DESIGNING SUPPLEMENTARY READING MATERIAL
USING INTEGRATED DIGITAL STORYTELLING FOR THE
10TH
GRADE STUDENTS OF SMA NEGERI 1
CANGKRINGAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anggraeni Puspita Dewi
Student Number: 131214041
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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i
DESIGNING SUPPLEMENTARY READING MATERIAL
USING INTEGRATED DIGITAL STORYTELLING FOR THE
10TH
GRADE STUDENTS OF SMA NEGERI 1
CANGKRINGAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anggraeni Puspita Dewi
Student Number: 131214041
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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This thesis is dedicated to:
My Almighty God, Allah SWT.
Mami and Bapak
My sister, Angelia Ayu Maulina
My boyfriend, Zulfa Radif Nadhima Ulwan
And my best friends
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 9 August 2017
The Writer
Anggraeni Puspita Dewi
131214041
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Anggraeni Puspita Dewi
Nomor Mahasiswa : 131214041
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING SUPPLEMENTARY READING MATERIAL
USING INTEGRATED DIGITAL STORYTELLING FOR THE
10TH
GRADE STUDENTS OF SMA NEGERI 1
CANGKRINGAN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk meyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Dengan demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 9 Agustus 2017
Yang menyatakan
Anggraeni Puspita Dewi
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ABSTRACT
Dewi, Anggraeni Puspita. 2017. Designing Supplementary Reading Material
using Integrated Digital Storytelling for the 10th Grade Students of SMA Negeri 1
Cangkringan. Yogyakarta: English Language Education Study Program
Department of Sanata Dharma University.
This study reported an inquiry which combines the indigenous story with
digital technology. The research explains how to make a design of supplementary
reading material for tenth-grade students of SMA Negeri 1 Cangkringan,
especially in the integrated digital storytelling in learning English of reading. The
supplementary reading material are expected to create the learning process in class
to be more interesting and meaningful for the students. Furthermore, this research
is aimed to answer these questions: 1) how is the indigenous story of Yogyakarta
designed into a form of digital storytelling material? And 2) how does the design
of the material look like?
In order to answer the first question, the researcher used the Research and
Development (R&D) methods. It is used to design new products to make specific
criteria of effectiveness, quality, or similar standard (Borg & Gall, 2007). There
are ten major steps of R&D to design the material, but the researcher only used 5
steps in doing this research because it is enough to meet the goal of this cycle,
develop and integrate a product by combining educational research and practice.
The second question is answered through the designed reading material.
The teaching-learning activity is divided into three parts: the pre-activity, main
activity, and closing. Pre-activity is for stimulating and building the schemata for
the students before entering the main material. The main activity is for the
students to identify the structure and reading the narrative text to answer the
following questions. The Closing Activity is for the students to make reflection
and talk about the next planning and the students are given some home works.
The Storytelling in this research is taken from the indigenous storytelling in
Yogyakarta and originally created by the researcher through the observation on
Sundak Beach. The researcher also did the interview to the people near Sundak
Beach to confirm the real story of the legend. Then, the researcher created some
plot-twists and also added some photos that were captured while doing the
research on the beach
In summary, the findings of this research suggest that the digital
storytelling is suitable to be applied in SMA Negeri 1 Cangkringan. In addition,
the students are interested in reading English, but lack of reading media.
Therefore, the researcher addressed this research for tenth-grade students of SMA
Negeri 1 Cangkringan, the English teacher of SMA Negeri 1 Cangkringan, and
the future researcher.
Keywords: Supplementary reading material, Indigenous story, Integrated digital
storytelling
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ABSTRAK
Dewi, Anggraeni Puspita. 2017. Designing Supplementary Reading Material
using Integrated Digital Storytelling for the 10th Grade Students of SMA Negeri 1
Cangkringan. Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata
Dharma.
Penelitian ini dilakukan untuk melaporkan hasil penelitian yang
mengkombinasikan cerita kearifan lokal dan teknologi digital. Penelitian ini
dilakukan untuk menjabarkan bagaimana pembuatan seperangkat materi bacaan
tambahan untuk siswa kelas sepuluh di SMA Negeri 1 Cangkringan, khususnya
penggabungan cerita singkat dalam bentuk digital dalam pelajaran membaca
Bahasa Inggris. Materi bacaan tambahan tersebut, diharapkan dapat mendukung
proses belajar di kelas menjadi lebih menarik dan bermakna bagi siswa.
Selanjutnya, penelitian ini bertujuan untuk menjawab pertanyaan berikut: 1)
bagaimana cerita kuno dari Yogyakarta dalam bentuk materi cerita digital dibuat?
Dan 2) bagaimana pembuatan materi tersebut?
Pertanyaan pertama dijawab menggunakan metode the Research and
Development (R&D). R&D digunakan untuk membuat produk baru untuk kriteria
tertentu yang mencakup efektifitas, kualitas, dan patokan yang serupa (Borg &
Gall, 2007). Terdapat sepuluh tahap yang harus dilalui dalam R&D untuk
membuat materi tersebut, namun peneliti hanya menggunakan 5 tahap selama
penelitian karena dirasa cukup untuk mencapai tujuan dari siklus R&D, yaitu
mengembangkan dan menyatukan sebuah produk dengan mengkombinasikan
penelitian pembelajaran dan praktiknya.
Pertanyaan kedua dijawab melalui presentasi rancangan materi bacaan.
Proses mengajar dan belajar dibagi menjadi tiga bagian: pembuka, kegiatan inti,
dan penutup. Pembuka untuk menstimulasi dan membangun skemata siswa
sebelum masuk ke pelajaran inti. Pelajaran inti agar siswa mengidentifikasi
struktur dari teks bacaan naratif untuk menjawab pertanyaan. Pelajaran ditutup
dengan refleksi yang dibuat siswa dan merencanakan pertemuan berikutnya,
selain itu siswa diberi tugas untuk dikerjakan di rumah. Cerita dalam penelitian ini
diambil dari kearifan lokal di Yogyakarta dan secara original dibuat oleh peneliti
dengan melakukan observasi ke Pantai Sundak. Selain itu, peneliti juga
melakukan wawancara dengan warga sekitar untuk mengkonfirmasi kebenaran
dari legenda Pantai Sundak. Kemudian, peneliti membumbui cerita asli dan
menambahkan foto-foto yang diambil selama melakukan penelitian.
Ringkasnya, penelitian ini menemukan bahwa cerita pendek digital cocok
untuk digunakan di SMA Negeri 1 Cangkringan. Di samping itu, para siswa
tertarik dalam pelajaran membaca di Bahasa Inggris, namun kekurangan media
bacaan. Oleh karena itu, peneliti merekomendasikan penelitian ini untuk siswa
kelas sepuluh di SMA Negeri 1 Cangkringan, guru di SMA Negeri 1
Cangkringan, dan peneliti selanjutnya.
Kata kunci: Supplementary reading material, Indigenous story, Integrated digital
storytelling
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ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to Allah SWT. His
blessings and guidance keep my strength until the end of this thesis. Without His
showers of gifts, this achievement would not have been possible. Alhamdulillah, I
could finish my responsibility as a student of Sanata Dharma University and as a
daughter of my parents.
My special gratitude goes to Mas Aditya Kurniawan Husen Kusuma. I
thank him for the contribution to the video, sounds, songs, and all of the
multimedia editing. I am very grateful to know him in person. He was not only
helping with the multimedia stuff, but also motivated me during my hardest time.
I also want to say thank for SMA Negeri 1 Cangkringan to allow me to do
my research. I thank Ibu Chalis Antanuri for helping me with teaching stuff and
motivating me. My hugs go to my students who were so enthusiastic in helping
me with my research. I thank my students of SMA Negeri 1 Cangkringan who
always be my inspirations.
My deepest appreciation goes to my lovely family. I thank my parents,
Bapak IPDA Alim and Mami Titik Wahyuni for their supports. Bapak and
Mami have given me a strength to face bad days. Then, I thank my best sister,
Angelia Ayu Maulina, who accompany me stay up late night almost every day.
I appreciate my friends who always beside me. I would like to show my
thanks to my one and only mental disorder friend who entertains me the most, DJ
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Omsky. I thank Skolastika Listya Monik for being my best friend in my up and
down for my thesis journey and during the academic process in Sanata Dharma
University. I send my love to my friends Raras, Fance, Inggit, Gabriella
Nanda, Mb We, and Ryan who support me and help me with the proofreading.
My special appreciation goes to my beloved boyfriend, Zulfa Radif
Nadhima Ulwan. He always be a person who tries so hard to stay up late night
and accompany me even he is tired and sleepy. He is the person who supports me
in many ways and always makes me into a good mood. He is not only the person
who can be my best therapy, but also the person who teaches me to say, “Pray the
pain run away.” He is my favorite human.
Finally, I would like to express my sincere gratitude and appreciation to
my major sponsor, Mr. Markus Budiraharjo, M.Ed., Ed. D. Mr. Markus is not
only giving me his feedbacks to my thesis, but also his generosity and positive
motivation at every stage of my thesis processes. He has been providing his time
and guidance during my process of writing. Without his patient, this thesis would
not have been finished.
Anggraeni Puspita Dewi
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TABLE OF CONTENTS
Page
TITLE PAGE ..................................................................................................... i
APPROVAL PAGE ............................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY ................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi
ABSTRACT ........................................................................................................ vii
ABSTRAK ............................................................................................................ viii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES .............................................................................................. xiii
LIST OF APPENDICES ..................................................................................... xiv
CHAPTER I. INTRODUCTION
A. Background of Study ....................................................................... 1
B. Research Question ............................................................................ 4
C. Research Significance ...................................................................... 4
D. Definition of Terms .......................................................................... 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .................................................................. 8
1. Educational Research and Development ................................... 8
2. Digital Storytelling .................................................................... 10
3. The theory of Powerful Technology Tool for the 21st Century
Classroom .................................................................................. 12
4. Theory of Reading
5. Teaching Reading Strategies ..................................................... 16
6. School-Based Curriculum.......................................................... 20
B. Theoretical Framework .................................................................... 21
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CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ............................................................................ 25
B. Research Setting .............................................................................. 27
C. Research Participants ...................................................................... 27
D. Instruments and Data Gathering Technique .................................... 28
E. Data Analysis Technique ................................................................. 29
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Digital Storytelling ................................................................... 31
1. Research and Information Collecting .......................................... 31
2. Planning ....................................................................................... 36
3. Develop Preliminary form of product ......................................... 38
4. Preliminary Field Testing ............................................................ 39
5. Main Product Revision ................................................................ 43
B. The Designed Digital Storytelling ................................................... 43
1. The Reading Material .................................................................. 43
2. The digital Storytelling Description ............................................ 44
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ..................................................................................... 46
B. Recommendations .......................................................................... 48
REFERENCES .................................................................................................... 50
APPENDICES .................................................................................................... 52
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LIST OF TABLES
Table Page
Table 4. 1. The Presentation of the Respondents’ Personal Information .............. 39
Table 4. 2. The Result of Preliminary Field Testing ............................................. 40
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LIST OF APPENDICES
Appendices Page
APPENDIX 1. LETTER OF PERMISSION ..................................................... 52
APPENDIX 2. QUESTIONNAIRE OF THE PRELIMINARY FIELD-TEST
RESULT .............................................................................................................. 54
APPENDIX 3. THE SYLLABUS OF BAHASA INGGRIS I CLASS ................ 58
APPENDIX 4. REVISED RPP OF BAHASA INGGRIS I CLASS .................... 65
APPENDIX 5. THE MATERIAL OF BAHASA INGGRIS I CLASS .............. 76
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CHAPTER I
INTRODUCTION
In this chapter, the researcher will present the background of the research.
