top-down strategy, while the control class used a conventional method. The initial test was given to both groups before being given treatment. The results of the pre-test showed the average score of the experimental class was 60.67 and the control class was 59.17. After being given treatment, students were given post-test questions.
The post-test results showed the average score of the experimental class was 78.50 and the control class was 73.17. In addition, the independent sample T- count (2.337) results show that the t-count is higher than the t-table (2.002).
In other words, Ho is rejected and Ha is accepted. In short, it can be stated that students who are taught to listen with digital storytelling-assisted bottom- up and top-down strategies are more effective than conventional methods. So it can be concluded that digital storytelling-assisted bottom-up and top-down strategies positively affect Class X students of SMAN 01 Bengkulu listening skills.
Key Words: Digital Storytelling, Listening skills, Bottom-up and Top-down Strate
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Assisted Bottom-Up And Top-Down Strategy On Students Listening Skills (Quasi Experimental Research At X Grade Students of SMAN 01 Bengkulu)
Advisor I: Feny Martina, M.Pd Advisor II: Zelvia Liska Afriani, M.Pd Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang Pengaruh digital storytelling dibantu strategi bottom-up dan top- down terhadap Kemampuan mendengarkan Siswa. Penelitian ini menggunakan metode eksperimen semu. Penelitian ini dilakukan di SMAN 01 Bengkulu . Populasi penelitian ini adalah siswa kelas X SMAN 01 Bengkulu yang terdiri dari 150 siswa terdiri dari lima kelas, yaitu X MIPA 1, X MIPA 2, X MIPA 3, X MIPA 4, X MIPA 5. Setelah memastikan dengan purposive sampling, dua kelas akhirnya dipilih sebagai sampel ini penelitian:
X MIPA 2 sebagai kelas eksperimen dan X MIPA 3 sebagai kelas kontrol.
Kedua kelas terdiri dari 60 siswa dengan skor hampir homogen. Kelas eksperimen diperlakukan dengan menggunakan metode digital storytelling assisted bottom-up dan top-down strategy, sedangkan kelas kontrol menggunakan cara konvensional. Tes awal adalah diberikan kepada kedua kelompok sebelum diberikan perlakuan. Hasil pre-test menunjukkan nilai rata-rata kelas eksperimen sebesar 60,67 dan kelas kontrol sebesar 59,17.
Setelah diberikan perlakuan, siswa diberikan soal post test. Hasil post-test menunjukkan nilai rata-rata kelas eksperimen adalah 78,50 dan kelas kontrol 73,17. Selain itu, hasil independent sample T-count (2,337) menunjukkan bahwa t-hitung lebih tinggi dari t-tabel (2,002). Dengan kata lain, Ho ditolak dan Ha diterima. Singkatnya, dapat dinyatakan bahwa siswa yang diajarkan mendengarkan dengan digital storytelling assisted bottom-up dan top-down strategy lebih efektif dibandingkan dengan cara konvensional. Jadi bisa disimpulkan bahwa digital storytelling assisted bottom-up dan top-down strategy berpengaruh positif pada Siswa Kelas X SMAN 01 Bengkulu pada keterampilan mendengarkan.
Kata Kunci: Digital Storytelling, Keterampilan Mendengarkan, Strategi Bottom-up dan Top-down
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ADVISOR SHEET ... ii
RATIFICATION... iii
MOTTO... iv
DEDICATION ... v
PRONOUNCEMENT ... vii
ACKNOWLEDGMENTS ... viii
ABSTRACT ... x
ABSTRAK ... xi
TABLE OF CONTENTS ... xii
LIST OF TABLE ... xv
LIST OF FIGURE ... xvi
CHAPTER 1. INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 6
C. Limitation of the Research ... 7
D. Research Question ... 7
E. The objective of the Research ... 7
F. The Significance's of the Research... 8
G. The Definition of Key Term... 9
CHAPTER II. LITERATURE REVIEW A. Listening 1. Definition of Listening ... 11
2. Types of Listening ... 13
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B. Listening Processes
1. Top-down and Bottom-up Strategy ... 19
2. Strengths and Weaknesses of Implementing Top- Down and Bottom-Up Strategies ... 23
C. Digital Storytelling 1. Definition of Digital Storytelling ... 25
2. Types of Digital Storytelling ... 27
3. Digital Storytelling as Learning Media for Students ... 27
4. Aspects of Digital Storytelling ... 29
E. Previous Studies ... 30
F. Hypothesis ... 34
CHAPTER III RESEARCH METHOD A. Design of the Research ... 35
B. Population and Sample ... 40
C. Data Collection Technique ... 41
D. Research Instrument ... 44
E. Validity and Reliability of the Test ... 47
F. Research Procedures ... 52
G. Data Analysis Technique ... 54
CHAPTER IV RESULT AND DISCUSION A. Results 1. The Results of Listening skills Test ... 57
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b. Homogeneity Test ... 71 B. Discussion ... 74 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 81 B. Suggestion ... 83 REFERENCE
APPENDICES
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Table 2 Score Interpretation ... 46
Table 3 Validity Sample... 50
Table 4 The Results of the Reliability Test ... 51
Table 5 Description of Pre-test and Post-test in the Experimental Class ... 58
Table 6 The Distribution in Experimental Class ... 60
Table 7 Description of Pre-test and Post-test in the Control Class... 62
Table 8 The Distribution in Control Class ... 64
Table 9 The Results Comparison of Normality Test of the Experimental and Control Class ... 67
Table 10 The Results of Normality of the Experimental Class ... 69
Table 11 The Result of Normality of the Control Class ... 70
Table 12 Homogeneity Test Results Experiment Class and Control Class Test Homogeneity of Variance ... 72
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2 Graph for Pre-test and Post-Test Score in Control Class ... 63
1
INTRODUCTION
This chapter aims to provide some insight into the effect of digital storytelling-assisted bottom-up and top-down strategies on students’ listening skills. It sheds light on the background of the problem, identification of the problem, limitation of the research, research question, the objective of the research, the significance of the research, and definition of key terms.
