THE EFFECTIVENESS OF DIGITAL STORYTELLING ON STUDENTS’

WRITING RECOUNT TEXT

(An Experimental Study of Second Grade at SMPN 8 Banda Aceh)

Undergraduate Thesis

Submitted in partial fulfillment of the requirement for the degree of Sarjana/Magister

Pendidikan

By

Deby Ayunda Riza

1806102020068

UNDERGRADUATE/GRADUATE STUDY PROGRAM

DEPARTMENT OF ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SYIAH KUALA UNIVERSITY
BANDA ACEH
2024
 CHAPTER 1
INTRODUCTION

1.1 Research background

Writing is one of the four important skills that students must master. Students

must be good at the writing skill mastery to be a good English language learner.

Writing is a productive skill that functions not only for written communication but

also for academic writing purposes such as letters, essays, papers, articles, journals,

project reports, thesis, etc (Suriyanti & Yacoob, 2016). Students start learning to

communicate through written form as they begin to interact with others at the school

level. According to Yamac and Ulusoy (2016), writing is important because it has

become increasingly important for communicating with the world and for self-

expression. The act of writing enables individuals to connect with a global audience.

Proficiency in the English language is a crucial asset for students, offering

advantages both within and beyond academic settings, as English serves as a widely

adopted lingua franca in international interactions.

Consequently, writing is considered one of the most difficult skills by English

Foreign Language (EFL) students. Previous studies showed that writing skill is

considered a difficult skill for students. According to Akinwamide and Adedara

(2012), teaching writing skills is more challenging than teaching other abilities. In

another study by Hum (2015), writing is the most difficult and complicated to learn.

It is crucial because English language competence is advantageous for children to

join this complex period, which may affect their social life, and prepare them for a

more difficult environment.

 There are several factors why a lot of students have some problems in

writing. According to Richard and Renandya (2002), students have difficulty in

writing not only in organizing ideas but also in writing the text to become a readable

text. They found that most EFL students do not like to write as they have no

experience, no ideas, lack of grammar, vocabulary, punctuation, etc. In their study, it

was also discovered that certain educators continue to employ a teacher-centered

approach when instructing writing in the classroom. Additionally, these teachers

refrain from incorporating any multimedia elements, such as images or videos, in the

teaching and learning process of writing, which could potentially enhance students'

writing skills.

After conducting the preliminary study at SMPN 8 Banda Aceh, the

researcher found that the students had some problems related to English writing. The

first problem was content aspect. Some students struggled to develop their ideas

fully, failing to write in detail or provide supporting sentences, such as facts,

opinions, and examples, to elaborate on the topic sentence. They often moved on to

new ideas before completing the current one, resulting in short and incomplete

paragraphs. The second problem was organization. Some students' texts were poorly

organized, sometimes lacking the necessary introduction for recount text. They did

not use appropriate connectors to link sentences. The last problem was grammar.

Students frequently used incorrect tenses in their writing, they often used the simple

present tense instead of the past tense that required for recount text. They tended to

forget to apply the correct tense.

 To address the problems of students in the mentioned class regarding their

writing skills, the teacher needs to identify effective strategies. In this context, the

researcher intends to incorporate technology as a teaching aid to overcome the

students' writing challenges. In relation to this, the researcher would like to utilize

the use of technology as the teaching media to overcome the problems of students

writing. As mentioned by Ahmadi (2018), a technology-enhanced teaching

environment is more effective than a lecture-based class. It suggests that in teaching

and learning, using technology will assist students in overcoming writing issues

compared to solely relying on the teacher's explanations in the classroom

One popular use of technology in current educational settings is digital

storytelling. Beyond serving as a media, digital storytelling can also be adopted as an

approach, technique, and method. In this research, the researcher aims to utilize

digital storytelling as a teaching media to examine its influence in addressing the

problem faced by students in writing.

