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Developing Kamishibai (Japanese Card-Story) Media in Teaching Speaking

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Developing Kamishibai (Japanese Card-Story) Media in Teaching Speaking 4rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 4, 2021) CD-ROM ISSN: 2579-7549 DEVELOPING KAMISHIBAI (JAPANESE CARD-STORY) MEDIA IN TEACHING SPEAKING Yuli Puji Astutik1, Riski Mulyana2 STIT Muhammadiyah Tanjung Redeb Indonesia [email protected], [email protected] Abstract This study aims at developing and testing the feasibility of Kamishibai media as a learning medium by modifying a story adapted from Berau Folklore East Kalimantan. The research method used in this research was Research and Development (R&D) by adapting ADDIE Model of development which covered several steps namely: Analysis, Design, Development, Implementation, and Evaluation. The result of this research was a learning media namely Kamishibai by modifying it with the story of Berau folklore East Kalimantan. Based on the result of media experts’ validation, it showed that the response was 100%, while the result of material and language quality was 93%. It can be summarized that the developed media can be categorized as “Decent” or suitable to be used as a learning media. Meanwhile, the result of students’ responses towards the media developed was 81.13%. it can be considered positive of the media of Kamishibai (Japanese-Card Story) was feasible and suitable to be applicated as the learning media in speaking. Keywords: Research & Development (R&D), Kamishibai Media, ADDIE Model Introduction Language is considered vital for human learning English as a foreign language, communication. It is a crucial element of people can engage in international education which can be used as a tool in commerce, advance in their studies, and expressing ideas, thoughts, feelings and participate in scientific activities. It is quite people’s mind. Therefore, mastering one or reasonable because the indicator of more languages can’t be neglected by the someone who masters a language is the people around the world. As one of foreign ability in expresing it orally. Meanwhile, languages in Indonesia, English has become speaking is difficult and complicated area the most important tool for global which needs more effort and more practice communication. This is in line with in order to conquer it. (Abbaspour, 2016) (Crystal, 2009) English is global language, states that Learners of English as a foreign and it is the role of educators to raise language, in countries where English is not students’awareness about its status in widely spoken outside the classroom, often today’s world. Besides, (Valoes, 2014) that build a substantial knowledge about the the ability to communicate in multiple language through study of its grammar and language is becoming more and more vocabulary, but have difficulty in important in the increasingly integrated developing oral proficiency because their global business community. lack exposure to the language, and According to (Arroba & Acosta, 2021) experience using it. It is not easy to improve As a global language, this implies that student’s oral communication because of learning English for communicative students’ deficiency in four English skills, purposes is of paramount importance, students’ confidence and fluency. especially in countries where English is not (Kolawole, Adepoju & Adelore, 2000) widely spoken in daily activities. By stated that it is evident that poor DEVELOPING KAMISHIBAI (JAPANESE CARD-STORY) MEDIA IN TEACHING SPEAKING 136 Yuli Puji Astutik, Riski Mulyana 4rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 4, 2021) CD-ROM ISSN: 2579-7549 performance in English language is a appropriate in teaching English that can product of students’ deficiency in the four support the learning speaking process, it can language skills – speaking, listening, increase the enthusiasm of student to learn writing and reading – taught and tested as English and make students more confident part of English language curriculum in especially in speaking skill. schools. Based on those reasons above, the Developing students’ skills and researchers are interested in developing competencies in speaking is crucial in students’ enthusiasm, confidence and facilitating interaction and communicative creativity specifically in speaking skill by abilities. Although the skill and ability to using Kamishibai (Japanese Card-Story) as write, listen, and read in a foreign language a learning media. The researchers analyzed are equally important, the capacity to speak students’ response by using questionnaire to spontaneously seems to be the apparent see their interest in using Kamishibai by indicator of proficiency because it allows modifying it with Folklore of Berau, East people to demonstrate the use of language Kalimantan and facilitating it with some upfront (Arroba & Acosta, 2021). In fact, in pictures on the front side and some texts of the country like Indonesia where English is story on the backside. So, the researchers not widely used outside the classrooms, formulated the research problems as (1) most English teachers do not always make How to develop Kamishibai as a learning speaking skills as a paramount priority as media to support English speaking skill?, other skills such as reading and writing. (2) How is the eligibility product of Those problems make the students find it Kamishibai as a learning media to support difficult in mastering speaking. However, English speaking?, and (3) How are student making mistakes in oral English is common interest in Kamishibai media learning in part of the learning process, especially for applied in English speaking? Besides, based EFL students because of the language habit on the background above, the researchers in mother tongue is different. formulate the objective of the study as: to For those reasons, it is important to develop the modification of Kamishibai’s enhance students’ speaking skills by using (Japanese Card-Story) media based on some stategy or media which can support Berau folklore at Ninth Grader of MTsN them in learning English. It is expected to Tanjung Redeb” give them some knowledge to increase their speaking ability and to be more confident in Methodology order that they will be active English This study was conducted based on speakers. To make English applied Research and Development design or properly, media is needed. By providing (R&D). R&D was a research method used media, teacher can support English learning to develop products, perfecting a product, and can increase students’ interest to get the and test the effectiveness of the product. information in teaching learning process. It According to (Sugiyono, 2014), the can also support the teachers in analyzing methods of Research and Development is students’ understanding in speaking. Media to produce a specific product and test the based visual is appropriate to support effectiveness of the product. From this English speaking process. It can be used as opinion, it was concluded that a facilitator in understanding the subject development research of Educational well. product was gradual. It was intended to Kamishibai is one of the examples of produce the product of the research. media based visual. Kamishibai is the media The researchers used ADDIE model that has many slides with some pictures as (Analysis, Design, Development, the tool to tell story (Novilia, 2013). Implementation, and Evaluation) as their Kamishibai as visual media is very research procedures. The steps in DEVELOPING KAMISHIBAI (JAPANESE CARD-STORY) MEDIA IN TEACHING SPEAKING 137 Yuli Puji Astutik, Riski Mulyana 4rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 4, 2021) CD-ROM ISSN: 2579-7549 developing the ADDIE model were as follows: Figure 1. ADDIE model procedures (Sugiyono, 2015) This first step was an analysis of the revisions to the developed product. Then, need for the development of models or new the researchers implemented the trial. learning methods. The researchers analyzed At the implementation stage, field the problems from the subject of the trials were carried out which were intended research. It was decided from the pre-survey to test the extent to which a product or the researchers conducted in the field. The system can be used by certain users to data from the pre-survey explained what achieve certain goals with effectiveness, students' problems in the learning process. efficiency, and satisfaction in the use of After the problems were identified, the certain contexts. The researchers took some researchers moved to the designing step. In data from the subject of the research after this step, the researchers designed the the product was implemented. The problem solving for the problems identified researchers took the data from some in the analyzing process. The next step was processes; questioners of response from the designing the Kamishibai media. For the students about the media learning by first step, the researchers determined the Google form. After those processes were material from the syllabus, then began to done, the researchers prepared for the final develop Kamishibai media and the material. step, evaluating. The next step was an expert validation In this evaluation step, the researchers process for the learning of the media. The evaluated the development product which materials were evaluated by two experts, an included content/material, the learning expert in media and an expert in material.
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