A. Background of the Problem
Listening is an activity of listening to sounds to get information around or a process of understanding, capturing, and remembering what is being read or something other people have said. Tarigan (2008) stated the following listening is the process of paying close attention to, comprehending, appreciating, and interpreting oral symbols to learn information, take in messages or content, and comprehend the meaning of communication that has been expressed by the speaker through utterances or other languages.
If students can listen well, they can produce language and can speak, read, and write clearly and correctly. Students must be able to properly repeat what they have heard from the speaker or digital audio by using appropriate rephrasing. So, there is no misunderstanding between speaker and listener. Underwood (1989 p. 1) explains listening is an activity of paying close attention to the speaker and attempting to understand what is being said.
Some students cannot get good grades when doing listening comprehension in class, this is also an example of the fact that students who have become students taking education in tertiary institutions feel they have lost the idea of thinking when they are listening to lectures in class whose speak the language directly English to communicate or via digital audio, for example, a recorder. Some students could hardly get a message about what they were hearing at that time. For example, when students are writing a text, students are expected to actively listen to what the speaker hears so that when the student passes the test. It can be argued that active listening is very important in the process of
communication, active listening is a constructive approach that involves activating the listener's past knowledge and tries to assist listeners in comprehending audio testing.
To be successful in the listening process, teachers can find strategies that they can find while listening, the teaching strategy is one of the supporting factors that will help the teacher's process in the classroom. In the teaching and learning process, teaching strategies play an important role. This can help teachers to facilitate student learning activities and can also be one of the ways used by teachers to make the teaching and learning processes more effective and interesting. Teaching strategies are approaches that teachers use for certain lessons and specific purposes for certain lessons. It should be noted that one strategy that is effective for certain materials may not be effective for others (Hayati et al., 2021). Examples of strategies that can be used, such as writing down what they hear and can also use one of strategies in listening, namely bottom-up and top-down. This strategy is used to assist students in listening, especially in helping students listen actively. The use of learning strategies or
models is a framework used in learning to achieve certain learning objectives and used as a teacher planning guide in carrying out learning activities.
In this strategy, the teacher uses one way to train students in listening, namely bottom-up and top-down with a digital storytelling learning model. Digital storytelling can help teachers overcome obstacles in using technology in the classroom to make it more interesting. It is a method used to tell a story through certain applications, such as video clips, animated films, youtube, and audio recorders. According to some experts, the definition of digital storytelling is a contemporary expression of the traditional art of storytelling. The power of digital storytelling lies in merging images, music, narration, and sound, therefore giving deep dimension and vivid color to characters, situations, experiences, and insights. Digital storytelling is a learning media that tries to combine several skills, namely speaking skills, writing skills, listening skills, and operating skills for programs that advantage of ICT developments. Digital storytelling media is
one type of learning media that combines aspects of image visualization and sound effect (Muhyadi, 2014)
Digital storytelling is defined as a group of stories that utilize a CD as an electronic mediator by several techniques related to sound, images, colors, animated images, and musical effects. These stories depend on events, narration, storytelling, characters and drama plot, climax, setting, and morals. The factors combine to make learning a language an interesting and entertaining educational process. With this model, the researcher wants to see the development of students' listening skills assisted by bottom-up and top-down strategies that will be applied.
Listening comprehension is still a big problem for students in English lessons, so the top-down and bottom-up strategy is one strategy that can help in learning and understanding listening comprehension, top-down processing is the use of learner knowledge or schemata to understand incoming information, while bottom-up processing uses word meaning, syntax, and sound analysis to interpret information. This technology-based learning model can also develop creative thinking skills in
students, especially in fluency, and flexibility, and develop critical thinking and criticism that builds skills. This encourages students to be more active, and confident and interact without feeling embarrassed. Additionally, it improves written and audiovisual communication. It aims to increase the level of electronic, verbal, expression, and listening competence and supports self-representation through participation and expressing opinions or thoughts. Digital storytelling is transformed into stories about morals and values, society, history, adventure, comics, and avatars (Ng & Nicholas, 2015).
By using this model and strategy, The Researcher can pay attention to the students who listen to the learning in class with focus and good, and students can improve their listening skills, conclude the story, and comprehend the meaning of the narrative and each vocabulary word used in the narrative.
B. Identification of the Problem
Based on the background of the problem, it can be identified that there are several problems found in learning listening skills, namely, students do not have sufficient ability to understand what
they hear through the media used, this makes students not think creatively when listening, information has not been accessible to students and meaning, and the student cannot make conclusions after he has listened to the current learning topic.
C. Limitation of the Research
The study focuses on students listening skills by using digital storytelling-assisted bottom-up and top-down strategies in senior high school. The Limitation of the research focuses on the effect of digital storytelling-assisted bottom-up and top-down strategies on students listening skills.
D. Research Question
The research question was formulated as follows: “Is there a significant effect of Digital Storytelling with Bottom-Up and Top-Down strategy on students listening skill?”
