students’ responses towards the use of media in the
TRANSCRIPT
STUDENTS’ RESPONSES TOWARDS THE USE OF MEDIA
IN THE STORYTELLING SESSION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Anastasia Aditya P
112014101
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2018
i
STUDENTS’ RESPONSES TOWARDS THE USE OF MEDIA
IN THE STORYTELLING SESSION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Anastasia Aditya P
112014101
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2018
PERPUSTAKAAN UNIVERSITAS
Jl. Diponegoro 52-60 Salatiga, 50711
Jawa Tengah, Indonesia
Telp. 0298-321212, Fax. 0298 321433
Email : [email protected] ; http://library.uksw.edu
ii
PERNYATAAN TIDAK PLAGIAT
Saya yang bertandatangan di bawah ini:
Nama : Anastasia Aditya P
NIM : 112014101 Email :[email protected]
Fakultas : Bahasa dan Seni Program Studi: Pendidikan Bahasa Inggris
Judul tugas akhir: STUDENTS’ RESPONSES TOWARDS THE USE OF
MEDIA IN THE STORYTELLING SESSION
Pembimbing : Anita Kurniawati, M. Hum.
Dengan ini menyatakan bahwa:
1. Hasil karya yang saya serahkan ini adalah asli dan belum pernah diajukan untuk
mendapatkan gelar kesarjanaan baik di Universitas Kristen Satya Wacana maupun di
institusi pendidikan lainnya.
2. Hasil karya saya ini bukan saduran/terjemahan melainkan merupakan gagasan,
rumusan, dan hasil pelaksanaan penelitian/implementasi saya sendiri, tanpa bantuan
pihak lain, kecuali arahan pembimbing akademik dan narasumber penelitian.
3. Hasil karya saya ini merupakan hasil revisi terakhir setelah diujikan yang telah
diketahui dan disetujui oleh pembimbing.
4. Dalam karya saya ini tidak terdapat karya atau pendapat yang telah ditulis atau
dipublikasikan orang lain, kecuali yang digunakan sebagai acuan dalam naskah
dengan menyebutkan nama pengarang dan dicantumkan dalam daftar pustaka.
Pernyataan ini saya buat dengan sesungguhnya. Apabila di kemudian hari terbukti ada
penyimpangan dan ketidakbenaran dalam pernyataan ini maka saya bersedia menerima
sanksi akademik berupa pencabutan gelar yang telah diperoleh karena karya saya ini,
serta sanksi lain yang sesuai dengan ketentuan yang berlaku di Universitas Kristen Satya
Wacana.
Salatiga, _____________
meteraiRp.6.000,-
_____________________________ Tanda tangan & nama terang mahasiswa
PERPUSTAKAAN UNIVERSITAS
Jl. Diponegoro 52-60 Salatiga, 50711
Jawa Tengah, Indonesia
Telp. 0298-321212, Fax. 0298 321433
Email : [email protected] ; http://library.uksw.edu
iii
PERNYATAAN PERSETUJUAN AKSES
Saya yang bertandatangan di bawah ini:
Nama : Anastasia Aditya P
NIM : 112014101 Email :[email protected]
Fakultas : Bahasa dan Seni Program Studi: Pendidikan Bahasa Inggris
Judul tugas akhir: STUDENTS’ RESPONSES TOWARDS THE USE OF
MEDIA IN THE STORYTELLING SESSION Dengan ini saya menyerahkan hak non-eksklusif* kepada Perpustakaan Universitas –
Universitas Kristen Satya Wacana untuk menyimpan, mengatur akses serta melakukan
pengelolaan terhadap karya saya ini dengan mengacu pada ketentuan akses tugas akhir
elektronik sebagai berikut (berita pada kotak yang sesuai):
a. Saya mengijinkan karya tersebut diunggah kedalam aplikasi Repositori
Perpustakaan Universitas, dan/atau portal GARUDA
b. Saya tidak mengijinkan karya tersebut diunggah kedalam aplikasi Repositori
Perpustakaan Universitas, dan/atau portal GARUDA**
* Hak yang tidak terbatas hanya bagi satu pihak saja. Pengajar, peneliti, dan mahasiswa yang
menyerahkan hak non-ekslusif kepada Repositori Perpustakaan Universitas saat mengumpulkan hasil
karya mereka masih memiliki hak copyright atas karya tersebut.
** Hanya akan menampilkan halaman judul dan abstrak. Pilihan ini harus dilampiri dengan penjelasan/ alasan
tertulis dari pembimbing TA dan diketahui oleh pimpinan fakultas(dekan/kaprodi).
Demikian pernyataan ini saya buat dengan sebenarnya.
Salatiga, _________________
_________________________
Tanda tangan & nama terang mahasiswa
Mengetahui,
__________________
Tanda tangan & nama terang pembimbing
iv
Students’ Responses Towards The Use Of Media in The
Storytelling Session
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Anastasia Aditya P
112014101
Approved by:
Anita Kurniawati, M.Hum Maria Christina Eko Setyarini,
M.Hum
Supervisor Examiner
v
COPYRIGHT STATEMENT
This thesis contains no such materials as has been submitted for examination
in any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due references is
made in the text.
Copyright@ 2018. Anastasia Aditya P and Anita Kurniawati, M.Hum.
All right reserved. No part of this thesis may be produced by any means
without the permission of at least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
SatyaWacana, Salatiga.
