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A THESIS
By:
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ACKNOWLEDGMENT
First of all, the writer would be like to express her deepest gratitude to Almighty God,
His uncountable blessing given to the writer during her study and in completing this thesis
which entitled: Developing Kamishibai Media for Storytelling Narrative in MTs Al-
Jami’yatul Washliyah Tembung. This thesis is aimed to fulfill one of the requirements for the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and he had
received the academic guidance, suggestions and comments and got a lot of assistance and
moral support from people. Therefore, the writer expresses her gratitude and special thanks
to:
Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State
University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department,
Faculty of Languages and Arts, State University of Medan, her First Thesis Advisor
and her Academic Advisor who has contributed her time, knowledge and suggestion
to help the writer on supervising this Thesis.
Dra. Meisuri, M.A., as the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of English Education Study
Program.
Johannes Jefria Gultom, S.Pd., M.Hum., as her Second Thesis Advisor who has
contributed his time, knowledge and suggestion to help the writer on supervising this
Thesis.
Dr. Rahmad Husein, M.Ed., as her Reviewer and Examiner who have contributed
on giving some of feedback and suggestions in the writer’s Thesis.
Dra. Masitowarni Siregar, M.Ed., as her Reviewer and Examiner who have
contributed on giving some of feedback and suggestions in the writer’s Thesis.
Prof.Amrin Saragih, M.A., Ph.D., as her Validator who had given a valuable
suggestion in develops Kamishibai Media.
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All the Lecturers of English Department during her academic year at State
University of Medan, who have taught and given knowledges to her encouragement
and invaluable advices to complete this thesis.
Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English Department.
Muhammad ZubirNasution, M.Pd., as the Headmaster of Madrasah Tsanawiyah
Al-Jami’yatul Washliyah Tembung
Sri Wahyuni, S.Pd., the English Teacher of Madrasah Tsanawiyah Al-Jami’yatul
Washliyah Tembung
Her beloved parents, Kalman Siregar and Marija Harahap, her wonderful brother,
Eddy Soangkupon Siregar, her wonderful sisters, Suci Rahmadani Siregar, and
Dyah Amanda Siregar, for their endless loves and prayer that they have given to the
writer during the process of completing the thesis
Her beloved friend Didi Prawira Sitompul, S.E., for his loves and his patience for
writer.
The wonderful girls, Maysarah Pulungan, Yuli Astuti, Warni Aditya, and Balqis
Juniko.
Her friends in Extension C and Extension B 2012, for their love and togetherness
throughout the four years;
The writer realizes that, this thesis still has the paucity, she warmly welcomes any
suggestions, comments, critics, and advices that will improve the quality of this thesis.
She hopes that this thesis would be useful for those who read and feel interested in the
field of this study.
Medan, February 2017
The Writer,
NIM. 2123321036
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TABLE OF CONTENT
Pages
ABSTRACT ....................................................................................................................... i
ACKNOWLEDGEMENT ................................................................................................ ii
TABLE OF CONTENT .................................................................................................... iv
LIST OF TABLE .............................................................................................................. vii
LISTOF FIGURE …………………………………………………………………........viii
LIST OF APPENDICES .................................................................................................. ix
CHAPTER I. INTRODUCTION..................................................................................... 1
A. The Background of Study .......................................................................................... 1
B. The Problem of Study................................................................................................ 3
C. The Objective of Study.............................................................................................. 4
D. The Scope of Study ................................................................................................... 4
E. The Significance of Study ......................................................................................... 4
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2) Design of Visual Media .................................................................................................. 16
3) KamishibaiAs the Visual Media ..................................................................................... 17
3. Kamishibai ...................................................................................................................... 18
a. Definition of Kamishibai ..................................................................................... 18
b. The Characteristics of Kamishibai ...................................................................... 20
c. The Types of Kamishibai .................................................................................... 23
d. The Terms in Kamishibai .................................................................................... 24
e. The Sample of Kamishibai and The Parts of Kamishibai Story.......................... 25
f. The Steps of Using Kamishibai ........................................................................... 26
g. The Advantages and Disadvantages of Kamishibai ............................................ 26
4. Storytelling .............................................................................................................. 28
a. Definition of Storytelling ......................................................................................... 28