E. The Objective of the Research
Based on the background of the study and research problems above, the research objective was formulated as follow: To find out the significant difference in student listening skill in learning
English by using digital storytelling assisted bottom-up and top- down strategy and that who are not in senior high school.
F. The Significances of the Research
The results of this study are expected to be useful for teachers, students, and researchers. Not just for them, but it can also be helpful in both theory and practice.
1. Theoretical benefit
a. The result of this study is support theories related to listening skills and digital storytelling.
b. As material for students to find information and references for teachers in developing English learning to make it more interesting
The aim is to improve listening learning outcomes and in a position to foster students' critical thinking when they study English in senior high school.
2. Practical benefits a. For the teachers
The research is expected to be used as material for further studies regarding the development of English learning in listening
skills. The use of digital media in the learning process can improve the quality of the learning process.
b. For Students
This research is expected to be able to help students in learning listening in English and understand the pronunciation of each word, as well as knowing the types of sentences in English, so that students can think and listen well.
c. For Researcher
Can provide experience in the field of how to use digital media in learning, so that researchers can measure how the effect of using digital storytelling with bottom-up and top-down strategies in learning on improving learning outcomes of active listening and creative thinking skills.
G. The Definition of Key Terms 1. Digital Storytelling
Digital Storytelling (Digital Story / Digital Stories / Digital Tales) is an application of technology that is positioned to help teachers overcome barriers to using technology in the classroom for a productive thing, namely creating stories or fairy tales
digitally. The process is the same as making a traditional story, including choosing a theme, conducting simple research on the theme, writing a screenplay, and developing it into an interesting story
2. Listening
Listening is an active process of receiving and responding to spoken (and occasionally unspoken) messages. It is one of the subjects examined in the discipline of conversation analysis and the field of language arts.
3. Bottom-Up and Top-Down Strategy
In the top-down strategy, students used their background knowledge to predict the content of the listening text while the bottom-up strategy requires students to use their linguistic knowledge to recognize the words used in the listening text.
11 CHAPTER II LITERATURE REVIEW
This chapter aims to review related theoretical reviews, previous research, and hypotheses. A theoretical review that discusses digital storytelling, and bottom-up and top-down strategies that will help improve students' listening skills.
A. Listening
1. Definition of Listening
According to (Hasan et al., 2015) listening is the basic of language skills and the ability to identify and understand what the speaker is saying. The process of understanding the speaker's accent, grammar, and vocabulary is part of the listening process.
Because of its significance as a tool for obtaining information in everyday life, it is not a simple matter. The most frequently used language ability is listening and the main learning method in all education. Due to the importance of hearing in communication, people spend the majority of their time listening.
Listening can be defined in a variety of ways. Listening is one of the most basic language skills, and it is crucial in our daily interactions. Listening is a type of active processing that seeks to help us comprehend what we hear (Brown, 2006). According to Rost (2002) listening is a mental activity of constructing meaning from oral data. He also mentioned that listening is crucial in language classes since it gives students input. Learning cannot begin until the input is understood at the appropriate level.
Listening is a prerequisite for speaking.
Listening is a "receptive skill" in which people interpret what they hear as the main concept. Helgesen (2003) stated that listening can help students become "flexible listeners," allowing them to figure out how to listen for general ideas or specific information needed to comprehend the video. Similarly,
"Although listening is a passive talent, it is a very active process to choose and analyze information from auditory and visual instructions."
Listeners actively participate in the process of listening to pick and evaluate information received via auditory and visual
cues. To define what is going on and what the speaker is attempting to say. Listeners that are active receive information (from visual and auditory instructions) and relate it to what they already know (Rubin 1995). Listeners only employ a portion of the receiving information in the process of reasonable input, which is known as selection. Listeners utilize their prior knowledge and fresh information about what is going on to try to figure out what the speakers mean when they try to understand what is being said. For students learning English, listening as a basic input material is critical for students in learning English.
This is a complicated process that necessitates linguistic knowledge (language form) as well as cognitive processing abilities (skill processes in mind).
2. Types of Listening
There are 2 according to experts about the types of listening.
(Brown, 2006) describe listening activities as follows.
a. Reactive: Little significant processing is needed. There must be stringent limitations on the listener's ability to act as a "tape recorder." The only role that reactive listening
can play in an interactive classroom is individual pronunciation practice.
b. Intensive: Students must identify specific spoken language characteristics that concentrate on components (phonemes, words, intonation, discourse markers, and so on). Bottom- up abilities are essential at all levels of expertise, and they are contained in it.
c. Responsive: a significant portion of listening activities in the classroom involve short bursts of teacher language intended to elicit prompt replies..
d. Selective: its objective is not necessarily to discover universal or broad meanings, but rather be able to recognize pertinent information in a sea of possibly irrelevant information.
e. Extensive: It’s goal is to create a top-down, worldwide understanding of spoken language.
f. Interactive: As students engage in conversations, role- plays, and other pair and group activities, this listening activity can contain all five of the above categories. In the
true give and take of verbal interchange, it must be blended with speaking (and possibly other) skills.
(Rost, 2002) Identifies four categories of listening, with typical corresponding purposes as follows:
1. Transactional listening: learning
2. New information by listening. Transactional listening is message-oriented, stated (Buck, 2001). It gives factual or propositional info and is content-driven. It is used to give instructions, clarify, describe, give directions, place orders, assess comprehension, and double-check the information.
