A SET OF INTEGRATED INSTRUCTIONAL MATERIALS USING STORIES FOR SMA NEGERI 11 YOGYAKARTA GRADE ELEVEN A THESIS

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A SET OF INTEGRATED INSTRUCTIONAL MATERIALS

USING STORIES FOR SMA NEGERI 11 YOGYAKARTA

GRADE ELEVEN

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Ratna Yudha Dwijayanti

  Student Number: 031214061

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A SET OF INTEGRATED INSTRUCTIONAL MATERIALS

USING STORIES FOR SMA NEGERI 11 YOGYAKARTA

GRADE ELEVEN

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Ratna Yudha Dwijayanti

  Student Number: 031214061

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  AN INTERVIEW WITH GOD I dreamt I had an interview with GOD.

  “So, would you like to interview me, my daughter?” GOD asked tenderly.

  “If YOU don’t mind – only if YOU have time.” I said humbly “My time is everlasting. So, what questions do you have in mind?”

  “What surprises YOU most about humankind?” GOD answered … “That they get bored with childhood, they rush to grow up and then long to be children again. That they often see others from what they have, not what they are. That they always thank me for what they get, but they ask me more and more. That they lose their health to make money, and they lose their money to restore their health. That they are granted by the best abilities among other creatures, but they do even worse than other creatures. That they often sob for their sins, but they always come to the same sins. That by thinking anxiously about their future, they forget their future such they live neither in the present nor in the future. That they live as if they would never die, and die as though they had never lived.”

  GOD’s hands took mine gently and we were silent for a while… Then I asked, “As a parent, what are some life lessons YOU want YOUR children to learn?” “To learn that they can’t make anyone love them, all they can do is to let themselves be loved.

  To learn that it’s not good to compare themselves to others.

To learn that it only takes a few seconds to open profound wound to those they love

and it can take many years to heal them.

  To learn that there are people who love them dearly, but simply don’t know how to express their feelings. To learn that two people can look at the same thing and see it differently.”

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I wrote, does not contain the works or part of the works of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, August 23, 2008 The Writer

  Ratna Yudha Dwijayanti 031214061

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Ratna Yudha Dwijayanti Nomor Mahasiswa : 031214061

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

A SET OF INTEGRATED INSTRUCTIONAL MATERIALS USING

STORIES FOR SMA NEGERI 11 YOGYAKARTA GRADE ELEVEN

  beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

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ACKNOWLEDGEMENTS

  First and foremost, I would like to say my greatest thanks to Jesus Christ and Mother Mary for guiding me back to Their way and always giving me the lantern in my life.

  Without any assistance from other people, I would have never accomplished my study. Therefore, I would like to express my highest gratitude to my major sponsor, Christina Kristiyani, S.Pd., M.Pd. and my co-sponsor, Made

  

Frida Yulia, S.Pd., M.Pd. for every single assistance, suggestion, support,

kindness and extra endurance during the process of accomplishing my thesis.

  Furthermore, I would like to thank Drs. J.B. Gunawan, M.A. and Drs. Pius

  

Nurwidasa Prihatin, M.Ed. for their willingness to evaluate my designed

  materials, Markus Budiraharjo, S.Pd., M.Ed. for his willingness to contribute some prominent ideas towards my thesis even though he is neither my sponsor nor my co-sponsor. I also express my gratitude to all of the lecturers in the English Language Education Study Program of Sanata Dharma University, the secretariat staff, and the librarians. I would also like to thank the headmaster of SMA Negeri

11 Yogyakarta, Dra. Dwi Rini Wulandari, M.M. for allowing me to conduct my

  research there, the English teacher of the eleventh grade, Murtiningsih, S.Pd. for assisting me and giving me guidance, all of the students in science class, and all of the staff who have helped me a lot.

  My deepest gratefulness goes to my father, Bapak Karno, my mother, Ibu

  

Retno Andriani, and my grandmother, Ibu Sudarti. I would like to thank them

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Ningrum, Ms. Mera, Ms. Lita, Ms. Dita, Ms. Tyas, Ms. Septi, Ms. Eva Purba,

Ms. Evalia, Ms. Yenny, Ms. Prima, Ms. Dian, Ms. Lala, and Ms. Nina for

  giving me a great deal of valuable and memorable experiences.