Anastasia Aditya P
vi
PUBLICATION AGREEMENT DECLARATION
As a member of the Universitas Kristen SatyaWacana (UKSW) academic
community, I verify that:
Name : __Anastasia Aditya P_ _
Student ID Number : 112014101
Study Program : English Language Education _
Faculty : Language and Arts _
Kind of Work : Undergraduate Thesis _
In developing my knowledge, I agree to provide UKSW with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
STUDENTS’ RESPONSES TOWARDS THE USE OF MEDIA IN THE
STORYTELLING SESSION
With this non-exclusive royalty free right, UKSW maintain the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as
my name still included as the writer..
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : ______________
Verified by signee,
Anastasia Aditya P
Approved by
Thesis Supervisor Thesis Examiner
Anita Kurniawati, M. Hum Maria Christina Eko Setyarini, M.Hum
vii
TABLE OF CONTENTS
Cover Page………………………………………………………… i
Pernyataan Tidak Plagiat………………………………………….. ii
Pernyataan Persetujuan Akses…………………………………….. iii
Approval Letter……………………………………………………. vi
Copyright Statement …………………………………………….... v
Declaration ………………………………………………………… vi
Table of Content …………………………………………………... vii
List of Table ……………………………………………………….. viii
Abstract…………………………………………………………….. 1
Introduction………………………………………………………... 1
Literature Review………………………………………………….. 3
Definitions of Storytelling…………………………………………. 3
Benefit of Storytelling for Young Learner………………………... 4
Media of the Storytelling …………………………………………. 4
The Study…………………………………………………………... 5
Context of The Study……………………………………………… 5
Participants ………………………………………………………… 5
Data Instrument……………….…………………………………… 6
Data collection procedure ………………………………………… 6
Data analysis procedure ………………………………………… 7
Findings and Discussion ………………………………………….. 7
The Use of Picture Make The Students More Responsive……….. 8
Factors that Distract the Students during Storytelling Session……. 10
The Use of English as the Greatest challenges for the students
during storytelling session ……………………………………… 13
Conclusion and Suggestions……………………………………….. 15
Acknowledgement………………………………………………… 18
References………………………………………………………… 19
Appendix ………………………………………………………… 22
viii
LIST OF TABLE
Table 1 Students’ Demographic Information…………………........ 5
Table 2 Collecting Data’s Demographic Information…………….. 6
1
STUDENTS’ RESPONSES TOWARDS THE USE OF MEDIA IN THE
STORYTELLING SESSION
Abstract
Storytelling is one of the effective method to learn English for
young learners. As a result, the researcher investigated about
students’ response in the storytelling session in the English
learning. The researcher conducted an investigation based on
the research question: “What are the students’ responses
towards the use of media in the storytelling session?” Video
recording was used as the instrument to collect the data by the
researcher. The participant of the study consisted of one
hundred and fifty four students from two different public
elementary schools in Boyolali. The findings were discussed
into three major findings. The first finding shows about the use
of picture that make the students more responsive. The second
one is about factors that distracted the students during the
storytelling session. The third is the use of English was seen as a
great challenge for the students during the storytelling session.
It is expected that this research can enrich teachers’ awareness
towards the use of media for the storytelling in the English
lesson.
Key words: Teaching English for young learners (TEYL),
storytelling, media
INTRODUCTION
English, nowadays, become a must learned language because people around the
world use English as their tools to communicate with the others. People usually start to
learn English as soon as possible because they want to master this language. English is
the first foreign language that students learn in their elementary school. Elementary
school students are the perfect stage to be taught to English because they are in the stage
that can easily learn the new things and remember material taught to them. There are
several ways to learn English in elementary school such as playing games, singing
English songs, doing arts activities, and storytelling.
2
Storytelling is a way for the teacher to teach English to the students by reading or
telling a story. Kocaman (2015) said that that stories are societal art that are easy to
remember. Elementary school students as the young learner usually learn and remember
fast toward activities or things that they like. O’malley et al. (2009), as cited in Keshta
(2013) stated that stories make classroom environment enjoyable and entertaining. It
makes the students feel relaxed and enjoy the whole lesson. Stories also makes the
students lose themselves into the characters, plot and situation in the stories. Tavil &
Soylemez (2008) found that stories can make students develop their intellect by making
prediction, ordering or sequencing the event.
A previous study conducted by Wibowo (2009) investigated the use of media in
the storytelling. He found that storytelling is an enjoyable learning method if the teacher
use picture as the media of the storytelling, because it could attract the students to focus
in the learning process. Another study from Gonzales (2010) found that student can get
the benefits from storytelling because stories help them to develop the ability to
understand spoken language and engage their thinking skills.
Teacher has many ways to tell the stories for the students. Teacher can use picture
that are sticked in the wall or in the whiteboard and began to tell the stories based on the
picture. Wibowo (2009) said that the use of picture makes the explaining process easier.
The students could see the form of the things in the picture. The other ways, teacher also
can use a puppet show to tell the stories to the students. Video also can be used by the
teacher to tell the stories by playing the video through LCD projector. Terrell (2015)
3
stated that storytelling using video can boost students’ listening, speaking, and writing
skills.
