Conclusions of the Product Development

103 series can be used in other schools and inspires other people to develop the same products. Moreover, there are some aspects that should be taken into account by media users so that the media works effectively. The aspects are related to the media placement, the sitting arrangement, and the storytelling technique. Here are the deep explanations of those aspects. 1. The Media Placement To help students understand the story, teachers should make sure that the students can see the picture series clearly. The picture series can be placed on a table in the front part of the class right in the center of the class if teachers stand up, or on teachers‟ lap if the teachers are in a sitting position. The media should be placed near the students. 2. The Sitting Arrangement The ideal numbers of students who are involved in the teaching-learning activities using the picture series are less than 25 students. This really influences the effectiveness of the media use. If it is used in a small class, it will reduce the space between the media and students so the students will be able to see the media more clearly. In addition, the best sitting arrangement is in a U-type. By sitting in that type, all of the students can see the media without being restricked by other students. 3. The Storytelling Technique In order to achieve a successful storytelling activity, teachers should bear in mind some techniques of storytelling. Firstly, teachers should understand the story 104 first and remember that, so they will have no difficulty in telling the story to students. Secondly, to make the story alive, teachers should make gestures and facial expressions. Besides, they should be able to vary their voice paced, tone, and volume. After that, involve students in the storytelling by asking questions and asking them to do some actions or repeating some important words. Finally, the teacher should always keep eye contact to students. 105 REFERENCES Arsyad, A. 2002. Media Pembelajaran. Jakarta: Raja Grafindo Persada Borg, W.R. and Gall, M.G.1983.Educational Research: An Introduction. 4 th Ed. New York: Longman Inc .2003.Educational Research: An Introduction. 7 th Ed. New York: Longman Inc Brewster, J, and Ellis, G, with Girard. 2003. The Primary English Teacher’s Guide. London: Penguin English Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to language Pedagogy. New York: Pearson Education . 2004. Language Assessment: Principles and Classroom Practice. New York: Longman Cameron, L. 2001. Teaching Language to Young Learners. Cambridge: Cambridge University Press Duveskog, M., Tedre , M., Sedano, C. I., Sutinen, E. 2012. “Life Planning by Digital Storytelling in a Primary School in Rural Tanzania ”. Educational Technology Society, 15 4, 225 –237 Geisert, P.G and Futrell, M.K. 1995. Teachers, Computers and Curriculum: Micro Computers in the Classroom. Michigan: Allyn and Bacon. Harmer, J. 1998. How to Teach English. Harlow: Pearson Education Limited . 2001. The Practice of English Language Teaching. 3 rd Ed. Essex: Longman . 2007. How to Teach English. New Edition. Harlow: Pearson Education Limited Heinich, R. et al. 1996. Instructional Media and Technologies for Learning. New Jersey: Prentice Hall Inc. Hutchinson, T. and Waters. 1987. English for Specific Purposes. Cambridge: Cambridge University Press Linse, C. and Nunan. 2005. Practical English Language Teaching: Young Learners. New York: Mc-Graw Hill Pinter, A. 2006. Teaching Young Language Learners. New York: Oxford University Press