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
Ultimately, the students were able to enhance their speaking proficiency in depth by practicing storytelling technique with longer stories. Having enough
stimuli, the students were challenged to try their ability to tell those stories individually. The types of the stories were similar to the previous stories so that
the students were able to learn particular topics more deeply. The students made a
group of five or six and told the stories given in the preceding meeting in front of the members in their groups. The students were expected to be ready with
everything that could support the storytelling, such as music, costume or dolls. The ones who were not telling stories should accomplish certain exercises such as
giving feedback, writing some verbs in simple past tense, or writing the rhetorical steps of the text. Those exercises were expected to give meaningful activities.
As stated in the preceding part, the writer focused all of the activities on storytelling technique either individually or in groups by integrating some skills.
Each unit integrates at least three skills. Those eight units and five steps were arranged by considering the level of difficulties and time allocation. SMA Negeri
11 Yogyakarta allocated five meetings for English. However, the writer allocated 180 minutes or two meetings for each unit. The remaining meetings were for other
materials. Thus, it was expected that the students could explore themselves and enhance their English proficiency in an interesting way with the meaningful tasks.
The complete designed-materials are available in Appendix F on page 107. Table 4.6 exhibits the distribution of skills and language elements in each unit.
Table 4.6: The Distribution of Skills and Language Elements in Each Unit
UNIT Let’s Find It Out
Tell Me More Let’s
Work on It Welcome to
the Show
UNIT1 Listening, grammar and
language functions Speaking and
Reading Reading
Speaking and Listening
UNIT2 Listening, grammar and
language functions Speaking and
Reading Reading
Speaking and Listening
Continued to page 56
Continued from page 55
UNIT Let’s Find It Out
Tell Me More Let’s
Work on It
Welcome to the Show
UNIT 3
Listening, grammar and language functions
Speaking and Reading
Writing Speaking UNIT
4 Listening, grammar
and language functions Speaking and
Reading Writing
Speaking and Listening
UNIT 5
Listening, grammar and language functions
Speaking and Reading
Writing
Speaking and Listening
UNIT 6
Listening, grammar and language functions
Speaking and Reading
Writing Speaking
UNIT 7
Listening and language functions
Speaking and grammar
Writing Speaking
UNIT 8
Listening, grammar and language functions
Speaking and Reading
Writing
Speaking and Listening
57
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This last chapter mainly exhibits two parts, the conclusion and the suggestions. The conclusion part aims at answering the questions formulated in
Chapter 1. Thus, the writer summarizes the way in designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven.
In addition, the writer also presents the material design itself. In the second part, the writer contributes some suggestions directed to other researchers and the
English teachers, especially the English teachers of SMA Negeri 11 Yogyakarta.
A. CONCLUSIONS
The design aimed at designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven. This design focused on
the role of stories in enhancing four language skills as well as the language elements. There were two questions related to the study; how the materials were
designed and how the design looked like. The first question mentioned in the problem formulation was answered by
applying RD cycle. In designing the whole materials, the writer carried out five steps:
1. Information Gathering
In Kemp’s model, this step involved observing learners’ characteristics and carrying out pre-assessment. The writer gathered any supporting references
Kategori