This research is aimed to investigate students' responses towards the use of media
in the storytelling session. The following question lead this study: What are the students’
responses towards the use of media in the storytelling session? By doing this study, the
researcher hopes it is useful for the elementary school teachers to be aware of what media
or tools they can use during storytelling session.
LITERATURE REVIEW
Definition of Storytelling
Keshta (2013) came up with two descriptions of storytelling. The first one
storytelling is the art of describing real or fictive events in words, pictures, and sounds.
The second one storytelling is an ancient art that strengthen and enhance the skills that
children’s need to face today’s world. Tsu-Chia (2015) also said that storytelling is an
attractive language skill to teach learners. Chambers (1970) as cited in Tsu-Chia (2015)
described Storytelling as “a technique of teaching that has stood the test of time”.
Moreover, Mello (2001) as cited in Keshta (2013) said that storytelling is not only used
for communication purposes, but storytelling also has been used to teach literacy skills,
cooperative learning skills, critical thinking, also to build knowledge of different
contexts. Besides all the expert has said, storytelling is one of a tool to learn English.
4
Storytelling in the classroom occurs between the teacher and the students. The
teacher as the storyteller and the students as the story listener. Roney (1996) said that
storytelling is communication and arts. He said that as an art, storytelling involves
creativity from the teller and the listener. The teacher as the teller, creates the storyline
and told it orally to the students. The students as the listener, began to think and create
image in their mind as the reaction to the storyline.
Benefit of Storytelling for Young Learner
Storytelling is the proper way to attract the elementary school students’ attention
because children usually love to listen a story. Keshta (2013) point out that storytelling
provide enjoyment and pleasure for the students so that they can have positive
achievement. It also makes the class atmosphere more relaxing for the students and make
them motivated to learn English. Therefore, Woodhouse (2000) said that the benefit of
storytelling is storytelling increase students’ creativity, imagination and their mind
concentration. He also said that storytelling allows students to use their imagination to
make them remember the stories. When the teacher tells them a story, they also can
figure out the story by imagine that. The teacher in here must remember the students’
level so that they can pick the suitable stories for the students. Gonzales (2010) also said
that stories is a great tool for teaching English and for developing children’s’ cognitive
and language skill. Storytelling is a great way as the media to teach young learner
because as Antshel and Barkley (2008) as cited in Perle (2016) said children are fast
5
moving and fast learner. They will pick up everything that they like fast as soon as they
interest with the activity
Media of the Storytelling
Storytelling has many kind of the media as the tool to tell the stories. Lin (2012)
as cited in Kocaman (2015) said that storytelling usually done by reading a storybook,
telling a story using some picture card, watch a video, doing a puppet show, or playing a
drama. Telling a story using pictures had an impact to the students. Wibowo (2009) said,
students mind will be stimulated well to create some ideas based on the picture that they
see. It could avoid students’ boredom in the classroom because they focus in the lesson.
Moreover, Harmer (2011) as cited in Nieto et al (2016) stated that storytelling using
video can engage student’s attention. Watching the video and listening to the sound of the
video could make students pay attention more to the lesson.
THE STUDY
Context of the Study
This study was a qualitative study that conducted at two schools in Boyolali. Two
elementary schools were selected for this study. Those schools were SD Negeri 1
Boyolali and SD Negeri 1 Kebonbimo. Those schools are public elementary school in
6
Boyolali which have good credibility and the classroom already have LCD projector,
because the main instrument in one of the storytelling method (using video) is use LCD
projector.
Participant
The participant of this study were 154 elementary school students from different
grade and different schools. The researcher chose those 154 students because the
researcher wanted to compare the students’ responses towards the use of media in the
storytelling session.
Table 1. Students’ Demographic Info
Number of the Students Grade of the Students Schools
40 4 SD Negeri 1 Kebonbimo
38 3 SD Negeri 1 Boyolali
40 4 SD Negeri 1 Boyolali
36 5 SD Negeri 1 Boyolali
Data Instrument
To answer the research question in this study, the researcher used video recording.
Video recording is the most beneficial method in collecting the data in this study because
this collecting data method could capture data that cannot be captured in the real-time
7
observation. The collecting data were conducted six times. In each time collecting the
data, the researcher became the teacher to teach storytelling in the classroom.
Data Collection Procedure
This study was a qualitative observation in English learning process by the
students in the classroom, how the students response toward the storytelling session that
use picture and use video as a tool to learn English. The researcher as the observer
brought one of her friend to help her to record all the learning process by doing video
recording. The researcher used each media in different meeting. The first meeting, the
students used picture as the media of storytelling to learn English. In the next meeting the
students learned English using video as the media of storytelling. The data collection for
this study conducted in six meetings.
Table 2. Collecting Data’s Demographic Info
Name of the School Grade of the
Students
Media of the
storytelling
Date
SD Negeri 1
Kebonbimo
4 Picture 9 February 2018
SD Negeri 1
Kebonbimo
4 Video 2 March 2018
SD Negeri 1
Boyolali
3 Video 18 April 2018
SD Negeri 1
Boyolali
3 Picture 25 April 2018
SD Negeri 1
Boyolali
5 Video 18 April 2018
SD Negeri 1
Boyolali
5 Picture 25 April 2018
8
Data Analysis Procedure
The responses of the students in the observation were analyzed and presented
qualitatively in the findings and discussion section. The video that recorded in the
observation were examined in order to transcribe the video into the writing form, to make
the result easier to analyze by the researcher. The transcript of the video recording
presented for clearer description of the students’ responses in the storytelling session.