This chapter is divided into some sections, namely background of the study, the
research questions, the research significance, and the definition of terms.
A. Background of the Study
Time has changed. What we had tends to disappear and be replaced with
new things. We can see so many changes in the way of communication, culture,
and even learning. For example, we used to send letters to people that would
arrive for weeks, but now we have emails and we do not have to wait for a long
time to send messages to inform people. The way people dress now is also
different what people used to do in the past. They dress more casually and simply.
Not only in communication and culture, the changes can also be felt in learning
method. Students can access the learning sources from the internet everywhere
and anytime.
Unfortunately, the changes do not only bring a good effect, but also bring
the opposite. One of them is a bedtime story. Some people in the past used to
listen to folklore that was told by the elderly people. This tradition began when
the adult told stories for the children before they went to bed (Irawati, 2006).
After dinner when they had finished the homework, they would try to rest while
parents, grannies, uncles, or aunties tell bed stories. The story that was told by the
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elderly people introduced the values of culture and life to the children who would
listen intentionally or unintentionally (Irawati, 2006, p. 3). According to
Gottschall (2012) , explains that the storytelling can improve the left brain that is
specialized for tasks such as reading, speaking, thinking, and generating
hypotheses. It also improves the right brain that is capable of speech or serious
cognitive work. Sadly, the habit of telling bedtime stories tends to disappear while
technology keeps updating. If we take a look at children nowadays, they start to
forget about our culture. When they go to bed at night, they go to bed by
themselves and their parents still watch television. It is common to see children
watch television together with their parents even when the television program is
unappropriated for their age.
Some television programs have less relation to education and make
negative effects to children’s behaviors. Children have to watch some programs
that have few moral message and show violence. There are so many cases about
children doing some inappropriate things. One of those cases came from Riau.
The students of an elementary school resort to violence to their schoolmates
because they imitate what they watched. Rozi, Fahrul (2015), cited from
www.goriau.com, states:
PEKANBARU, GORIAU.COM - Komisi Penyiaran Indonesia (KPI)
Daerah Riau mengklasifikasikan sinetron "7 Manusia Harimau" yang
tengah tayang di RCTI sebagai sinetron yang tak layak untuk ditonton.
KPI Riau memanggil pihak RCTI sebagai teguran atas tayangan tersebut,
Senin (11/5/2015). Kabid Pengawasan Isi Siaran, KPI Daerah Riau,
Tatang Yudiansyah menyebutkan, tayangan tersebut tidak layak tonton
terutama bagi anak-anak karena banyak adegan kekerasan di dalamnnya.
Sebelumnya KPI Daerah Riau memanggil pihak RCTI sebagai respon
adanya kejadian tewasnya siswa SD karena dikeroyok lima temannya di
Rokan Hulu, diduga reaksi karena meniru adegan di sinetron "7 Manusia
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Harimau". (https://www.goriau.com/berita/riau/bocah-di-rohul-tewas-
diduga-ulah-sinteron-7-manusia-harimau.html)
PEKANBARU, GORIAU.COM - Komisi Penyiaran Indonesia (KPI) in
Riau region has clarified that the television program entittled "7 Manusia
Harimau" which is broadcasted in RCTI, as an inappropriate television
program to watch. KPI in Riau region addresses RCTI staff to warning the
the broadcasting program, Monday (May, 5th 2015). Kabid Pengawasan
Isi Siaran, KPI in Riau region, Tatang Yudiansyah said, the television
program was not appropriate to, especially for children because there are
many acts of violence in the program. Before this, KPI in Riau region
addressed to RCTI as the response of the violence case that caused an
elementary student to die because he was attacked by five of his
classmates at Rokan Hulu. The students are suspected to imitate the scene
of the television program "7 Manusia Harimau".
(https://www.goriau.com/berita/riau/bocah-di-rohul-tewas-diduga-ulah-
sinteron-7-manusia-harimau.html)
Storytelling is an important thing to be added in the classroom. However,
the habit of telling bedtime stories is gone because of the technology in a digital
era. According to Gottschall (2012), the storytelling is a crucial evolutionary
adaptation. It allows the people to experience life as coherent, orderly, and
meaningful. That is what made life more than a blooming buzzing confusion.
Then, Collin (2007) in his book, The Power of Storytelling; Teaching through
Storytelling, states that storytelling provides a number of benefits in the
classroom. It helps students develop reading skill, because it encourages the
students to understand the various literacy material in the story.
In English Language Learning content, there is a value that should be
taught to the children related to integrated storytelling. The researcher is interested
in making a research which combines the indigenous story with the technology
nowadays. We cannot avoid the technology that keeps coming, but we also
should not forget about our identity and the values in the storytelling. The
researcher will explain how to make a design of supplementary reading material
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for senior high school students about the integrated digital storytelling in learning
English of reading field. The supplementary reading material are expected to
support the learning process in class to be more interesting and meaningful for the
students.
B. Research Questions
Considering the points that are found in the focus of the problem limitation
the problems can be written as follows:
1. How is the indigenous story of Yogyakarta designed into a form of digital
storytelling material?
2. What does the design of the material look like?
C. Research Significant
The researcher believes that this research will be useful and beneficial for
several parties as follow:
1. Students of Senior High School
The student will have a new media for learning English in fun and
interesting way that suits their need and interest. This digital storytelling is
expected to improve their learning skill through reading. Besides, the students will
have meaningful reading material that contain moral values, faith, cultures, and
others.
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2. English Teacher
The findings of this research can help English Teachers provide good
material related to learning English and reading strategy. This research is also
expected to contribute to the language study development as a media and
additional source in teaching and learning process in the classroom. Teachers can
teach their students about the folklore that is good for them to learn about life.
3. English Learners
Through this research, English learners can learn and be aware of the
moral value or aspect in this digital storytelling. This research can also expand
English learners' knowledge about how to set interesting English material in a
form of digital storytelling to senior high school students. English learners can
also learn about the reading strategies through this research.
4. Future Researcher
This research will be a good reference for some future researchers to
conduct a similar research on education area, especially English learning in
reading teaching strategy. Then, this research will also give valuable information
related to the digital storytelling on how to set its supplementary reading material
and how the design of it.
5. General Readers
This research is expected to give a new perspective about and indigenous
folklore from Yogyakarta. People from outside Yogyakarta will also know the
folklore from Yogyakarta is. This research provides useful information related to
the digital storytelling aspects. Hopefully this research can expand the readers'
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knowledge about the English material that will be applied in class for
supplementary reading material for senior high school students.
D. Definition of Terms
This section defines the terms that are used by the researcher to avoid
misunderstanding and to keep the research on the right track.
1. Digital Storytelling
Digital storytelling is a technology application that is well-positioned to
take advantage of user-contributed content and to help teachers overcome some of
the obstacles to productively use technology in the classrooms. At its core, digital
storytelling allows computer users to become creative storytellers through the
traditional processes of selecting a topic, conducting some researches, writing a
script, and developing an interesting story. Then, this material is combined with
various types of multimedia, including computer-based graphics, recorded audio,
computer-generated text, video clips, and music. Therefore, it can be played on a
computer, uploaded on a website, or burned on a DVD (Robin, 2008).
2. Reading
Reading is an act of reading something. According to Brown (2007),
extensive reading is the key for students to gain the reading ability, linguistic
competence, vocabulary, spelling, and writing. As cited in their book, Teaching
by Principles an Interactive Approach to Language Pedagogy, Green and Oxford
(1995) found that reading for pleasure and reading without looking up all the
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unknown words were both highly correlated with overall language proficiency (p.
360).
3. Research and Development
The researcher used the Research and Development (R&D) to conduct this
research. Research and Development (R&D) is the term that is used to design new
products and procedures which are systematically field-tested, evaluated, and
refined to make the specific criteria of effectiveness, quality, or similar standard
(Borg&Gall, 2007, p.589). In the book of Educational Research: An Introduction,
Borg and Gall say that the research can improve the education of the school
through a product. In this research, the researcher used this term to focus on
reading skills.
4. Student of Negeri 1 Cangkringan Senior High School
Negeri 1 Cangkringan is the school located on Jl. Merapi Golf, Bedoyo,
Wukirsari, Cangkringan, Sleman. In conducting this research, the researcher
chooses the students of the senior high school. The school which cooperates with
the researcher has to provide the classroom with multimedia stuff and a certain
curriculum because the research needs to support stuff which is available in
schools, such as KTSP curriculum, LCD projector, screen projector, and speaker
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will present the review of theoretical
writings and researches related to the research. There are two parts discussed in
this section, namely the theoretical description and theoretical framework.
A. Theoretical Description
This section discusses theories which are directly relevant to the research.
The theories which are used by the researcher are educational research and
development, digital storytelling, 21st-century learning tool, the theory of reading,
and school-based curriculum.
1. Educational Research and Development
According to the book Educational Research an Introduction, educational
research and development is called research-based development because this
strategy is the most promising strategy to improve the education. It is a process to
develop and validate educational products such as textbook, instructional films,
and so forth. The aim of Research and Development (R&D) is to discover new
knowledge and answer specific questions about practical questions. These are
needed to improve the educational practice. In R&D, the researcher had to seek a
way to bridge the gap between researches and practices to contribute the
educational R&D. The findings will be taken in order to generate the study in
basic and apply the research to build the tested product for operational in schools
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(Borg and Gall, 1983, p. 772-773). There are 10 major steps in using R&D cycle,
the steps will be explained below:
a. Research and Information collecting
In research and information collecting the R&D cycle includes the review
of the literature, classroom observation, and the preparation.
b. Planning
Planning cycle includes the defining skills, stating objectives determining
course sequence, and testing the small-scale feasibility.
c. Development Preliminary Form of Product
In this cycle, the researcher has to prepare the instructional material,
handbooks, and evaluation devices.
d. Preliminary Field Testing
In preliminary field testing, the researcher has to conduct the research in 1
- 3 schools using 6 - 12 subjects. Then, the researcher has to conduct an interview,
to observe, and spread questionnaires to obtain the data and analyze them.
e. Main Product Revision
In this cycle, the main product has to be revised as suggested by the
preliminary field-test result.
f. Main Field Testing
The result of main field testing will be evaluated with the respect to course
objectives and be compared to the control group data.
g. Operational Product Revision
The product will be revised by the suggestion in main field testing.