b. Storytelling in the Classroom................................................................................... 29
c. The Benefit of Storytelling....................................................................................... 30
5. The Eligibility of Product ........................................................................................ 31
a. The Definition of Eligible ........................................................................................ 31
b. The Indicator of Eligibility Product ........................................................................ 31
6.Narrative Genre ......................................................................................................... 33
a. The Example of Narrative ................................................................................... 34
B. Relevant Studies ............................................................................................................. 35
C. Conceptual Framework .................................................................................................. 36
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F. Techniques of Data Analysis .......................................................................................... 49
REFERENCES .................................................................................................................. 83
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LIST OF TABLE
Pages
Table 2.1 The Classification of Media ................................................................................ 13
Table 3.1 Rating Scale ........................................................................................................ 44
Table 3.2 The Interval Criteria for Assessment ................................................................. 50
Table 4.1 The Description of Picture and Narration Text Position
in the Text ........................................................................................................... 61
Table 4.2 The Description of Picture and Narration Text Position
in the Text ........................................................................................................... 62
Table 4.3 The Data of Expert’s Validation to Display of Media ........................................ 64
Table 4.4 The Data of Expert Validation to Operation Media............................................ 66
Table 4.5The Data of Expert Validation Toward Interactions ............................................ 68
Table 4.6The Data of Expert Validation to Materials ......................................................... 70
Table 4.7The Results Data of Expert Validation on Kamishibai Media............................. 72
Table 4.8 The Data of Comment and Suggestions from Experts
OnKamishibai Media.......................................................................................... 73
Table 4.9 The Results of the Student’s Validation about Kamishibai Media ..................... 74
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LIST OF FIGURE
Pages
Figure 2.1 The Picture of Kamishibai Story Theater ......................................................... 25
Figure 2.2 Conceptual Frameworks of Stages Developing Media Kamishibai for
Speaking Narative .............................................................................................................. 38
Figure 2.3Hyosigi ................................................................................................................ .25
Figure 3.1 The Steps of Research ang Development (R&D) ............................................ 35
Figure 4.1 The resulting graph of Expert Assessment toward Media Display ................... 66
Figure 4.2 Graph of Expert Assessment Results toward Operations Kamishibai Media ... 67
Figure 4.3 Graph of expert Assessment Results toward Interaction in Media………… ... 67
Figure 4.4 Graphic of Expert Assessment toward the Material .......................................... 72
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LIST OF APPENDICES
Pages
Appendix A. Interview Sheet........................................................................................85
Appendix B. Validation Sheet ………………………………………………..........92
Appendix C. Syllabus………………………………………………………..............113
Appendix D. Flowchart……………………………………………………...............115
Appendix E. Storyboard……………………………………………………….......117
Appendix F. The Display of Butai………………………………………………….125
Appendix G. The Display of Story Paper Cards…………………………………...128
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CHAPTER I
INTRODUCTION
Media is a tool that teachers need in teaching and the tool that give
2012: 12). Based on the definition of learning media, we can get information that
learning media is needed in the learning process.Learning media, give the easy
way for students to obtain information from the lesson, beside of that learning
media also can solve the problems in learning process such as the difficulty that
useof media would give positive impact on education. Learning media is very
important for the learning process at school. Learning system will run well when
teacher. In creating the good learning process, media is needed.Media also can
give stimulus for student to make the learning process happen. It means, students
will get stimulus to think, feel, and to have desire to study so they will give
attention to study when the learning process is provided with media (Manurung,
2012:12).
schools, Senior high schools and colleges teach English to their students.English
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needed. Media can support the English learning run well because media can make
the English learning be fun and student can get the information of learning
English easily.
In teaching English, teacher must choose the appropriate media that can use
in the class. The media must be support students to increase their enthusiasm to
learn English. Student can enjoy the learning process if the activity provide with
media.