3. Interactional listening is the process of paying attention to the personal elements of a message. Interactional listening prioritizes people above messages. According to Buck (2001), social relationships are transactional listening's main goal. Identification with other people's worries, being pleasant to other people, sustaining social relationships, and so on are all significant elements of interactional language. It includes a greeting, a weather comment, and information about current events throughout the world.
4. Critical listening: assessing, using argument and proof from what you hear when listeners practice critical listening, they become aware of the types of replies that are typically given and avoid becoming passive listeners.
5. Recreational listening: Listening to appreciate aspects or events that are random or interwoven.
3. Components of Listening
Ahmadi (2016) stated that listening ability is divided into several components.
First, understand the entire message conveyed by the speaker. Understanding a message depends on understanding the meaning and moving from one understanding in a sequence of sounds when the meaning cannot be understood.
The second is to keep the information in your auditory memory until you can process it. Teachers need to be aware that students should hear foreign languages as frequently as possible to improve their auditory memory. This implies that language instruction should take up the majority of class time. So that language activities that can be understood can develop auditory
memory, the presentation pace and level of difficulty must be adjusted for the students. Here, it's crucial to remember that thoughts should develop gradually and continuously as they move from easier to more challenging sentences.
The third step is comprehension, which involves many different types. The steps are providing background information, activating messages based on that information to anticipate broad content, sampling the relevance of the material and testing samples to confirm or reject before assuming.
4. Factors Affecting Listening
Several factors affect the ability of listeners to listen to different languages since listeners occasionally. difficulty in dealing with other languages, such as English. Adawiyah (2017), divides several factors that influence listening.
First, the characteristics of listeners include working memory, strategies, experiences, and listeners' anxiety.
Second, the characteristics of the material to be examined.
This relates to the material's length, complexity, arrangement, and
listening. Third, the characteristics of the test conditions which include the time limit when conducting the test.
Meanwhile, White et al., (2014) includes other elements that influence listening.
First, when a listener is interested in the subject, their listening abilities will improve. It will be simpler for the audience to pay attention to the speaker's presentation of the subject if they are interested in it. Listeners can also bring the topic of discussion by linking the lessons they are familiar with so that it is simple to comprehend the lesson.
Second, speaking style refers to how a person speaks and how it affects listening. If you speak quickly to hone your listening skills, it could be challenging for you to follow along and comprehend the lesson. To help students concentrate on the lesson's substance, speak slowly and clearly.
Third, visual input means listeners can be supported to hear new information with listening aids, for example watching a movie. This will make it easier for listeners with weak listening
abilities to learn and comprehend new information through visual means.
B. Listening Processes
1. Top Down and Bottom-Up Strategy
A teaching strategy is a method or effort used by instructors to assist them in achieving their objectives in implementing the learning process. It is based on the techniques teachers use to impart their information to students as well as that instruction.
Strategy can be said as a plan or series of arrangements carried out by teachers using methods while presenting material to students will help to learn to proceed more smoothly. A teacher must possess pedagogy, strategies, and methods of competence.
In order, the improve the delivery of the learning process, teachers require methods to assist in the learning process, and techniques are crucial in fostering more efficient and active learning so that students are motivated to study. Therefore, a very important strategy is owned and controlled by a teacher, and the
strategy can also help teachers in the process of delivering material to students (Hayati et al., 2021)
One strategy that can assist students in overcoming listening comprehension problems is to apply top-down and bottom-up strategies in classroom learning. The top-down strategy in listening involves the activity of constructing meaning based on conjectures, drawing conclusions, goals, and other pertinent information. The bottom-up strategy in listening is more detailed on grammatical forms and word meanings. According to Gebhard, (2000) who divides information processing into two categories, both top-down processing and bottom-up processing. Bottom-up processing is the process of comprehending information by way of word meaning, sound analysis, and grammar. While top-down processing refers to the use of schemata or previous knowledge to understand the information received. Schemata connect to the listener's personal experiences with the subject being heard.
Meanwhile, Helgesen (2003) there are five basic principles of teaching listening, namely:
(1) The teaching of two forms of information processing to students (Bottom-Up and Top-Down processing),
(2) Teaching students various types of listening, (3) Teaching different tasks,
(4) Consideration of the text's difficulty and authenticity, (5) Teaching various listening techniques, such as guessing, drawing conclusions, monitoring, clarifying, responding, and evaluating.
Teachers are those who have an important role in shaping the younger generation to be better in the future. In addition, they are required to have the ability to carry out their duties well in the field educational institutions. This is supported by Roestiyah's theory, "A teacher is someone who has the knowledge, skills, professionalism, and confidence for self-improvement in the field of education" (Teacher is someone who has the knowledge, skills, professionalism, and belief for self-improvement in the field of education). Then, “In early childhood education through formal education, primary education, and secondary education, masters
are professional educators whose principal duties include educating, teaching, guiding, directing, training, assessing, and locating students.” (From early childhood education through formal education, basic education, and secondary education, professional teacher educators are charged with the primary duty of educating, teaching, guiding, directing, training, evaluating, and assessing students). To be able to excel in teaching activities, teachers must have a teaching strategy. Then, "The teacher's activity in carrying out the lesson plan is referred to as their teaching strategy, and their actions involve a variety of instructional variables, namely: objectives, materials, methods and tools, as well as evaluations to influence students, in achieving the goals that have been set” (The teaching strategy is the act of the teacher.) executing the lesson plan, which refers to the instructor's attempts to utilize a variety of educational resources, including: objectives, materials, methods and tools, and evaluation, to influence students to achieve the stated goals).