The term digital storytelling originates from the combination of the words

digital and storytelling. Digital is used as a learning tool which is being integrated

due to the development of technology. Meanwhile, storytelling is the action of

someone sharing or retelling a story to others. According to Maddin (2011), Digital

storytelling is one form of mediated communication that utilizes a set of information

and communication technologies with the aim of exchanging information. It is

packaged into various topics with an engaging presentation style. According to

Prasetyawati (2011), In digital storytelling, information or stories are presented in a

relatively short duration. The information can encompass historical narratives,

scientific information, personal life stories, and various other engaging tales.

Some studies are similar to this research. A study was conducted by Nuroh

and Adiyawati (2023). This study aims to determine the presence or absence of

digital storytelling on story writing skills. The result of this study showed that there

was a difference in the result of pre-test and post-test. The post-test score exceeded

the pre-test score, with an average of 54.95 on the pre-test and 80.50 on the post-test.

Therefore, it can be concluded that using digital storytelling to write stories can

improve students' writing skills.

A study by Umayyah (2017) about digital storytelling in writing recount text.

This study is aimed to find out how digital storytelling helps students in learning

writing recount text, to investigate students’ responses towards the use of digital

storytelling, and to find out students’ difficulties in writing recount text through

digital storytelling. This study employed mixed methods to obtain the data for

answering the research questions. The instruments used in this study were classroom

observations, interviews, and questionnaires. It can be found that the use of digital

storytelling in teaching writing recount text successfully helped students learn to

write recount text.

A study by Gunawan (2019), This study aimed to investigate the use of

digital storytelling in students’ writing recount text. The result of this study showed

that the use of digital storytelling in student’s writing recount text was effective. It

could be seen from the result of the calculation that the students’ score in

experimental class was higher than the students’ score in controlled class
 The novelty of this study is its focus on addressing writing issues among

students in a specific class, emphasizing the utilization of technology as a teaching

media. Unlike the studies mentioned, which primarily concentrated on the

implementation and effectiveness of digital storytelling in teaching recount text. This

research aims to employ technology more broadly to address diverse writing

problems identified in a particular classroom setting. The unique contribution lies in

its targeted approach to leverage technology as a means to overcome specific

challenges faced by students in English writing. In this regard, the researcher was

motivated to conduct research under the title “The Effectiveness of Digital

Storytelling on Students’ Writing Recount Text (An Experimental Research of

Second Grade at SMPN 8 Banda Aceh)”.

1.2 Research Question

From the preliminary study conducted by the researcher in terms of the

problem faced by students in writing skill, the researcher’s question in this study can

be formulated as follows:

Does the use of digital storytelling affect students’ writing of recount text?

1.3 Research Objective

From the research question as stated in the research problem, the purpose of

this research is to investigate whether or not the use of digital storytelling affects

students’ writing of recount text.

1.4 Research Significance

The research significance of this study is expected to be useful for students and

teachers. Students can understand the material easily through digital storytelling
media in terms of writing recount text such as content, organization, vocabulary,

grammar, and mechanics. Through digital storytelling, students are interested in the

material and students can enjoy the lesson in English class. The teachers can improve

their knowledge in teaching their writing skills while incorporating exciting media

into the classroom.

1.5 Research Scope

There are several types of text in the teaching of writing for junior high school

students such as descriptive, narrative, recount, procedure, report, news item, etc.

The researcher decided to choose recount text as the teaching material for this

research. Since this research wants to improve students’ writing skill, the researcher

limits the research to teaching by using digital storytelling media to improve

students’ writing skill concerning aspects of writing namely content, organization,

grammar, and mechanics.

1.6 Operational Definition

1.6.1 Writing Skill

Writing skill is productive and expressive language skills that is used to

communicate indirectly and not face to face with other parties. For students writing

is very important because it makes it easier for students to express brainchild, ideas,

and thoughts, and deepen the responsiveness and perception of students solving

problems in arranging sequences of experiences. The general purpose of writing is to

inform, convince, express oneself, and entertain. The main aim of writing is to help

students gain knowledge and develop the ability to write correctly and effectively.

Writing acts as a medium of communication, much like speaking. Thus, the objective
of writing is to enable individuals to convey and articulate their ideas or thoughts in

written form, facilitating their understanding of the language used in communication.

Through learning to write, individuals can effectively engage in written

communication in their everyday lives.

