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 ELT FORUM 2 (1) (2013) 

 

English Language Teaching Forum 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

DIGITAL STORYTELLING TO IMPROVE STUDENTS’ MASTERY IN 

WRITING NARRATIVE 

 

Dillyan Anugrah Joko Saputro 

 

Department of English, Faculty Language and Arts, Semarang State University, Indonesia 

 

Info Artikel 

________________ 
SejarahArtikel: 

DiterimaJanuari 2013 

DisetujuiFebruari 2013 

DipublikasikanJuni 2013 

________________ 
Keywords: 

Digital Storytelling, Writing 

Narrative Text, 

Experimental Study 

____________________ 

Abstract 
___________________________________________________________________ 

This study is an experimental study. It aims to find out whether teaching narrative text using 

digital storytelling is effective to enhance students’ mastery in writing. This research also reveal the 

significant difference in the achievement between students who are taught using digital storytelling 

and those who are taught using conventional technique. In order to achieve those objectives, I 

conducted an experimental study. The population of this study was the eighth graders of SMPN 1 

Grobogan. The experimental group was VIII-1 and the control group was VIII-2. The 

experimental group was taught using digital storytelling and the control group was taught using 

conventional technique. The result after a treatment was given shows that the mean of 

experimental group was higher than the control group. Therefore, there is a significant difference in 

students’ achievement that was taught using digital storytelling and using conventional technique. 

It is concluded the use of digital storytelling as visual aid can improve students’ mastery in writing 

narrative. 

 

 

 

 

 

© 2013UniversitasNegeri Semarang 

 
Alamatkorespondensi:  

GedungB3Lantai3 FBSUnnes 

KampusSekaran, Gunungpati, Semarang, 50229 

E-mail: dillyananugrah@gmail.com 

 

 

 

 

ISSN 2252-6706 

 

 

 

 

 

mailto:dillyananugrah@gmail.com


 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

2 

 

INTRODUCTION 

 

The achievement of students in English is 

still insufficient even though they have been 

learning English since they were in elementary 

school. Students are still poor in mastering the 

four language skill (listening, speaking, reading, 

and writing). They find it is very difficult to 

improve their language skill. In this final project, 

I focus on students‟ writing achievement.  

Writing skill is needed in written 

communication. In writing, students have to 

convey their ideas, put them into paper, and also 

revise them. However, writing is not an easy 

skill to master. Brown (2000:335) states “writing 

needs a process of thinking, drafting, and 

revising that requires specialized skills, skills that 

not every speaker develop naturally”. It means 

that students need a lot of practices in mastering 

writing skill in order to produce a good text.  

There are some difficulties which are 

faced by the students in mastering writing skill. 

The most common difficulty which is faced by 

students is to build an idea. Building an idea is 

an essential thing to start writing. If the students 

have found an idea, they will know what they 

are going to write. The other difficulties students 

face is the lack of vocabulary. The lack of 

vocabulary limits them in creating a good 

writing composition. If they have lack of 

vocabulary, they will use the same terms in their 

writing frequently. It will make their writing 

monotonoues. Besides the lack of vocabulary 

and difficulties in building ideas, the problem 

which students face is that they do not 

understand the organization of the text they are 

going to write. Therefore, one of the solutions is 

to introducing text types or genre to the students. 

Anderson and Anderson (1997:17) say that “a 

genre can be defined as a culturally specific text-

type which results from using language (written 

or spoken) to (help) accomplish something”. 

Thus, the teaching learning material should be 

centered on genre.  

In the 1994 curriculum of English for 

Junior High School, reading skill should be 

given more attention from both teachers and 

students. It means that reading is a more 

important skill than the other skills. Now we use 

2004 curriculum of English for Junior High 

School which is stressed on the ability to 

communicate both in the spoken and written 

ways. English is taught as a compulsory subject 

from junior high school up to senior high school 

and for some semesters at university level. In 

addition, many English courses have been run in 

almost every town in our country to facilitate 

those who want to learn English. 

