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CHAPTER IV RESULTS AND DISCUSSION
This chapter presents two major parts which discuss the process of designing materials from the beginning till the end. The first part presents the
steps that the writer carried out in designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven. The results of
the needs analysis and designed-evaluation are included in this part. The second part is a brief presentation of the final design.
A. The Steps in Designing a Set of Integrated Instructional Materials Using
Stories for SMA Negeri 11 Yogyakarta Grade Eleven
In designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven, the writer carried out five steps which
aimed at answering the first question stated previously in the problem formulation. Those steps included information gathering, planning, developing the
outline of the designed-materials, conducting preliminary test and carrying out main product revision.
1. Information Gathering
In order to develop reliable materials, the writer gathered any supporting references dealing with stories, storytelling, integrated language-learning
approach, the characteristics of the eleventh grade students of SMA Negeri 11
Yogyakarta, School-Based Curriculum, and the research method. Those theories were gathered from reliable sources such as books, ESLEFL journals and the
internet. The information played a role as a fundamental theory to develop the most suitable materials for the eleventh grade students of SMA Negeri 11
Yogyakarta. To make reliable material design, the writer also conducted an interview with the English teacher of SMA Negeri 11 Yogyakarta, observed the
way the students learned English, and distributed questionnaires to the students. The needs analysis aimed to gather as many data as possible about the students’
characteristics and students’ interestss, especially related to the types of stories. These steps are the same as Kemp’s model, namely observing learners’
characteristics and carrying out pre-assessment. The detailed research instruments are presented in Appendix B on page 67.
The respondent of the interview was a 45-year-old teacher who has been teaching English for more than 20 years. The writer interviewed the English
teacher of SMA Negeri 11 Yogyakarta to gather all of the information about the students’ characteristics, needs, interests and abilities, the teaching method and
technique, the interaction in the classroom, and obstacles during the teaching- learning process.
The writer asked twelve questions in Indonesian. From the twelve questions the writer asked, the writer inferred that the teacher never used any
particular method or technique. She usually adjusted the method and the technique to the materials. For the technique, she mostly used lecturing. Besides, she
sometimes used role play, discussion, and pair work. From the interview, the
writer could also find out some information about the students’ characteristics. The eleventh grade students of SMA Negeri 11 Yogyakarta were not really active
and they did not look motivated in studying English. They would be more motivated when they studied using stories, especially the fiction ones. Table 4.1
summarizes the results of the interview.
Table 4.1: The Summary of the Interview Results The Main Objective of the Questions
Responses
The characteristics of the eleventh grade students of SMA Negeri 11 Yogyakarta
They were not really active and they were not motivated in studying English.
Although they were diligent and obedient, they had only basic grammar and
vocabulary.
The most appropriate method and technique for the students based on their
characteristics and the current curriculum Teacher could not apply only one
particular method and technique. Teacher still needed to adjust the method and
technique not only to the students’ characteristics but also to the materials.
Whether she applied segregated language-learning or the integrated one
Integrated learning was more meaningful since in the real communication process,
people would involve all of the language skills.
The teacher’s opinion about learning using stories and storytelling
The students would be more motivated when they studied using stories, especially
the fiction ones.
The difficulties in applying storytelling The students had limited knowledge about
grammar and vocabulary.
How the teacher overcame the difficulties The teacher reviewed the structure before
storytelling activity. The students asked her or consulted a dictionary when they
found some new words.
In order to strengthen the data, the writer observed one of the classes of the eleventh grade students of SMA Negeri 11 Yogyakarta, class 11 IPA 3 during
the learning process. The class consisted of 15 males 42.85 and 20 females
57.15 . Their ages were on the range of 16-17 years old. The observation informed the writer that the teacher still used teacher-centered method. Although
the teacher spoke mostly in English, the teaching-learning process was only one way communication in which the students sat down and listened to what the
teacher was explaining. Therefore, it made the students less motivated. Most of the students did not participate in the lesson well. Only few of them wanted to ask
to the teacher when they found some difficulties. Obtaining some data, the writer then distributed questionnaire to thirty five
students. The questionnaire focused on the students’ interests towards stories and storytelling as well as the students’ difficulties in storytelling. The questionnaire
contained ten-closed-ended questions and five-open-ended questions. In the closed-ended questionnaire, the writer applied points of agreements which are
presented in Table 4.2.
Table 4.2: The Points of Agreement Points of
Agreement
Meaning
1 Absolutely disagree
2 Disagree
3 Doubt
4 Agree
5 Absolutely agree
From the closed-ended questionnaire, the writer found out that all of the students had been learning English for more than five years. Thus, the writer
inferred that the students had enough basic grammar and vocabulary. Unfortunately, most of the students were still quite passive and found some
difficulties in understanding English stories. The detailed information of the closed-ended questionnaire is summarized in Table 4.3.
Table 4.3: The Closed-Ended Questionnaire Results
No Classificatio
n
Statement N
Central Tendency Mean
Mn Media
n
Mdn Mod
e
Md
1. Students’
learning characteristi
cs The students’ learning period
more than five years 35
4.91 5
5 The students found no difficulties
in understanding English stories 35
2.69 3
3 The students were active during
the teaching-learning process 35
3.02 3
3 2.
Students’ experiences
with stories and
storytelling technique
The teacher’s frequency in using stories in teaching-learning
process 35
3.94 4
4 The teacher’s frequency in using
storytelling technique in teaching- learning process
35 3.48
4 4
3. Students’
opinions about stories
and storytelling
technique The students’ interests towards
English stories 35
3.31 3
3 The students’ motivation in
learning English using stories 35
3.71 4
4 The students’ interests in
storytelling 35
3.68 4
4 The students’ argument that
stories and storytelling were interesting and challenging
35 3.71
4 4
The students’ opinion that stories and storytelling enhanced their
English skills and gave them knowledge
35 4.17
4 4
The average point of the respondents’ agreement dealing with the students’ experiences with stories and storytelling technique was 3.71. The
average median was 4 and the average mean was 4. It could be concluded that most of the students were familiar with English stories and storytelling technique
since their teacher often used both of them in the teaching learning process. Additionally, the average point of the respondents’ agreement dealing with stories
and storytelling technique ranged from 3.31-4.17. The average point of agreement Mean was 3.72. The average median was 3.8 and the average mean was 3.8. It
meant that most of the students reacted positively to the use of stories and storytelling technique in the teaching-learning activities.
Based on the results of the open-ended questionnaire, twelve students 34.28 liked myth and legend from various countries, and others liked
historical stories, cultural stories and fables. Those stories and storytelling technique motivated them to learn English. It was supported with further
information that seventeen students 48.57 agreed that storytelling was easy. Only fifteen of them 42.8 stated that storytelling was difficult. Eleven students
31.4 stated that they still had difficulties in the vocabulary. Thirty two of them 91.4 said that they consulted the dictionary when they found any difficult
words. The detailed information of the open-ended questionnaire is summarized in Appendix B on page 70.
2. Planning