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h. Operational Field Testing
In this cycle, the researcher has to do some interviews, do observation
questionnaire to obtain the data in order to analyze them, after revising.
i. Final Product Revision
Final product revision is the result of revision suggested by operational
field testing.
j. Dissemination and Implementation
After doing those 9 steps, the researcher will report the product in
meetings and journals. The researcher has to collaborate with a publisher who is
experienced in commercial distribution and monitor distribution to provide quality
control.
2. Digital Storytelling
The definition of storytelling, stated by Chung (2006), is a powerful way
to reach integrated art in this digital era. This definition can be seen as cited in
The International Journal of Arts Education Digital Storytelling in Integrated Arts
Education. In his book, Chung (2006) also takes the statements of Duncum (2004)
and Freedman (2003), which says that in concert with increasing concerns about
promoting multiliteracy, aesthetic sensitivity, interdisciplinary pedagogy, and a
critical faculty through visual arts education, the authors propose that digital
storytelling is a powerful and relevant way to teach integrated arts in the age of
computer technology.
Chung (2006) also says that storytelling is a natural way of human
communication which is related to all aspects of human social interaction. People
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tend to tell stories when they are interacting or socializing with their friends.
Through the storytelling, people also make a better sense of complex ideas,
concepts, or information. Indeed, communication seems to be more effective and
personal when it occurs via storytelling. The stories usually about biographical,
familial, ethnic, commercial, or instructional.
Meanwhile, Meadows (2003) described digital storytelling as short
personal multimedia tales which are told from the heart. He asserted that digital
storytelling isn't just a tool, but it's a revolution.
As cited on Meadows (2003), according to Livo and Rietz (1986), a story is a
restructured daily experience through which people come to make sense of, know,
remember, and understand their surroundings. People can explain, interpret, and
assess situations, experiences, and ideologies to create new meanings and
knowledge through stories. Storytelling connects generations of the past with the
present and future to form and reformulate wisdom, values, and beliefs.
According to Paul & Fiebich (2002), digital stories can be presented in a
variety of formats, for example, an all-text Web page, a nonlinear interactive Web
site, a digital song, or a digital video/movie. The notion of digital storytelling has
been practiced by media professionals for over a decade, ever since Dana Atchley
and his followers initiated digital storytelling and founded the Center for Digital
Storytelling in Berkeley, California.
According to explanations above, it can be said that digital storytelling is a
new media for learning. It is interesting and effective to help students to develop
their ideas. In this study, digital storytelling is operationalized in teaching reading
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12
with a new media. It is more powerful and relevant way to teach integrated arts in
digital age because communication, in class, tends to be more effective and
personal. Students’ interpretation and experience to create a new meaning and
knowledge through storytelling in learning process.
3. The theory of Powerful Technology Tool for the 21st Century
Classroom
The classroom which provides the technology will show some differences
from classroom which does not. According to Robin (2008), U.S. Department of
Education 2007 has reported to Congress that the classroom which used the
technology products will show vastly different outcomes with the one which did
not. It is clear that content integration, which is supported by powerful computer
technologies is needed. Moreover, the impact that computer technology can have
on students is much more meaningful when it involves an impact on higher order
thinking skills, not just test scores.
In an editorial that discusses the effectiveness of technology use in
schools, editors of five educational technology journals who are the members of
the National Technology Leadership Coalition (Schrum et al., 2007) wrote "that
different technologies do have unique pedagogical affordances and that the effects
of these affordances can only be understood in the context of a specific content
area (and related learning outcomes) and a specific pedagogy" (p. 3).
Robin (2008) states that creative work provides the students with a strong
foundation called 21st Century Literacy, Digital Age Literacies, or 21st Century
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Skills. Regardless of the specific term being used, these skills are being described
as the combination of:
a. Digital literacy—the ability to communicate with an ever-expanding
community to discuss issues, gather information, and seek help;
b. Global literacy—the capacity to read, interpret, respond, and contextualize
messages from a global perspective
c. Technology literacy—the ability to use computers and other technology to
improve learning, productivity, and performance;
d. Visual literacy—the ability to understand, produce, and communicate through
visual images;
e. Information literacy—the ability to find, evaluate, and synthesize information.
As cited by Robin (2008), Jakes & Brennan (2005) said that the push for
students to gain 21st-century literacy skills by using the latest technology to
communicate effectively is facilitated by students actively participating in the
creation process. Students can develop enhanced communication skills.
Therefore, Robin (2008), says digital storytelling is one of powerful
technology tools for the 21st-century classroom because it has emerged over the
last few years as a powerful teaching and learning tool that engages both teachers
and their students.
4. Theory of Reading
The theory of reading is divided into four parts, namely the purpose of
reading, the process of reading, teaching reading, and teaching reading strategies.
The first part will explain why reading is important to be added in academic and
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14
daily life. Then, the second part will explain the process of how reading can be
learned by the students. The next part is used to explain some principles in
teaching reading. Finally, the last part will reveal how to teach reading with two
strategies and create the reading material.
a. Purposes for Reading
According to Chamberlain (2008), there are two purposed reading for
students. The first is reading for literal purposes. The second is for informational
purposes. Chamberlain (2008) cited Mullis, et al., (2006) who said that reading for
literary experience can make the reader becomes involved in imagined events,
setting, actions, consequences, character, feelings, and ideas. The students bring
an appreciation of language and knowledge of literary form of the text. The text
usually a narrative text. Then, reading to gain information can engage the reader
with the types of texts where the students can understand how the world is and has
been, and the reason why the things happen. The text can be in many forms, but
one major distinction is between the organized chronologically and non-
chronologically.
Grabe and Stoller (2001) explained that English for Academic Purposes
(EAP) reading curriculum should provide the students with a text which includes
(1) searching information, (2) general comprehension, (3) to learn new
information, and the last is (4) to synthesize and evaluate information.
b. The process of reading
Koten (2016), cited Johnson (1983), said that reading is a complex
behavior which involves the students’ consciousness and unconsciousness to
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15
solve problem with various strategies. The strategies can be used to build a model
of meaning to comprehend, interpret, evaluate, and appreciate what they have
read.
According to Wolfe and Nevills (2004), reading is created by two main
processes, namely: decoding and comprehension. The decoding means being
available to connect letter strings to respond units of speech which is presented in
order to make sense of it. While comprehension means a higher order cognitive
and linguistic reasoning. The comprehension includes intelligence, vocabulary,
and syntax that help students to gain meanings from the text that they read.
Koten (2016) also mentioned about another expert such as Paran (1996)
who stated that reading is an interactive process between a reader and a text which
leads to the reading fluency. It also means that reading is an activity that involves
constant guesses that are later rejected or confirmed because not all readers read in
the same way. Some of the readers only rely on a number of words or cues to get
the idea from the text.
c. Teaching Reading
According to Oliviana (2011), teaching reading there are nine principles of
teaching reading. Cited from Cushenbery (1985), Oliviana (2011) mentioned that
teaching reading for Senior High School students can use four out of nine
principles because there are enough for teaching. In her book, Oliviana (2011)
stated that these four aspects are important for teachers because the principles
affect the teachers’ perspective in making lesson plan, giving time allocation for
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teaching reading, and positioning reading in curriculum. These four out of nine
principles are:
1) Developing meaningful program of content area in reading instruction
2) The reading curriculum should be broadly based and include important areas
such as word attack, comprehension, vocabulary, and study skills.
3) No specific method in teaching reading which is totally sufficient the needs
of all students.
4) To be sure that all curricular activities are directed toward the fact that
reading activities should be suitable to help ensure that reading is a pleasurable
and enjoyable activity for students.
5. Teaching Reading Strategies
Koten (2016) stated that according to Urquhart and Weir (1998), reading is
a process of understanding what is written, but students may not understand many
things in the text. It happens because reading in another language, which not in
the students’ own language is difficult to be understood. The teachers have to
develop strategies to overcome the problem occurred.
a. Contextual Teaching and Learning
According to Sears (2003), Contextual Teaching and Learning (CTL) is a
concept that helps teachers to relate subject in a class to real-world situations. This
concept motivates students to take charge of their own learning and make
connections between knowledge and its applications to use in their lives as family
members, citizens, and workers. The purpose of CTL is to help the students to
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receive high achievements. Through this primary goal, students are able to
recognize the possess unique skills, interests, and cultural background. In CTL
classroom, the students will feel valued and learn how to respect others.
Sears (2003) explained that in CTL, teachers are aimed to develop
students’ ability to communicate effectively, apply core instructional concept, be
self-sufficient as individuals, be responsible team members, solve problems, and
integrate knowledge. The teachers have to have the requirements such as:
a) Design instruction for students from diverse culture
b) Create a supportive learning atmosphere
c) Assess students’ progress using multiple sources and communicate the
learning results
d) Reflect and evaluate at the end of teaching and learning process
e) Collaborate with parents and another teacher to help students work together
in team
f) Demonstrate content knowledge
g) Demonstrate or telling experience the real-life skills to help the students
apply it to their life situation
Cited from Sears (2003), CTL is suitable for Senior High School students,
as long as it is based on the syllabus that is used in the school, school curriculum,
and field experiences to show how the teachers can help the students to achieve
the goal of CTL.
Related to teach reading in class using CTL, Fatmawati (2009) stated that
teaching reading with CTL gives some contributions to learning activities for the
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students. This approach makes students construct their understanding in reading
text and in the end of the learning processes, students tend to increase their
comprehension in the text which they have read.
b. Cooperative Learning
Felder and Brent (2007) defined Cooperative learning as an approach to
group work that minimizes the unpleasant situations and maximizes the learning
and satisfaction from the result of working on a high-performance team. A large
and rapidly growing body of research confirms that Cooperative learning is
having the effectiveness in higher education. Relative to students taught
traditionally—i.e., with instructor-centered lectures, individual assignments, and
competitive grading—cooperatively taught students tend to exhibit higher
academic achievement, greater persistence through graduation, better high-level
reasoning and critical thinking skills, deeper understanding of learned material,
greater time on task and less disruptive behavior in class, lower levels of anxiety
and stress, greater intrinsic motivation to learn and achieve, greater ability to view
situations from others’ perspectives, more positive and supportive relationships
with peers, more positive attitudes toward subject areas, and higher self-esteem.