It becomes the teacher‟s job to help the 

students to solve their problem in improving 

their writing abilities. Harmer (2001:257) 

explains “in teaching of writing we can focus on 

the product of that writing or on the writing 

process itself”. It means that teacher has a choice 

on how he/she will improve the students‟ ability 

in writing. If teacher chooses to concentrate in 

the process of writing, it means that the teacher 

needs to provide clear guideline on how to 

construct different kinds of text they have to 

write. Hyland (2003:10) states that “…the 

process approach to writing teaching to address 

the issue of what teachers should do to help 

learners perform a writing task”. In this case, the 

existence of learning media is important. It helps 

both of teacher and students. Media support 

teacher to provide an interesting learning 

material. On the other hand, through the use of 

media the students can learn the material easily. 

Games, song, film, pictures, and photos can be a 

good medium because they are easy to find and 

also to use.  

Digital storytelling is one of the media 

that can be used in teaching activities. It can be a 

motivating medium in teaching writing 

especially in teaching narrative text. Anderson 

and Anderson (1997, p. 6) explain that “the 

narrative text type is a text that tells a story 

whose purpose is to present a view of the world 

that entertains or informs the reader or listener”. 

In teaching narrative text, digital storytelling 

helps teacher to gain students‟ interest and 

involve them in the learning process because of 

its moving and interesting animations. It also 

contains subtitle of the story which can make the 

students understand about the story it self. The 

students‟ interest will make them feel 



 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

3 

 

comfortable in joining the learning process. It is 

expected that the use of digital story as teaching 

media can help the students‟ mastery in writing 

narrative text. 

 

DISCUSSION 

 

Digital Storytelling 

Bull and Kajder (2004: 47) states that 

“A digital story consists of a series of still images 

combined with a narrated soundtrack to tell a 

story”. The another definition comes from 

Porter (2009: 7). He explains “the digital 

storytelling process helps to transform isolated 

facts into illuminated, enduring understandings. 

By „living in the story‟, we makes the 

information come emotionally alive. By 

exploring „lessons learned‟, we go beyond telling 

about content to find its deeper meaning”. From 

the definitions above, the writer can conclude 

that digital story combines the art of telling 

stories with a variety of digital multimedia such 

as images, audio, and video. 

Using digital story can help teachers to 

build the students‟ understanding about the 

delivered material; in this case is narrative text. 

As stated above, narrative is a text which retell 

past events in a chronological order. It means 

that using digital story can help students to 

understand the story of narrative text. 

Writing is one way to deliver what it is 

on our mind. Writing is one of four skills of 

language. Writing is not an easy skill to master. 

Before writing, we must have something in mind 

about what we are going to write. Writing 

means that we convey our ideas put them into a 

paper and also revise them. We need to consider 

several things when we are writing so that 

people can understand our writing. It means that 

before writing something we have to know and 

decide what kinds of text or genre we are going 

to write. 

 

Writing 

Writing requires some skills. In 

producing a good piece of writing someone must 

have a good skill in spelling, punctuation, and 

grammar. Harris (2003: 22) states “… that 

writing is a tool for communication that 

comprises a series of predetermined skills in 

spelling, punctuation, and grammar”.  

  In general, writing is a complex process 

that involves many skills. Students also have to 

master some learning concepts such as the rule 

of constructing paragraph. 

In teaching writing, teacher should 

clearly explain what kinds of text he or she is 

going to develop. Teacher also needs to develop 

what material and/or media he/she uses to 

facilitate teaching learning activities. One of the 

independence of teaching English is to facilitate 

students with writing ability. Unfortunately, 

many students find that writing is the most 

difficult skill to master. They get difficulty to 

produce an English text. To solve the problem, I 

try to use pictures in chronological order in 

teaching writing, especially in teaching narrative 

text. 

 

Narrative 

Narrative text is used to amuse, 

entertains and to deal with an actual or vicarious 

experience in different ways; Narratives deal 

with problematic events which lead to a crisis or 

turning point of some kind, which in turn finds a 

resolution. Anderson, M and Anderson, K 

explain that narrative text used to tells a story 

and, in doing so, entertains or informs the 

readers or listeners. In writing a narrative text 

we use past tense and it also uses specific 

participant. 