  My enormous gratitude is extended to all of my friends, Mba Santi, Mba

  

Joey, Mba Indhi, Erli, Mba Sasa, Mba Meta, Anggra, Era, Yohana, Iin, and

Winda-Solo, for the truly friendship. I thank Christiane for contributing her

  beautiful voice and Jampes for sparing his time to shift my imagination into real art work.

  The same acknowledgement goes to my friends in If I Could crews,

  

Sricandies crews, all of PBI’03, especially, Si-Bhe, Punto, Eti, Hepi, Emma,

Ipat, Mesya, Toni, Gaby, Arum, Ratri, and Netty for sharing their time and

  idea and for always standing by my side when I am down. I would like to thank everyone who has come to my life for making my life colorful instead of black and white.

  Last but not least, my deepest and sincerest gratefulness goes to

  

Eduardus Erwan Nugroho, whom Lord specially sends me, to do such a great

  paradigm shifting, to change my life significantly, and to show me that life is not a matter of how long we exist, but it is a matter of what we have done. No words can actually describe how wonderful he is. The same gratitude also goes to his family, Mom, Dad, brother, grandpa, and the late-grandma, from whom I learn a bundle of life lessons. I truly believe that Lord will always hold our hands in every single step we take.

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TABLE OF CONTENTS

Page

  

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES ............................................................................................. ii

PAGE OF DEDICATION ..................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ...................................................... v

PAGE OF PUBLICITY ......................................................................................... vi

ACKNOWLEDGEMENTS ................................................................................. vii

TABLE OF CONTENTS ...................................................................................... ix

LIST OF TABLES ................................................................................................ xi

LIST OF FIGURES .............................................................................................. xii

APPENDICES .................................................................................................... xiii

ABSTRACT ........................................................................................................ xiv

ABSTRAK ............................................................................................................. xv

  CHAPTER I. INTRODUCTION A. Background of the Study ................................................................................... 1

B. Problem Formulation ......................................................................................... 7

C. Problem Limitation ............................................................................................ 7

D. Objectives of the Study ...................................................................................... 8

E. Benefits of the Study .......................................................................................... 8

  

5. School-Based Curriculum ......................................................................... 24

  

2. Observation Check List .............................................................................. 35

  

2. Planning………… ...................................................................................... 47

  

1. Information Gathering ................................................................................ 42

  CHAPTER IV. RESULTS AND DISCUSSION A. The Steps in Designing the Materials .............................................................. 42

  

F. Research Procedure .......................................................................................... 39

  

E. Data Analysis Technique ................................................................................. 38

  

D. Data Gathering Technique ............................................................................... 37

  

3. Questionnaire Sheet .................................................................................... 36

  

1. Interview Sheet ........................................................................................... 34

  a. Rationale ............................................................................................... 25

b. Objectives ..............................................................................................

  

C. Research Instruments ....................................................................................... 34

  

2. Participants for the Design Evaluation ....................................................... 33

  

1. Participants for the Needs Survey .............................................................. 32

  CHAPTER III. METHODOLOGY A. Method of the Study ........................................................................................ 30

B. Research Participants ....................................................................................... 32

  

B. Theoretical Framework .................................................................................... 26

  

c. Competence Standard and Basic Competence ....................................... 26

  25

  

3. Developing the Outline of the Designed-Materials .................................... 50

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LIST OF TABLES

Page

Table 2.1 The Competence Standard and the Basic Competence of School-Based Curriculum ........................................................................................... 26Table 3.1 Points of Agreement ............................................................................ 38Table 3.2 Respondents’ Opinions about the Designed-Materials ....................... 39Table 4.1 The Summary of the Interview Results ................................................ 44Table 4.2 The Points of Agreement ..................................................................... 45Table 4.3 The Closed-Ended Questionnaire Results ............................................ 46Table 4.4 The Competence Standard and the Basic Competence of School-Based Curriculum ........................................................................................... 48Table 4.5 The Sample of the Indicators ................................................................ 49Table 4.6 The Distribution of Skills and Language Elements in Each Unit ........ 55

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LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ..................................................................................... 14Figure 2.2 The Relationship among Four Skills ................................................... 21Figure 2.3 The Steps of Designing Materials ....................................................... 29Figure 3.1 The Research Procedure ...................................................................... 41

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APPENDICES

Page

  

Appendix A Letter of Permission ........................................................................ 64

Appendix B Research Instruments of the Needs Survey and the Results .......... 67

Appendix C Questionnaire for the Design Evaluation and the Results ............... 74

Appendix D Gambaran Umum ........................................................................... 82

Appendix E The Syllabus .................................................................................... 91

Appendix F The Final Presentation of the Designed-Materials ........................ 107

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ABSTRACT

Dwijayanti, Ratna Yudha. 2008. A Set of Integrated Instructional Materials

Using Stories for SMA Negeri 11 Yogyakarta Grade Eleven. Yogyakarta: Sanata

Dharma University.