Without using strategies, teaching activities will not be optimal and students may not get the good performance they expect in
school. Teaching strategies also help teachers to make good judgments to analyze the best way of teaching (Akbarjono et al., 2021)
2. Strengths and Weaknesses of Implementing Top-Down and Bottom-Up Strategies
According to Tarigan (1993 p. 48) there are several factors that affect the effectiveness of listening skills, including the limitations of linguistic facilities, biology, environment, teachers, methodology, and curriculum. So many factors cause difficulties in listening comprehension. From the application of top-down and bottom-up strategies in listening comprehension, there are several things that are the advantages of this strategy, namely this strategy can help students who have difficulty in listening comprehension, by building knowledge according to context.
which is presented from recording listening, makes it easier for students to understand the meaning conveyed from what is heard.
In addition to having advantages, the application of top-down and bottom-up strategies in listening comprehension learning also has drawbacks, namely students will find it difficult if they cannot
understand the context of the lesson. what is heard so that they are unable to identify the vocabulary, grammar and meaning of what is heard. From the weaknesses and strengths of the top- down and bottom-up strategies that have been described above, the key to the success of improving students' abilities in mastering listening comprehension in the classroom is the teacher.
Teachers must be able to persuade students that creating contexts that are tied to actual contexts is crucial. Teachers must also be able to encourage students to speak up during class discussions, actively participate in listening tasks, and determine the meaning of language based on context. The teacher's active role greatly determines students' active participation to try to solve the problems faced in the listening comprehension class. For this problem, researchers will have to motivate and be active and participate so that students can improve active listening in listening comprehension by using the digital storytelling learning model. Good cooperation and a conducive situation between teachers and students will determine the outcome of learning.
Using a variety of methods and fundamental concepts, teaching listening, students can be given top-down and bottom-up strategies. Where combining the two strategies, improving listening comprehension skills through digital storytelling learning media can build student knowledge and can be applied in daily activities, then discover how to comprehend the grammar and meaning of each word., if students have understood everything then in the listening learning process, students can develop active listening in every listening lesson.
C. Digital Storytelling
1. Definition of Digital Storytelling
Digital Storytelling is a storytelling technique using digital software help in which there are combined images, audio, text, and video. Digital storytelling or digital fairy tale is a story of someone about his life, other people, family and friends, and society, written and spoken by the relevant experience or observations. Digital storytelling is a film that is personal and short duration. This media uses images and narration (which is read by the narrator or storyteller) to deliver a simple story.
Generally, digital storytelling 2-3 minutes and uses around 30 digital images or photos. Digital Storytelling can also be made with moving images (movies or video clips), but with a photo or silent image making it easier. The principle is the message you want to deliver can be achieved appropriately. Boa-ventura, (2010) stated the following in the title article "Making News with Digital Stories: Citizen Journalism Using Digital Storytelling"
explained: "If we take the term "digital storytelling" at face value, it simply refers to the use of computer-based tools that enable the digital manipulation of content, which can be audio, text, still images, or moving images. " So, it can be concluded with digital storytelling definition in the opinion of experts is a telling technique using the help of digital software in which there are combined images, audio, text, and videos. According to Robin (2008) in his writing entitled "The Educational Uses of Digital Storytelling" Explaining Digital Storytelling Includes: (1) Digital Storytelling Type; (2) Digital Storytelling as a learning media for teachers; and (3) using digital storytelling to teach students.
2. Types of Digital Storytelling
Robin, (2008) mention that there are three types of digital storytelling. The types of digital storytelling are as follows.
“Although there are many various sorts of digital storytelling, the most common ones may be classified into three groups: 1) personal narratives–stories about key events in a person's life; 2) historical documentaries–stories about dramatic occurrences that can help us in comprehending the past and 3) stories intended to enlighten or instruct the spectator on a certain topic or practice.
Based on the quote above, there are 3 main types of digital storytelling, so the type of digital storytelling that will be developed by the researcher, namely digital storytelling, is the third kind, specifically digital storytelling, which is employed to give students information from the media.
3. Digital Storytelling as Learning Media for Students The use of digital storytelling has the potential to be used in facilitating learning, digital storytelling also has a good influence on students. The use of digital storytelling can make a teaching method that attracts and maintains students' attention to learning
because digital storytelling is very effective for use in the learning process. This is indicated by several expert opinions as follows: according to Robin (2008) stated that they “have demonstrated using multimedia in the classroom helps students remember new information and comprehend challenging content.
And educators may use Digital Storytelling as a significant tool in their classrooms."
Teacher-generated digital stories can be applied to enhance recent lessons in a larger set, as a means to facilitate conversation about the stories presented by topics, and as a means to make conceptual or abstract content easier to understand. Although many educators continue to miss the cohesive integration of multimedia into their teaching, more and more instructors are eager to explore ways to engage their students by adding image, sound, and video components to their teaching. This study shows the use of multimedia in teaching will help students retain new information, along with assistance in understanding difficult material (Kogila et al., 2020).
According to Small's research information read on a screen will survive longer in memory. Furthermore, reading on a screen speeds up the process of neurons connecting in the brain. This is one of the reasons that digital multimedia storytelling is suitable for use as a learning tool."Digital storytelling has the potential to improve classroom teaching and learning." As a result, many teachers plan to use technology in their classes’ at all educational levels, from K-12 to higher education. When digital storytelling is integrated into the classroom, it may be a powerful teaching tool for attracting and retaining students (Sadik, 2008).