Felder and Brent (2007) also mentioned some reasons why cooperative
learning works as well as it does. Cooperative learning makes students learn more
by doing something active while watching and listening to both cognitive
psychologists and effective teachers. The other benefits of using cooperative
learning are that cooperation enhances learning in several ways. If Weak students
working individually, they tend to give up when they get stuck; but when they are
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19
working cooperatively, they will keep going. Then, for strong students who face a
task of explaining and clarifying material to weaker students often find gaps in
their own understanding and fill them in. Students who are working alone likely to
delay finish their assignments or skip them altogether, but when the students
know that other people are counting on them, they will feel motivated to do the
assignments in a timely manner.
Then, Handyan (2013) stated that many efforts have been made in
teaching reading to students. In his research of implementing cooperative
learning method to teach reading comprehension, Handyan (2013) found out that
cooperative learning method to teach reading can make the students’
understanding became easier. It is because cooperative learning triggers the
students to help each other. The findings of his research is that cooperative
learning methods can improve the students’ comprehension in reading and the
students give positive responses since the students stated that cooperative
learning methods were fun and helped them in understanding texts.
To sum up the theory of reading, the researcher concludes that reading is
important for students’ literary experience and the students can gain information,
where they can understand how the world is and the reason why the things
happen. When the students have learned about reading, they can use their
knowledge to build a model of meaning to comprehend, interpret, evaluate, and
appreciate things with what they have read. For teachers, there are four principles
in teaching reading that affect the teachers’ perspective in making a lesson plan,
giving time allocation for teaching reading, and positioning reading in a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
curriculum. These four aspects namely: (1) Developing meaningful program of
content area in reading instruction, (2) The reading curriculum should be based
and include important areas such as word attack, comprehension, vocabulary, and
study skills, (3) No specific method in teaching reading to sufficient the needs of
all students, (4) To be sure that all curricular activities to help students to ensure
that reading is a pleasurable and enjoyable activity for students.
Then, in teaching reading, there are two strategies to develop to overcome
the problem occurred in class, namely: Contextual Teaching and Learning and
Cooperative Learning. Contextual Teaching and Learning (CTL) helps the
students to connect what they have learned in class with the outside world. It
motivates students to apply their knowledge in their daily life. The purpose of
using CTL in reading is to help the students receive high achievements. CTL is
suitable for the researcher when conducted the research because the researcher
makes the designed material based on the syllabus that is used in the school,
school curriculum, and field experiences to help the students to achieve the goal
of CTL. While using the CTL, the researcher also uses Cooperative Learning as
an approach to group work to maximize the students’ learning process and receive
a high-performance team.
6. School Based Curriculum
According to Oliviana (2011), School Based Curriculum or Kurikulum
Tingkat Satuan Pendidikan (KTSP) is the curriculum which has been used in
Indonesia since the academic year 2007/2008. The implementation of the
curriculum is based on Undang Undang No. 20 Tahun 2003 about National
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Education System and Peraturan Pemerintah Indonesia No. 19 Tahun 2005. It
mentions that some standards of the curriculum are the minimum criteria of an
education system. The standards include the content standard, process standard,
graduates’ competence standard, teacher standard, facilities standard, and
management standard.
Oliviana (2011) says that to form the syllabus, some of the schools in
Indonesia which still uses the curriculum, have to prefer to Peraturan Menteri
Pendidikan Nasional No. 22 Tahun 2006 about Content Standard (Standar Isi),
Peraturan Menteri Pendidikan Nasional No. 23 Tahun 2006 about Competence
Standard (Standar Kompetensi), and Peraturan Menteri Pendidikan Nasional No.
24 Tahun 2006 about the implementation.
English literacy in KTSP has several levels, such as: performative,
functional, informational, and epistemic level. Performative level makes people
learn reading, writing, listening, and speaking using symbols. Then, functional
level use language to fulfill the daily needs like reading text. Meanwhile, in
informational level states that people are able to access knowledge using language
mastery. Lastly, epistemic level aims to make people be able in expressing
knowledge to the target language. According to KTSP, senior high school
students are expected to obtain the English competence in informational level.
KTSP, which is applied in English subject, intends to make students
increase the oral and written communication. It uses to gain the level of
Information literacy, be aware of the nature and importance of English in
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22
developing the nation's competitive ability in the global world, and expand
students' understanding of language and culture.
The Standard Competence of English reading skill for a tenth grade of
senior high school is stated on the second semester. It is said to express the
meaning of a short functional text and simple monolog in a form of narrative in
daily life. The basic competence of this standard competence is showing the
meaning of a narrative text. It is needed to obtain the indicators: using simple past
tense in telling stories, telling stories to others, and becoming the storyteller.
B. Theoretical Framework
In this section, the researcher explains how the theories that are presented
in the theoretical description help the researcher conduct this research. In
designing the digital storytelling for supplementary reading material in senior high
school, the researcher used the cycle of educational research and development
combined with the theory of digital storytelling, Powerful Technology Tool for
the 21st Century Classroom, the theory of reading, and the theory of teaching
reading strategies. Those theories are used to create the supplementary reading
material based on the KTSP curriculum.
There are 10 steps in the theory of research and development to create the
product of supplementary learning. However, in conducting this research, the
researcher only used 5 of those steps because these 5 steps are enough to produce
the product of R&D as explained by the theory in Theoretical Description. The
researcher discovered new knowledge and answer practical questions to improve
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23
the educational practice in 5 steps of R&D. The steps that was used by the
researcher namely (1) Research and Information collecting to the review of
literature, classroom observation, and the preparation, (2) Planning to define
skills, stating objectives which determine course sequence, and the small-scale
feasibility testing of the students, (3) Developing preliminary form of product to
prepare the researcher's instructional material, handbooks, and evaluation devices,
(4) Preliminary field testing used by the researcher to conduct the research
involving 6 up to 12 participants to do interview, do observation, and spread
questionnaire to obtain the data and analyze them (5) Main product revision as
suggested by the preliminary field-test result.
In using the R&D cycle, the researcher combined it with a theory of digital
storytelling, Powerful Technology Tool for the 21st Century Classroom, the
theory of reading, and the theory of teaching reading strategies. As mentioned in
the theoretical description, storytelling connects generations of the past with the
present and future to form, pass on, or reformulate wisdom, values, and beliefs.
Besides, digital storytelling has emerged over the last few years as a powerful
teaching and learning tool that engages both of teachers and students. Robin
(2008) says classroom which is used the technology product will show vastly
different outcomes with the one which did not use the technology product as the
media. It is well explained that content integration which is supported by powerful
computer technologies is needed. Furthermore, the impact that computer
technology has on students is much more meaningful when it affects higher order
thinking skills, not just the test scores. In conducting this research, the researcher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
encouraged students to gain 21st-century literacy skills by using the latest
technology to communicate effectively (Jakes & Brennan, 2005), the digital
storytelling. The aim of combining digital storytelling, the theory of Powerful
Technology Tool for the 21st Century Classroom, the theory of teaching reading,
and the theory of teaching reading strategies is helping the students to develop
enhanced communication skills (Robin, 2008, p.224). In designing the lesson
plan, the researcher created the lesson plan based on the teaching reading theory
to make the learning process become meaningful and effective. The
supplementary reading material are related to the KTSP curriculum English
subject class X. It says in basic competence number (11.2) the students have to
analyze the meaning of the simple narrative in a form of narrative text. It means
that the indicators of the basic competence are students will have to learn about
simple past tense, telling stories orally, and become a storyteller. The product of
this research uses the instructional material, and the theory of extensive reading as
cited on Elley (2001), Day and Bamford (1998), and Krasen (1993), to help
students gain the reading ability, linguistic competence, vocabulary, spelling, and
writing. Besides, the researcher designed the material based on students learning
center, the students have to be active. Moreover, the students are supposed to
learn English with the help of network learning based on multimedia and mass
media development to achieve the goals of the basic competence.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology that is used for the research and
analysis. The methodology is used to answer the research question in Chapter I. It
includes research method, research setting, research participant, instruments and
data gathering technique, and data analysis technique.
A. Research Method
In order to answer the research questions about how the indigenous story
of Yogyakarta designed into a form of digital storytelling material and how the
design of the material looks like, the researcher used qualitative research and the
Research and Development (R&D) methods.
1. Qualitative Research
Qualitative research is based on a different from the philosophical
approach, which sees the individual as a unique social reality. It helped the
researcher to understand human behaviors by focusing on meanings. The result of
the qualitative research study was a narrative report to understand the social
reality experienced by the participants (Ary et al, 2010, p.23).
2. Research and Development (R&D)
Research and Development (R&D) used to design new products to make
specific criteria of effectiveness, quality, or similar standard (Borg & Gall, 2007,
p.589). In the book of Educational Research: An Introduction, Borg and Gall say
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
that the research can improve the education of the school through a product. There
are some steps in R&D cycle. According to Borg and Gall (1983, p.771-772),
R&D cycle is a process to develop and validate educational product in a form of
teaching material, teaching methods, and method for organizing instruction. The
goal of this cycle is to develop and integrate a product by combining educational
research and practice. The researcher used the R&D to conduct this research.
There are ten major steps of R&D to design the material, but the researcher only
used 5 steps in doing this research. Those are explained below:
a. Research and Information collecting
In research and information collecting, the R&D cycle included the review
of the literature, classroom observation, and the preparation.
b. Planning
Planning cycle included the defining skills, stating objectives determining
course sequence, and the small-scale feasibility testing.
c. Development Preliminary Form of Product
In this step, the researcher prepared the instructional material, handbook,
and evaluation devices.
d. Preliminary Field Testing
In preliminary field testing, the researcher conducted the research in 1 up
to 3 schools involving 6 up to 12 subjects. Then, the researcher did an interview,
do observational, and spread questionnaire to collect the data and analyze them.
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27
e. Main Product Revision
In this step, the main product revised as suggested by the preliminary
field-test result.
B. Research Setting
The research was held in Sanata Dharma University for designing of
survey research (pre-design survey) and the last survey research for expert
validation. The research started on October 22, 2016, it ended on May 25th, 2017.
Therefore, the researcher spent six months and 3 days in doing the research.
C. Research Participant
According to Ary et al (2010, p. 428), the researcher should select
sufficient purposive sample to provide maximum insight and understanding, and
focus on discipline in a school system by doing personnel to interview a teacher
(p.429). Then, the researcher developed a plan to sample the personnel in order to
make a judgment that will provide an accurate picture of attitudes and disciplinary
techniques employed in the school system.