FINDINGS AND DISCUSSION
In this section, the findings that the researcher has collected and transcript were
classified into three themes which discussed about picture that make the students more
responsive during the storytelling session, factors that distracted the students during the
storytelling session, and the use of English as the greatest challenge for the students
during the storytelling session.
The Use of Picture Make the Students More Responsive
The transcript data from the video that the researcher collected shows that the use
of picture as the media of the storytelling makes the students more responsive and active
in the classroom than the use of video as the media of the storytelling. The transcription
below is one of the example:
9
(Extract 1) Storytelling using Picture
Teacher : And then she take the snail and throw it to the river. Dia ngambil
keongnya dan dibuang ke ? (point out the river picture-abstract 1)
(She take the snail and throw it to the….?)
Student 1 : Sungai.
(River)
Teacher : Sungainya (the river), she didn’t know that the snail actually is a
witch.
(Student 9 stand up to look the picture)
Teacher : Dia nggak tau, kalau snailnya itu, apa snail tadi?
(She didn’t know, that the snail, what is snail?)
Student 2 : Keong.
(Snail.)
(SD Negeri 1 Kebonbimo, grade 4. Friday, 9 February 2018)
(Extract 2) Storytelling using Picture
Teacher : The king loves the queen so much, rajanya cinta banget sama
ratunya. (The king loves the queen so much) They live in a big kingdom, mereka
itu tinggalnya dikerajaan yang besar, in a big palace. (point out the palace
picture-Abstract 2) (They live in a big kigdom, in a big palace)
Student1 : Palace...?
Teacher : Apa itu “Palace”? (What is palace?)
Student1 : Tempat. (Place)
Teacher : Place itu,(that is Place) Palace apa? (what is palace?) Kalau
dikerajaan itu ada apa? (in the kingdom, what is there?)
(The student think of the question)
Teacher : is…….
Students1 : Istana! (Palace!)
Teacher : Istana. (Palace) Mereka tinggal di istana yang bagus. (They live
in a beautiful palace) One day the queen walking around the garden. Queennya
sedang jalan-jalan ditaman (the queen walk around the garden) and then she see
an ugly and disgusting snail.
(SD Negeri 1 Kebonbimo, grade 4. Friday, 9 February 2018)
From the transcription above, we see that the students have an active interaction
with the teacher during the storytelling session using pictures. We can see it from the
extract 1. When the teacher ask a question to the students, the student answer the question
directly. Not only answer the teacher’s question, the students also asked a question to the
teacher when they want to know about something. Like Wibowo (2009) statement that
10
using images makes more students more active in receiving and asking information
during the learning process because the student's role is also important to support the
lesson. It can be found in extract 2 when the student 1 ask the meaning of palace to the
teacher because the students’ curiosity towards the meaning of the word palace.
Beside the use of picture, there are storytelling that use video as the media to tell
the story. The use of video as the media of the storytelling could make the students’ enjoy
the lesson. Lowenthal (2009) stated that storytelling using video offers the teachers a new
way to attract students’ interest like never before, but what the researcher found in the
field is very different. The transcription below is the example:
(Extract 3) Storytelling using Video
Video : long long time ago……..
(Student that sit in the front talking with her friend)
Teacher : sssttttttt…..
(There are a student who sit in the back, stand up to watch the video)
Student 1 : (keep talking with his friend)
Teacher : ssssstttttt!!
(SD Negeri 1 Boyolali, grade 3. Wednesday, 18 April 2018)
(Extract 4) Storytelling using Video
Teacher : siapa yang tahu jalan cerita dari video tadi?
(Who knows the storyline from the video?)
Pertama, apa? Ada siapa tadi?
(First? Who are there?)
Student 1 : emperor
Student 2 : sultan
Teacher : Sultan Brunei dan dragon. Terus?
(Sultan Brunei and the dragon. And then?)
Teacher : we san or we ping?
Student 3 : we san.
Teacher : we san, betul. (We san, correct)
(SD Negeri 1 Boyolali, grade 5. Wednesday, 18 April 2018)
11
From the transcript above, we see that the student is passive. This is very contrary
to the Lowenthal statement which says that the students will be interested in storytelling
that use video as the tools of learning English. The students in this class are more
interested to interact with their friends than paying attention to the video. The teacher
must warn the students several times to make them calm. It can be seen from extract 3.
The teacher also had to ask question first to have the students answer. We can see it from
the extract 4. The teacher always have to ask the question first, there were no students
that ask a question to the teacher.
The use of picture in the storytelling session make the students more active in
receiving and asking information. When there is something that make them curious the
students directly ask the teacher about that things. From this study the researcher found
that the use of video that expected to be more attractive for the students turn the students
into passive instead make the students active in the classroom. The students choose to
interact with their friends rather than paying attention to the lesson. The teacher have to
ask the question first to the students because there is no students that asked questions to
the teacher.
Factors that distract the students during storytelling session.
Based on the video recording data it could be seen, there are many factors that
distracted the students’ attention in the classroom. According to Johnson (2010), there are
two kind of distraction, internal and external. He said distractions can be internal, i.e.,
letting the mind wander or fall in a trance like state (daydream) or external. The external
12
distractions might include watching a classmate shuffling papers, or staring at a fellow
attractive student. Johnson (2010) also stated that student that have interaction with the
other students is the most distraction in the classroom. Transcription bellow is the
example:
(Extract 5) Storytelling using Picture
Teacher : And then what else? Baru klinting.
