BOOK CREATOR AS A DIGITAL STORYTELLING MEDIA FOR WRITING NARRATIVE TEXTS ABOUT LOCAL CULTURE: ENHANCING WRITING SKILL AND LOCAL WISDOM EMPATHY

Wahyuningtyas, Riska Tri, 52106140011 and Mardiana, Wiwik, 0706119101 and Krisdiana, Amy, Amy, 0715019005 (2025) BOOK CREATOR AS A DIGITAL STORYTELLING MEDIA FOR WRITING NARRATIVE TEXTS ABOUT LOCAL CULTURE: ENHANCING WRITING SKILL AND LOCAL WISDOM EMPATHY. Bachelor thesis, Universitas Islam Majapahit.

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Abstract

This study was conducted at SMAN 1 Kutorejo in class XI-4 as the experimental class with 36 students and class XI-5 as the control class with 36 students. Based on preliminary observations, students experienced difficulties in writing English narrative texts. Therefore, the researcher used book creator as a digital storytelling media to address these problems in narrative writing, especially on local culture themes. This study aims to find out the effect of using book creator on students’ writing skills in narrative texts about local culture and to explore how digital storytelling with book creator influences students’ empathy toward local wisdom thorugh learning reflections. The study employed a mixed-method approach with a quasi-experimental design using a nonequivalent control group. The experimental class was taught narrative writing using book creator, while the control class was taught using PowerPoint media. Data collection consisted of a pre-test, treatment, and post-test. Writing performance was assessed using five components: Content, Organization, Vocabulary, Language Use, and Mechanics. The scores obtained from these assessments were analyzed using SPSS version 25. The results are shown from t test, where t-count (4,086) > t-table (2007) at a significance level of (0,05/2) = 0,025 and Sig (2-tailed) is 0,000 < 0,05 with a df of 52. Based on the calculation above, it can be concluded that t-count > t-table or Sig. (2-tailed) < 0,05, which means that Hα is accepted, indicating a significant positive effect of book creator on students’ writing skills. The qualitative findings, analyzed based on four empathy stages: Empathy for Another’s Feelings, Empathy for Another’s Life Condition, Role taking (Cognitive Empathy), and Empathic Distress (Moral Motivation). It revealed that students demonstrated emotional connection with cultural narratives, showed awareness of others’ living condition, engaged in perspective-taking, and developed moral motivation to preserve local culture.

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