4. Aspects of Digital Storytelling
In digital storytelling, seven important aspects should at least be present as suggested by (Robin, 2008). Center for Digital Storytelling Seven Elements of Digital Storytelling:
a. A viewpoint what is the story's main point, and what does the researcher think?
b. A tense question is an important question that will be resolved after the narrative and will hold the audience's interest.
c. Important issues with an emotional impact that is vividly and powerfully brought to life connect the audience to the narrative.
d. The gift of your voice is a technique to personalize the narrative and let the viewer understand the setting.
e. The impact of the music or other sound effects that assist and enhance the plot.
f. Economy merely utilizes the appropriate quantity of content to deliver the tale without overwhelming the viewer.
g. Pacing the story's rhythm and how slowly or rapidly it moves.
E. Previous Studies
There are many studies on the Storytelling digital learning model as follow:
First, (Tabieh et al., 2020) in the European Journal of Educational 10(1) 13-21, Jordan Middle East University, Faculty of Education, Ahmad AS Tabieh The purpose of this study was to determine the effect of using digital storytelling in Arabic lessons
in third grade to help children develop active listening skills and creative thinking skills, such as performance, flexibility, and originality. With almost the same title but what makes my research different is the research subject, they researched Arabic elementary students, and I will conduct research in English classes for high school students using the help of bottom-up and top-down strategies.
Second, (Loniza et al., 2018) the International Journal of Multimedia and Its Applications (IJMA) published its 10th issue in December 2018. In their research, the impact of Digital Storytelling on students' understanding. The researcher used mixed data collection methods and quantitative research methodologies. A quasi-experiment with pre-test and post-test was used to assess the effectiveness of the KiDS content. The similarity lies in the same method, namely quasi-experimental, and the difference lies in, in future research using the help of bottom-up and top-down strategies while previously it was not.
Previous researchers explained the impact of digital storytelling on students' understanding. Meanwhile, researchers are now
looking at the impact of digital storytelling on students' listening skills with the help of bottom-up and top-down strategies.
Third, issues in Educational Research, vol. 27, no. 2, p. 252 (2017). Digital stories are used to help students improve their listening comprehension. Fatih Mehmet Cierci Bilecik Seyh Edebali University in Turkey, Mehmet Gultekin Fatih Mehmet Ci University in Anadolu. The purpose of this study was to see how digital storytelling affects fourth graders' listening in Turkish (their mother tongue). While the research that I will do is on English lessons for high school students and pay attention to students' creative abilities when learning to listen.
Fourth, “(Smeda et al., 2014) Title The Effectiveness of Digital Storytelling in the Classroom: A Comprehensive Study”, Kompref studies how digital storytelling affects student engagement and performance. It focuses on investigating the potential of digital storytelling as a cutting-edge approach to education and learning, as well as its capacity to improve academic outcomes and student engagement. This study examines how digital stories are used in primary and secondary
school curricula through a multi-site case study of an Australian P-12 school. To increase the validity and dependability of the research, techniques for gathering and analyzing both qualitative and quantitative data were used. Quantitative data has been collected using a rubric, while qualitative data is collected through observations and interviews. The similarity with the research that was studied next is the use of digital storytelling media to see student progress in the learning process, and the difference is, that researchers conduct research in class, with the help of bottom-up and top-down strategies on students and use quasi-experimental methods.
Fifth, "using digital storytelling to improve students' listening skills", Siti Nurjanah (2019). Through the use of digital storytelling, this project seeks to enhance the listening abilities of MTs Syekh Yusuf Sungguminasa in class VIII. Data from a listening test were used in pre-experimental research using a quantitative methodology. The findings showed that there was a substantial difference between the differences between students before and after using digital storytelling, indicating that this
method was successful in enhancing students' listening abilities.
Previous research has similarities with the research that will be studied next in using digital storytelling, while the difference lies in other variables, further researchers add bottom-up and top- down strategies, as well as different approach methods from previous research, namely quasi-experiment.
F. Hypothesis
Considering the underlying theory, the hypothesis is:
(Ho) = There is no significant effect of digital storytelling- assisted bottom-up and top-down strategy on students’ listening skills in 10th-grade high school students in Bengkulu for the 2022/2023 academic year.
(Ha) = There is a significant effect of digital storytelling assisted Bottom-Up and Top-down Strategy on students’ listening skills in 10th-grade high school students in Bengkulu for the 2022/2023 academic year.
35 CHAPTER III RESEARCH METHOD
This chapter presents research and design methods that provide information about the population and sample, data collection techniques, and also describes research instruments, instrument validity and reliability, research procedures, and data analysis techniques.
A. Design of the Research
The researcher used a quantitative approach in this study and used a quasi-experimental design. Experimental research is a research method used to determine the effect on something that is treated with others under controlled conditions (Sugiyono 2013).
Experimental research is a study in which a researcher intentionally changes one or more variables to influence those variables, this research, is in which a researcher modifies and controls one or more independent variables while observing other dependent variables for variations that occur due to manipulation.
Arikunto (2019 p. 9), experimental research is a method for
determining a causal relationship between two factors that the researcher intentionally causes by eliminating, reducing, or ruling out other disturbing aspects.
All individuals in the study group (intact group) get treatment (treatment) in a quasi-experimental study, rather than subjects chosen at random. In this study, the researcher used digital storytelling to find out how students listening skills outcomes in grade X high school.
