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Background Problems Objectives Significances

Narrative Writing 5 Steps of Writing Process Constructs of CT Digital Storytelling

Design Variables Population Sample Teaching Materials Data Collection Validity Data Analysis

THE EFFECTS OF DIGITAL STORYTELLING TECHNIQUE AND STUDENT’S GPA ON THE TENTH GRADERS’ NARRATIVE WRITING

ACHIEVEMENT AND CRITICAL THINKING SKILL

Presented byKasim Bahri Batubara

Palembang, April 24, 2015




Background

1 The ICT Trend toward Teaching Writing

2 Difficulties in Writing& EF EPI Report

3 Critical Thinking

4 Narratives & Digital Storytelling

5 Students’ GPA

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2012 2013

Halphern, 1998







(Bran, 2010)







Problems of the study

1Is there any significant difference in narrative writing achievement between the students who are taught by using digital storytelling technique and those who are not?

2

Is there any significant difference in narrative writing achievement between the students who have high and those who have low GPA?

3

Is there any significant difference in critical thinking development between the students who are taught by using digital storytelling technique and those who are not?




Problems of the study

4Is there any significant difference in critical thinking skill between the students who have high and those who have low GPA?

5

Is there any interaction effect between digital storytelling technique and students’ GPA on students’ critical thinking skill?

6

Is there any interaction effect between digital storytelling technique and students’ GPA on students’ narrative writing ability?




Objectives of the study

1

there is a significant difference in narrative writing achievement between the students who are taught by using digital storytelling technique and those who are not

2

3

there is a significant difference in critical thinking development between the students who are taught by using digital storytelling technique and those who are notthere is a significant difference in narrative writing achievement between the students who have high and those who have low GPA




Objectives of the study

4there is a significant difference in critical thinking skill between the students who have high and those who have low GPA

5

6

there is an interaction effect between digital storytelling technique and students’ GPA on students’ narrative writing ability

there is an interaction effect between digital storytelling technique and students’ GPA on students’ critical thinking skill




Significances of the study

1 Improve students’ writing and critical thinking skills

2

3 As a reference

Alternative method to teach narratives




Narrative Writing

1 Definition

2 Assessed Criteria

3 Structure

4 Elements




Narrative writing relies on personal experiences and is often in the form of a story. Narrative essays are told from a defined point of view, often in first person, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story (Bran, 2010).




The paragraph writing skill judgment should consider all the criteria (10) on the narrative writing such as audience, text structure, ideas, character and setting, vocabulary, cohesion, paragraphing, sentence structure and punctuation, and spellings.

National Assessment

Program in 2010




Introduction Resolution

(Bran, 2010)







Theme

Settings

PlotsPoint of View

Characters




The ConstructsIntrepretation

DeductionsEvaluationInference

Recognition of Assumptions

Critical thinking refers to a type of thinking that enables individuals to analyze and evaluate information about a situation to make appropriate decisions in their contexts (Kabilan, 2000)

(Watson & Glaser, 1994b)




Digital Storytelling

1 Types

2 Kinds

3 DS Instructions

4 Elements of DS




Personal Narrative

Historical Documentaries

Stories that inform

(Robin, 2006)




Photo Stories

Video words

Staging

Presentations

Video Clips

(Reinders, 2011)

It engages students in critical thinking, research, writing, creativity, and communication and encourages them to be the creators of knowledge (Robin, 2006).

It also, can be used as a multimedia tool in language learning to help students improve their English language skills by using technology to tell the story in their own words and voice (Sadik, 2008)




Emotional Content

Voice and Images

Economy

Pacing

(Lambert, 2006)




Research Design

The Experimental Research Method

2 x 2 Factorial design on 2 separate outcome variables




Variables of the study

1 2 Independent variables

2 2 Dependent variables

3 The Graphic of variables




Population of the study

All of the 10th graders (99) of SMAN Sumatera

Selatan




Sample of the study

48 students

Purposive sampling

Distribution of sample




Teaching Materials

The writer will use readily available narrative texts and

digital stories.




Data Collection

1 Narrative Writing Test

2 Cornell Critical Thinking Type X




Validity and Reliability

1 Writing Test

2 Cornell Critical Thinking Type X




Data Analysis

1 Paired sample t-test

2 Independent t-test

3 Two-way ANOVA

1Is there any significant difference in narrative writing achievement between the students who are taught by using digital storytelling technique and those who are not?

2Is there any significant difference in critical thinking development between the students who are taught by using digital storytelling technique and those who are not?

Content Validity

Table of Specification

Reliability

Inter-reliability, Expert Judgment

Question:Please write a narrative text in 400 – 500 words. You may choose any topic from the prompts below:• A story with the title “The Secret”.• A Family Celebration.• A story in which a character has to do something difficult.

The 2 independent variables consist of one treatment

variable (digital storytelling) and one moderating variable

(Students’ GPA).

4Is there any significant difference in critical thinking skill between the students who have high and those who have low GPA?

Is there any significant difference in narrative writing achievement between the students who have high and those who have low GPA?

3

The CCTT has been used widely to measure the critical thinking ability for educational purposes, therefore it is considered valid in term of content validity.

Robert H. Ennis, Professor Emeritus, in the University of Illinois UC, in 2009 conducted a review on some available well-known critical thinking tests and found out that the CCTT the most appropriate and aligned test to give to high school students.

The internal consistency ranges from 0.67 – 0.90 for level X (Bart, 2010)

Cornell Critical Thinking TestWhat? The Cornell Critical Thinking Test series helps evaluate and

predict student skills in critical thinking.

Who? The test is geared at students in grades 5 to 14

When? The test can be given at any time after the fifth grade.How? The test is multiple-choice.

Time? 50 minutes.

Language? EnglishSkills Induction, Deduction, Credibility and Identification of

Assumption.

Creswell (2005, p.283)“in an experiment, you test an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable”

According to McMillan (1992, p.76), “In purposive sampling the researcher selects particular elements from the population that will be representative or informative about the topic. Based on the researcher’s knowledge of the population, a judgment is made about which cases should be selected to provide the best information to address the purpose of the research.”

The 2 dependent variables are the narrative writing

achievement and critical thinking skill

Pretest Teaching strategy Students’ GPA Posttest

O1 (X1)(Y1)

O2(Y2)

O3 (X2)(Y1) O4(Y2)

Table of Factorial Design

5

Is there any interaction effect between digital storytelling technique and students’ GPA on students’ critical thinking skill?

6

Is there any interaction effect between digital storytelling technique and students’ GPA on students’ narrative writing ability?

GroupGPA/Gender

High Male High Female Low Male Low Female Total

Exp 6 6 6 6 24

Con 6 6 6 6 24

Total 12 12 12 12 48

Distribution of Sample

Treatment Variable

Dependent variable

Moderating variable

Variables of Study




Education

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