  English as an international language has a crucial role in any level of education. Students in higher level education are demanded to master not only functional communication but also informational communication in which they are expected to access knowledge while learning English. Therefore, integrated language-learning approach and the use of stories facilitate students to explore students’ language proficiencies and develop their functional communication as well as their informational communication. The eleventh grade students of senior high school are likely to be the most suitable participants due to their characteristics, their English background, and their needs.

  Accordingly, the study focused on designing integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven. Hence, interview, observation, and questionnaire aimed at finding out two problems formulated in the problem formulation. The first question was related to the steps the writer carried out in designing the materials. The second question dealt with the presentation of the materials.

  The writer employed research and development study (R&D) to answer the first question. The writer conducted five steps, namely 1) information gathering, 2) planning, 3) developing the outline, 4) conducting preliminary test, and 5) carrying out main product revision. The writer utilized a questionnaire for the evaluation of the designed-materials to answer the second question. Based on the result of the closed-ended questionnaire, the average point of agreement (mean) was 4.06. The average median was 4.23 and the average point of the mode was 4.37. The data informed that the materials were acceptable and appropriate for the eleventh grade students of SMA Negeri 11 Yogyakarta.

  Ultimately, the writer presented the final version of the designed-materials which had been revised based on the results of the design evaluation. The writer presented eight units in the designed-materials. They were Legend,

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ABSTRAK

Dwijayanti, Ratna Yudha. 2008. A Set of Integrated Instructional Materials

Using Stories for SMA Negeri 11 Yogyakarta Grade Eleven. Yogyakarta:

Universitas Sanata Dharma.

  Bahasa Inggris merupakan bahasa internasional yang menduduki peran penting dalam seluruh tingkat pendidikan. Siswa pada tingkat pendidikan lebih tinggi dituntut untuk menguasai komunikasi fungsional maupun informasional di mana mereka dituntut untuk mampu mengakses ilmu pengetahuan dalam pembelajaran Bahasa Inggris. Oleh karena itu, metode integrated language-

  

learning dan penggunaan berbagai cerita memberi kesempatan kepada para siswa

  untuk mengembangkan kemampuan berbahasa dan komunikasi fungsional maupun informasional. Siswa kelas sebelas merupakan siswa yang paling sesuai untuk menerapkan materi ini ditinjau berdasarkan karakteristik, latar belakang kemampuan Bahasa Inggris, serta kebutuhan.

  Sehubungan dengan hal tersebut, studi ini bertujuan untuk menyusun materi berdasarkan metode integrated language-learning dengan mengoptimalkan penggunaan cerita untuk siswa kelas sebelas SMA Negeri 11 Yogyakarta. Oleh karena itu, interview, observasi, dan kuesioner digunakan dengan tujuan untuk menjawab dua permasalahan utama. Permasalahan pertama berhubungan dengan langkah-langkah yang penulis ambil dalam menyusun materi. Permasalahan kedua adalah bagaimana penulis menyajikan materi tersebut. Penulis menerapkan metode research and development study (R&D) untuk menjawab permasalahan pertama. Dalam metode tersebut, penulis menerapkan lima langkah, yaitu 1)

  

information gathering, 2) planning, 3) developing the outline, 4) conducting

preliminary test, dan 5) carrying out main product revision. Untuk mejawab

  permasalahan kedua, penulis memanfaatkan kuesioner guna mengadakan evaluasi materi. Bedasarkan hasil evaluasi materi, nilai rata-rata mean adalah 4,06. Nilai rata-rata untuk nilai tengah (median) adalah 4,23, dan nilai rata-rata untuk nilai yang sering muncul (mode) adalah 4,37. Data tersebut menunjukkan bahwa materi dapat diterima dan sesuai untuk siswa kelas sebelas SMA Negeri 11 Yogyakarta.