The goal of this experiment was to figure out what caused the cause-and-effect relationship between variables. Experimental research will examine the effect of a certain treatment on a variable compared to other variables with different treatments.
For example, in this study, experimental research in the field of education tries to test and show the effect of the digital storytelling learning model assisted bottom-up and top-down strategy on students' listening skills.
1. Quasi Experimental Design
This type of quasi-experimental design involves the creation of a difficult-to-implement actual experimental design. Although
this design includes a control group, it is unable to adequately control external variables that affect the experiment's implementation (Sugiyono 2017 p. 114). For example, at a college event, some people follow regulations for event activities while others don't. A quasi-experimental design is an experimental design in which various non-experimental factors are controlled and a control group serves as a comparison group for determining the treatment effect.
The quasi method is also known as the quasi-research method. Because the quasi-experimental research method is research that is close to experimental research, it cannot be said to be truly experimental, because the research subject is human, meaning that the subject cannot be manipulated and controlled intensively.
This type of quasi-experimental research is widely used in education or other fields involving humans as research subjects.
There are two types of quasi-experimental design: nonequivalent control group design and time-series design.
The approach or design chosen by the researcher is known as the quasi-experimental design technique. According to Sugiyono (2017 p. 77), the quasi-experimental has a control group, but it is unable to completely regulate the outside factors that impact how the experiment is carried out. The goal of this quasi-experimental study was to see if there was a difference in ability between the treated and untreated groups. This study's experimental research design was a nonequivalent control group design. According to Sugiyono (2017 p. 79), there will be two- selected groups in this study. A pretest was then administered to the experimental group and the control group to ascertain their starting conditions and the differences between them. This is a favorable pre-test result if the score of the experimental group in the control group is not statistically different. Based on the research design mentioned above, the framework for the nonequivalent control group design is provided below.
Table 3.1 Design non-equivalent control group design Group Pre-Test Treatment Post-Test
Experimental O1 X1 O2
Control O3 - O4
(Dantes, 2012, p 97)
Description:
X1: Treatment 1 (Learning using the Digital Storytelling Model Assisted bottom-up and top-down strategies ) O1: Pre-test in the experimental group
O2: Post-test in the experimental group O3: Pre-test in the control group O4: Post-test in the control group
Pretest was given before the treatment was carried out in the experimental group and the control group. While the post-test was given when the last treatment was given to find out how much influence a treatment had on the digital storytelling learning model.
The purpose of quasi-experimental research is to collect knowledge that approximates that which can be gathered from
true experiments under settings in which all important variables cannot be controlled or manipulated.
B. Population and Sample 1. Population
According to Sugiyono (2017 p. 80), a population is a region of generalization composed of objects/subjects with specific attributes and characteristics that researchers choose to study and make conclusions from.
In this study, the population taken was class X Semester 2 SMAN 01 Bengkulu in the academic year 2021/2022 with a total of 150 students. By the 2013 curriculum, the determination of class X as the population of this study considered that class X received digital storytelling material using laptop and speaker.
2. Sample
In a research study, a sample is a portion of a population that was chosen and might be used to represent the entire population.
The sample is "a fraction or representative of the population investigated," according to (Arikunto 2005). According to Arifin et al., (2012) "the sample is part of the population to be
researched, or it may also be said that the population is in the shape of a tiny population" (miniature population).
Cluster random sampling has been employed as the sampling method in this study. Cluster random sampling is a technique of selecting samples from small groups of units. The research sample taken is one class taken at random.
Based on the quasi-experimental method whose main characteristics are without random assignment and using existing groups (intact groups), the researcher uses existing groups as samples, so the researcher does not take samples from individual population members but in the form of classes. The reason is that if the individual sample is taken, it is feared that the situation of the sample group will become unnatural. From several existing classes, the researcher only took 2 classes, namely class X MIPA 2 and X MIPA 3 with approximately 30 students in one class.
C. Data Collection Technique
The most crucial step is data collecting, as it influenced the research outcome. The research utilized a listening test (pre-test and post-test). A pre-test was provided to both the control and
experimental groups. The following were the data collection procedures:
1. Pre-test
Before therapy, the pre-test would be verifying whether students have mastered students listening skills in the digital storytelling learning model. Before treating the students, the researcher administered a pre-test. The test consisted of ten items that were all linked to the curriculum's topic. This pre-objective tests was to ascertain the students' past listening skills.
2. Treatment
The pre-test was carried out before treatment. Students are taught in experimental groups using the digital storytelling method assisted by bottom-up and top-down strategies. The students in the control group were taught using a hands-on approach without digital storytelling. The same content was taught to the experimental and control groups.
3. Post-test.
After the previous meeting, the researcher administered a post-test to the students. The purpose of this post-test was to
determine whether or not the treatments improved the students' listening skills by contrasting the outcomes of the pre-and post- test.
a. Implementation of Bottom-Up and Top-Down strategies on bottom-up and top-down strategies. the instrument is the same, namely:
1. Pre-Listening
Listening becomes easier with activities. Through the digital storytelling learning paradigm, researchers can set goals and or prepare in advance what information would be used for listening during pre-listening. Students actively recreate the true meaning of the story using the top-down method.
The teacher then used the Bottom-Up technique to help students find vocabulary and grammar found when listening to digital stories displayed through laptops and speakers.
2. While Listening
While listening is directly related to engagement with the text, learning is if students do the exercises during the listening time. Students are directed to choose which ones are important
and which ones are not important to understand by using the top- down method. Teachers not only check responses when using the bottom-up technique, but also guide students through the listening process, monitor listening problems, and assign class activities to help students improve their listening accuracy. This includes accuracy in determining the meaning of vocabulary, sounds, and word meanings.