 

Method 

 

This study uses quasi experimental 

design designed by collecting data with a 

treatment using pre-test and post-test.  The 

design of the experiment can be described as the 

following:  

Table 3.1 Design of the experiment 

 

 

 

 

 

 

E    01     X1   02 

C    03     X2   04 



 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

4 

 

 

Source: (Arikunto, 2006:86) 

 

In which: 

 

E : Experimental group 

C : Control group 

01 : Pre-test for the experimental group 

02 : Post-test for the experimental group 

03 : Pre-test for the control group 

04 : Post-test for the control group 

X1 : Treatment using digital storytelling 

X2 : Treatment using conventional method 

 

There are two groups in this study. The 

first group is the experimental group which is 

given a new treatment or in this case is taught by 

digital storytelling, while the second group is the 

control group which is taught by conventional 

method. In conducting this research, the writer 

used several appropriate techniques and 

methods to gather the information.  

In order to collect the data in this study, 

the writer used pre-test, and posttest. The pre-

test is used to check the quality of the subject of 

the study before they get the treatment. The 

post-test is employed to know whether there is 

an improvement on their writing ability after 

they get the treatment. The result of the test will 

be computed statistically. 

 

Subject of the Study 

 

Population 

The population of this study is the eight 

grade students of SMP Negeri 1 Grobogan in the 

academic year 2012/2013. 

 

Sample 

Based on the random sampling I took 

the eight grade students of SMP Negeri 1 

Grobogan as subject of the study. The writer 

took class VIII-1 and VIII-2 as the samples of the 

study. 

 

Instrument for Collecting the Data 

In a research program, instrument is an 

important device to collect data. The instrument 

used in this experiment is to measure the 

students‟ ability in constructing narrative text. 

Therefore, the writer used a test as the 

instrument in collecting data. In this study, the 

writer used written test as the instrument for 

collecting data. Since writing is a productive skill 

which means this activity shows someone ability 

to produce (write) something on a paper. So, the 

written test is the most suitable instrument to 

use. 

 

Pretest 

A pretest is a test given before the 

treatment. The function of pre-test is to find out 

the prior knowledge or ability of the test takers 

before the treatment given.  

 

Treatment 

I use digital storytelling to teach 

narrative text. The treatment was given to the 

students before the posttest conducted. Digital 

storytelling was used as the media in teaching 

writing narrative text in this study. 

 

Post-test 

After the treatment, a post-test was 

given. The function of the posttest was to 

measure students‟ ability after they got the 

treatment. The posttest was the same with the 

pretest. 

 

Scoring Technique 

 

I use an analytical method to give the 

score to the paper test. I use the analytical scale 

for rating composition tasks suggested by Brown 

& Bailey as cited by H. Douglas Brown.  

 

 

 

 

 

 

This formula adapted by Brown‟s 

scoring rubric. The adaptation was based on the 

need of the study with the criterion in every 

component. It covered content, organization, 

grammar, vocabulary and mechanism. The score 

3xC+2xO+2xG+1.5xV+1.5xM   x 10 

4 



 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

5 

 

of every aspect was different. The maximum 

content aspect was 12; the organization was 8; 

the grammar was 8; the vocabulary was 6; and 

the mechanism was 6. The total score would be 

divided by 4 and equal by 10. Therefore, the 

maximum score of student‟s writing was 100 

and minimum score was 25. 

 

Method of Data Analysis 

 

In analyzing the research data, I took 

the following step as below: 

1. Tabulation of the data  

It includes scoring the test items of each students 

and arranging the scores into the rank order. 

2. Applying the appropriate formula for 

analyzing the data. 

 

The obtained data were analyzed to get the final 

result. t- Test formula was used in this research 

to analyze the data. It showed the final result 

from both experimental and control groups 

given different treatments. 

 

Figure 3.1 T-test formula 

 

Source: (Arikunto, 2006:311) 

 

Where: 

Mx  : the mean score of the experimental group 

My  :the mean score of the controlled group 

Nx  :the number of students of the experimental 

group 

Ny  :the number of students of the controlled 

group 

x2 :the total of the square deviation of the 

experimental group 

y2 :the total of square deviation of the 

controlled group 

 

Result 

 

Computation between Two Means 

After getting all the test scores, the 

computation was made. The first way to know 

the significant difference of the experimental and 

control group‟s score could be seen through the 

difference of the means. The following formula 

was used to get the means: 

mean = 
  

 
 

The Mean Score of Pretest 

A pretest was conducted at the 

beginning of the research. The purpose of this 

test was to check the students‟ ability inwriting a 

narrative text. There were 26 students took the 

test. They had to re-write the story given. 