  Pada bagian akhir, penulis menyajikan versi akhir materi yang telah

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CHAPTER I INTRODUCTION This chapter discusses the introduction of the research which can be

  elaborated into six main parts. They are background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

  English has taken a crucial role among other languages throughout the world. Therefore, English has been learned in almost all of the countries. Some countries have been able to place English as their second language, but some countries have not. Indonesia is one of those countries which have not placed English as the second language. In other words, English has a role only as a foreign language in Indonesia.

  Due to the development of globalization era, Indonesia has realized the importance of English as the international language. Indonesia has been trying to

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  2 new knowledge through the process of learning English. It is obviously stated in the current curriculum, School-Based Curriculum, that senior high school students should comprehend not only “functional communication” but also “informational communication” considering that they are preparing themselves to go to university (BNSP, 2006: 307). Functional communication is achieved when students are able to apply what they have learned in daily conversation.

  Informational communication is accomplished when students can figure out some new knowledge through the enhancement process of their language competence.

  In other words, mastering English will be more meaningful if it is supported by precious knowledge acquired through the learning process.

  In this respect, students need materials which enable them to achieve those objectives stated previously. A set of materials is definable as a meaningful design if the materials are relevant to students’ life, highly motivating, and thereby able to make students fully engaged with the learning process. Thus, the use of stories in teaching-learning process is considered beneficial for the students. Various stories are obviously able to expand their knowledge about any particular topics.

  Slattery and Willis (2001: 96) identify the benefits of stories. They highlight that

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  3 everything around them. As a result, they can react openly to any cases provided in the stories. They can also start to develop their problem solving abilities when they face some problems which encourage them to find the solutions. Thus, stories are able to fulfill the demand of the School-Based Curriculum, which is to access knowledge through the texts.

  In accordance with this, storytelling technique could be applicable for the teaching-learning process using stories. Beneficially, storytelling demands the students to be able to express what is in their mind in such a way that others can understand them. Storytelling technique is considered a student-centered learning process since it is “semi controlled technique” in which students can participate actively in each learning process with the teacher’s guidance (Brown, 2001: 135).

  Brown identifies further that semi controlled technique enables the teacher to adjust the materials to students’ needs and characteristics in which the teacher takes roles as a facilitator and a monitor. For this reason, it enables the material designers to provide any topics which are relevant to the students’ needs and interests.

  For the students of senior high school who are going to continue the study

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  4 be able to understand the utterances. In line with this, Larsen-Freeman (2000: 120) proposes that “learning language is not merely learning the linguistic competence but also learning the communicative competence.” In summary, it can be said that it will be valuable if students not only comprehend the theory of the language itself but also have the ability to apply it through daily conversation.

  On account of the demand that each learner has to be able to master all of four language skills, the material designers should adjust technique to a particular approach. Material designers nowadays are challenged to work hard to help the students improve their language competence. It is the material designers’ high responsibility to construct the materials which are more appropriate with the learners’ needs and characteristics. Materials could be constructed based on particular approach which facilitates them to develop all the language skills communicatively without ignoring the atmosphere of teaching-learning activities.

  Therefore, material designers should be more creative in assembling the materials and more cautious in deciding the approach as the basis so that interesting and meaningful teaching-learning activities can be built.

  Integrated language-learning approach could be the best basis to develop

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  5 skills in each meeting. The students are required to be active and cooperative since they will study both individually and in groups. Therefore, integrated learning builds learner-centered classroom and broadens both independent and interdependent learning.

  Furthermore, storytelling can be the best alternative to be applied in integrated language-learning classroom since this technique gives more spaces to the students to explore some or all of their language competence once at a time. Students are able to develop their speaking and listening abilities when they are in front of the class and perform their stories. Speaking and listening have major parts in storytelling technique. However, reading and writing are not neglected. Students can improve their reading proficiencies when they are demanded to find and read some articles dealing with particular stories. When they make summary of those articles, they will improve their writing proficiencies as well.

