55 school students to enhance their English speaking skill. The procedure chosen for
designing the product was from the theories of Educational Research and Development RD proposed by Borg and Gall 1983, and theory of instructional
design which proposed by Kemp 1977. As it has been mentioned in Chapter II, the eight steps of instructional design in Kemp’s model were put under the umbrella of
steps and research procedure in RD. Those theories were applied as the theoretical framework and main procedure guideline for the study.
Besides the theories of instructional design and research procedure, the study required more theories to provide knowledge and information related to the process
of designing a product. Therefore, theories about storytelling, learning activities, speaking skill, Communicative Language Teaching CLT, and learners’
characteristics were collected to support the design in order to be the ideal design of storytelling learning materials for high school students to enhance English speaking
skill. The followings present the detailed components of the designed
storytelling learning activities for high school students to enhance English speaking skill.
1. Learners’ Characteristics
This part discusses the knowledge and the information related to learners’ characteristics which were obtained by conducting need analysis survey. In the
survey, interview checklist and questionnaire were the research instruments applied in order to get all the required information. The interview was conducted to get
learners’ characteristics and all information related to the learning activities of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56 storytelling club. Meanwhile, the questionnaires were distributed to the students to
find out their needs and interest in joining storytelling club. As it has been mentioned before, an interview had been conducted in order to
obtain information about learners’ characteristic. The researcher had interviewed the English teacher who was responsible in maintaining activities for the storytelling
club in SMA PL Van Lith Muntilan in order to get the general characteristics of the members of the storytelling club in that school.
After interviewing the English teacher who was responsible in maintaining storytelling activities, the researcher obtained a lot of important data about the
members of storytelling club. The data were about the general description of members’ academic achievement, motivation and enthusiasm in the classroom and in
the storytelling club meeting. According to the teacher, in general, all members of storytelling club in SMA
PL Van Lith Muntilan attained high academic achievement at school, especially in English subject. It is a common phenomenon in SMA PL Van Lith Muntilan that the
members of English club like storytelling club consisted of the students with high English academic achievement. The same phenomena happened also to other
English club there, NIMZO English journalistic club and Debate club. Only students with “good marks” were motivated to join those clubs.
The members of storytelling club in SMA PL Van Lith Muntilan were also highly motivated in learning English subject, especially if the teacher or the
facilitator was able to facilitate the learning, maintain conducive learning atmosphere, and convey the materials smoothly. The teacher also added that most of
57 the storytelling members were also students who were very active during the lesson
in the class. This habit was also shown in the activities conducted in storytelling meetings.
Based on the last data gathered in October 2008, there were fifteen students who joined the Storytelling club in SMA PL Van Lith Muntilan. They were from
tenth grade, eleventh grade, and twelfth grade. However, by the following semester, started from January 2009, the twelfth graders were not allowed to join the club
anymore due to their focus and preparation for the national final examination in the end of the semester.
Here below, a conclusion about the data obtained through interview can be drawn into table 4.1 which will explain about the summary of Learners’
Characteristics.
Table 4.1 Summary of Learners’ Characteristics Learners’ Characteristic
Criteria Explanation
Level of intelligence Most storytelling club members attained high academic
achievement especially in English subject.
Learning motivation Highly motivated in learning English especially when the
teacher could facilitate the learning well and maintain conducive learning atmosphere.
Enthusiasm Very active in the classroom especially in English class
including in the storytelling club. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
2. Purpose of the design
