Information Gathering The Steps in Designing a Set of Integrated Instructional Materials Using

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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