To obtain the data, the researcher used two groups of respondents; they
were divided into the groups below:
1. Research and Information Gathering
In order to gather the information about the students' needs and the
characteristics in class, the researcher distributed some questionnaires to the
students and interviewed to an English teacher of SMA Negeri 1 Cangkringan.
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28
The research involved the first respondent's group. However, in the second group,
the research did not involve the students because they did not have any
background needed to be related to the senior high school.
2. Preliminary Field Testing
The participants of this step were two lecturers of Sanata Dharma
University and the English Teacher from SMA Negeri 1 Cangkringan. They
expected to give the researcher some evaluations about the designed material and
to be the evaluators. Therefore, the researcher could obtain comments, feedbacks,
and evaluations needed to revise the designed material.
D. Instruments and Data Gathering Technique
The researcher used two kinds of instruments in this research, namely
interview and questionnaire. According to Seidman (2006), there is forth a
framework for in-depth understanding in interviewing that involves conducting
three times interview by days or weeks. The first interview focuses on the context
of experience and sometimes referred to focus on life history. The second
interview asks respondents to reconstruct details of experience in the present. The
third interview is about reflecting on meaning. This interview will supply large
volumes of in-depth data rather quickly (Ary et al, 2010, p. 439). Then, the next
instrument that was used in this research is a questionnaire. The questionnaire was
widely used as a source of data in studies in education. It provides information
used in education because questionnaire has the advantage of guaranteeing
confidentiality or anonymity, thus perhaps eliciting more truthful responses than
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29
what would be obtained with a personal interview (Ary et al, 2010, p. 384).
Therefore, using the questionnaire was more effective in this research.
1. Instruments for Research and Information Collecting
This research used two kinds of instrument, those were interview and
questionnaire. The interview was held to collect the data from the teacher about
the reading activities that are done in class. The teacher was expected to give the
information honestly related to the teaching-learning process in class. Then, the
questionnaires given to the students in senior high school provided the researcher
the information that was needed for this research.
2. Instruments for Preliminary Field Testing
To collect the feedbacks, comments, and the suggestion from SMA Negeri
1 Cangkringan, the researcher distributed some questionnaire to the students of
the school. The questionnaires focused on the respondents' opinions about the
content and the layout of the designed material and the learning activity in class.
Then, in Data Gathering Technique, the researcher held the interview and
used the questionnaires to collect the data from the respondents. After that, the
designed material were examined by the validators. They are two lecturers of
Sanata Dharma.
E. Data Analysis Technique
According to Ary et al (2010, p.481), data analysis in qualitative research
is the most complex and mysterious phase. It is a time-consuming and difficult
process because the researcher faces massive amounts of information which must
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30
be examined and interpreted. The analysis technique involves discovering what is
important. The researcher must organize what was heard and read to create clear
explanations.
Maxwell (2005, p. 95) describes "The experienced qualitative researcher
begins data analysis immediately after finishing the first interview or observation,
and continues to analyze the data." The data research was obtained from
interviewing the students of the senior high school and analyzing the data. After
that, the researcher could represent the data in a form of descriptive paragraph to
make the supplementary reading material for Senior High School (Creswell,
2007).
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results which have been analyzed in the
methodology. In addition, the chapter elaborates the interpretation of the finding
in research questions. Therefore, it is divided into two parts. The first explains
about the designing process of the digital storytelling material about the ancient
story in Yogyakarta, and the second part answers the questions about the designed
digital storytelling material.
A. The Digital Storytelling
The first part answers the first research question: How is the indigenous
story of Yogyakarta designed in a form of digital storytelling? To answer the
question, the researcher was using the Research and Development (R&D) method
proposed by Borg and Gall in producing the digital storytelling. The R&D method
is explained below.
1. Research and Information Collecting
Research and Information Collecting is the first step in R&D cycle. The
researcher collected the review of the literature, did the classroom observation,
and made some preparations. While conducting the literature review to collect the
theories of reading and its teaching method, the description of School-Based
Curriculum (Kurikulum Tingkat Satuan Pendidikan or KTSP), and the nature of
digital storytelling, the researcher did classroom observation for two weeks to
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32
know the characteristics of the students in SMA Negeri 1 Cangkringan and how
they learn in English Class. These theories were important because there is
foundation to create the designed material as explained in Theoretical Framework,
chapter II. Then, to complete the information, the researcher distributed
questionnaires and did an interview to the research respondents. The respondents
consisted of 27 tenth grade students of SMA Negeri 1 Cangkringan in class B and
one English Language teacher of SMA Negeri 1 Cangkringan. The questionnaires
and interview were done on February 22, 2017, until February 28, 2017.
a. The result of the questionnaire
Students are using Javanese 55. 3% in their daily life. However, they are
interested in reading English book, about 42. 3% students and 42. 8% students
said that they have enough ability to read English book. Some of their weaknesses
in reading are vocabulary (72. 2%), long paraphrase text (17. 2%), and media of
reading text (10. 4%). The 67. 9% students said that reading in school is not really
interesting because the media for reading was mostly 55. 5% adapted from school
book and the 67. 9% students only have limited reading sources from the internet.
The 33. 3% students think that it is not enough to fulfill their reading needs.
Actually, 29. 6% students like reading in English. The topics that interest
them are tourism (46. 4%) and the news update of teenager field (10. 7%). Asking
about digital storytelling, the 39. 2% students want to learn reading with the
media because the topics are also related to their interesting. Besides, they have
the internet access in a week like 25% always and 66. 7% often. When the
researcher asked about digital storytelling, they said that they need a story with
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
colorful (14. 9% students) and moving picture (33. 3% students), and clear
explanation (44. 4% students) about some unusual phrase. However, only 42. 3%
students familiar with digital storytelling
b. The result of the interview
The researcher did an informal interview to the English Language teacher
of SMA Negeri 1 Cangkringan on February 28th, 2017. The questions that asked
were about the need of the students in reading material, their difficulties in
mastering the reading skills, the method in teaching reading lesson, the source that
was usually used in teaching reading, how to motivate students, how effective the
digital storytelling was when it was applied to reading class, and whether digital
storytelling was enough to fulfill the need of teaching reading for the students.
There were some points showed in the informal interview with the English
Language teacher of SMA Negeri 1 Cangkringan. Basically, the students in SMA
Negeri 1 Cangkringan are obliged to master the reading skill. The school also
provides a time each morning called "literasi (a literacy campaign)", the students
are given 15minutes to read all the literature books which they like to improve
their reading skills. In literacy campaign, actually, it was not really effective
because students can easily forget what they read and they always read the
random literature book every day. Therefore, they did not really understand the
purpose of their readings.
Then, SMA Negeri 1 Cangkringan is not only doing the literacy campaign,
but also a campaign about school which based on Adiwiyata System. It is the
system to build a better school environment based on go-green understanding.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Reading the textual book is not the goals of the system because the school prefers
to use paperless kinds of stuff. Therefore, Literasi is against Adiwiyata system
because, in Literasi, the students are using a textual book.
According to the interview, the teacher said that students had a big interest
in digital storytelling. It was because the digital storytelling is using paperless
stuff. It is interesting for the students because of the sounds and colorful pictures.
However, there were also difficulties that the students might face in reading skill,
one of them is mastering the vocabulary. Usually, there are no specific methods in
teaching reading which is used by the teacher. There was also no specific source
in reading sections. The teacher stated that the students take randomly chosen a
book from the library. Therefore, if the book that they had read is borrowed by
other students, they had to start reading from the beginning with a new book.
In reading class, the teacher motivated students to be interested in reading
sections by giving assignments, such as making a short movie related to narrative.
Nevertheless, there were no specific media in teaching reading in school. A digital
storytelling sometimes used to make students pay more attention to learn in class.
The teacher said that it is really effective for teaching reading in school because it
is paperless and suit their campaign about school which is based on Adiwiyata
System. In summary, digital storytelling is good to be applied in SMA Negeri 1
Cangkringan and it helps to fulfill the need to the students’ study in mastering the
reading skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
From the result of the Research and Information Collecting, the researcher
concluded the points below:
1) Students are interested in reading English book (42. 3%) and some students
(42. 8%) have enough ability to read English book
2) Their weaknesses in reading are: vocabulary (72. 2%), long paraphrase text
(17. 2%), and media of reading text (10. 4%)
3) The students (67. 9%) only have reading sources from the internet. The
students (33. 3%) think that it is not enough reading sources.
4) The topics that they like are about: tourism (46. 4%) and the updated news
from juvenile environment (10. 7%)
5) They have the internet access in a week like always (25%) and often (66. 7%)
6) The students need a digital storytelling with a colorful (14. 9%) and moving
picture(33. 3%), and clear explanation (44. 4%) about some unusual phrase
7) The students in SMA Negeri 1 Cangkringan are obligated to master the
reading skill.
8) "Literasi (a literacy campaign)" is a 15minutes time for students to read all
the literature textual books which not really effective because students did not
really grasp the purpose of their readings.
9) However, SMA Negeri 1 Cangkringan is a school which based on Adiwiyata
System thus they rely on paperless stuff.
10) In reading class, the teacher motivates students by giving assignments, such as
making a short movie to make narrative sections become interesting.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
11) Digital storytelling makes students pay more attention to learn in reading
class.
12) The teacher said that digital storytelling is really effective for teaching reading
13) Digital storytelling is good to be applied in SMA Negeri 1 Cangkringan and it
helps to fulfill the need to students study in mastering the reading skills.
2. Planning
After doing the first step about information collecting, the researcher was
doing the second step called Planning. In planning cycle, the researcher included
the defining skills, stating objectives to determine the course consequence, and the
small-scale feasibility testing..
a. The defining skills
The defined skills of the research are about the reading skill, especially in
narrative text. The researcher referred to Chamberlain (2008) and Koten (2016),
who cited Johnson (1983), who stated that reading is important for students’
literary experience and the students can gain information to know how the world
is and the reason why the things happen. The students can use their knowledge to
comprehend, interpret, evaluate, and appreciate things with what they have read.
Then, the researcher specify the reading skill in narrative text because the
researcher created the media of digital storytelling which tends to be more
effective and personal to teach in class. Students’ interpretation and experience
can create a new meaning and knowledge in learning process.
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37
b. Stating objectives
In stating the learning objectives, the researcher referred to KTSP and
school syllabus of SMA Negeri 1 Cangkringan. The objectives were reflected in
the Competency Standard and Basic Competence. For digital storytelling, the
competency is reading. The competency standard is stated in competency standard
11 which said to understand the short functional text in a form of narrative to
access the knowledge. While the basic competence is stated in point 11.2 which
said to respond the meaning and rhetoric steps in simple essay accurately and
fluently to be applied in the daily life context to access the knowledge in a form of
narrative text.
