c. Competence Standard and Basic Competence
Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of
competence standard. Table 2.1 exemplifies the competence standard and basic
competence based on School-Based Curriculum.
Table 2.1: 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 text 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.
B. Theoretical Framework
This section summarizes and synthesizes some theories presented previously and relates those theories to the study. From the theory of adolescence,
it can be inferred that stories and storytelling can be appropriate for the learning activity in the eleventh grade students of senior high school since storytelling
provides something different and challenging for them. Using stories and storytelling, students can enrich their knowledge while at the same time
expressing what is in their mind and developing problem solving abilities. In this way, students are able to acquire informational literacy as the demand of the
curriculum. Students are also challenged to be more active, creative, and imaginative. In summary, storytelling may facilitate students in expressing
themselves. In this study, an integrated language-learning approach can be
advantageous. In an integrated language-learning classroom, students are encouraged to improve their language skills and use them in a communication. In
integrated language-learning classroom, students are encouraged to recognize the relationship among several skills instead of focusing on one particular skill.
Integrated language-learning enables teachers to be more flexible in creating interesting and motivating lessons.
Storytelling can be an appropriate technique in integrated language- learning process. Students have opportunity to relate some or all the language
skills and develop them in exciting and communicative ways. Students are able to choose any exciting stories in particular topic to be performed, find and read some
articles related to the story, see, and listen to their friends’ performances while taking note and giving feedback at the same time.
Eventually, storytelling technique based on integrated language-learning approach is likely to be applicable in the current curriculum, School-Based
Curriculum. It builds teaching learning process based on the requirements of
School-Based Curriculum. Using such technique and approach, students are capable of accessing any new knowledge while at the same time improving their
communicative abilities. To design the materials, the writer carries out a well-sequenced-step. First,
the writer determines the competence standard and the basic competence. Second, the writer conducts the needs analysis to find out what the students actually need.
Finding out what the students need, the writer then carries out the third step, determining the indicators that the writer expects the students to achieve. Fourth,
the writer selects the most suitable topics for the students. The results of the needs survey becomes one of the fundamental basis in this step. Fifth, the writer then
develops the teaching-learning activities and some story resources. The sixth step is preparing any equipment needed in designing the materials such as recorder.
Having everything needed, the writer designs the materials. Having finished with the design materials, the writer accomplishes the last step, distributing the
questionnaire sheets which aim to evaluate the design materials. In carrying out those seven steps, the writer is allowed to do some revisions in any step. Those
steps can be summarized in Figure 2.3.
Figure 2.3: The Steps of Designing Materials
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CHAPTER III METHODOLOGY
This chapter describes the methodology that the writer applied in the research. This chapter consists of method of the study, participants of the study,
instruments used in the designing the materials, data gathering technique, data analysis technique, and the research procedures.
A. Method of the Study
The writer chose to employ research and developmental study since the study deals with designing materials. Gay 1992: 221 defines research and
developmental study as a study which aims at constructing and developing relevant materials to the target learners based on the way learners study and
behave towards particular phenomena. Correspondingly, Borg and Gall 1998: 772 states that educational research and development RD is a method for
organizing an instruction by developing and validating pedagogical products such as material objects and teaching-learning methods. This educational research has a
goal to find out some particular questions dealing with practical problems. There are four steps in educational research and development which are called
educational research and development cycle. The cycle consists of studying research sources related to the products, developing the products, field testing
them to the participants, and revising them based on the evaluation. As stated by Borg and Gall 1998: 775, educational research and development cycle can still
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