steps are flexible. A material designer is able to apply the model to any level. For this reason, the writer chooses Kemp’s model rather than other models.
2. The Overview of Stories and Storytelling
Storytelling is not a new technique in teaching learning English. This part will elaborate more about stories, storytelling technique, and their roles in
ESLEFL.
a. The Nature of Stories and Storytelling
According to Mallan 1991: 5, storytelling is definable as presenting or performing any kinds of stories in a spoken language. Slattery and Willis 2001:
96 add that story is a bridge that helps students to relate knowledge to their own world. The stories used in storytelling technique are usually narrative stories.
Nevertheless, it is still possible for teachers to vary the stories. Teachers can select folktales, historical stories, invention stories, cultural stories derived from various
countries. Storytelling technique can be divided into three steps. According to
Brewster and Ellis 2002: 195, those steps include pre-activities, while- storytelling activities, and post-activities. Pre-activities involve any activities
which are held before the students read or listen to any stories. Such activities help students to guess what they are going to learn about. The activities may
include any activities which are able to recall their memory, dig up their prior knowledge or brainstorm any idea towards the story. In ‘while-storytelling’ stage,
students can read or listen to some stories. After understanding the stories well, students can retell the stories either in groups or individual. Post-storytelling
involves any activities done as the follow up or cooling down which aim at measuring whether the students understand the stories well.
b. The Role of Stories and Storytelling in ESLEFL
Stories are widely used in teaching English as a second or a foreign language ESLEFL. Stories and storytelling is considered applicable not only for
children but also for teenagers and adults. The selection of the stories should consider the current curriculum and the students’ needs and characteristics. In this
study, the writer will dedicate the stories to the eleventh grade students of SMA Negeri 11 Yogyakarta.
Looking back to the level of the students, the designer will use various stories such as traditional and international folktales, historical stories, cultural
stories, and creative stories. However, the teacher should be able to select meaningful stories and relate them to the meaningful teaching-learning activities
so that students are able to acquire valued knowledge. The implementation of storytelling based on the consideration that it
contributes meaningful values for students. Some experts in educational approach such as Murcia 1991: 328, Brewster, Ellis, and Girard 1991: 186-187, Slattery
and Willis 2001: 96 strongly affirm the benefits of storytelling in teaching English as a second or foreign language. First, storytelling might motivate
students a lot. This fun and challenging technique develops their positive attitudes towards English learning. The learning process will be more successful if
students are able to build positive attitudes during the learning activities. Second, teachers can introduce some moral values, cultures, and new knowledge through
any stories. Various kinds of stories enable teachers to insert them. The use of various kinds of stories can be more interesting and challenging for the eleventh
grade students of senior high school. Besides taking the boredom away from the students, a wide range of stories give them valuable knowledge. Those various
stories are valuable sources to enrich their knowledge about the world around them. By giving such stories, the teacher facilitates students with valuable
knowledge. In addition, students can have fun and be more relaxed by sharing their own experiences and folktales from any countries. These kinds of stories
enable students to explore their imagination since the students have opportunity to create any kinds of creative stories. In this way, storytelling contributes the third
advantage. Storytelling stimulates and encourages students’ creativity and imagination. Students are able to produce their own utterances to respond to the
stories they might have read or heard. Learning English will be more valuable when students can create some sentences in the target language.
Fourth, students are able to monitor their performance and their friends’. Therefore, the students will find both their mistakes and their friends’ mistakes. It
will lead them to the awareness of language. Learning English will be memorable when students learn to be aware of mistakes. Fifth, storytelling provides students
with “learning English from context” Slattery and Willis, 2001: 96. As storytelling provides rich and meaningful contextualized stories, the students can
learn to understand the meaning of words and the patterns of sentences from the context instead of memorizing a bundle of patterns. Sixth, storytelling enables
teachers to integrate some language skills in one learning process. Considering
that storytelling technique demands students to interact with the audience, it encourages them to enhance their language skills, especially speaking and
listening. Storytelling enables students to communicate with others by sharing knowledge and experience. Students are also encouraged to improve their
communicative abilities since they learn to be able to express what is in their mind in such a way that others can understand them.
3. The Students of Senior High School Grade Eleven