  The implementation of the approach should be adjusted to the learners’ needs and characteristics. Besides adjusting to the curriculum, there are some considerations of choosing the students of senior high school grade eleven. First, it deals with their characteristics. According to Pikunas (1976: 240), senior high

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  6 Therefore, senior high school students will compete in fair ways. Second, the students of senior high school grade eleven have enough basic grammar seeing that they have learned English since they were in elementary school. Storytelling demands the students to be braver to speak up in front of a lot of people without disregarding the grammar. Therefore, students who have enough basic grammar can be more confident than those who do not. Third, considering that the senior high school students are going to enter a real world which will demand them to have all the English communication competence and language elements, they should be well prepared. Fourth, especially for the students of SMA Negeri 11 Yogyakarta grade eleven, to whom the materials dedicated, they have big interest in the use of narrative stories in learning English. The application of narrative stories is able to motivate them in learning English. In this respect, the use of narrative stories helps the teacher to build interesting teaching-learning activities.

  Based on all of the considerations above, the writer decided to develop the use of stories as integrated instructional materials for the students of senior high school grade eleven. The materials are for one year and focus on narrative text. Accordingly, the study focuses on the designing a set of integrated instructional

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  7

B. Problem Formulation

  As indicated in the background of the study, the problems of this research can be formulated as follows:

  1. How is a set of integrated instructional materials using stories for SMA

  Negeri 11 Yogyakarta grade eleven designed?

  2. How does a set of integrated instructional materials using stories for SMA

  Negeri 11 Yogyakarta grade eleven look like? C.

   Problem Limitation

  Looking back to the problems mentioned earlier, the writer limits the discussion to designing a set of integrated instructional materials using stories for

  

SMA Negeri 11 Yogyakarta grade eleven. There are three basic considerations of

  choosing the students of SMA Negeri 11 Yogyakarta grade eleven. First, it deals with the curriculum demands related to narrative text and informational communication. Second, it relates to their abilities and their characteristics. Third, it deals with their need. The students need materials which match with their interests to motivate them in learning English. The writer makes use of any kinds

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  D. Objectives of the Study

  The objectives of designing the materials can be described as follows:

  1. To give a detailed description about how a set of integrated instructional materials using stories is designed for SMA Negeri 11 Yogyakarta grade eleven.

  2. To present the material design so that those who are concerned with this study can read and apply it. Therefore, it is expected that the design can help both the teachers and the learners.

  E. Benefits of the Study

  The study is highly expected to give valuable contribution to both teachers and learners in enriching their knowledge about how a set of integrated instructional materials using stories is designed. The study aims at giving significant contributions to:

  1. Teachers The material design provides teachers with a new insight into a set of integrated instructional materials using stories which was designed for senior high

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  9 reading and writing) as well as the language elements (vocabulary, pronunciation, grammar) in an interesting way.

  3. Other people concerned with English Education In addition, the material design is also dedicated to those who are concerned with the study of teaching techniques and approach such as material designer candidates. They can enrich their knowledge about a set of integrated instructional materials using stories that can be used to teach English for the eleventh grade students of senior high school.

F. Definition of Terms

  The writer uses some specific terms related to the study. Those specific terms that the writer deals with are:

  1. Integrated Language-Learning Approach Brown (2000: 171) defines approach as the underlying theory about the characters of language, how to learn it, and how to apply the theory into the educational field. Furthermore, Widdowson (1978: 144) adds that integrated language-learning approach refers to a set of teaching methods which carry out

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  2. Instructional Materials Instructional materials are definable as a set of materials constructed to facilitate students in learning process (Dick and Reiser, 1983: 93). In this study, the instructional materials were designed in written form and dedicated to SMA Negeri 11 Yogyakarta grade eleven.

  3. Stories Story is a type of structured-discourse which consists of series of events about particular topics (Mallan, 1991: 34). Stories are usually classified into narrative text. The writer applied various stories such as traditional stories, fables, cultural stories, and creative stories.

  4. The Students of Senior High School Grade Eleven The students of senior high school grade eleven are often identified as adolescent. The age ranges from 15-18 years old. The students at this grade have had enough background knowledge of English since they have learned English since they were in the elementary school. The writer chose SMA Negeri 11 Yogyakarta grade eleven as the participants.

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter provides the details about some theories that become the

  fundamental of the study. This chapter consists of two parts, namely theoretical description and theoretical framework. The theoretical description elaborates some prominent theories related to the research. The theories are (1) the model of the design (2) the overview of stories and storytelling technique, (3) senior high school students grade eleven, (4) the understanding of integrated language- learning approach, and (5) School-Based Curriculum. The theoretical framework focuses on the summary of the theoretical description and the steps of designing the materials.