1.6.2 Recount Text

Recount text is a type of writing that retells events or experiences in the order

they happened. Its main purpose is to inform or entertain by sharing a series of

events from the writer's perspective. This type of text typically starts with an

introduction that provides context, followed by a sequence of events presented in

chronological order, and concludes with a reflection or summary. Recount texts often

use past tense verbs and are written in the first person when recounting personal

experiences or in the third person for events the writer has not personally

experienced.

1.6.3 Digital Storytelling

Digital storytelling is the practice of using digital tools and multimedia

elements to craft and share stories. It combines traditional storytelling techniques

with modern technology, incorporating images, audio, video, and interactive features

to create a more engaging and immersive narrative. This method allows storytellers

to reach a wider audience through various digital platforms, making their stories

accessible and dynamic. Digital storytelling is used in various fields, including

education, marketing, and entertainment, to convey messages, share experiences, and

connect with audiences on a deeper level. It enhances the storytelling experience by

adding visual and auditory dimensions, making the story more vivid and impactful.
 CHAPTER 2

LITERATURE REVIEW

2.1 Writing as a Skill

2.1.1 The Definition of Writing

The definition of writing is variously stated by some experts. According to

Hayland (2019), Writing is a way of sharing personal meanings, and writing courses

emphasize the power of the individual to construct their views on a topic. Teachers

see their role as simply to provide students with the space to make their meanings

within a positive and cooperative environment. Because writing is a developmental

process, they avoid imposing their views, offering models, or suggesting responses to

topics beforehand.

In addition, Brown (2010) also says that writing is a two-step process. The

first process is figuring out the meaning and the second process is putting the

meaning into language. Writing represents what we think. It is because the writing

process reflects things, which stay in the mind. Students who are reluctant to write

things down often suffer from this activity. The students find difficulties when they

start looking for some reasons to write and produce written sentences.

From several definitions above, we can conclude that writing is an activity of

language in which people can share their information, stories, or ideas through a

word.
2.1.2 Components of Writing Skill

To create effective writing, students need to focus on the components of writing.

Brown (2010) identifies five key components of writing: organization, content,

vocabulary, language use, and mechanics.

1. Organization

Organization means how a writer puts their ideas in order, like arranging

events in a story from start to finish. According to Brown (2010), The writing

must consist of an introduction, body, and conclusion, appropriate title,

effective introductory paragraph, the topic is stated, leads to the body,

transitional expressions used; the arrangement of material shows plan;

conclusion logical and complete.

2. Content

According to Shannora, Sofyan, and Sumbayak (2021), content is a process

of planning, writing, and editing to ensure that the text is clear and

understandable. Content refers to the substance or information that is

conveyed in a piece of writing. It includes the ideas, arguments, facts,

opinions, and details that the writer presents to the reader. Good content is

clear, relevant, accurate, and engaging. It should also be well-organized and

structured to effectively communicate the intended message to the audience.

Content must be unity which means in each paragraph only discuss one topic.

3. Vocabulary
 Vocabulary is a crucial component of writing skill. It refers to the words and

phrases that a writer uses to express ideas and convey meaning. Brown

(2010) defines vocabulary as the total number of words which function as a

mean to express ideas and the speakers meaning. A strong vocabulary allows

a writer to choose the most precise and appropriate words to communicate

their message effectively. It includes not only the breadth of words a writer

knows but also their ability to use words in context, understand nuances in

meaning, and employ varied language styles to suit different purposes and

audiences

4. Language Use (Grammar)

Language use, which includes grammar, is another essential component of

writing skill. Grammar refers to the set of rules that govern the structure and

formation of sentences in a language. It encompasses elements such as

sentence structure, punctuation, verb tense, subject-verb agreement, pronoun

usage, and more. According to Harmer (2007), Grammar is not only

concerned with syntax, but also related to the way words are formed, which

then can change their form to express different meaning. Knowing how to use

grammar correctly is crucial for writing well because it makes sure that your

writing is clear, makes sense, and is accurate. When you use grammar

correctly, you can express your thoughts clearly and avoid confusing or

misleading your readers. It also makes your writing easier to read and gives it

a more professional appearance.

