omitted the use of “functional text” in the syllabus considering that the writer only used monologue texts in the materials.
B. The Presentation of the Final Material Design
This part aimed at answering the second question mentioned previously in the problem formulation, what the design looks like. After obtaining some
revisions of the designed-materials, the writer presented the final product of the designed-materials. The designed-materials consisted of Myth, Legend,
Unforgettable Experiences, Fables, Fairy Tales, Curious Customs, Imaginative Stories and Series Stories. Each unit was divided into five parts. They were:
1. What do You Know about It?
The first step was an introduction of the topic. This step helped the students to do a brainstorm activity in which they were able to gather any
information towards particular topic. Some pictures or games aimed at stimulating them to explore their basic knowledge about the topics in each unit.
2. Let’s Find It out
Having enough discussion about the topic, the students listened to some recordings related to the topic. This step functioned as the second stimulus which
exemplified the correct storytelling technique. Therefore, the students would not have their own description about storytelling technique. Recognizing some
stories, the students then found out some structures and language functions used beyond the stories. Thus, the students learned the structure and the language
functions from the context. Besides, the students also improved their listening ability.
3. Tell Me More
This session enabled the students to have a warming up activity of storytelling. The students had to work in groups of five or seven. Then, they told a
story that had been broken down into some pieces and arrange them into a good story. Therefore, this stage demanded the students to build good cooperation
among friends. After comprehending the stories in two sessions, students were able to check their understanding in this stage. This part also provided some
comprehension questions dealing with the previous stories. Thus, it aimed at improving either speaking or reading capability or both of them.
4. Let’s Work on It
This stage aimed at enhancing either reading or writing proficiency. In this stage, the students were expected to find the rhetorical steps of the stories given in
the previous sessions. In this case, the students were able to increase their reading ability. In regard to writing ability, the students were required to produce
something in written form. All of the things they produced were always related to the previous stories, such as making the ending of the stories and summarizing the
stories. By doing so, the students could develop their writing skill.
5. Welcome to the Show