In this step, the researcher also designed the material for reading skill that
will use the time allocation 4x45 minutes and divided into two meetings.
Therefore, the material will use 180 minutes.
c. Small scale feasibility testing
This part is designed based on competency standard, basic competence,
theme, and indicators of the narrative sections which are referred to school’s
curriculum and syllabus. The researcher divided activities in class into three parts:
1) Warming Up
Students are given the overview about the material that will be taught. The
orientation was presented in a form of daily story to bridge to the topic. In the
class, the researcher told about the researcher’s experience about Sundak Beach
and asked the students if they were having the same experiences.
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38
2) Main Activity
In the main activity, the researcher created the material which included
identifying the narrative generic structure, answering the questions in a form fill
in the blanks, essay questions, and a vocabulary quiz. Then, the students are asked
to work in a group to do jumbled sentence game and match the sentences and the
word. After doing the activity, the teacher will confirm the understanding of the
students by asking some questions related to the activity.
3) Closing
In the closing activity, the researcher summarized all the material that have
been taught for a day and asked the students to conclude what they have learnt.
Then, the researcher asked for the reflection along the activity. Homework also
may be added in this part.
3. Develop preliminary form of product
Based on the output of planning steps, the researcher developed the digital
storytelling which would be taught in class. The objective of the lesson plan was
defined from KTSP as the school curriculum. The theme of the material is adapted
from the indigenous legend from Yogyakarta. The researcher, herself, created the
story and twisted it a bit. While creating the story, the researcher combined it with
the need and the school system of SMA Negeri 1 Cangkringan, referred to school
based on Adiwiyata System as the campaign of SMA Negeri 1 Cangkringan.
The Digital storytelling that was created by the researcher served as a
model for the motivation of the students to create an original product when they
have to produce an assignment without plagiarism.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4. Preliminary field testing
After designing the digital storytelling, the researcher gained the
evaluations and feedback from the respondents of the second groups. They are
one of English Teacher of SMA Negeri 1 Cangkringan and the two lecturers of
Sanata Dharma University. The researcher chose the English teacher of SMA
Negeri 1 Cangkringan because the teacher has taught for 27 years and almost half
of her years is in SMA Negeri 1 Cangkringan, teaching the students of tenth-grade
students. Then, the two lecturers of Sanata Dharma University were chosen
because of their teaching experiences, expertise, and their education background.
This step was started on March 28th, 2017, and it ended on May 23rd, 2017.
Table 4. 1. The Presentation of the Respondents’ Personal Information
Participants Quantity Educational
Background
Teaching Experience
S1 S2 S3 <5 years 5-10 years >10 years
Teachers 1 1 - - - - 1
Lecturers 2 - 2 - - 1 1
The questionnaire in this part is divided into two parts. The first parts
consist of 18 statements about the congruent, content analysis, analysis, feasibility
analysis, and skill analysis. The respondents are expected to choose between 1
(absolutely disagree) up to 5 (absolutely agree). The result of this parts shows that
the material are well formulated, interesting for the students, suitable for the tenth
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
grade of senior high school students in SMA Negeri 1 Cangkringan, and effective
to be used in learning in class.
Table 4. 2. The Result of Preliminary Field Testing
Po
int
of
eva
luati
on
s No Statements Number
and
Percentage
Con
gru
ent
1 The material are suitable for tenth-grade students of
senior high school
Disagree:
20%
Agree: 80%
2 The needs of students are accommodated in the material Doubt: 20%
Agree: 80%
3 The aims of English learning are congruent with the
designed material
Agree:
100%
4 The material are good enough to meet students' needs in
learning English
Disagree:
20%
Agree: 80%
Co
nte
nt
an
aly
sis
5 The warming-up activities are well elaborated to
stimulate students to develop their knowledge and relate
it to some new information on the related material
Doubt:
100%
6 The stories are well elaborated Agree:
100%
7 The stories are suitable for tenth-grade students of senior
high school
Agree:
100%
8 The comprehension questions are good enough to
facilitate students in understanding the topic being
discuss in the stories
Agree:
100%
An
al
ysi
s
9 The material are recent for students Agree:
100%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
10 The material are attractive for students Disagree:
20%
Agree: 80%
11 The instruction is clearly distinct Agree:
100%
12 The motivation for the students is clearly distinct in the
material
Doubt: 20%
Absolutely
agree : 80%
Fea
sib
ilit
y a
naly
sis
13 The material are durable for the students Agree:
100%
14 The material are cost-effective for the students Agree:
100%
15 The material are satisfactory for the students Disagree:
20%
Agree: 80%
16 The material can be done individually and group project Agree:
100%
17 The material can be used as homework or classroom
learning activities
Doubt: 20%
Agree: 80%
Sk
ill
An
aly
sis 18 Generally, the designed material are effective for
students' reading skill improvement
Absolutely
agree: 100%
Then, the second part of the questionnaires consists of two open-ended
questions. The first question is based on the validators' comment and opinion
about the design material. The result of the first question show that it is better for
the researcher to provide the vocabulary to the reading section, the idea of local
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
culture is fascinating, and the design has served as a good model for the students
as it is originally created by the researcher.
The second question is about the suggestion of the design material. From
the validators' suggestions, the result revealed that the speed of the narrator was
faster than the appearing text, pronunciation can be made clearer, and the
transitions of the slides are poor.
From the result of the Preliminary Field Testing, the researcher concludes
the points below:
a. The material are suitable for the students. It covers the need and the aims in
learning English.
b. The content of the material is well formulated and it is suitable for the tenth of
senior high school students.
c. The material are interested in the students because the material are recent and
motivated.
d. The feasibility to use the material in class is effective for students learning.
e. Generally, the designed material are good to improve reading skill.
f. There should be provided vocabulary and the meaning before the jump to the
material.
g. The idea of local culture is fascinating, and the design has served as a good
model for the students as it is authentic.
h. The speed of the narrator, pronunciation, and the transitions should be revised.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
5. Main Product Revision
In revising the product to have a better design, the researcher revised the
instrument based on the result of The Preliminary Field Testing. The revisions
that have been done by the researcher are as follow:
a. The narrator sound is clearer
b. The narrator sound is louder
c. The slide transition is better
d. The appearing text and the sound of the narrator are fixed
e. The italic is using for the lesson plan for English words because the lesson
plan is using Bahasa Indonesia.
f. The misspelled words were fixed
g. The acronyms that were unfamiliar is added with the explanations
h. Vocabulary part are added to the material with the meaning
B. The Designed Digital Storytelling
In this part, the researcher will show the result of the digital storytelling to
answer the second questions. It is about how the design of the material looks like.
This part is divided into two parts: the reading material and the digital
storytelling's description.
1. The Reading Material
The teaching-learning activity is divided into three parts: the pre-activity,
main activity, and closing.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
a. Pre-activity is for stimulating and building the schemata for the students
before entering the main material. Students are given some songs with the
lyrics to build their mood, the researcher then tells about the experience about
Sundak beach to bridge into the material that will be learned and some
questions that lead to the material.
b. The main activity in this reading material is about reading. The students are
asked to identify the structure and reading the narrative text to answer the
following questions. Then, the students are asked to work in a group to do
jumbled sentence game and match the sentences and the word. After doing the
activity, the teacher will confirm the understanding of the students by asking
some questions related to the activity.
c. Closing in this activity will be making reflection and talking about the next
meeting stuff. Students also asked to tell the story based on their reflection.
Finally, students are given some home works and resume about the days'
activity.
2. The Digital Storytelling Description
The story in this research is taken from one of the indigenous stories in
Yogyakarta. The story tells about Sundak Beach. The legend of Sundak Beach is
not really popular yet, there are many versions of this story. The researcher tried
to come to the beach for five times to do observation and interview to the people
in the village to confirm the real story of the legend. Then, the researcher created
some plot-twists to make the story becomes more interesting for the reader. In
order to make the story become real, the researcher also added some photos that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
were captured by the researcher while doing the research in Sundak Beach. The
videos are uploaded on youtube channel’s addressed on
https://www.youtube.com/channel/UCKhsy-Sm_6pY62-ntWyLLgg.
The information is explained clearly in the youtube channel. The students
are provided with the video about Sundak Beach for their learning process and
their supplementary reading material outside the class. Then, the students also
provided with the researcher’s Instagram account in the description on youtube
channel to be able to mention the researcher when they are re-telling the story of
Sundak Beach in their posting on Instagram accounts. The researcher's email,
[email protected], also provided on the youtube channel description
if the students have some questions to be asked outside the class.
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46
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter is divided into two parts, namely: conclusions and
recommendations. Conclusions summarize the major points to answer the
research questions. The second part is the recommendation from the researcher for
the tenth students of SMA Negeri 1 Cangkringan, the English teacher of SMA
Negeri 1 Cangkringan, and future researcher.
A. Conclusions
As explained in chapter 1, this research is conducted to answer two major
problems: 1) how is the indigenous story of Yogyakarta designed into a form of
digital storytelling material? And 2) how does the design of the material look
like? To answer the first questions, the researcher used Research and
Development cycle by Borg and Gall.
There are 10 steps in the theory of Research and Development (R&D) to
create the product, but the researcher only used 5 of those steps because these are
enough to create the product that helps the researcher to discover a new
knowledge and answer the first questions. The steps that were used by the
researcher namely:
a. Research and Information collecting to the review of literature, classroom
observation, and the preparation
b. Planning to define skills, stating objectives which determine course sequence,
and the small-scale feasibility testing of the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
c. Developing preliminary form of product to prepare the researcher's
instructional material, handbooks, and evaluation devices
d. Preliminary field testing used by the researcher to conduct the research
involving participants to do interview, do observation, and spread
questionnaire to obtain the data and analyze them
e. Main product revision as suggested by the preliminary field-test result.
Then, to answer the second questions about the design material, the
researcher presented the digital storytelling for tenth-grade students of SMA
Negeri 1 Cangkringan. The material are designed for Adiwiyata School with
standard competency number 11 and basic competence number 11.2 about
narrative.
The teaching-learning activity is divided into three parts: the pre-activity,
main activity, and closing. Pre-activity is for stimulating and building the
schemata for the students before entering the main material. Then, the main
activity in this reading material to be asked to the students to identify the structure
and reading the narrative text to answer the following questions. After doing the
activity, the teacher will confirm the understanding of the students by asking some
questions related to the activity. The last is closing to make reflection and talking
about the next meeting stuff. Students also are given some home works and
resume about the days' activity.
The story in this research is adapted from the indigenous storytelling in
Yogyakarta about Sundak Beach. There are many versions of the legend of
Sundak Beach. The researcher tried to confirm the truth by doing the observation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
and interview to the people in the village. To make the story more interesting for
the reader, the researcher adds some twists to the story and real photos that
captured while doing the research.