5. Mechanics
 According to Brown (2010), mechanics in writing refer to the technical

aspects of writing, such as spelling, punctuation, capitalization, and

formatting. These elements are important because they contribute to the

overall readability and professionalism of a written piece. Proper mechanics

ensure that the writing is clear, accurate, and free from errors that could

distract or confuse the reader. Paying attention to mechanics helps to convey

your ideas effectively and enhance the quality of your writing.

2.1.3 Scoring for Writing Skill

In order to achieve the teaching objectives, the teacher must do assessment to

measure the students’ writing skill. According to Weigle (2002), there are

components that must be considered in assessing writing skill as in the following

table:

Categories Score Criteria

Content 30-27 Very good to excellent: Knowleageable-suitantive- trough
development of topic sentence - relevant to the assigned topic.

26-22 Average to good Some: knowledge of subjct – edaqete range,

lmied development of topic sentence- mostly relevant the topict
sentence but lack details.

21-17 Fair to poor: Limited knowledge of subject, edequete range,

title substance, inadequete development of topic.

16-13 Very poor: Does not show knowledge of subject, non-

substantive, not pertinet, or not enough to evaluate
Organization 20-18 Excellent to very good: Fluent expression, ideas clearly
stated/supported, succient, well organized, logiical sequencing ,
cohesive.

17-14 Good to average: Somewhat choppy, loosely organized but but

main ideas stant out, limeted support, logical but incomplete
sequencing.

13-10 Fair to poor: Non-fluent, ideas confusedor disconnected,

lack logical sequencing and development.

9-7 Very poor: Does not communicate, no organization, or not

enough to evaluate.
 Language use/ 25-22 Excellent to very good: Effective complex construction, few
grammar errors of agreement, tense, number, word order/ uction, articeles,
pronouns and prepositions.

21-18 Good to average: Effective but simple construction, minor

problems in complex construction, servere errors of agreement,
tense, number, word order/ function, articles, pronouns,
preposition, but meaning seldom obscured.

17-11 Fair to good: Major problem in simple/ complex

construction, frequent, errors of negation, agreement, tense, and /
or, number, word order/ function, articeles, pronouns, prepositi,
run on, deletion meaning confused on and/ or fragment run on,
deletion meaning confused or obscured.

10-5 Very poor: Virtually no master of sentence constructions or

rules dominated by errors, does not communicate, or not enough
to evaluate.

2.2 Technology as Teaching Media

The teaching media serves as a crucial tool that can influence and bolster the

teaching and learning process, aiding teachers in effectively delivering educational

content to students. Teaching media encourages students’ active participation,

individual learning, social interaction, immersion, and collaborative skill (Rezkyana

& Agustini, 2022). It indicated that incorporating teaching media into the educational

process is seen as a beneficial approach. The use of multimedia tools is recognized

for its potential to enhance various aspects of the learning experience.

Technology as a teaching media refers to the use of various technological tools

and platforms to support teaching and learning. This includes devices like computers

and tablets, educational software, online platforms, and multimedia resources.

Integrating technology into education can make learning more engaging, accessible,

and interactive.

According to Sakat et al., (2012), the use of technology as a teaching media will

help teachers and students to identify the problems that often arise during the
teaching and learning process. It can be concluded that incorporating technology as a

teaching medium provides a means for identifying, monitoring, and addressing

challenges that commonly occur during the teaching and learning process. It

emphasizes the role of technology in improving the efficiency and effectiveness of

educational practices.

2.3 Digital Storytelling

According to Frazel (2010), Digital storytelling is a narrative technique that

combines traditional storytelling elements with digital media, such as images, videos,

audio recordings, animations, and interactive elements. It involves using technology

to create and share stories in a compelling and immersive way. In digital storytelling,

creators can incorporate multimedia elements to enhance the storytelling experience

and engage the audience on multiple sensory levels. This can include using visuals to

illustrate key points, incorporating sound effects or music to create atmosphere,

integrating video clips to show events or interviews, and adding interactive elements

that allow viewers to participate or make choices within the story.