Media based visual is the appropriate media to support the English learning
process. Media based visual is called as image or parable. Visual media can
facilitate understanding and strengthen memory. The forms of visual media are
media that has many slides with some pictures as the tool to tell story (Novilia,
2013, :2). Kamishibai can use as media to do the oral tales and it can used as a
Based on the interview with English teacher in grade VIII of MTs Al-
material which is taught to the students is about narrative. The students also have
they are afraid to do storytelling in the front of the class; 2) they get difficulty to
understand about narrative and to retell the story in the front of the class; 3) they
get difficulty to understand about the content of story in narrative text; 4) they
also do not understand about the generic structure of narrative; 5) they get
frustrated if they must retell the story with memorize technique. The point is the
students don’t like the material and they get difficulty to retell the story without
media.
power point, text books, the print-out of text, and dictionary. Teacher just asks
students to read the text in the text books and find out the meaning from
dictionary and memorize the text and retell the story in the front of the class. It
makes learning process is not conducive. Teacher chooses the media that can’t
support the learning process or it can’t increase the enthusiasm of students to learn
The teacher doesn’t know about Kamishibai media. Teacher doesn’t have
kamishibai media yet. This is the opportunity for researcher to design Kamishibai
formulated as follow:
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storytellingnarrative?
stoytelling narrative
In accordance with the background of the study that the scopes of study are: the
practically
a).Writer; by having this research, the writer can develop and enrich
achievement on speaking
b).Teacher; to provide teacher with innovative and interactive media that can
c). Students; to give helping for students to be speak able when they retell a
narrative story with using interactive media. It can make them be confident to
This chapter discusses about conclusion and suggestion on the basis of the
A. Conclusion
simplified into, (1). Need Analysis; (2) determine the material; (3) design the product;
valid criteria, practical, and effectiveness. It can be seen from the assessment of
experts. Valid criteria include display media and materials. The results of validation
are for the displays of kamishibai media the average is about 89,09 % with category
is very good. The average of material in story paper card is about 89 % with category
is very good. In the conclusion kamishibai media stated as the valid media.
Practical criteria include media operation and interaction when using the media.
The operation of the kamishibai media the average is about 85% with category is very
good. The average of interaction when using the media kamishibai is about 88% with
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category is very good. It can conclude that kamishibai media is the practical media.
The average of whole aspects in kamishibai media is about 87, 77% with the category
is very good.
Effective criteria can be seen from the students' responses were positive. Positive
agree that kamishibai media is media that can improve Reviews their learning
interest, kamishibai is the media that can motivate them to learn, kamishibai media
make the narrative story is easy to understand, kamishibai media make students
understand the material easily than before, kamishibai media can improve their
speaking skill, and kamishibai media make students enjoy to do storytelling in front
of the class. With the results kamishibai media is the media that has three aspects
namely, valid, practical, and effectiveness. it can stated that kamishibai media is
B. Suggestion
From the conclusion above, there are some suggestions that are proposed that
1. The use of this kamishibai media would be more effective if teachers are using
this media bring the story narrative with more creative and communicative as the
between the storyteller and the listener. With higher creativity and the more intense
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communication, the media not only serves to convey narrative story to students, but
also to motivate and provide higher confidence of students to use English more
2. Other researcher. This media consist of two stories as the material; The
Legend of Momotaro and The story from Al-Qur’an is the story of NabiSulaiman and
ants. For other researcher can be adding another story as the material for kamishibai
media.
REFERENCES
Ellis. G and Brewster. J. 2014. Tell it again!: The storytelling handbook for
primary English language teachers. British council.
Novilia, V. 2013.The use Kamishibaito teach speaking narrative text to the eight
graders of SMPN 40 Surabaya.E-Journal, vol. 1, no. 1.Accessed on March
1, 2016.
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Nozaka, E. 2013.Kamishibai: How it differs from picture books. JBBY, the
international Kamishibai association in Japan.Accessed on March 8, 2106.
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