106 researcher had some considerations. First, the researcher combined a comic and a
series story as the forms of the workbook because pictures in the comic could attract students‟ attention and help them to understand the materials. Then, the
concept of series story provided the researcher flexibilities to develop the elements of story. The researcher was able to provide more detailed explanations
about the pots, characterless, and setting. Second, the researcher selected fantasy as they type of the story because it
could develop students‟ imagination. Besides, the researcher had more flexibility
to adjust the subject contents that had been selected and organized and specify learning or teaching activities and resources. However, the researcher still related
some elements in the stories with the reality. For examples were using real humans‟ characters, knowledge, and daily life experiences.
Third, in some units, the researcher did not only emphasize one theme but combined two themes. The reason was because the researcher wanted to create
different impressions for each unit of story. Besides, the researcher wanted to develop students‟ curiosity. Therefore, they were attracted to read each unit of
story, do the exercise, and finish reading the all the stories.
4. The Elements of the Stories
In this workbook, the researcher also developed the elements of the stories. The main elements consisted of plots, characters, and settings.
a. Plots
Because the researcher determined series stories as the form of the stories, this workbook was designed as a compilation of six units of story. Each unit of
story had one plot, called the sub plot. All of the sub plots were close plots with a
107 conclusion. The researcher used closed plots in order to show the links between
each unit of story. Therefore, the students could understand the relation between the sub plots and conclude the main plot. All of the sub plots were related each
other and formed one plot, called the main plot. The main plot was an open plot without a conclusion. The researcher selected an open plot because the
researcher wanted to develop the students‟ creativity and ability to keep in mind and recall what they have done and learned. The summary of the plots for all units
of story is presented in Table 4.12.
Table 4.12 The Summary of the Plots Unit
Main Plot Sub Plots
1
A mission of a detective
to find a mysterious family
and the amulets that the family hid
A detective met a professional writer, named Roderick Hall who had important information about who the members of the
mysterious family were
2 The detective read a journal that was written by a treasure hunter,
named Captain Hunter. He had important information about the amulets that the family tried to hide.
3 The detective disguised as a trainer in a school where one of
members of the mysterious family studied. 4
The detective tried to reveal the real identity of a rising movie star, named Xiang Tan. The detective believed that he was one of
members of the family.
5 The detective attended a patisserie competition to meet an old
friend. Accidentally, the detective met a mysterious man who was one of members of the mysterious family.
6 The detective tried to solve a murder case that involved a
professional baker that the detective met in a patisserie competition. Accidentally, the detective found that one of
members of the mysterious family was also involved in the case.
A list of main plot and the sub plots, presented in Table 4.12, was the result of the materials final revision. The researcher had made some adjustments
with the result of the final revision of the subject contents. The researcher also had considered the learning and teaching activities.