Digital storytelling can be used for various purposes, including entertainment,

education, marketing, advocacy, and personal expression. It allows storytellers to

reach a wider audience through digital platforms such as websites, social media,

digital books, and interactive exhibits. Digital storytelling is a powerful tool that

harnesses the capabilities of digital media to create compelling narratives that

resonate with audiences in impactful ways.

There are some definitions form the experts about the digital storytelling.

According to Frazel (2010), digital storytelling is a process that blends media and
written story. Digital storytelling helps the teacher to create a story that can give an

entertaining atmosphere to the English learning process. Castañeda (2013) also

describes that digital storytelling is combining technology such as music, texts,

audio, and video clips to make an interesting story. Banaszewski (2005) defines

digital storytelling is a practice of combining multimedia and personal narrative to

produce a short movie. From the previous researchers' definition about digital

storytelling, it can be concluded that digital storytelling is a process that blends

media and traditional storytelling to create an interesting story.

Based on Moradi and Chen (2019), digital storytelling is composed of four

main phases. The four main phases in digital storytelling are:

Figure 2.1 Phases of Digital Storytelling

Based on the figure, the four main phases in digital storytelling are:
 1. Pre-production

This initial phase involves planning and preparation. Activities include

brainstorming ideas, developing a storyline, writing a script, and collecting

resources such as images, videos, and audio clips. This phase is essential for

creating a strong foundation for the story.

2. Production

In the production phase, content creation takes place. This includes recording

voiceovers, capturing video footage, taking photographs, and creating animations

if necessary. The focus here is on generating all the raw materials needed for the

story.

3. Post-production

During post-production, the raw materials are edited and assembled into a

cohesive narrative. This involves editing video and audio, adding transitions,

effects, and music, and ensuring the story flows smoothly. The goal is to polish

and refine the content into a final product.

4. Distribution

The final phase is distribution, where the completed digital story is shared with

an audience. This can be done through various platforms such as social media,

websites, video-sharing sites, or presentations. This phase also includes

promoting the story and engaging with the audience to gather feedback

2.4 Recount Text

A recount text is a type of writing that describes past events or experiences in

a chronological order. It typically focuses on recounting what happened, where it

happened, when it happened, who was involved, and why it happened. According to

Wardiman (2005), recount text is a text that tells the readers about past events such

as holiday experiences, accidents, and activity reports. The text strives to provide

readers with details about the event, while also aiming to offer the reader in

entertainment. According to Council as cited in Ningsih (2020), the generic

structures of recount text consist of:

1. Orientation

This section provides background information about the event or experience

being recounted. It includes details such as the time, place, and people involved.

The orientation sets the stage for the reader and helps them understand the

context of the recount.

2. Sequence of Events

In this part, the writer describes the events or actions that took place in

chronological order. They use past tense verbs and chronological connectors

(e.g., first, then, next, after that, finally) to organize the sequence of events. This

section forms the main body of the recount text and provides a detailed account

of what happened.

3. Reorientation

The final part of a recount text offers a conclusion or reflection on the events that

were recounted. This may include the writer's thoughts, feelings, or insights

about the experience. In some cases, the reorientation may also include a lesson

learned or a broader significance of the events.

 Figure 2.2 Example of Recount Text

2.5 Previous Studies

Several studies are relevant to this research. A study conducted by Nuroh and

Adiyawati (2023) under the title “The Influence of Digital Storytelling on Story

Writing Skills”. This study used a quantitative approach. This type of research is pre-

experimental design with the one group pre-test post-test design method. The sample

is 25 students. The instrument is a test in the form of an essay question. The results

obtained are sig. (2-tailed) (0.00) < 0.05 means that Ha is accepted and Ho is

rejected. So it can be concluded that digital storytelling in writing stories for second-

grade students can influence students' writing skills for the better. As for the value of

how much influence is received, a value of 0.76 is obtained. This value is greater

than the criteria table, which is 0,14. So it is stated that the use of digital storytelling

has a great influence on the story writing skills

 Another study by Ummayah (2017), under the title “Digital Storytelling in

Writing”. This study employed mixed methods to obtain the data for answering the

research questions. The instruments used in this study were classroom observations,

interviews, and questionnaires. The results from the classroom observation presented

that digital storytelling helped students understand the material, and it also helped

them to write recount text. The result from the questionnaire revealed that 89% of the

students stated that digital storytelling helped them learn to write recount text.

