26 writing. The focus can be on either the form linguistic accuracy and content
organization or meaning.
4. Story
Based on Oxford dictionary, a story is a series of events and description of people that the writer or speaker has invented in order to entertain people
“Story”. In literature, it is classified as prose or narrative fiction. Roberts and Jacobs 1987 mention that
“fiction originally meant anything made up, crafted, or shaped… based in the imagination of the writer” p. 58. It includes novels, short
stories, myths, parables, romances, and epics. All of them had common elements, such as themes, characters, plots, structures, and settings.
Themes are related to what the writer says about life. They become the central of ideas that can unify other elements. Then, character is the representation
of human beings that determine thoughts, speeches, and behaviors. Interactions between the characters involved in a story are developed through dialogues,
actions, and commentaries. After that, plot is a series of events based in the conflicts of the characters‟ motivations that make up the story. It forms certain
structure of complication, crisis, climax, and resolution or denouement. Last, setting is related to the time and location where the series of events happens.
Besides those elements, there are other elements that function as tools in presenting the story, such as narration, style, point of view, description, dialogue,
commentary, tone and irony, and also symbolism and allegory. All of them focus on how the writer uses language to form the story. Style is related to the words
that the writer uses to tell the story. Then, point of view, description, dialogue, and commentary are related to the position of details in the story and way of
27 presenting details in the story. After that, tone is related to attitude and control.
Last, symbolism and allegory are related to the extension of meaning. Using Stories in language learning and teaching has been applied for many
years. It happens because using stories has many advantages. Some of them have been mentioned in the research background. In addition, stories can encourage
students‟ personal and social development, confidence, and positive attitudes towards the foreign language and culture. Those are possible because stories are a
useful tool in linking fantasy or imagination with real world. Stories also consist of cross-cultural information.
5. Task-Based Language Teaching
Task-Based Language Teaching TBLT is a supportive methodological framework that aims to provide a rich and comprehensible exposure to language
in real- world uses or purposes. Based on Hong Kong Ministry of Education‟s
argument, TBLT is an approach that: aims at providing opportunities for learners to experiment with and
explore both spoken and written language through learning activities that are designed to engage learners in authentic practical and functional use of
language for meaningful purposes… the role of task-based language learning is to stimulate a natural desire in learners to improve their
language competence by challenging them to complete meaningful tasks as cited in Nunan, 2004, p. 13-14.
It is valid to teach any target language, including foreign language because according to Nunan 2004, TBLT strengthens important principles and practices,
such as the need-based approach, communicative language teaching, the introduction of authentic text, process-focused learning, experiential learning, and
the real-world language uses and purposes para. 1. Those principles and practices become very important because the point of departure of English
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