“THE

“THE USE
USE OF
OF STORYTELLING
STORYTELLING VIDEO
VIDEO IN
IN TEACHING
TEACHING STUDENTS’
STUDENTS’NARRATIVE
NARRATIVE TEXT
TEXTTOWARD
TOWARD THE
THE SECOND
SECOND
GRADE AT SMAN 14 JENEPONTO"
GRADE AT SMAN 14 JENEPONTO"

1st Consultant : Dr. Hj. Mardiana, M.Hum

2nd Consultant : Muhammad Syahruddin Nawir, S.Pd., M.Hum
1st Examiner : Dr. H. Abdul Muis Said, M.Ed.TESOL
2nd Examiner : Dr. Kamsinah, M.Pd.I

Dewi Sinta 20400117018

 BACKGROUND

 One of the most important skills in English lerning is

writing.
 Narrative is one of five genres of text that is taught to the
students in senior high school.
 Using technology in writing learning process can make
students interested.
 Students are lazy to write because students are bored with
that activity.
 RESEARCH PROBLEMS

1.Is there any effect of Storytelling Video in teaching students’ Narrative Text

toward the second grade at SMAN 14 Jeneponto?

2.How is the effect of Storytelling Video in teaching students’ Narrative Text

toward the second grade at SMAN 14 Jeneponto?

3.To what extent is the effect of Storytelling Video in teaching students’ Narrative

Text toward the second grade at SMAN 14 Jeneponto?

 RESEARCH OBJECTIVES

1. To know is there any effect of Storytelling Video in teaching students’

Narrative Text toward the second grade at SMAN 14 Jeneponto.

2. To find out whether Storytelling Video has the effect in teaching students’

Narrative Text toward the second grade at SMAN 14 Jeneponto.

3. To find out the extent to which the effect of Storytelling video in teaching

students’ Narrative Text toward the second grade at SMAN 14 Jeneponto.

 RESEARCH SIGNIFICANCE

 THEORETICAL  PRACTICAL
SIGNIFICANCE SIGNIFICANCES
1. For Students
The researcher truly expects that 2. For Teacher
the readers will get a lot of new
3. Other researcher
knowledge related to this
research. For instance, at least
they know what storytelling
video is and also they can apply
in their learning process.
 RESEARCH SCOPE

This research will focus on writing narrative text through storytelling

video. The media used in this study is how students complete to write
stories based on videos. The video presented will be made as attractive
as possible so the students are always enthusiastic about participating in
learning session, enriching words, and training students in thinking.
 OPERATIONAL DEFINITION
OF TERMS

 Writing  Storytelling Video

Writing is the process of arranging Storytelling video is a learning

words, sentences, into a paragraph
that has meaning and purpose to be
conveyed.
method that uses the naturally
engaging video format to tell a story
and the duration of the video is as
much possible no more than three
minutes so that the audience does
not feel bored.
 RELATED RESEARCH FINDINGS

Hariadi (2016) The use of digital storytelling to improve narrative writing skill
for eight grade students of SMP Negeri 1 Yogyakarta.

Agusta (2015) Improving students’ ability in writing narrative text using short
animated stories at class VIII of SMPS 2 Sanden.

Albertus (2019)
Designing storytelling learning activities to enchance English speaking skill for
Senior High School students.

Yoon (2013) the effect of using digital storytelling in English Classroom on

Korean ELL learner’s attitude.

Nurrahma (2018)
The effect of digital storytelling in improving the eight grades narrative writing.
 PERTINENT IDEAS
 WRITING
1. Tarigan (1992) states that writing is a
process in describing a language that can
be understood by others.
2. Sudaryanto (2001) says that writing
skill is a person’s ability to express
his/her mind and feeling which is
expresed in a written language, in
graphic symbol so that the readers are
able to understand the message inside.
3. Components of Writing
- Content
- Organization
- Vocabulary
- Language use/grammar
- Mechanics
 STORYTELLING VIDEO
1. Stanley & Dilingham (2011) stated
“Digital storytelling is storytelling that
contains some mixture of computer-
based image, text, recorded audio
narration, video clips, or music”.
2. 7 elements of Digital Storytelling
(Lambert & Robin, 2017) :
- Point of view
- A dramatic question
- Emotional content
- The gift of your voice
- The power of the soundtrack
- Economy . - Pacing
THEORETICAL FRAMEWORK
TEACHING WRITING NARRATIVE TEXT

Controlled Class Experimental Class

Ordinary Manner Storytelling Video Strategy

The Effectiveness of Storytelling Video

Figure 1.1 Theoretical Framework

 HYPOTHESIS

 Null Hypothesis
Using storytelling video is not effective

 Alternative Hypothesis
Using storytelling video is effective
RESEARCH METHOD
This research will use quantitative method with quasi-
experimental design.
POPULATION AND SAMPLE
• The population of this research are 67 students from second
grade students of SMAN 14 Jeneponto .
• The sample of this research are 40 students from XI MIPA 1
and XI MIPA 2.
 RESEARCH INSTRUMENT

