75 experiences using the commonly used methods, activities, media or teaching aids,
and English books. The interview was conducted after the classroom observations. The purpose was to recheck and complete certain information obtained from the
classroom observations. The interview was conducted with one English teacher. The researcher
only selected one English teacher because there was only one English teacher who was in charge of the whole classes of grade VII. The researcher conducted the
interview after the classroom observations. From the interview, the researcher found that the students needed materials that enabled them to get:
a. Learning and teaching methods that were flexible and gave them an
opportunity to develop creativity, self-esteem, and peer-approval. b.
Learning and teaching activities that could motivate and stimulate the students to be more active in the class, helped them to focus on materials,
made them fell more optimist and confidents, and did not need much time to accomplished but had continuity.
c. Attractive media and teaching aids.
Based on the English teacher‟s point of view, providing appropriate and interesting materials that enabled the students to get flexibility in determining
learning and teaching methods, activities, media, and teaching aids was very necessary. The reason was because they determined the success of teaching and
learning process. The raw data of the interview is presented in the Appendix D.
3. Students’ Interests, Difficulties, and Capabilities
The researcher identified students‟ interests in stories, difficulties in
listening to or reading English stories, difficulties in English learning and teaching
76 process, and capabilities to overcome their difficulties and get an access to a
computer or a laptop and internet based on the result of questionnaire. The questionnaires were distributed after the classroom observations and the
interview. The purpose was to recheck and complete certain information obtained from the classroom observations and the interview.
The questionnaires were distributed to the students from the selected classes and one English teacher. Although the researcher aimed to identify
students‟ characteristics, the researcher distributed a questionnaire to the English teacher. The reason was because the researcher wanted to know the English
teacher‟ point of view. Questionnaires for the students were distributed on October 28
th
, 2011 in class VII B and October 31
st
, 2011 in class VII C, and class VII D. From the questionnaires the researcher found following information.
a. Students’ Interests
Here, students‟ interests refer to two categories, interests in reading non- English stories and interests in listening to or reading English stories. First, the
researcher identified students‟ interests in reading non-English stories based on
the result of question number one to seven. The researcher col lected the students‟
experiences and identify whether they had interest in some elements of story or not. The stories were not limited to those written in English. The experiences were
not only limited to what they had in junior high school but also in kindergarten or at elementary school. The reason was that the researcher wanted to obtain general
information. The information would be the basis in developing stories. In analyzing the result of questions number one to seven, the researcher
compared and contrasted the answers between male and female students. The
77 reason was because they had different points of view, and their point of views
influenced their interests. By identifying the similarities and the differences, the researcher could accommodate both two sides. From the questions, the researcher
found that, in general, the students read one to three storybooks in a week. It depended on the form, type, and theme of storybook they read. The reason was
because different form, type, and theme of storybook had different complexity and length of page.
The form of storybook that the students like most was a comic 44.3. The reason was because it consisted of pictures, sound effects, and direct
speeches. The elements were very attractive. They created more vivid effects and enabled the readers to sense what the characters experienced. Then, type of
storybook that the students liked most was a fantasy story 43.4. The reason was because it gave them a freedom to develop their imagination. However, they
were not interested in stories that had indirect meaning or symbolism, such as fables. Although they knew that characters in a fable symbolized humans‟
characters, it was difficult for them to link the symbolism and the reality. After that, the themes of storybook that the students liked most were an adventure story
28.3 and friendship story 20.8. The reason was because they talked about human‟s experiences in the outside world and their relations with other people.
They were not interested in the family life theme because they were in a process of finding self-esteem and peer-approval.
From the examples of storybook that the students mentioned, the researcher found that the most influential elements of story that determined the
students‟ choice in selecting the storybooks were the title 45.2, characters