Student 6 : Batu menangis.
Teacher : Batu menangis.
Student 7 : Rawa pening.
Student 8 : Roro jonggrang.
Teacher : Roro jonggrang.
Student 9 : (hit the table with his pencil case).
Student 8 : SSSSTTTTT!!!!!
(SD Negeri 1 Kebonbimo. Grade 4. Friday, 9 February 2018)
(Extract 6) Storytelling using Picture
Teacher : Witchnya, apa tadi witch?
(What is Witch?)
Student 4 : Penyihir. (Witch)
Teacher : Penyihirnya marah. Why you throw me to the river? Kenapa
kamu membuangku ke sungai? Kenapa?
(The witch is angry, why you throw me to the river? Why?)
Teacher : Akhirnya penyihirnya menyihir Dewi Limaran
(Finally the witch cursed Dewi Limaran)
(A student write something in her book).
(SD Negeri 1 Kebonbimo. Grade 4. Friday, 9 February 2018)
Extract 5 proving Johnson (2010) statement that the external distraction come
from friends. When there were a student who made noise in the classroom, the other will
felt disturbed. While the extract 6, proving another statement from Johnson (2010) that
the distraction from the student can be from student itself. We can see in the end of the
extract, a student busy with herself drawe something in her book, because of she was
drawing something, she became busy with herself and her mind and did not pay attention
13
to the teacher. It was prove Johnson theory that internal distraction like daydreaming
come from the students itself.
(Extract 7) Storytelling using Video
Video : look, the dragon is following us, we need to do something
Video : soldiers, fast, heat up the cannon ball till it is red hot. Fire the
dragon
Student4 : (whispered to his friend and laughing)
Student 5 : Diem toooo!!! (Shut up!)
Student 6 : Diem o. (Please shut up)
Student 4 : (laughing)
(SD Negeri 1 Boyolali. Grade 5. Wednesday, 18 April 2018)
From the transcription above we know that there are many factors that distracting
the students. Student that playing with the table (Extract 5), students that busy with his
self (extract 6), and students that chatting with his friend are the distractors for the other
students attention (extract 7). Student that playing with other students is the most
distracted things in the class because it can provoke the others students to reacting
because the students saw their friend noisy in the class and they want them to quite, we
can see it in extract 7. The class environment become crowded. This kind of situation
prove a statement from Johnson (2010) that students talking with other students is the
most distraction in the classroom.
There were a lot of distraction that make the students did not focus in the lesson.
The first one is friend’s distraction. The students in the classroom would begin to feel
disturbed when there is a students that make noise in the classroom. The students that
play or interact with other students also become a distractor in the classroom
environment. It cause the classroom environment noisy and crowded because the other
students try to warn them. The last distraction come from the students itself. The student
14
begin to lose herself in daydreaming when she start doing another activity like draw
something in her book and she lose her attention in the lesson.
The Use of English as the Greatest Challenges for the Students during the
Storytelling Session
In the storytelling session in the English class, the teacher of course use English
as the language in the classroom, but apparently, the use of English become a challenges
to the students in the class. The transcription below is the example:
(Extract 8) Storytelling using Video
Video : now, I announce that We San is my successor.
Video : I will be a good ruler.
Video : We San realize what happiness he had found in Brunei. Even
though he had lost the dragons’ pearl to his brother. We Ping in the other hand
never found real happiness. His life was very empty without We San, and the
dragons’ pearl never made up for the loss of his brother’s love and friendship.
Student : …….
Teacher : (Turn of the LCD projector)
Sudah lihat videonya semua, Paham tidak ini ya semuanya? Kok
pada diem? ( you have been watching the video, do you understand the video?
why are you so quite?)
Student1 : nggak….. mudengnya Cuma naga sama mutiaranya (we only
understand about the dragon and the pearl.
Teacher : loh, kenapa? Kecepeten? Mau diulang? (Why? Is that too fast?
Do you want me to replay the video?)
Students : Mau!! (Yes, we want)
Student2 : diceritain aja mbak (you tell the story, miss)
Teacher : diceritain atau diulang? (I’m the one who tell the story or I repeat
the video?
Students : ceritain!!! (You tell the story)
(SD Negeri 1 Boyolali. Grade 5. Wednesday, 18 April 2018)
From the transcription above, we could see that the students were prefer to use
both English and Indonesia in the classroom. From the extract 8, we can see that the
students in the classroom mostly prefer the teacher to re-tell the story from the video
15
rather than saw the video again. The students afraid to see the video again because the
video used full English. The students afraid they would not know the story of the video
again so they want the teacher to re-tell the story. This kind of situation is like
Souriyavongsa et. al, (2013) statement that the majority of students afraid to use English
because they lack of confidence afraid they will make a mistake if they use English. The
students thought that English is a difficult language.
The situation when English became a challenges for the students not only
happened in storytelling using video as the media but also happened in storytelling using
picture as the media. The extract below proofed this statement:
(Extract 9) Storytelling using Picture
Teacher : Are you ready to listen to me? Udah siap belum dengarkan?
(Are you ready to listen to me?)