 Test : The researcher used writing test. The kind of

text is narrative text that will take from storytelling
videos.
 Questionnaire : The researcher used Digital
Storytelling questionnaire adopted from Anselmus
(2016).
 DATA COLLECTING PROCEDURES

1. Pre-test
2. Treatment
- Experimental class
- Control class
3. Post-test
 DATA ANALYSIS TECHNIQUE

1.Scoring and classifying the students’ writing narrative text by the

writing rubric score. (Adopted from Brown, 2007).
2. Computing Descriptive Analysis of Pre-test and Post-test of Experimental
and Controlled Class by SPSS 23 Version.
3. Scoring the students questionnaire by using Scale Likert and
classifying the students’ score by using interval score. (Sugiyono, 2012).
4. To find the effect of the independent variable toward the dependent
variable use data analysis Simple Linear with SPSS 23 version. The
researcher used several tests in testing the variables, including: the test
normality, test linearity, test correlation, and the test value of Coefficient
Determination/Regression (SPSS).
 FINDINGS
Scoring and Classifying the Students’ writing Pre-test of Both Groups

No   Experimental Group Control Group

Classi Freque Percenta Freque Percentage
ficatio ncy ge (%) ncy (%)
n

1. Excellent 0 0 0 0
2. Good 0 0 0 0
3. Fair 1 5 4 20
4. Poor 13 65 10 50
5. Very Poor 6 30 6 30
Total 20 100 20 100
 FINDINGS
Scoring and Classifying the Students’ Writing Post-test of Both Groups

No   Experimental Group Control Group

Classi Freque Percenta Frequ Percentage
ficati ncy ge (%) ency (%)
on

1. Excellent 1 5 0 0
2. Good 9 45 0 0
3. Fair 7 35 8 40
4. Poor 3 15 8 40
5. Very Poor 0 0 4 20
Total 20 100 20 100
 FINDINGS
The Mean Score of Experimental and Controlled Group

80.00 65,57
70.00 57,5
60.00 50,5 51,25
50.00 Pretest
40.00 Posttest
30.00
20.00
10.00
0.00
Experimental Controlled
Class Class
 FINDINGS
Scoring and Classifying the Students’ Questionnaire by using Scale Likert

Interval Score Number of the Student Percentage

80-100 High 7 35%

60-79 Average 11 55%

40-59 Low 2 10%

 FINDINGS
The Test Normality and Linearity of the Variables

One-Sample Kolmogorov-Smirnov Test ANOVA Table

  Unstandard   Sum of Df Mean F Sig.
ized Squares Square
Residual Narrative Text * Between (Combined) 4657.708 24 194.071 .942 .565
N 40 Storytelling Groups Linearity 1493.812 1 1493.812 7.24 .017
Normal Mean .0000000 Video 8
Parametersa,b Std. 12.6648746 Deviation 3163.896 23 137.561 .667 .814
Deviation 7 from
Most Extreme Absolute .094 Linearity
Differences Positive .076 Within Groups 3091.667 15 206.111    
Negative -.094 Total 7749.375 39      
Test Statistic .094
Asymp. Sig. (2-tailed) .200c,d
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
 FINDINGS
The Correlation Data of Storytelling Video in Students’ Narrative Text

Correlations
  Stoytelling Narrative
Video Text
Stoytelling Video Pearson 1 .650**
Correlation
Sig. (2-tailed)   .002
N 20 20
Narrative Text Pearson .650** 1
Correlation
Sig. (2-tailed) .002  
N 20 20
**. Correlation is significant at the 0.01 level (2-tailed).
 FINDINGS
The Value of Coefficient Determination/Regression (SPSS)
Variables Entered/Removeda
Model Variables Variables Method
Entered Removed
1 Storytelling . Enter
Videob
a. Dependent Variable: Narrative Text
b. All requested variables entered.

Model Summary
Mod R R Square Adjusted R Std. Error of the
el Square Estimate
1 .650 a
.422 .390 5.704
a. Predictors: (Constant), Storytelling Video
 DISCUSSION
The researcher found that applying Storytelling Video in teaching students
narrative text was effective. It was indicated by the score of experimental group in post-
test was 10.374 with mean score 65.5. Also we can indicate the result of this research
that there was the effect of sstorytelling video in writing skill is significant at the level
0.1, the coefficient correlation is higher than the critical value of r-table 0.650 > 0.444.
It means that the null hypothesis (H0) is rejected and the research hypothesis (H1) is
accepted.
The coefficient determination (R square) of storytelling video in student writing
skill is 42.2%. This proves that storytelling video has a major contribution to the
achievement of students’ writing skill. It can also be seen from the correlation value (R)
of the two variables is high (0.650).
 CONCLUSSION AND SUGGESTION
The researcher has a conclusion that there is a significant influence of
storytelling video on students’ writing narrative text where the contribution
of storytelling video to writing narrative text was 42.2% and the coefficient
correlation was high (0.650).
1. For the Teacher or Lecturer
In teaching/learning activity, especially in writing, the teacher or lecturer
could use storytelling video as a learning method in order to students
interested to learn English.
2. For the Next Researcher
For the next researcher who needs to conduct similar research and subject
teacher who wish to implement storytelling video in their classes.
THANKS FOR YOU GUYS ATTENTION