In order to know further on the 

students‟ achievement in detail, I used the 

following formula to find out the average of the 

students‟ achievement. The formula was: 

Mean score of experimental group: 

M = 
  

 
 

     =860 

          26 

    = 33.08 

Mean score of control group: 

M=    

        N 

   = 771 

        26 

   = 29.65 

From the analysis above, we can see that 

the mean score of the students of experimental 

group was 33.08 and the students of control 

group was 29.65. Thus, based on the scoring 

categories the means score of both groups were 

categorized as very poor. Iconcluded that the 

students had difficulties in constructing the 

sentences and they were confused in choosing 

the right vocabulary based on the result of pre-

test. Therefore, teaching narrative with a new 

technique in each activity was important to 

improve the students‟ achievement. 

 

The Mean Score of Posttest 

The students were given posttest after 

they got the treatment. In this activity, the 

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Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

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students had to do the same test as the pre-test 

given. 

Then, I calculated the means score of 

the posttest of experimental and control group. 

It can be computed as follows: 

 

Mean score of experimental group: 

M = 
  

 
 

     =1696 

          26 

    = 65.23 

 

Mean score of control group: 

M=    

        N 

   = 1320 

        26 

   = 50.77 

The achievement of the posttest of 

experimental group students was 65.23, and 

control group students was 50.77. Based on the 

result of the final test, it could be concluded that 

there was an improvement of the students‟ 

achievement inimproving their mastery in 

writing narrative text for both group. 

After computing the mean score, I 

calculated the sum for both group‟s score. 

The sum of experimental group‟s score is: 

ΣX= ∑  - 
     

 
 

= 28898 - 
    

  
 

= 28898 – 26880.62 

= 2017.38 

 

The sum of control group‟s score is: 

ΣY= ∑  - 
     

 
 

      = 14335 – 
    

  
 

      = 14335 – 11529.35 

      = 2742.65 

 

Test of Significance 

As stated earlier, the mean of control 

group was lower than the mean of the 

experimental group. However, we still cannot 

conclude that the difference between the both 

means was significant. Therefore, in this analysis 

t-test was applied. This formula was used to 

check whether the two means were statistically 

significant. As I mentioned before, in analyzing 

the data, I used t-test formula in order to 

strengthen the result of analysis. 

 

Here is the formula: 

  
     

√*
       

       
+ *

 

  
 

 

  
+
 

Where: 

ΣX= ∑  - 
     

 
 

= 28898 - 
    

  
 

= 28898 – 26880.62 

= 2017.38 

 

And: 

ΣY= ∑  - 
     

 
 

      = 14335 – 
    

  
 

      = 14335 – 11529.35 

      = 2742.65 

 

So the t value could be computed as follow: 

  
            

√(
               

       
) (

 

  
 

 

  
)

 

 

     
     

√(
       

  
) (

 

  
)

 

  = 
     

√    
 

= 4.08 

 

After I got t-test result, the critical value of 

the t-table was consulted to check whether the 



 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

7 

 

difference was significant or not. For = 5%, 

and the number of the students, 26 + 26 – 2 = 

50, from the formula:  I 

found that t-table = 1.68. Based on the 

computation I found that t-value (4.08) was 

higher than the critical value on the t-table 

(1.68). It could be inferred that there was 

significant difference between experimental 

group and control group. 

As I conducted my experimental research 

in SMPN 1 Grobogan, I noticed that the 

students who were taught using digital 

storytelling were so interested and enthusiastic 

during the lesson. In constructing the sentences 

in writing narrative text, the students need 

imagination to understand what the story about. 

They need an illustration to illustrate the plot in 

the story; they need to have a visual illustration 

to make their understanding clearer than only by 

reading the story in their books. During my 

experimental research, the experimental group 

showed their improvement in understanding it, 

while the control group students had difficulties 

in constructing their sentences in writing 

narrative text and did not show improvement. 

Although using digital storytelling, was 

proven effective enough in improving their 

understanding in writing narrative text, it does 

not mean that teaching and learning process 

without using digital storytelling was not 

effective. The use of digital storytelling also 

faced some obstacles. First, the blank out 

electricity might happen during the lesson. 

