The average point of the respondents’ agreement dealing with the students’ experiences with stories and storytelling technique was 3.71. The
average median was 4 and the average mean was 4. It could be concluded that most of the students were familiar with English stories and storytelling technique
since their teacher often used both of them in the teaching learning process. Additionally, the average point of the respondents’ agreement dealing with stories
and storytelling technique ranged from 3.31-4.17. The average point of agreement Mean was 3.72. The average median was 3.8 and the average mean was 3.8. It
meant that most of the students reacted positively to the use of stories and storytelling technique in the teaching-learning activities.
Based on the results of the open-ended questionnaire, twelve students 34.28 liked myth and legend from various countries, and others liked
historical stories, cultural stories and fables. Those stories and storytelling technique motivated them to learn English. It was supported with further
information that seventeen students 48.57 agreed that storytelling was easy. Only fifteen of them 42.8 stated that storytelling was difficult. Eleven students
31.4 stated that they still had difficulties in the vocabulary. Thirty two of them 91.4 said that they consulted the dictionary when they found any difficult
words. The detailed information of the open-ended questionnaire is summarized in Appendix B on page 70.
2. Planning
Based on the information assembled, the writer made a rough draft of the designed-materials. This draft represented what the designed-materials would
look like. The writer also decided what objectives the students were going to achieve and what topics she was going to present in the designed-materials. It is
the same as Kemp’s steps, namely, determining the topics, competence standard and basic competence, mentioning learning objectives, selecting subject content,
selecting the teachinglearning activities and instructional resources, and preparing support services. In addition to this, the materials were also designed
based on the current curriculum, School-Based Curriculum, which has specific competence standard and basic competence. The competence standard and basic
competence can be summarized in Table 4.4.
Table 4.4: The Competence Standard and the Basic Competence of School-Based Curriculum
Bahan Pelatihan KTSP, 2006: 309-311
Competence Standard Basic Competence
Listening Comprehend short monologue text in the
form of narrative in a daily life context. Respond to short spoken monologues in the
form of narrative which includes language functions accurately and fluently in a daily life
context.
Speaking Express short monologue texs in the form of
narrative in a daily life context. Express the meaning of short monologue
spoken texts in the form of narrative accurately and fluently in a daily life context.
Reading Comprehend short essay text in the form of
narrative and access knowledge in a daily life context.
Respond to the meaning and the rhetorical steps in written essays accurately and fluently
to access knowledge in narrative in a daily life context
Writing Express written essay text in the form of
narrative in a daily life context. Express the meaning and the rhetorical steps in
written essays accurately and fluently in the form of narrative in a daily life context.
Furthermore, the writer used the competence standard and the basic competence to formulate the objectives or the indicators that the students must
achieve in each unit. The indicators were selected so carefully that they were appropriate and meaningful for the students. Table 4.5 exemplifies those
indicators.
Table 4.5: The Sample of the Indicators UNIT
TOPIC INDICATORS
1 MYTH
Listening
y
The students are able to arrange the jumbled pictures while listening to the passage.
y
The students are able to complete the sentences using simple past, past continuous, and expressions of asking and giving advice while
listening to the story.
Reading
y
The students are able to answer some questions related to the stories.
y
The students are able to mention some problems and resolutions of the stories.
Speaking
y
The students are able to tell a piece of a story that they get from the teacher.
y
The students are able to tell a myth.
Being ready with all of the objectives, the writer then selected the subject content which had been adjusted to the curriculum and the students’ interests. The
topics presented in the designed-materials were based on the results of the needs analysis. The topics were Myth, Legend, Fables, Fairy Tales, Curious Customs,
Imaginative Stories, Series Stories and Unforgettable Experiences.
3. Developing the Outline of the Designed-Materials