B. Recommendations
The recommendations of digital storytelling that was created by the
researcher are addressed for tenth-grade students of SMA Negeri 1 Cangkringan,
the English teacher of SMA Negeri 1 Cangkringan, and the future researcher.
1. For tenth grade students of SMA Negeri 1 Cangkringan
The digital storytelling is expected to be another source of reading outside
the class. The student will have a new medium for learning English in fun and
interesting way that suits their need and interest. It is expected to improve their
learning skill through reading. The students will have a meaningful experience in
reading material that consist of moral values, faith, cultures, and others.
2. For the English teacher of SMA Negeri 1 Cangkringan
This digital storytelling can be used as the supplementary reading material
outside the class by the English teacher. The English teachers can provide good
material related to learning reading. It will be effective for students' learning and
suits SMA Negeri 1 Cangkringan's campaign about School Based on Adiwiyata
System and Literasi campaign. However, the researcher suggested 10% of the
material can be used as the remedial test by doing the exercises or adding as
home-assignments.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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3. Future researchers
This research will be a good reference for some future researchers in
conducting a similar research in English learning as supplementary reading
material using digital storytelling. The researcher expected that the future
researcher will be able to improve and make a better product of digital storytelling
with maintaining the authenticity of the product. Therefore, it will be more useful
and motivated for the students of SMA Negeri 1 Cangkringan.
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Appendix 1 Research Permission Letter
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix 2 OF THE PRELIMINARY FIELD-TEST RESULT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Questionnaire
This questionnaire is needed to gather the data from the respondents to
obtain the feedback and evaluation of the designed material related to English
supplementary reading material for tenth grade students of SMA Negeri 1
Cangkringan using digital storytelling.
Respondent’s identity
Name :
Sex : M/F
Age :
Educational Bcakgroud : S1/S2/S3
Teaching experience : ........years.
As the respondents, you are expected to choose of one of these options by
circle the number which indicates your degree of agreement. The number and the
degree of agreement can be clarified below:
5 : Absolutely agree
4 : Agree
3 : Doubt
2 : Disagree
1 : Absolutely disagree
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Point
of
evaluations
N
o Respondents' opinion on Central tendency
Congruent
1 The material are suitable for tenth grade students of senior high school 1 2 3 4 5
2 The needs of students are accommodated in the material 1 2 3 4 5
3 The aims of English learning are congruent with the designed material 1 2 3 4 5
4 The material are good enough to meet students’ needs in learning English 1 2 3 4 5
Content
analysis
5 The warming-up activities are well elaborated to stimulate students develop their knowledge
and relate it with some new information on the related material 1 2 3 4 5
6 The stories are well elaborated 1 2 3 4 5
7 The stories are suitable for tenth grade students of senior high school 1 2 3 4 5
8 The comprehension questions are good enough to facilitate students in understanding the topic
being discuss in the stories 1 2 3 4 5
Analysis
9 The material are recent for students 1 2 3 4 5
1
0 The material are attractive for students 1 2 3 4 5
1
1 The instruction is clearly distinct 1 2 3 4 5
1
2 The motivation for the students is clearly distinct in the material 1 2 3 4 5
Feasibility
analysis
1
3 The material are durable for the students 1 2 3 4 5
1
4 The material are cost-effective for the students 1 2 3 4 5
1
5 The material are satisfactory for the students 1 2 3 4 5
1
6 The material can be done individually and group project 1 2 3 4 5
1
7 The material can be used as homework or classroom learning activities 1 2 3 4 5
Skill
Analysis
1
8 Generally, the designed material are effective for students’ reading skill improvement 1 2 3 4 5
1. Comment or opinion about the designed material:
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
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........................................................................................................................
........................................................................................................................
.........................................
2. Suggestion or criticism about the designed material:
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
.........................................
Thank you so much. Have a nice day
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Appendix 3 THE SYLLABUS OF BAHASA INGGRIS I CLASS
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SILABUS PEMBELAJARAN
Nama Sekolah : SMA Negeri 1 Cangkringan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / 2
Standar Kompetensi Kompetensi Dasar
Alokasi
Waktu
(jam)
Keterangan
SEMESTER GENAP
Mendengarkan
7 Memahami makna dalam
percakapan transaksional
dan interpersonal dalam
konteks kehidupan
sehari-hari
7.1 Merespon makna
dalam percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
bahasa lisan
sederhana dalam
berbagai konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: berterima
kasih, memuji, dan
mengucapkan selamat
2
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7.2 Merespon makna
dalam percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
bahasa lisan
sederhana dalam
berbagai konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: menyatakan
rasa terkejut,
menyatakan rasa tak
percaya, serta
menerima undangan,
tawaran, dan ajakan
2
8 Memahami makna
dalam teks fungsional
pendek dan monolog
yang berbentuk
narrative, descriptive, dan
news item sederhana
dalam konteks kehidupan
sehari-hari
8.1 Merespon makna yang
terdapat dalam teks
lisan fungsional
pendek sederhana
(misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan
berterima dalam
berbagai konteks
kehidupan sehari-hari
2
8.2 Merespon makna
dalam teks monolog
sederhana yang
menggunakan ragam
bahasa lisan secara
akurat, lancar dan
berterima dalam
6
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61
konteks kehidupan
sehari-hari dalam teks
berbentuk; narrative,
descriptive, dan news
item
Berbicara
9 Mengungkapkan makna
dalam percakapan
transaksional dan
interpersonal dalam
konteks kehidupan
sehari-hari
9.1 Mengungkap-kan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
menggunakan ragam
bahasa lisan
sederhana dalam
konteks kehidupan
sehari-hari dan
melibatkan tindak
tutur: berterima kasih,
memuji, dan
mengucapkan selamat
2
9.2 Mengungkap-kan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosiali-sasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
mengguna-kan ragam
bahasa lisan
sederhana dalam
konteks kehidupan
sehari-hari dan
2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
melibatkan tindak
tutur: menyatakan
rasa terkejut,
menyatakan rasa tak
percaya, serta
menerima undangan,
tawaran, dan ajakan
10 Mengungkapkan makna
dalam teks fungsional
pendek dan monolog
sederhana berbentuk
narrative, descriptive dan
news item dalam
konteks kehidupan
sehari-hari
10.1 Mengungkap-kan
makna dalam bentuk
teks lisan fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi dengan
menggunakan ragam
bahasa lisan
sederhana dalam
berbagai konteks
kehidupan sehari-hari
2
10.2 Mengungkap-kan
makna dalam teks
monolog sederhana
dengan menggunakan
ragam bahasa lisan
secara akurat, lancar
dan berterima dalam
konteks kehidupan
sehari-hari dalam teks
berbentuk: narrative,
descriptive, dan news
item
18
Membaca
11 Memahami makna teks
fungsional pendek dan
esei sederhana berbentuk
narrative, descriptive dan
news item dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
11.1 Merespon makna
dalam teks fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
2
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pengetahuan bahasa tulis dalam
konteks kehidupan
sehari-hari
11.2 Merespon makna
dan langkah-langkah
retorika dalam esei
sederhana secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan dalam
teks berbentuk
narrative, descriptive,
dan news item
12
Menulis
12 Mengungkapkan makna
dalam teks tulis
fungsional pendek dan
esei sederhana berbentuk
narrative, descriptive dan
news item dalam
konteks kehidupan
sehari-hari
12.1 Mengungkap-kan
makna dalam bentuk
teks tulis fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
bahasa tulis dalam
konteks kehidupan
sehari-hari
2
12.2 Mengungkap-kan
makna dan langkah
retorika dalam esei
sederhana secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dalam teks
berbentuk narrative,
descriptive, dan news
item
12
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64
UTS
2
13-18 Maret
2017
UKK 2 1-8 Juni 2017
Jumlah 72
68jam efektif,
2jam cadangan,
2 jam UTS, 2jam
UKK
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
Appendix 4 REVISED RPP OF BAHASA INGGRIS I CLASS
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66
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. Identitas
Nama Sekolah : SMAN 1 Cangkringan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Standar Kompetensi : Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive, dan news item dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar :
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana
secara akurat dan lancar dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk narrative.
Indikator :
1. Memahami arti dari kata yang terdapat dalam teks narrative yang dibaca
2. Mengidentifikasi generic structure narrative yang dibaca dengan benar
3. Mengidentifikasi komplikasi dalam sebuah cerita narrative
4. Mengurutkan teks narrative yang dibaca dalam bentuk jumbled word dengan
benar
5. Melengkapi teks narrative dalam materi fill in the blank dengan benar
6. Membuat teks narrative dengan benar dan menceritakannya dalam kelompok
ataupun di depan kelas
Alokasi: 4x45 menit (2 pertemuan)
B. Tujuan Pembelajaran
Siswa dapat memahami arti dari kata yang terdapat dalam teks narrative yang
dibaca
Siswa dapat Mengidentifikasi generic structure narrative yang dibaca dengan
benar
Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi
Siswa dapat mengurutkan teks narrative yang dibaca dalam bentuk jumbled word
dengan benar
Siswa dapat melengkapi teks narrative dalam materi fill in the blank dengan benar
Siswa dapat membuat teks narrative dengan benar dan menceritakannya dalam
kelompok ataupun di depan kelas
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C. Materi Pokok
Identifying the structure of narrative texts;
Reading and understanding narrative texts.
The Story of Sundak Beach
A Legend from Yogyakarta
One day, in the morning, a dog (in Javanese called Asu), found his master,
Arjasangku, dehydrated. Seeing this, the dog looked for the water sources near the
beach. Then, he met a hedgehog near the beach. He asked the hedgehog.
“Excuse me, why are you wet?”
“Oh, I accidentally fell when I drank near a well.”
“The well? Water sources? Where?”
“Yes, wait a minute, I will bring you the water”
Some minutes passed, the hedgehog came back and brought some water.
“Where did you find it?”
“It’s secret, buddy.”
Curious, the dog followed the hedgehog until the hedgehog entered a cave, at the
east of the beach.
“There you are, why are you hiding this place? Don’t you know, the
people in this village are looking for water sources.”
“I don’t care, they chase me away. I just want to have an owner, like you,
but they expelled me. As long as I can have the water for myself, why do
I have to share it with them?”
“What an arrogant hedgehog!”
After the conversation, the dog fought with the hedgehog. He ate half of
the hedgehog’s body, then left it because he remembered that he had to bring the
water for his master. Picking up the water with the coconut shell, he brought the
water to his master.
Seeing the wound on his dog’s body and some hedgehog’s thorns on his
mouth, Arjasangku asked where the dog had been to get those wounds and thorns.
The dog then ran and bit Arjasangku’s cloth to make Arjasangku follow him.