Student : siap.(Ready)
Teacher : bahasa inggris full atau pake bahasa Indonesia juga?
(English only or use both of Indonesia and English ?)
Student1: dicampur miss, kalo inggris aja nggak tau artinya
(Both of Indonesia and English, miss. If use English only we don’t
understand)
Teacher : Ok. Long time ago ... (the class teacher tell the student to consentration
to the teacher) In a big Kingdom, disuatu kerajaan yang besar, there are a big
palace ada sebuah istana yang besar. Kelihatan nggak ya dari belakang?
(long time ago, in a big kingdom, there are a big palace. The students in
the back, can you see the picture?
Students : Yaaaa… (Yes)
Teacher : In the kingdom, there are a king and the ...
Student 3 : Princess? (Shyly).
Teacher : Queen there are a king and a queen. This is the king. (Showing the
Picture of the king) And this is the queen (Showing the picture of the queen). The
king’s name Raden Prabu, namanya?
(SD Negeri 1 Boyolali. Grade 3. Wednesday, 25 April 2018)
This extract 9 proofed that English also a challenges for the students even though
the teacher use the different media from the extract 8 of the storytelling. We can see
16
when the teacher ask the students what language they want to use, they say they want the
teacher to use English and Indonesia. One of the student said that if the teacher use
English, they do not know the meaning of it. The other student, when answer to the
teacher, they answer with shy. The students not confidence to use English because they
are afraid if they make a mistake and shy feeling (Souriyavongsa et. al, 2013).
The researcher found that in the storytelling using video the students prefer to
listen to the story from the teacher rather than saw the video again. The students afraid
they would not understand the whole story of the video because the video used full
English. They prefer to listen the teacher re-tell the story using both of English and
Indonesia. The researcher think that was because English is rarely used in that class. The
other fact that the researcher found was the students in the classroom were mostly ask the
teacher to use Bahasa Indonesia in the lesson. A student said that if the teacher use
English only, they did not know about the meaning of it, so the student ask the teacher to
use both of English and Bahasa Indonesia.
CONCLUSION AND SUGGESTION
This study conducted to investigate what are students’ responses towards the use
of media in the storytelling session. The instrument for the data collection was
observation with video recording. The participant of this study consisted of 154
elementary school students with different grade and different school in Boyolali. After
collected and analyzed all the data, the researcher found there are some factors that affect
the students’ responses.
17
The findings classified into three themes. First, the use of picture that make the
students more responsive. The use of picture make the students more active in receiving
and asking information. When the students curious about something they directly ask the
teacher about that things. This study found that the use of video that expected to be more
attractive for the students turn the students into passive instead make the students active
in the classroom. The students prefer to play with their friends rather than paying
attention to the lesson. The teacher also have to ask the question first to the students
because there is no one students that asked questions to the teacher.
The second findings is factors that distracted the students during the storytelling
session. The first distraction is friend’s distraction. The students in the classroom would
begin to feel disturbed when another students that make noise in the classroom. The
second distraction is students that play or interact with other students. It cause the
classroom environment noisy and crowded because the other students try to warn them.
The last distraction come from the students itself. The researcher found that the student
begin to lose their self in daydreaming when they start doing another activity like write
something in their book and they lose their attention in the lesson.
The last finding is about the use of English that become a challenge for the
student in the storytelling session. The researcher found that the students in the classroom
were mostly ask the teacher to use Bahasa Indonesia in the lesson. A student said that if
the teacher use English only, they did not know about the meaning of it, so the student
ask the teacher to use both of English and Bahasa Indonesia. The other fact that the
18
researcher found in the storytelling using video is the students prefer to listen to the story
from the teacher rather than saw the video again.
This present study has several implication for the teacher. The result of this study
enhance the teachers to be aware of students challenge and some distraction when the
teachers use storytelling to learn English in the classroom. This study also give
information for the teacher to be aware that the use of video as the media of storytelling
not always have a good response from the students and the use of picture for the media of
storytelling not always have bad response.
This study has some limitation. This study also is a contextual study that cannot
be generalized. The first limitation is this study only involved 3 levels of students grade
which are grade 3,4, and 5. The second one is the school context which only public
schools. For the future study, I hope the researcher not only choose grade 3,4,5 but also 1
and 6, so the researcher will get richer data. I also hope that the future researcher collect
the data not only from elementary schools, but also in junior high schools or senior high
schools. I hope the future researcher also find out about students response towards the use
of media in the storytelling session in private school since English is a subject in that
school, not a mulok (muatan local) because I do believe that the researcher will get richer
data.
19
ACKNOWLEDGMENT
First of all, I would like to express my greatest gratitude to Jesus Christ for all his
unconditional love and blessings in every step of my life. It is only by His grace that I
could finish my study in the right time. I would like to express my sincere gratitude to my
thesis supervisor, Anita Kurniawati, M. Hum. Thank you for the knowledge you shared
and thank you for your guidance during my thesis writing. I would also like to thank my
examiner, Maria Christina Eko Setyorini, M.Hum. for the comments and constructive
criticism for my thesis. I would also like to thank all the lectures of Faculty of Language
and Arts for the guidance and the support. Very special thank goes to my family,
especially for my beloved Ibu Herny and Bapak Marmo, also my brother, Sabbatha and
Dony for the endless supports and prayers during my study. A big thank is also given to
my boyfriend and his family for supporting me and helping me to finish this thesis. Not
forget to thank my sister since 2010, Almela Vicky. Thank you for always encourage me
and always remind me to finish this thesis. I would also like to thank my friend since day
one I am entering this college, Lidya Sartika and Ye Eun Lee, thank you for all the
memories we had through this college life, I am truly blessed to know you all. Also I
want to give thanks to my best friends in Semangat Skripsi group, Aventha and Cornelia
Widita for the mental support from the beginning until now. Also, my friends in group
the Thesis Ngeri-Ngerong, Innung and Regiena, for all the support during this thesis. Last
but not least, thank you for all those unforgettable memories and laughter we shared
together during my college life, Fourteeners. Viva Fourteen.