However, 61% of the students stated that a bad internet connection hindered the

process of producing stage. Therefore, the use of digital storytelling was beneficial

for junior high school students, it helped students to understand the material easily

and helped the students to write recount text.

A study was also conducted by Gunawan (2019) with the title “The Use of

Digital Storytelling in Students’ Writing Recount Text”. The method used in this

study is a quantitative method with quasi-experimental as a research design. The

sample of this study was 40 students chosen through purposive sampling technique

and categorized into two classes; experimental class and controlled class. The

instrument used in this study was a written test and the analytic writing rubric was

used to score the student’s writing on the pre-test and post-test. The result of this

study showed that the use of digital storytelling in student’s writing recount text was

effective. It could be seen from the result of the calculation that the students’ score in

experimental class was higher than the students’ score in the controlled class

(84.4>75,5). Furthermore, the statistic hypothesis test showed that ρ-value of post-

test and the gained score was 0.004 < sig. α = 0,05. It showed digital storytelling was
recommended to be used in learning writing recount text, particularly at junior high

school level.

2.6 Research Hypothesis

Based on the previous explanation, the researcher formulates the research

hypothesis as follows:

Ho: There is no significant improvement in writing skills in recount text after

students are taught using digital storytelling

Ha: There is a significant improvement in writing skills in recount text after

students are taught using digital storytelling

 CHAPTER 3

RESEARCH DESIGN

3.1 Research Method

This research aims to find out whether the use of digital storytelling media can

improve the students’ writing aspects consisting of content, organization, vocabulary,

language use, and mechanics. This research is an experimental design research which

uses a quantitative research method. There are three kinds of experimental research

design namely pre-experiment, true-experiment, and quasi-experiment (Sugiyono,

2008). This research applied a pre-experimental design with one group pre-test –

post-test design. The researcher used a test as the research instrument.

3.2 Populations and Samples

The population in this research is the first-grade students of SMPN 8 Banda

Aceh. The sample of this study is VIII-6 which consisted of 30 students. The

researcher used purposive sampling technique to choose this sample. According to

Sugiono (2018), purposive sampling is a sampling technique based on certain

considerations. In this regard, this class is chosen based on the result of a preliminary

study that the researcher conducted at class of VIII- 6 where the students had some

problems with speaking skill.

3.3 Research Instrument

To gather the necessary data, a research instrument was essential, and in this

case, a set of tests will be employed. As outlined by Suwartono (2014), testing serves
as a means of acquiring information about an individual proficiency, competence,

mastery, or ability in a specific domain. The researcher utilized both pre-tests and

post-tests in the study. The pre-test was administered before the experiment

commenced with the objective of assessing students' writing skill before carrying out

the experiment. Additionally, the post-test was conducted after the treatment, aiming

to investigate if there is a significant improvement in writing skills in recount text

after students are taught using digital storytelling media at SMPN 8 Banda Aceh.

3.4 Techniques of Data Collection

Regarding the data collection procedure in this study, it can be elucidated as

follows:

3.4.1 Pre-test

During this meeting, the researcher administered a pre-test to assess students'

proficiency in writing recount texts. The objective is to measure their ability to

compose a recount text with the title "Personal experience". The test requires

students to write approximately 200–250 words within a 45-minute timeframe. At

this stage, students individually write a recount text about their personal experience

or most memorable life moment on paper, which then be collected by the teacher.

3.4.2 Treatments

After ending the pre-test, the treatment was delivered by teaching writing

recount text by using digital storytelling media. The researcher collected digital

storytelling media from YouTube, and the treatment was held in three meetings.

Each meeting will consist of three phases of learning activities; pre-teaching, whilst-

teaching, and post-teaching. The students were given the task of a group to make a
short digital storytelling about an unforgettable moment in the class. The teacher

asked the students to write a text according to the language features and aspects of

writing that have been studied. Finally, the students send the digital storytelling for

the teacher to assess.