Therefore, teachers who are using technology 

and electricity in teaching should anticipate this 

condition. Second, the hysteria of students 

knowing that they will be taught using digital 

storytelling was another obstacle in applying this 

method. Students sometimes got too excited in 

the classroom so that they could not hear the 

explanation well. However, those obstacles were 

not serious problems, so that the teaching and 

learning process could still be done well until the 

experiment was completed. 

 

CONCLUSION 

 

Digital storytelling is one of the media 

that can be used in teaching activities. It can be a 

motivating medium in teaching writing 

especially in teaching narrative text. Digital 

storytelling helps teacher to gain students‟ 

interest and involve them in the learning process 

because of its moving and interesting 

animations. It also contains subtitle of the story 

which can make the students understand about 

the story it self. The students‟ interest will make 

them feel comfortable in joining the learning 

process. It is expected that the use of digital 

story as teaching media can help the students‟ 

mastery in writing narrative text. 

 

After doing an analysis and discussion, 

I have several conclusions. The study aimed to 

find out whether teaching narrative text using 

digital storytelling is effective to enhance 

students‟ mastery in writing. This research also 

reveal the significant difference in the 

achievement between students who are taught 

using digital storytelling and those who are 

taught using conventional technique. The result 

of the study showed that the differences between 

the two means (of experimental and control 

group) was significant. This can be proved with 

the test of significant (t-test). The t-test result was 

4.08. When the result of t-value is compared to t-

table on the level significance of 5% and the 

number of degree freedom was 50, which the 

result was 1.68, the comparison shows that the 

result of t-value was higher than the critical 

value on the t-table. 

Based on the result of the study, I would 

like to offer some suggestions to be considered to 

improve the teaching of writing. 

The students should practice their 

English especially writing ability in their daily 

lives because it will make them get used to 

writing in English and it will improve their 

writing ability. 

Teachers should be able to use the 

appropriate teaching media. It is very important 

for them to use various methods in teaching 

writing to the students. Through various 

methods, the teaching and learning process can 

be more enjoyable, so that the students will not 



2 yx NN



 

Dillyan Anugrah Joko Saputro / Journal of English Language Teaching 2 (1) (2013) 

8 

 

get bored in learning. Therefore, Digital 

Storytelling can be an appropriate method in 

teaching since it is an interesting medium which 

gives students illustration through audio and 

animated picture. 

I hope other researchers can use it as 

one of the references in conducting their 

researches on the same field of study. Besides, it 

could be applied for teaching writing to solve 

students‟ difficulties in constructing narrative 

text. There is also a possibility to find another 

more effective way in teaching writing narrative 

text. 

 

REFERENCES 

 

Anderson, M. and Anderson, K. 1997. Text 

Type in English 1. South Yarra: Macmillan.  

______________________________. 1997. Text Type 

in English 2. South Yarra: Macmillan.  

Arikunto, S. 2002. Prosedur Penelitian Suatu 

Pendekatan Praktek. Jakarta: PT Rineka Cipta. 

Brown, H. D. 2000. Principles of Language 

Learning and Teaching (4
th

 Ed). London: Longman. 

_____, ____. 2004. Language Assessment 

Principle and Classroom Practice. New York: Pearson 

Education, Inc. 

Bull, G. and Kadjer, S. 2004. Digital 

Storytelling in the Language Arts Classroom. 

 Retrieved December 29, 2010, from 

http://www.digitalstoryteller.org/docs/DigitalStoryt

elling.pdf. 

Harmer, J. 2001. The Practice of English 

Language Teaching. Cambridge: Longman. 

Harris, P. 2003. Writing in the Primary School 

Years. South Melbourne: Social Science Press. 

Hyland, K. 2002. Teaching and Researching 

Writing. London: Longman. 

Tendero, A. 2006. Facing versions of the self: 

The effects of digital storytelling on English education. 

Contemporary Issues in Technology and Teacher 

Education, 6(2), 174-194. Retrieved February, 13, 

2013, from 

http://www.citejournal.org/articles/v6i2languagearts

2.pdf. 

 

 

 

http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf
http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf

