PELATIHAN MENULIS TEKS NARATIF BAHASA INGGRIS MENGGUNAKAN DIGITAL STORYTELLING

Arifah Mardiningrum; David Sulistiawan Aditya

doi:10.31764/jces.v5i4.10845

PELATIHAN MENULIS TEKS NARATIF BAHASA INGGRIS MENGGUNAKAN DIGITAL STORYTELLING

Arifah Mardiningrum, David Sulistiawan Aditya

Abstract

Abstrak: Menulis dianggap keterampilan bahasa yang paling sulit dikuasai bagi siswa. Hal ini dikarenakan, menulis menuntut seseorang mengintegrasikan beberapa kompetensi Bahasa, dan akan menjadi lebih kompleks ketika dilakukan dalam Bahasa asing karena banyak aspek yang perlu diperhatikan yang berbeda dengan Bahasa Indonesia seperti grammar, word choice, dan aspek kognitif. Tujuan program pengabdian ini adalah memberikan pelatihan menulis teks naratif melalui Digital Storytelling. Target pelatihan adalah siswa kelas XI IPA SMA Muhammadiyah 5 Yogyakarta. Program pengabdian ini dilaksanakan melalui beberapa tahapan yaitu analisisa kebutuhan, perencanaan untuk pengembangan syllabus dan materi kegiatan, pre-test, pelatihan menulis teks naratif dengan teknologi, post-test dan evaluasi kegiatan. Hasil dari program pelatihan menunjukkan beberapa hasil yang disajikan dalam data naratif dan kuantitatif. Secara umum, observasi menggambarkan pemahaman siswa terhadap aspek teks naratif Bahasa Inggris cukup bagus dan pemahaman penggunaan adjective dan past verb mayoritas juga sudah terlihat dalam tulisan siswa. Data pre-test dan post-test melalui instruments quiz dan analisis tulisan siswa menunjukkan bahwa kemampuan menulis naratif siswa mengalami kenaikan yang cukup signifikan. Hal ini ditunjukkan dari nilai rata-rata pre-test siswa adalah 35,5% dari total soal sedangkan pada post-test nilai rata-rata siswa adalah 74.9%. Dengan demikian pelatihan ini memberikan dampak positif bagi kemampuan menulis siswa dalam Bahasa Inggris.

Abstract: Writing is considered the most difficult language skill to master for students. Writing requires a person to integrate several language competencies, and will become more complex when done in a foreign language because there are many aspects that need to be considered that are different from Indonesian, such as grammar, word choice, and cognitive aspects. The purpose of this program is to provide training in writing narrative texts through Digital Storytelling. The target of the training is students of class XI IPA SMA Muhammadiyah 5 Yogyakarta. This service program is carried out through several stages i.e. need analysis, planning (development of syllabus and activity materials), pre-test, training narrative text writing through digital storytelling, post-test and evaluation. The results of the training program were depicted into narrative and quantitative data. In general, the observation delineates that students' understanding of the narrative text aspects of English is quite good and the majority of students' well understanding of the use of adjectives and past verbs can also be drawn from their writing. Pre-test and post-test data through the quiz and quantitative analysis of students' writing reported that students' narrative writing skills had a significant increase. This is shown from the average score of the pre-test of the students is 35.5% of the total questions, while in the post-test the average value of the students is 74.9%. Thus, this training has a positive impact on students' writing ability in English.

Keywords

digital storytelling; menulis; teks naratif Bahasa Inggris.

Full Text:

PDF

References

Boscolo, P., & Gelati, C. (2008). Motivating reluctant students to write: suggestions and caveats. Insights on Learning Disabilities, 5(2).

Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1). https://doi.org/10.1207/S15326985EP3501_4

Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. In Educational Psychology Review (Vol. 33, Issue 1). https://doi.org/10.1007/s10648-020-09530-4

Cook, V., & Singleton, D. (2014). Key Topics in Second Language Acquisition. In Key Topics in Second Language Acquisition. https://doi.org/10.14746/ssllt.2014.4.4.7

Graham, K. M. (2020). Career and Technical Education Teachers’ Beliefs About Developing Students’ Motivation to Write. ProQuest Dissertations and Theses.

Khamroeva, U. (2021). Developing vocabulary of EFL learners through short-stories. Mental Enlightenment Scientific-Methodological Journal, 140–150. https://doi.org/10.51348/tziuj2021S213

Novariana, H., Sumardi, & Tarjana, S. S. (2018). Senior High School Students’ Problems in Writing A Preliminary Study of Implementing Writing E-Journal as Self Assessment to Promote Students’ Writing Skilla. English Language and Literature International Conference (ELLiC), 2, 216–219.

Nurmiwati, N., Milandari, B. D., Waluyan, R. M., Bilal, A. I., & Suyasa, I. M. (2021). Utilization of mading school as an effort to improve creative writing skills of high school students. JCES (Journal of Character Education Society), 4(3), 635–642. https://doi.org/10.31764/jces.v3i1

Oskoz, A., & Elola, I. (2016). Digital stories: Overview. CALICO Journal, 33(2), 157–173. https://doi.org/10.1558/cj.v33i2.29295

Peter, J., & Singaravelu, G. (2021). Problems in Writing in English among High School Learners. Aegaum Journal, 8(9), 1502–1515.

Putera, L. J., & Khairussibyan, M. (2018). PELATIHAN PENULISAN KREATIF TERSTRUKTUR. JCES (Journal of Character Education Society), 1(1), 52–56.

Süğümlü, Ü., Mutlu, H. H., & Çinpolat, E. (2019). Relationship between writing motivation levels and writing skills among secondary school students. International Electronic Journal of Elementary Education, 11(5). https://doi.org/10.26822/iejee.2019553345

Teng, Y., & Wang, X. (2021). The effect of two educational technology tools on student engagement in Chinese EFL courses. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00263-0

Tsiriotakis, I. K., Grünke, M., Spantidakis, I., Vassilaki, E., & Stavrou, N. A. M. (2020). The Impact of an Explicit Writing Intervention on EFL Students’ Short Story Writing. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.565213

Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology and Society, 14(4), 181–191.

Yabanova, U., & Demirkan, O. (2021). The effects of a mobile pre-learning system with surface learning approach on academic achievement and mobile learning attitude. Educational Process International Journal, 10(2), 42–58.

DOI: https://doi.org/10.31764/jces.v5i4.10845