3.4.3 Post-test

After the treatment was done, the post-test was carried out to investigate if

there was a significant improvement in students’ writing skill after learning by using

digital storytelling media. Each student was asked to write a recount text about “A

Trip With My Family”. The test requires students to write approximately 200–250

words within a 45-minute timeframe.

3.5 Techniques of Data Analysis

The data was gathered and analyzed quantitatively through statistical

calculations. The researcher processed the data in this study utilizing SPSS. The

procedures used to analyze the data from the pre-test and post-test are as follows.

The scores of students were assessed and evaluated based on the weight of value

assigned on the table below.

Categories Maximum Score Weight of Value

Content 30 40%
Organization 20 30%
Grammar 25 30%

To Find the score of students' answers to the pretest and posttest by using the

formula:

The number of correct answer

Total Score = x weight of value
The maximum score
 In addition, the student's score were classified into five classifications:

No Classificatio Score

1 Very Good 81-100

2 Good 61-80

3 Average 41-60

4 Poor 21-40

5 Very Poor 0-20

During the analysis of the pre-test and post-test data, various statistical formulas

were applied, including the mean and t-test. The mean was utilized to examine the

average scores of both the pre-test and post-test.

According to Brown (2004), the Mean formula as below:

X=
∑ fx
∑f
Where:

X = The mean score

Σ = Sum of

F = Frequency of class

The researcher used the following formula to calculate the percentage of students

improvement:

x 2−x 1
p= × 100 %
x1
 Where:

P = The percentage of students’ improvement

X1 = The mean score of the pre-test

X2 = The mean score of the post-test

The researcher used the following formula to calculate standard deviation:

SD=
√ ∑ X 2− √ NX 2
N −1

Where

SD = The standard deviation for t-test on one sample

∑x = the total of all scores

∑x2 = The total squared of all scores

N = The total number of students

Then, to determine the significance of the difference between the pre-test and

post-test scores, the researcher calculated the test value as follows:

∑D
D=
N

Where:

D = Deviation

∑D = The Standard Deviation

N = The Number of Students

 Additionally, the t-test will be used to significant differences between the pre-

test and post-test results. Below is the formula for the t-test as proposed by Arikunto

(2006):

D
t=
√ Σ D −¿ ¿ ¿ ¿ ¿
2

Where:

t = t ratio

Σ = Sum of

D = Mean score of pre-test and post-test

N = Numbers of the students

D = Mean of D divided by the number of samples

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 APPENDICES

Appendix 1. Pre-test and Post-Test

PRE-TEST

Write down a recount text approximately 100-150 words about "Personal

Experience”!

Task Description:

Write a recount text that describes a personal experience or interesting event you

have experienced. Use the correct recount text structure, which includes orientation,

a series of events, and reorientation/evaluation. Make sure to include important

details such as time, place, people involved, and the chronology of events.
 POST-TEST

Write down a recount text approximately 200 words about "A Trip With My
Family”!

Task Description:

Write a recount text describing a memorable trip you took with your family. Your

goal is to share your experience in a clear and engaging way, highlighting the key

events and personal reflections.

Writing Tips:

 Use past tense since you are describing events that have already happened.

 Make your writing engaging by using descriptive language and vivid details.

 Check for grammar and spelling errors before submitting your work.

 Aim for at least 200 words.

 Appendix 2 Lesson Plam

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMPN 8 Banda Aceh

Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan)
Materi Pokok : Recount Text
Alokasi Waktu : 6 x 45 menit (3 Pertemuan)

A. KOMPETENSI INTI
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian yang tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi dan membuat), dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

B. KOMPETENSI DASAR

Kompetensi Dasar Indikator

3.7 Membedakan fungsi sosial, 3.7.1 Mengidentifikasi fungsi sosial
struktur teks, dan unsur Recount text dan struktur teks
kebahasaan beberapa Recount dalam sebuah teks tulis
Text tulis dengan memberi dan 3.7.2 Menganalisis unsur kebahasaan
meminta informasi terkait sesuai yang ada pada teks recount tulis
dengan konteks penggunaannya (C4)
4.7 Menangkap makna secara 4.7.1 Merancang sebuah teks recount
kontekstual terkait fungsi sosial, tulis pengalaman pribadinya sesuai
struktur teks, dan unsur kaedah dan unsur kebahasaan
 kebahasaan teks recount tulis.