A. Theoretical Description 1. The Model of the Design

  The writer uses Kemp’s model to design the materials. Kemp (1977: 6) states in his book that his design is based on the system approach. System

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  12 a. Determining the Goals, Topics, and General Purposes

  A designer should decide the goals of designing the materials, select the most appropriate topics for the students, and draw the general purposes of objectives. According to Kemp (1977: 14), goals can be based on three factors. They are “society, learners, and subject areas.” To achieve the goals that have been drawn, a designer should select the topics and organize them well from the simple one to the more complicated one. Stating what the teacher expects the students to achieve from every topic will also help to accomplish the objectives.

  b. Observing Learners’ Characteristics Since the design materials are dedicated primarily to the learners, learners’ characteristics, needs, abilities, and interests will take big consideration in constructing the materials.

  c. Determining Learning Objectives The designer should specify the objectives of each topic explicitly and clearly so that the learners are able to understand and achieve them. The

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  13 content in a good order so that it will be learnable for the students. Task analysis is conducted to manage the procedures of teaching in a well sequenced order so that the procedures can support the learning.

  e. Carrying out Pre-Assessment Two kinds of pre-assessment are conducted. They are “prerequisite testing and pretesting.” Prerequisite testing is carried out to obtain the information about the students’ background knowledge towards the topics. Meanwhile, pretesting is accomplished to find out how far the students achieve the objectives. However, a designer can skip this step and use needs analysis as the basis of developing materials.

  f. Selecting the Teaching/ Learning Activities and Resources The designer should provide the most meaningful way to build the teaching-learning activities including the most appropriate methods and techniques in such a way that the objectives will be achieved successfully in time.

  g. Preparing Support Services Support services such as “funds, facilities, equipment, and personnel”

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  14 h. Doing the Evaluation

  The last step is evaluating the students’ learning by finding out how far the students accomplish the objectives. Furthermore, the designer will do some “revision and re-evaluation” (Kemp, 1971: 84) to any stages which need improvement. Evaluation stage will show whether the students can implement the materials successfully. Figure 2.1 shows the summary of Kemp’s model.

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  15 steps are flexible. A material designer is able to apply the model to any level. For this reason, the writer chooses Kemp’s model rather than other models.

2. The Overview of Stories and Storytelling

  Storytelling is not a new technique in teaching learning English. This part will elaborate more about stories, storytelling technique, and their roles in ESL/EFL.

a. The Nature of Stories and Storytelling

  According to Mallan (1991: 5), storytelling is definable as presenting or performing any kinds of stories in a spoken language. Slattery and Willis (2001: 96) add that story is a bridge that helps students to relate knowledge to their own world. The stories used in storytelling technique are usually narrative stories.

  Nevertheless, it is still possible for teachers to vary the stories. Teachers can select folktales, historical stories, invention stories, cultural stories derived from various countries.

  Storytelling technique can be divided into three steps. According to Brewster and Ellis (2002: 195), those steps include pre-activities, while- storytelling activities, and post-activities. Pre-activities involve any activities

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  16 involves any activities done as the follow up or cooling down which aim at measuring whether the students understand the stories well.

b. The Role of Stories and Storytelling in ESL/EFL

  Stories are widely used in teaching English as a second or a foreign language (ESL/EFL). Stories and storytelling is considered applicable not only for children but also for teenagers and adults. The selection of the stories should consider the current curriculum and the students’ needs and characteristics. In this study, the writer will dedicate the stories to the eleventh grade students of SMA Negeri 11 Yogyakarta.

  Looking back to the level of the students, the designer will use various stories such as traditional and international folktales, historical stories, cultural stories, and creative stories. However, the teacher should be able to select meaningful stories and relate them to the meaningful teaching-learning activities so that students are able to acquire valued knowledge.

  The implementation of storytelling based on the consideration that it contributes meaningful values for students. Some experts in educational approach such as Murcia (1991: 328), Brewster, Ellis, and Girard (1991: 186-187), Slattery

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  17 any stories. Various kinds of stories enable teachers to insert them. The use of various kinds of stories can be more interesting and challenging for the eleventh grade students of senior high school. Besides taking the boredom away from the students, a wide range of stories give them valuable knowledge. Those various stories are valuable sources to enrich their knowledge about the world around them. By giving such stories, the teacher facilitates students with valuable knowledge. In addition, students can have fun and be more relaxed by sharing their own experiences and folktales from any countries. These kinds of stories enable students to explore their imagination since the students have opportunity to create any kinds of creative stories. In this way, storytelling contributes the third advantage. Storytelling stimulates and encourages students’ creativity and imagination. Students are able to produce their own utterances to respond to the stories they might have read or heard. Learning English will be more valuable when students can create some sentences in the target language.

  Fourth, students are able to monitor their performance and their friends’. Therefore, the students will find both their mistakes and their friends’ mistakes. It will lead them to the awareness of language. Learning English will be memorable

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  18 that storytelling technique demands students to interact with the audience, it encourages them to enhance their language skills, especially speaking and listening. Storytelling enables students to communicate with others by sharing knowledge and experience. Students are also encouraged to improve their communicative abilities since they learn to be able to express what is in their mind in such a way that others can understand them.

3. The Students of Senior High School Grade Eleven

  It is incredibly important to know the characteristics of the eleventh grade students of senior high school considering that this study is related to them. The eleventh grade students of senior high school are classified into adolescence phase. Konopka as cited by Pikunas (1976: 240) states that the period of adolescence ranges between twelve to twenty two years old. Furthermore, he adds that adolescence is divided into three stages namely early adolescence, in which the members are those who are 12-15 years old, middle adolescence, in which the members are those who are 15-18 years old, and late adolescence, in which the members are those who are 19-22 years old.

  According to Pikunas (1976: 248), the major characteristics of those who

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  19 motivation focuses on individual satisfaction, whereas social motivation aims to grab connection, appreciation, acceptance from the society, and build relationships with them. In order to build the approval and acceptance from the peers, adolescent has a tendency to build higher status and reputation in purpose to be famous among peers. Thus, they become progressively more sensitive and react sturdily to events that can gain their popularity.

  b. Self-Reorganization Adolescent boys and girls change not only physically but also mentally.

  They try to find new better principles, attitudes, and interests to reorganize the personality. They are eager to show that they are no longer children.

  c. External Interest and Activity Adolescent boys and girls are interested in various kinds of things and activities. They are usually interested in any activities in which they can take part directly and practise their abilities to show their interests. Therefore, they are inclined to be interested in new and challenging things.

  d. Growth of Self-Regulation Adolescent boys and girls have had a fine self-control. They have known

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  20 their thoughts and opinions, to enrich their knowledge, and at the same time to enhance their language competence considering that the technique is based on integrated language-learning approach.

4. The Understanding of Integrated Language-Learning Approach

  Conventionally, teaching English as both a second and a foreign language focuses on one skill in each meeting. The four skills (listening, speaking, reading, writing) and the language elements (vocabulary, pronunciation, grammar) are taught separately. Such model of teaching is known as discrete or segregated skill instruction (Oxford, 2001). Oxford notes that this approach emphasizes the prominence of one particular skill. This is contradictory to the demand of learning a language that everyone should be able to use it communicatively in everyday life. Thus, it becomes the weakness of this skill.

  Examining the weakness of a segregated skill instruction, a major innovation has been found and applied through teaching-learning English either as a second or a foreign language. Integrated language-learning approach is considered more advantageous than the segregated one. Integrated language- learning is the instructional strategy which requires students to use all of their

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  21 well as to perform some language skills in more communicative activities. There are some fundamental reasons supporting his argument. Firstly, four language skills are inseparable. Secondly, language reflects the culture and society. Thirdly, learning should consider what students might think, feel, and react. Fourthly, natural interaction requires not only the integration of language skills but also the way of thinking.

  As it was noted at the beginning of the chapter, four language skills are correlated to each other. All of those skills take equal importance and influence one another. People cannot prefer to use only one skill in communicating with others. Nunan (2000: 24) states that communication involves both receptive and productive participation. In summary, the connection among the four skills can be represented by Figure 2.2.

  

Listening

Writing Speaking

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  22 skills”. However, people involve all of those skills in the real communication process. People cannot choose to use only one of those skills. In the process of speaking, one has to listen to others to understand the utterance and respond to it to build a balanced communication. One often speaks and writes based on what he has heard and listened. Therefore, a real communication requires someone to master all of the language skills.

  According to Oxford (2001), there are at least two types of integrated language-learning approach namely content-based instruction and task-based instruction. The first type puts an emphasis prominently on the learning particular issue or topic through language. The latter provides some tasks which require interactive language use.