20
REFERENCES
Antshel, K. M., & Barkley, R. (2008). Psychosocial interventions in Attention Deficit
Hyperactivity Disorder. Child & Adolescent Psychiatric Clinics of North America,
17, 421–437. doi:10.1016/j.chc.2007.11.005
Chambers, D. W. (1970). Storytelling and creative drama. Dubuque: McGraw-Hill
Higher Education.
Gonzalez, N. I. P. (2010). Teaching English through stories: A meaningful and fun way
for children to learn the language. Profile Issues in Teachers’ Professional
Development, 12(1) 95-106.
Harmer, J. (2011). The Practice of English Language Teaching. London: Longman ELT.
Hsu-Tsu, C. (2015). Telling Tales : Using Storytelling To Teach EFL Kindergarten
Students In Taiwan. International Journal Of Research Studies 4(4), p. 13-25.
Johnson, L.M. Dynamics of the Classroom Learning Environment: Classroom
Distractions. NAAAS & Affiliates Conference Monographs. 470-485, Jan. 2010.
Keshta, A. S. (2013). Using storytelling in teaching English in Palestinian schools:
perceptions and difficulties. Educational Journal 2(2), 16-26.
Kocaman, K. A., (2015). Educational media international : Learning. International
Journal 52(4), p340-352. 13p.
Lin, C. H. (2012). Application of a model for the ıntegration of technology in
kindergarten:
An empirical ınvestigation in Taiwan. Early Childhood Education Journal, 40, 5–
17.
Lowenthal, P. R. (in Press). Digital storytelling: An emerging institutional technology? In
K. McWilliam & J. Hartley (Eds.), Story circle: Digital storytelling around the
world. Wiley-Blackwell.
Mello, R. (2001). The power of storytelling: How oral narrative influences children’s
relationships in classrooms. International Journal of Education and the Arts. 2(1).
Nieto.A.S , Montoya.B , Garcia. D. (2016) Implementing storytelling technique to teach
English language skills. Storytelling Technique and English Language Skills
21
O'Malley.J.M , Chamot.A.U, and Kupper,L (2009) Listening Comprehension Strategies
in Second Language Acquisition Georgetown University , InterAmerica Research
Associates , Interstate Research Associates.Oxford University Press
Perle, J. G. (2016). Teacher-Provided Positive Attending to Improve Student Behavior.
Teaching Exceptional Children, Vol. 48, No. 5, pp. 250–257.
Roney, C. D. (1996). Storytelling in a classroom : Some theoritical thought. Storytelling
world, 9(4), 7-9.
Souriyavongsa, Thongma & Rany, Sam & Jafre, Mohamad & Lai Mei, Leong. (2013).
Factors Causes Students Low English Language Learning: A Case Study in the
National University of Laos. English in Education.
Tavil, Z. M., & Soylemez, A. S. (2008). Vocabulary Teaching Through Storytelling to
Very Young Learners in Kindergarten. Ekev Akademi Dergisi.
Wibowo, W. (2009). Effectiveness of using Pictures in Teaching and Learning English
Vocabulary to the 4th grade students of SDN I Ampel Boyolali.
https://eprints.uns.ac.id/id/eprint/8831. Retrieved 6/28/2018
Woodhouse, J. (2000). Story-telling: A telling approach in healthcare education.
Unpublished conference paper presented at the 2nd The Narrative Practitioner
international conference at NEWI in Wrexham, UK, 23-25. June 2008.
22
APPENDIX
Appendix A
LESSON PLAN
(Picture as the media of Storytelling)
Name of School : SD Negeri 1 Kebonbimo
Subject : English
Grade / semester : 4/I
Year : 2018/2019
Topic : Storytelling (Past tense)
Time Allocation : 2x 35 minutes
Skills : Listening
Standard of Competence : Students will be able to identify past tense text
Basic Competence :
- Students will be able to apply appropriate past
action words in the sentences.
Learning Indicators : At the end of the class, student will be able to:
- Change the present action words into past action
words.
- Write at least 10 past action words.
1. Teaching Method
Direct Teaching.
Teacher stands in front of the classroom and
presents the information or the material to the students with simple explanation so
the students will understand the material easily.
23
2. Teaching Procedures
Activities Time
Teacher Student
Pre Teaching (10’)
Greet students
Introduce teacher’s self to the
students
Tell the students about the
classroom’s rules
Greet the teacher
Pay attention to the teachers
2’
8’
Whilst Teaching (45’)
Teacher explain why she’s in
that class.
Teacher asks to the students
about folklore that they know.
Teacher begin the storytelling
by tell the story about “The
Golden Snail”
Teacher ask the students
about their understanding
about the story
Teacher can re-tell the story if
it is needed.