C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran:
1. Peserta didik dapat mengidentifikasi fungsi sosial teks recount dan struktur
kebahasaan dalam sebuah teks recount tulis
2. Peserta didik dapat menganalisis unsur kebahasaaan dalam sebuah teks
recount dengan benar.
3. Peserta didik mampu merancang sebuah teks recount tulis pengalaman
pribadinya sesuai kaedah dan unsur kebahasaan.

D. PENGUATAN KARAKTER
1. Membiasakan peserta didik berdoa untuk diri sendiri agar mendapat ridha
Allah SWT selama proses pembelajaran berlangsung dan berdoa untuk orang
lain (teman-teman) yang sakit/mendapat musibah.
2. Membiasakan peserta didik disiplin, peduli, kerjasama, percaya diri, santun,
ramah, dan bertanggung jawab.

E. MATERI PEMBELAJARAN
a. Definition of Recount Text
Recount Text is a text which retells events or experiences happened in
the past in chronological order.

b. Social Function
To inform something and to entertain the reader

c. Generic Structure
• Orientation: Introducing the participants, place and time
• Events: Describing series of event that happened in the past
• Reorientation: It is optional. Stating personal comment of the writer to
the story

d. Language Features
• Introducing personal participant; I, my group, my family, etc
• Using chronological connection; next, in addition, finally, etc
• Using action verb; run, sing, teach, study, etc
• Using simple past tense

F. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
 Metode : Group discussion
Model : Discovey Learning

G. MEDIA DAN BAHAN

Media : Digital Storytelling
Bahan : Laptop, Papan tulis, Spidol, Infocus

H. LANGKAH PEMBELAJARAN

Langkah Deskripsi Kegiatan Waktu

Pembelajaran
Kegiatan  Guru memberi salam. 15
Pendahuluan  Guru mengajak siswa memulai Menit
kegiatan pembelajaran dengan
berdoa bersama.
 Guru memeriksa kehadiran siswa.
 Guru mengaitkan materi dengan
pengalaman
 peserta didik atau dengan tema
sebelumnya.
 Guru menginformasikan materi
yang akan dipelajari.
 Guru memberikan gambaran
tentang manfaat mempelajari
materi yang akan dipelajari.
 Guru menyampaikan tujuan
pembelajaran dan penilaian pada
materi.
Kegiatan Mengamati 60
Inti  Guru menjelaskan materi tentang menit
recount text, kemudian siswa
menyimak penjelasan guru
 Guru memfasilitasi siswa untuk
menuliskan materi yang sudah
disampaikan seperti tentang fungsi
sosial, struktur bahasa, dll
 Guru memberikan beberapa contoh
teks recount dalam bentuk digital
storytelling dan ditampilkan di
 kelas menggunakan Infocus

Menanya
 Guru memberikan kesempatan
kepada siswa untuk mengajukan
pertanyaan sebanyak mungkin
tentang merangkai teks recount
yang ditampilkan sesuai dengan
konteks penggunaannya untuk
mengembangkan kreatifitas dalam
menulis sebuah cerita.

Mengumpulkan Informasi

 Peserta didik akan diminta untuk

membuat kalimat sesuai dengan
yang ditampilkan dari recount text
media digital storytelling, sesuai
dengan konteks penggunanya.

Mengasosiasikan

 Peserta didik diminta untuk

memahami rangkaian dari cerita
melalui digital storytelling yang
sudah ditampilkan dan menganalisa
atau menyusun seperti content,
organization, vocabulary, grammar
dan mechanics, sesuai dengan
konteks penggunanya,

Mengkomunikasikan

 Peserta didik mencoba untuk

menulis recount text
Penutup  Guru dan peserta didik 15
merefleksikan pengalaman belajar Menit
 Guru memberikan penilaian secara
acak dan singkat