3. Post listening
The action of the teacher asking and asking students to respond to questions after showing digital storytelling takes place post-listening in the implementation of the top-down and bottom- up technique.
D. Research Instrument
A research instrument is a tool that was utilized by the researcher to facilitate the collection of data. The research instruments employed in this study are
1. Listening Test
The test is a tool to measure the level of a person's ability to several statements that must be given response or certain aspects.
Meanwhile, according to Wangid et al., (2014) the test is a measurement tool in which respondents must complete or answer a series of questions, statements, or tasks. Based on these two perspectives, it is concluded that the test is a tool to determine a person's level of ability through questions or tasks that must be answered and completed by respondents. This learning test has been used to determine or measure student learning outcomes.
The test is a multiple-choice or essay formative test that is given at a pre-set time, namely before and after learning (pre-test and post-test).
The researcher used a listening test to determine whether there was a distinction in students' listening scores before and after the application of the digital storytelling-assisted bottom-up and top-down strategy models. The test was separated into two parts: a pre-test that was administered before the treatment, and a post-test that was administered following the treatment that the researcher delivered in front of the class. In this study, researchers used stories in digital form (video) which were accessed from https://youtu.be/ofQoSMTAJKQ.
a. Roro Jonggrang's story
According to the researcher, the video material displayed is by the X grade English learning material with the k13 curriculum, the learning video is in the form of interesting animated videos, and audio conversations in English that are easy to understand.
Here the researcher used multiple-choice questions, consisting of 20 questions. Each question is given a score of five.
Then the researcher took the total score from the listening test results. The classification of student grades is as follows:
Table 3.2 Score Interpretation
Score Categories
90-100 Excellent
89-80 Good
79-70 Average
69-60 Poor
59-0 Very poor
Source by: Wanda Notenty’s thesis (2020) The data was obtained from the questions using percentage analysis. The formula is shown as follows:
𝑃 = F
N𝑥 100%
Note :
P = Percentage of the students score F = Frequency of students score N = The no of students
2. Documentation
The last instrument is documentation, documentation used to facilitate the researcher in collecting student score data such as photos and the condition of the classroom.
E. Validity and Reliability of the Test 1. Validity Test
In general, validity is the degree to which a test achieves its stated objectives when comparing the instrument's contents to the information provided. If there is a similarity between the data obtained and the data that occurs on the object under study, the research results are genuine (Sugiyono 2013). The degree to which the test assesses accurately and consistently is referred to as reliability (Creswell 2014)
When an instrument is said to be valid, it indicates that the measuring instrument and the instrument used to collect the data are both valid. valid means that the instrument may be used to measure what it claims to measure. The researcher employed content validity testers for instruments in test form to determine the study's validity. Comparing the contents of instruments with learning materials that have already been taught can be used for content testing.
In this research, the researcher used product-moment correlation to measure the validity of the items.
𝑟𝑏 = n(∑ 𝑥𝑦) − (∑ 𝑥). (∑ 𝑦)
√{𝑛. ∑ 𝑥2 − (∑ 𝑥)2 . {𝑛. ∑ 𝑦2− (∑𝑦)2 }
Note :
Rb :Correlation coefficient
∑ 𝑥 : Total item score
∑ 𝑦 : Total Score
N (n) :Number of Respondents
The researcher concluded the following by using the t-test and the following formula:
𝑡 = r √n−2
√1− 𝑟2
Note :
t : calculation point
r : correlation coefficient result r n : Number of respondents
t-table distribution for = 0,514 and degrees of freedom (dk:n-2), the decision rule is as follows:
if t-count > t-table = valid t- count < t-table = invalid
Table 3.3 Validity Sample
Question items r- calculat
e
r-table Explanation
No 1 0,517 0,444 valid
No 2 0,601 0,444 valid
No 3 0,515 0,444 valid
No 4 0,476 0,444 valid
No 5 0,228 0,444 invalid
No 6 0,629 0,444 valid
No 7 0,456 0,444 valid
No 8 -0,387 0,444 invalid
No 9 0,537 0,444 valid
No 10 0,494 0,444 valid
No 11 0,533 0,444 valid
No 12 0,515 0,444 valid
No 13 0,460 0,444 valid
No 14 0,494 0,444 valid
No 15 0,304 0,444 invalid
No 16 0,482 0,444 valid
No 17 0,514 0,444 valid
No 18 0,502 0,444 valid
No 19 0,002 0,444 invalid
No 20 0,521 0,444 valid
No 21 0,571 0,444 valid
No 22 0,521 0,444 valid
No 23 0,648 0,444 Valid
No 24 0,289 0,444 invalid
No 25 0,588 0,444 Valid
Source : Processed by researcher in 2022 From the table, it is known that there are 5 question items with an r-count <r-table, namely questions No 5, 8, 15, 19, and 24, so the 5 question items are said to be Invalid while the other
20 question items have an r-count> r-table, then the 20 items of the question are said to be valid.
2. Reliability Test
The consistency of a series of measurements or a measuring device is referred to as reliability, and it is frequently used to describe tests. A measuring device's dependability is determined by how consistently it measures whatever is being examined. In this study, SPSS was used to determine the test instrument's reliability.
Scale: All variables
Table 3.4
The Results of the Reliability Test Case Processing Summary
N %
Cases valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the procedure.
