36 teacher is a group process manager. In this role, the teacher is responsible to
organize the classroom as a setting for communication and communicative activities. In CLT, the practitioners view the instruction materials as ways of influencing
the quality of classroom interaction and language use Richards and Rodgers, 2001: 168. The materials, then, should promote communicative language use in the
classroom. There are three kinds of materials that are commonly used in CLT, they are: text-based, task-based, and realia.
Text-based materials make use of textbooks which are designed to direct and support CLT. The materials include: a task analysis for thematic development, e.g.
asking questions to obtain clarification; a practice situation description, e.g. getting information and send it to others; a stimulus presentation; comprehension questions;
and paraphrase exercises. Meanwhile, the task-based materials make use of varied games, role plays, simulation and other task-based activities that have been prepared
to support CLT. Those materials can be applied into some activities like pair- communication practice, cue-card and student-interaction practice booklets. Another
type of materials is realia type. The realia materials make use of authentic materials which are based on actual life experiences. The materials include the use of: signs,
magazines, advertisement, newspaper and other visual sources like symbols, charts, pictures and map.
7. Learners’ Characteristic
The storytelling club members in SMA PL Van Lith Muntilan are high school students who vary in age from 15 up to 18 years old. According to Hurlock
37 1980: 185, those students are in the stage age of teenagers. This group is in the final
stage of puberty and they are ready to begin their adolescence period. Hurlock in Psikologi Perkembangan
1980: 207 also says that adolescence is a transition period that is the period or time in the individuals’ life when they develop from a child into
an adult. Students in this group of age are the best language learners Ur, 1996: 286. The students, if they are motivated, they have a great capacity to learn, a great
potential for creativity, and a passionate commitment to things which interest them. However, they are often seemed to be less lively, less humorous and less motivated
compare to adult learners. This phenomenon occurs since they try carefully to make good impression of their identity among their relationship with friends and their
environment. This attitude really limits students to participate actively in the class. It also bounds the teacher’s role since peer approval may be considerably more
important for the student than the attention of the teacher Harmer, 1988: 39. Moreover, they prefer hanging out with their friends to spending time with their
family. Therefore, the individuals will get more influence to their behavior, attitude, interest and appearance from their friends rather than their family Hurlock, 1980:
213. They also put themselves in the “freedom area”. They do not like if somebody dominate their life.
However, the tendency in rejecting others’ domination has some benefits in positive ways. The students in this phase are stimulated to explore their creativity.
In this period, the students are in the stage where they deal with hypothetical subject matter and are able to think logically with abstraction. Their intellectual processes
grow from being able to think only about everyday, concrete, here and now PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 happenings to complex social issues and the meaning of life itself. In addition, they
can draw conclusions, offer interpretations, and develop hypothesis. Hamachek
1985: 113 adds that it is during adolescence that one develops the capacity for imagining or hypothesizing that a certain situation exists. This unquestionably will
benefit in language learning that requires those ability and capacity mentioned above.
B. Theoretical Framework
This part discusses the steps and procedures to design and develop storytelling activities. The researcher applies the cycle of Educational Research and
Development RD. The cycle of RD is “a process used to develop and validate educational products” Borg and Gall, 1983: 772. Further explanation about RD is
discussed in Chapter III in research method section. Like other research procedures, RD has several steps to carry out to obtain
the main goals of the study. However, the procedures inside the theory of RD are very general. The researcher would need more guidance to establish the designing
process. Therefore, the researcher applies Kemp’s model as the theory of instructional design and the other theories which had been described in the
theoretical description section, such as: theory of Storytelling, Speaking skill, Learning Activities, Communicative Language Teaching, and Learners’