Students pay attention to the
teacher
Students answering the teacher.
Students pay attention to the
teacher
Answering the teacher
45’
Post Teaching (15’)
Teacher ask the student to
answer some question.
Teacher ask the student about
Answering the teacher
15’
24
the moral value of the story.
Teacher stressed the moral
value of the story that the
students have to it.
Teacher closing the class.
Pay attention to the teacher
Salatiga, 8 Februari 2018
Student Teacher
Anastasia Aditya Paranov
3. Teaching instrument, aid, and sources
Teaching instrument & aid :
o Picture of the story
o Story’s sheets
o Students’ worksheet
Source:
Picture taken from Google
http://folktales4u.blogspot.co.id/2011/05/golden-snail-keong-emas.html
Asssesments :
Appendix
o Appendix 1 : The story
The Golden Snail (Keong Emas)
A Folklore from Central Jave, Indonesia
Long time ago there were a couple of husband and wife, they are Prince Raden
Putra and Dewi Limaran. They lived in a palace. Prince Raden Putra's father was the
king of the kingdom.
25
One day, Dewi Limaran was walking around in the palace garden. Suddenly she saw a
snail. It was ugly and disgusting.
"Yuck!" said Dewi Limaran and then she threw it away into a river.
She did not know that the snail was actually an old and powerful witch. She could
transform herself into anything. The witch was angry to Dewi Limaran. The witch put a
spell on her and changed her into a golden snail. The witch then threw it away into the
river.
The golden snail was drifting away in the river and got caught into a net. An old woman
was fishing and used her net to catch some fish. She was surprised to see a golden snail in
her net. She took it and brought it home. When the old woman woke up in the morning,
she was surprised that the house was in the good condition. The floor was mopped. And
she also had food on the table. She was thinking very hard.
"Who did this to me? The person is very kind." It happened again and again every
morning.
The old woman was very curious. One night she decided to stay up late. She was peeping
from her room to know who cooked for her. Then, she could not believe what she saw.
The golden snail she caught in the river turned into a beautiful woman. The old woman
approached her.
"Who are you, young girl?"
"I am Dewi Limaran, Ma'am. A witch cursed me. I can change back as a human only at
night," explained Dewi Limaran.
"The spell can be broken if I hear the melody from the holy gamelan," continued Dewi
Limaran.
The old woman then rushed to the palace. She talked to Prince Raden Putra about her
wife.
Prince Raden Putra was so happy. He had been looking for his wife everywhere.
He then prayed and meditated. He asked the Gods to give him the holy gamelan. He
wanted to break the witch's spell. After several days praying and meditating, finally Gods
granted his wish. He immediately brought the holy gamelan to the old woman's house.
He played it beautifully. And then amazingly the golden snail turned into the beautiful
Dewi Limaran.
26
The couple was so happy that they could be together again. They also thanked the old
woman for her kindness. As a return, they asked her to stay in the palace.
28
Question :
1. What is the title of the story?
2. Who is the ugly snail?
3. Who is the golden snail?
4. Why the queen turn into the golden snail?
5. What can we learn from the story?
29
Appendix B
LESSON PLAN
(Video as the media of Storytelling)
Name of School : SD Negeri 1 Kebonbimo
Subject : English
Grade / semester : 4/I
Year : 2018/2019
Topic : Storytelling (Past tense)
Time Allocation : 2x 35 minutes
Skills : Listening
Standard of Competence : Students will be able to identify past tense text
Basic Competence :
- Students will be able to apply appropriate past
action words in the sentences.
Learning Indicators : At the end of the class, student will be able to:
- Change the present action words into past action
words.
- Write at least 10 past action words.
4. Teaching Method
Direct Teaching.
Teacher stands in front of the classroom and
presents the information or the material to the students with simple explanation so
the students will understand the material easily.
5. Teaching Procedures
30
Activities Time
Teacher Student
Pre Teaching (10’)
Greet students
Introduce teacher’s self to the
students
Tell the students about the
classroom’s rules
Greet the teacher
Pay attention to the teachers
2’
8’
Whilst Teaching (45’)
Teacher explain why she’s in
that class.
Teacher asks to the students
about folklore that they know.
Teacher begin the storytelling
by playing a video about “The
dragon of kinabalu”
Teacher ask the students
about their understanding
about the story
Teacher can re-tell the story if
it is needed.
Students pay attention to the
teacher
Students answering the teacher.
Students pay attention to the
teacher
Answering the teacher
45’
Post Teaching (15’)
Teacher ask the student to
answer some question.
Teacher ask the student about
the moral value of the story.
Teacher stressed the moral
Answering the teacher
Pay attention to the teacher
15’
31
value of the story that the
students have to it.
Teacher closing the class.
Salatiga, 8 Februari 2018
Student Teacher
Anastasia Aditya Paranov
6. Teaching instrument, aid, and sources
Teaching instrument & aid :
o Video of the story
o LCD projector
o Speaker
Source:
Video taken from Youtube Jingu Kid
https://www.youtube.com/watch?v=K6R5gQ85kG4&t=81s
Question : 1. What is the title of the story?
2. Where is the dragon cave?
3. What “things” that the dragon have?
4. Why We San and We Ping wanted to pick the dragon’s pearl?
5. What can we learn from the story?