When they arrived at the cave, Arjasangku found the water sources and the half of
the hedgehog’s body. He realized that his dog was fighting with the hedgehog.
Now, the people in the village have the water sources for their daily need,
there is no one dehydrated anymore. To thank the dog, since then, the beach is
called Sundak beach, which means Asu Landak (the dog and the hedgehog).
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68
D. Metode Pembelajaran/Teknik:
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi Pembelajaran : Cooperative Learning
E. Kegiatan Pembelajaran
Pertemuan 1
Tahap
kegiatan
Kegiatan Pembelajatan Kegiatan Alokasi
Waktu
Kegiatan awal Mengucapkan salam
dengan ramah kepada
siswa ketika memasuki
ruang kelas
Mengecek kehadiran
siswa
Mengaitkan
materi/kompetensi yang
akan dipelajari
Dengan merujuk pada
silabus, RPP, dan bahan
ajar, menyampaikan
butir karakter yang
hendak dikembangkan
selain yang terkait
dengan SK/KD
Siswa berdiskusi
mengenai materi yang
akan dibahas
Tatap Muka 15’
Kegiatan inti Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus
berupa pemberian materi
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi
Mendiskusikan materi
bersama siswa mengenai
makna kata dan kalimat
dalam teks komplikasi
Tatap Muka 65’
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dalam sebuah cerita
narasi
Memberikan
kesempatan pada peserta
didik
mengkomunikasikan
secara lisan atau
mempresentasikan
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi
yang berhubungan
dengan penyelesaian
suatu soal.
Siswa
diminta membahas
contoh soal dalam Buku
: Bahan Ajar Bahasa
Inggris mengenai makna
kata dan kalimat dalam
teks komplikasi dalam
sebuah cerita narasi
Kegiatan
penutup Siswa diminta membuat
rangkuman dari materi
mengenai cara membaca
nyaring bermacam
wacana ragam tulis yang
di bahas dengan ucapan
dan intonasi yang benar,
mengidentifikasi topik
dari teks yang dibaca
dan informasi tertentu.
Siswa dan Guru
melakukan refleksi
terhadap kegiatan yang
sudah dilaksanakan.
Siswa diberikan
pekerjaan rumah (PR)
berkaitan dengan materi
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi.
Menyampaikan rencana
Tugas
Mandiri
10’
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70
pembelajaran pada
pertemuan berikutnya.
Pertemuan 2
Tahap
kegiatan
Kegiatan Pembelajatan Kegiatan Alokasi
Waktu
Kegiatan awal Mengucapkan salam
dengan ramah kepada
siswa ketika memasuki
ruang kelas
Mengecek kehadiran
siswa
Mengaitkan
materi/kompetensi yang
akan dipelajari
Dengan merujuk pada
silabus, RPP, dan bahan
ajar, menyampaikan
butir karakter yang
hendak dikembangkan
selain yang terkait
dengan SK/KD
Siswa berdiskusi
mengenai materi yang
akan dibahas
Tatap Muka 15’
Kegiatan inti Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus
berupa pengulangan
kembali materi
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi
yang sudah dipelajari
pada pelajaran
sebelumnya
Mendiskusikan materi
bersama siswa mengenai
Tatap Muka 65’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
makna kata dan kalimat
dalam teks komplikasi
dalam sebuah cerita
narasi
Memberikan
kesempatan pada peserta
didik
mengkomunikasikan
secara lisan atau
mempresentasikan
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi
yang berhubungan
dengan penyelesaian
suatu soal.
Siswa
diminta membahas
contoh soal dalam Buku
: Bahan Ajar Bahasa
Inggris mengenai makna
kata dan kalimat dalam
teks komplikasi dalam
sebuah cerita narasi
Elaborasi
Dalam kegiatan
elaborasi guru:
Membiasakan siswa
makna kata dan kalimat
dalam teks komplikasi
dalam sebuah cerita
narasi,
Memfasilitasi siswa
melalui pemberian tugas
mengerjakan latihan soal
untuk dikerjakan secara
individual.
Konfirmasi
Dalam kegiatan konfirmasi
guru:
Memberikan umpan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
balik pada siswa dengan
memberi penguatan
dalam bentuk lisan pada
siswa yang telah dapat
menyelesaikan tugasnya.
Memberi konfirmasi
pada hasil pekerjaan
yang sudah dikerjakan
oleh siswa melalui
sumber buku lain.
Memfasilitasi siswa
melakukan refleksi
untuk memperoleh
pengalaman belajar yang
sudah dilakukan.
Memberikan motivasi
kepada siswa yang
kurang dan belum bisa
mengikuti dalam materi
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
sebuah cerita narasi.
Kegiatan
penutup Siswa diminta membuat
rangkuman dari materi
mengenai cara membaca
nyaring bermacam
wacana ragam tulis yang
di bahas dengan ucapan
dan intonasi yang benar,
mengidentifikasi topik
dari teks yang dibaca
dan informasi tertentu.
Siswa dan Guru
melakukan refleksi
terhadap kegiatan yang
sudah dilaksanakan.
Siswa diberikan
pekerjaan rumah (PR)
berkaitan dengan materi
mengenai makna kata
dan kalimat dalam teks
komplikasi dalam
Tugas
Mandiri
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
sebuah cerita narasi.
Menyampaikan rencana
pembelajaran pada
pertemuan berikutnya.
Menyampaikan rencana
pembelajaran pada
pertemuan berikutnya.
H. Sumber/Bahan/Alat
Kamus Online
LCD
Foto
Gambar
Speaker
G. PENILAIAN
1. Teknik dan bentuk penilaian:
o Sikap (melalui rubik pengamatan sikap selama pembelajaran)
o Pengetahuan: tes tertulis
2. Bentuk Instrumen:
Instrumen penilaian sikap
No.
Nama
Aspek
Ped
uli
Horm
at
Kerjasam
a
Percay
a diri
Tan
ggungjaw
ab
Score
Nilai
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
2 a.
3 b.
4 c.
5 d.
Keterangan:
Score:
100 - 80 = A
79 - 70 = B
69 - 60 = C
59 - 50 = D
49 - 0 = E
Instrumen penilaian pengetahuan
Read and study the story, then decide whether these statements are true or
false!
1. There are two main characters in the story.
2. The story probably took place in the village near the beach.
3. The dog followed the hedgehog until the hedgehog entered a cave, at
the west of the beach.
4. The hedgehog shared the water with the people in the village.
5. Arjasangku saw the wound on his dog’s body and some hedgehog’s
thorns.
6. Arjasangku did not follow his dog to the cave.
7. In the end, Arjasangku found the water sources for people in the
village.
8. The beach is called Sundak beach to thank Arjasangku.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Answer keys:
1. True
2. True
3. False
4. False
5. True
6. False
7. True
8. False
Acceptable scoring/One correct answer (tiap jawaban benar skor 1).
Nilai siswa = skor diperoleh X 100
Skor maksimal
Cangkringan,
Praktikan
Anggraeni Puspita Dewi
NIM: 131214042
Mengetahui:
Kepala Sekolah, Guru Mata
Pelajaran.
Dra. Anies Rachmania S.S., M.pd Dra. Calis Antanuri
NIP. 19611112 198903 2 003 NIP. 19621116
198803 2 008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix 5 THE MATERIAL OF BAHASA INGGRIS I CLASS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
I. Reading and understanding the narrative texts. Then, identifying the
structure of narrative texts with Text Highlight Color!
The Story of Sundak Beach
A Legend from Yogyakarta
One day, in the morning, a dog (in Javanese called Asu), found his master,
Arjasangku, dehydrated. Seeing this, the dog looked for the water sources near the
beach. Then, he met a hedgehog near the beach. He asked the hedgehog.
“Excuse me, why are you wet?”
“Oh, I accidentally fell when I drank near a well.”
“The well? Water sources? Where?”
“Yes, wait a minute, I will bring you the water”
Some minutes passed, the hedgehog came back and brought some water.
“Where did you find it?”
“It’s secret, buddy.”
Curious, the dog followed the hedgehog until the hedgehog entered a cave, at the
east of the beach.
“There you are, why are you hiding this place? Don’t you know, the
people in this village are looking for water sources.”
“I don’t care, they chase me away. I just want to have an owner, like you,
but they expelled me. As long as I can have the water for myself, why do
I have to share it with them?”
“What an arrogant hedgehog!”
After the conversation, the dog fought with the hedgehog. He ate half of
the hedgehog’s body, then left it because he remembered that he had to bring the
water for his master. Picking up the water with the coconut shell, he brought the
water to his master.
Name :
St. Number :
Date :
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Seeing the wound on his dog’s body and some hedgehog’s thorns on his
mouth, Arjasangku asked where the dog had been to get those wounds and thorns.
The dog then ran and bit Arjasangku’s cloth to make Arjasangku follow him.
When they arrived at the cave, Arjasangku found the water sources and the half of
the hedgehog’s body. He realized that his dog was fighting with the hedgehog.
Now, the people in the village have the water sources for their daily need,
there is no one dehydrated anymore. To thank the dog, since then, the beach is
called Sundak beach, which means Asu Landak (the dog and the hedgehog).
II. Read and study the story, then decide whether these statements are
true or false!
1. There are two main characters in the story. (...)
2. The story probably took place in the village near the beach. (...)
3. The dog followed the hedgehog until the hedgehog entered a cave, at the
west of the beach. (...)
4. The hedgehog shared the water with the people in the village. (...)
5. Arjasangku saw the wound on his dog’s body and some hedgehog’s
thorns. (...)
6. Arjasangku did not follow his dog to the cave. (...)
7. In the end, Arjasangku found the water sources for people in the village.
(...)
8. The beach is called Sundak beach to thank Arjasangku. (...)
Acceptable scoring/One correct answer (tiap jawaban benar skor 1).
Nilai siswa = skor diperoleh X 100 =
Skor maksimal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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III. Match column A with the correct answer on column B! Write only a
letter of the answer on the blank provided space!
Column A
Column B
IV. PAY ATTENTION, PLEASE!!!
1. Make a group of 5members.
2. Make sure the group consists of boys and girls.
3. Arrange the jumbled words correctly!
4. Discuss this question with your group member: What did you learn
from The Story of Sundak Beach?
1. Dehydrated (........) 2. A hedgehog (........) 3. A well (........) 4. A cave (........) 5. Expel (........) 6. Arrogant (........)
A. (adj.) to lose too much water from your body B. (noun) a small brown European animal with stiff parts like
needles covering its back C. (noun) a deep hope in the ground from which people obtain
water D. (noun) a large hole in the side of a hill or under the ground E. (verb) to officially make somebody leave a school or an
organization F. (adj.) behaving in a proud, unpleasant way
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI