A set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven.

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xiv 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, Unforgettable Experiences, Fables, Fairy Tales, Curious Customs, Imaginative Stories and Series Stories. Each chapter facilitated the students to apply storytelling technique. For this reason, narrative texts became the focal points of the materials. Each unit consisted of five parts, namely What do You Know about It?, Let’s Find It out, Tell Me More, Let’s Work on It, and Welcome to the Show. Generally, four skills were integrated in every unit, except in Unit 1 and Unit 2. Those two units were considered as an introduction which led the students into recognition of texts instead of producing them. The materials were arranged in such a way that the use of stories facilitate students to explore students’ language proficiencies, motivate them, and develop their functional communication as well as their informational communication.

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xv 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 diperbaiki dan dikembangkan berdasarkan hasil evaluasi materi. Materi tersebut terdiri dari delapan unit, yaitu Legend, Unforgettable Experiences, Fables, Fairy Tales, Curious Customs, Imaginative Stories dan Series Stories. Setiap unit memungkinkan siswa untuk menerapkan teknik storytelling. Oleh karena itu, materi ini hanya memanfaatkan teks narasi. Masing-masing unit terdiri atas lima bagian; What do You Know about It?, Let’s Find It out, Tell Me More, Let’s Work on It, dan Welcome to the Show. Pada umumnya, empat kemampuan berbahasa dikembangkan secara terintegrasi dalam setiap unit, kecuali dalam Unit 1 dan Unit 2. Dua unit tersebut dipertimbangkan sebagai bagian pengenalan yang mengantar siswa dalam pengenalan teks, bukan penyusunan teks. Materi ini telah disusun sedemikian rupa sehingga penggunaan cerita memungkinkan para siswa untuk mengembangkan kemampuan berbahasa dan komunikasi fungsional maupun informasional.

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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

Ratna Yudha Dwijayanti Student Number: 031214061

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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

Ratna Yudha Dwijayanti Student Number: 031214061

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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.” “Thank you for YOUR time,” I said humbly.

“Do YOU have anything else YOU want YOUR children to know?” I asked. GOD smiled,

“Just know that I’m here. ALWAYS…..”

(Anonymous)

I dedicate this thesis to Jesus Christ and Mother Mary, My mom, my dad, my late grandpa, and

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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

Pada tanggal: 15 September 2008

Yang menyatakan

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vii

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 for being such greatest parents with their interminable love, prayers, and support. I wish I could find something to repay every little thing they have given me. Besides, I sincerely thank my brother, Aris Santoso, his wife, Erna Setyawati, and my nieces, Anindya Dara Puspita Sari and Anindya Putri Ayu Aurora for cheering up my life. The same gratitude also goes to my big family who always burn my spirit to finish my thesis. I would like to say my deepest sorry for keeping them waiting for such a long time.

I also sincerely express my special gratitude to my family in ALPHA English Course, Ms. Joeli, Ms. Yohana, Ms. Putri, Ms. Yun, Ms. Pipin, Ms.

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viii

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

F. Definition of Terms ... 9

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 11

1. The Model of the Instructional Design ... 11

2. The Overview of Stories and Storytelling ... 15

a. The Nature of Stories and Storytelling ... 15

b. The Role of Stories and Storytelling Technique in ESL/EFL ... 16

3. The Students of Senior High School Grade Eleven ... 18

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5. School-Based Curriculum ... 24

a. Rationale ... 25

b. Objectives ... 25

c. Competence Standard and Basic Competence ... 26

B. Theoretical Framework ... 26

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

B. Research Participants ... 32

1. Participants for the Needs Survey ... 32

2. Participants for the Design Evaluation ... 33

C. Research Instruments ... 34

1. Interview Sheet ... 34

2. Observation Check List ... 35

3. Questionnaire Sheet ... 36

D. Data Gathering Technique ... 37

E. Data Analysis Technique ... 38

F. Research Procedure ... 39

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

1. Information Gathering ... 42

2. Planning………… ... 47

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

4. Conducting Preliminary Test ... 51

5. Carrying Out Main Product Revision ... 52

B. The Presentation of the Final Material Design ... 53

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions……. ... 57

B. Suggestions……. ... 61

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LIST OF TABLES

Page Table 2.1 The Competence Standard and the Basic Competence of School-Based

Curriculum ... 26

Table 3.1 Points of Agreement ... 38

Table 3.2 Respondents’ Opinions about the Designed-Materials ... 39

Table 4.1 The Summary of the Interview Results ... 44

Table 4.2 The Points of Agreement ... 45

Table 4.3 The Closed-Ended Questionnaire Results ... 46

Table 4.4 The Competence Standard and the Basic Competence of School-Based Curriculum ... 48

Table 4.5 The Sample of the Indicators ... 49

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xii

LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ... 14

Figure 2.2 The Relationship among Four Skills ... 21

Figure 2.3 The Steps of Designing Materials ... 29

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xiii 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

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xiv ABSTRACT

Dwijayanti, Ratna Yudha. 2008. A Set of Integrated Instructional Materials Using Stories for SMA Negeri 11 Yogyakarta Grade Eleven. Yogyakarta: Sanata Dharma University.

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, Unforgettable Experiences, Fables, Fairy Tales, Curious Customs, Imaginative Stories and Series Stories. Each chapter facilitated the students to apply storytelling technique. For this reason, narrative texts became the focal points of the materials. Each unit consisted of five parts, namely What do You Know about It?, Let’s Find It out, Tell Me More, Let’s Work on It, and Welcome to the Show. Generally, four skills were integrated in every unit, except in Unit 1 and Unit 2. Those two units were considered as an introduction which led the students into recognition of texts instead of producing them. The materials were arranged in such a way that the use of stories facilitate students to explore students’ language proficiencies, motivate them, and develop their functional communication as well as their informational communication.

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xv ABSTRAK

Dwijayanti, Ratna Yudha. 2008. A Set of Integrated Instructional Materials Using Stories for SMA Negeri 11 Yogyakarta Grade Eleven. Yogyakarta: Universitas Sanata Dharma.

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1 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 pay more attention to the improvement of the English teaching and learning. One of the efforts is apparently seen in the renewal of the curriculum. English has been acquainted with learners since early age. It can be inferred that the higher the grade, the more the demand of the English mastery. Students in the lower grade such as elementary school and junior high school focus more on the mastery of English itself, whereas senior high school students are required to be able to attain

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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 “stories offer children a world of supported meaning that they can relate to.” Stories, which normally deal with narrative texts, enable students to communicate with others by sharing knowledge and experience. Students can expand their knowledge deeper if the stories given are quite various, such as folktales, historical stories, cultural stories, and creative stories from numerous countries. Those unlimited stories allow students to walk around the world and know

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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 to the higher education level, mastering English both in spoken and written is demanded higher than those from the lower education levels. Mallan (1991: 5) affirms that learning language covers not only learning the language elements but also comprehending the language competence which includes the communicative ability as well. Learners are demanded to be able to produce meaningful utterances both in speaking and writing, so that the listeners and the readers will

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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 the materials by facilitating the students to learn and at the same time improving all of their language competence. Brown (2001: 234) proposes that integrated learning has some principles of effective teaching speaking, listening, reading, and writing. This approach facilitates students to have the opportunity to perform and develop the-four-language competence in more meaningful tasks. Students will not carry out one mode of performance, but they can expand at least two

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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 school students are classified into adolescence stage. Senior high school students tend to like interesting and challenging things. They like any kinds of competitions which aim to achieve popularity in any field. They are eager to learn much by various activities, participation, and experiment. They have a good self-control. Besides, they are also able to establish a better self-regulation in purpose to develop interpersonal communication and gain popularity and leadership.

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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 materials using stories for SMA Negeri 11 Yogyakarta grade eleven. The selection of the participant considers the participant’s needs as stated in the preceding paragraph.

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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 of narrative stories from diverse sources such as historical, fiction, and life experiences that are easily found in students’ real life and able to enrich their knowledge. Wide-ranging stories are likely to break the boredom in teaching-learning process and provide them with a bundle of new knowledge.

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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 school grade eleven. Therefore, this material design is expected to be able to inspire them how to create motivating and meaningful teaching-learning activities. 2. Learners

The material design in learning process will give benefits to learners. They can learn and develop actively all the language competence (listening, speaking,

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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 both the language elements and skills which are related to each other. In other words, integrated language-learning approach offers some ways to learn a particular language by combining one skill to another at a time. In the designed-materials, the writer integrated at least three skills in each unit.

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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 Yogyakartagrade eleven as the participants.

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11 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 approach consists of general plans used in instructional material design which are already arranged in sequence. Furthermore, these plans support one another and are related to each other. Kemp does not imply a static model, but a flexible one. The design can be said flexible since it enables the material designer to apply it in any level. Kemp’s design consists of eight parts (1977: 19-91). They are as follows:

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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 objectives are any abilities or behavior that can be measured and observed clearly.

d. Selecting Subject Content

Subject content is like a bridge which helps the learners to achieve the objectives based on the needs. Two elements included in subject content are “organizing content and task analysis.” Organizing content aims to put the

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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” (Kemp, 1971: 84) influence much to the design plan. The absence of one element will really affect the other elements. Therefore, a designer should not ignore these factors in designing the materials. A designer should prepare any facilities which are likely to help the designing of the materials.

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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.

Figure 2.1: Kemp’s Model (Kemp, 1977: 9)

The diagram shows the relationship between one step to the others. The steps are interdependent so that one step will influence the others. However, those

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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 which are held before the students read or listen to any stories. Such activities help students to guess what they are going to learn about. The activities may include any activities which are able to recall their memory, dig up their prior knowledge or brainstorm any idea towards the story. In ‘while-storytelling’ stage, students can read or listen to some stories. After understanding the stories well, students can retell the stories either in groups or individual. Post-storytelling

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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 and Willis (2001: 96) strongly affirm the benefits of storytelling in teaching English as a second or foreign language. First, storytelling might motivate students a lot. This fun and challenging technique develops their positive attitudes towards English learning. The learning process will be more successful if students are able to build positive attitudes during the learning activities. Second, teachers can introduce some moral values, cultures, and new knowledge through

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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 when students learn to be aware of mistakes. Fifth, storytelling provides students with “learning English from context” (Slattery and Willis, 2001: 96). As storytelling provides rich and meaningful contextualized stories, the students can learn to understand the meaning of words and the patterns of sentences from the context instead of memorizing a bundle of patterns. Sixth, storytelling enables teachers to integrate some language skills in one learning process. Considering

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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 belong to adolescence stage are “peer identification, self-reorganization, external interest and activity, and growth of self-regulation.” Those characteristics can be elaborated as follows:

a. Peer Identification

Adolescent boys and girls tend to have two sets of motivation in social life; “the egoistical motivation and social motivation” (1976: 248). Egoistical

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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 the good and the bad ones. They even have built a good emotional management. They will try hard to build and keep the relationship to achieve fame and leadership among peers.

In accordance with the characteristics of adolescence above, the writer conclude that storytelling technique is appropriate to be applied to enhance students’ language competence. Through stories, students are allowed to express

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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 language competence in communication. The application of integrated language-learning approach in ESL/EFL considers that communication process requires the overlapping of four language skills (listening, speaking, reading, writing). Brown (2001: 233) indicates that integrated learning promises exciting and unforgettable teaching-learning process which can extend students’ motivation. Students are not limited to present one particular skill. Instead, they have chances to develop as

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Listening

Speaking

Reading Writing

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.

Figure 2.2: The Relationship among Four Skills

The diagram shows how the four skills are related and supported each other. Nunan (2000: 24) identifies that listening and reading are considered the

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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.

a.Content-Based Instruction

Content-based instruction, which is also known as content-centered instruction, focuses on the content learned through learning language. Such approach has a principle that language learning will be more valuable if students have opportunity to gain any knowledge through the learning process. Content-based instruction is applicable at any proficiency levels. A teacher is responsible to adjust content to the students’ proficiency level. Content might be related to what students encounter in their life, such as subject matters (science and mathematics), some current issues, or literature. The content is likely to be more motivating and meaningful if it is related to students’ life and allow a wide variety of language skills to be practiced.

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Content-based instruction offers three models namely theme-based, adjunct model, and sheltered model. Theme-based carries out learning language within a particular topic or theme such as the history behind Halloween, schizophrenia, or global warming. In the second model, language is the adjunct of the content. English is usually given because of the demand of the occupations dealing with the course (Murcia, 1991: 319). Ultimately, sheltered model will facilitate students to learn subject matters in simplified English which has been adjusted to the students’ English proficiencies (Murcia, 1991: 319). Thus, it is commonly used for intermediate ESL students whose language competence might not yet be well developed to learn content courses with native speakers.

b.Task-Based Instruction

In contrast to content-based learning, task-based learning emphasizes the language practice. Students are fully involved to use all of the theories into practice. Brown (2001: 243) proposes that communicative tasks should consider objectives, input, strategies, the role of both teacher and students, and assessment. Teacher could give numerous communicative activities such as storytelling.

Both content-based and task-based explained beforehand enable teacher to organize integrated activities during the teaching-learning process. Practically, those methods can be combined in one learning process to make students fully engaged in every single activity. By combining those methods, students are able to gain their knowledge as well as to enhance their language competence. Students have spaces to discuss certain topics both individually and in groups.

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To conclude, integrated language-learning approach has three fundamental principles. First, it focuses not only on one particular language skill, but also on all or at least two language skills at a time. Second, integrated language-learning approach builds not only independent but also interdependent learning. Students are responsible for their own task, yet they also still need their friends’ participation in learning. Eventually, it creates learner-centered classroom. Students are fully involved in learning activities.

Looking back to its principles, integrated language-learning approach can be very beneficial for students. Integrated language-learning approach offers both exciting and challenging teaching-learning process. Each student has the same opportunity to enhance the English language competence as well as to practise it in the real communication. Therefore, integrated language-learning approach enables students to participate more in the teaching-learning process considering that the teacher’s role is as a facilitator.

5. School-Based Curriculum

Curriculum is one of some fundamental principles in designing materials. A renewal of curriculum might show an endeavor of a nation in enhancing its education quality. After having some renewal of curriculum, Indonesia has applied the newest curriculum, School-Based Curriculum, of which it is expected to place Indonesia on a better quality of education. School-Based Curriculum has improved some principles and adjusts them to the learners’ needs and characteristics.

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a. Rationale

School-Based Curriculum (2006: 307) strongly states that learning language will be considered successful when students also study how to communicate in the target language well. Learning English involves learning both the language elements and the language competence. It means that learning English covers learning to understand as well as producing both spoken and written utterances. Furthermore, School-Based Curriculum elaborates that senior high school students are highly demanded to gain their knowledge through the learning English process in particular literacy. Students should be capable of obtaining any information through each activity. While enhancing their capability in communicating in English, senior high school students are expected to develop their imagination and analytical ability. School-Based Curriculum also requires them to know both their culture and western culture and how to socialize with people around them. Their capability towards English and their new knowledge will lead them to link language to any cultures.

b. Objectives

There are three major objectives of English language learning based on School-Based Curriculum (2006: 308). It is expected that after learning English, students:

1. are able to develop language competence both in spoken and written to achieve particular informational literacy

2. realize the role of English in a globalization era

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c. Competence Standard and Basic Competence

Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of competence standard. Table 2.1 exemplifies the competence standard and basic competence based on School-Based Curriculum.

Table 2.1: The Competence Standard and the Basic Competence of School-Based Curriculum(Bahan Pelatihan KTSP, 2006: 309-311)

Competence Standard Basic Competence

Listening

Comprehend short monologue text in the form of narrative in a daily life context.

Respond to short spoken monologues in the form of narrative which includes language functions accurately and fluently in a daily life context.

Speaking

Express short monologue text in the form of narrative in a daily life context.

Express the meaning of short monologue spoken texts in the form of narrative accurately and fluently in a daily life context.

Reading

Comprehend short essay text in the form of narrative and access knowledge in a daily life context.

Respond to the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in narrative in a daily life context

Writing

Express written essay text in the form of narrative in a daily life context.

Express the meaning and the rhetorical steps in written essays accurately and fluently in the form of narrative in a daily life context.

B. Theoretical Framework

This section summarizes and synthesizes some theories presented previously and relates those theories to the study. From the theory of adolescence, it can be inferred that stories and storytelling can be appropriate for the learning activity in the eleventh grade students of senior high school since storytelling

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provides something different and challenging for them. Using stories and storytelling, students can enrich their knowledge while at the same time expressing what is in their mind and developing problem solving abilities. In this way, students are able to acquire informational literacy as the demand of the curriculum. Students are also challenged to be more active, creative, and imaginative. In summary, storytelling may facilitate students in expressing themselves.

In this study, an integrated language-learning approach can be advantageous. In an integrated language-learning classroom, students are encouraged to improve their language skills and use them in a communication. In integrated language-learning classroom, students are encouraged to recognize the relationship among several skills instead of focusing on one particular skill. Integrated language-learning enables teachers to be more flexible in creating interesting and motivating lessons.

Storytelling can be an appropriate technique in integrated language-learning process. Students have opportunity to relate some or all the language skills and develop them in exciting and communicative ways. Students are able to choose any exciting stories in particular topic to be performed, find and read some articles related to the story, see, and listen to their friends’ performances while taking note and giving feedback at the same time.

Eventually, storytelling technique based on integrated language-learning approach is likely to be applicable in the current curriculum, School-Based Curriculum. It builds teaching learning process based on the requirements of

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School-Based Curriculum. Using such technique and approach, students are capable of accessing any new knowledge while at the same time improving their communicative abilities.

To design the materials, the writer carries out a well-sequenced-step. First, the writer determines the competence standard and the basic competence. Second, the writer conducts the needs analysis to find out what the students actually need. Finding out what the students need, the writer then carries out the third step, determining the indicators that the writer expects the students to achieve. Fourth, the writer selects the most suitable topics for the students. The results of the needs survey becomes one of the fundamental basis in this step. Fifth, the writer then develops the teaching-learning activities and some story resources. The sixth step is preparing any equipment needed in designing the materials such as recorder. Having everything needed, the writer designs the materials. Having finished with the design materials, the writer accomplishes the last step, distributing the questionnaire sheets which aim to evaluate the design materials. In carrying out those seven steps, the writer is allowed to do some revisions in any step. Those steps can be summarized in Figure 2.3.

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30 CHAPTER III

METHODOLOGY

This chapter describes the methodology that the writer applied in the research. This chapter consists of method of the study, participants of the study, instruments used in the designing the materials, data gathering technique, data analysis technique, and the research procedures.

A. Method of the Study

The writer chose to employ research and developmental study since the study deals with designing materials. Gay (1992: 221) defines research and developmental study as a study which aims at constructing and developing relevant materials to the target learners based on the way learners study and behave towards particular phenomena. Correspondingly, Borg and Gall (1998: 772) states that educational research and development (R&D) is a method for organizing an instruction by developing and validating pedagogical products such as material objects and teaching-learning methods. This educational research has a goal to find out some particular questions dealing with practical problems. There are four steps in educational research and development which are called educational research and development cycle. The cycle consists of studying research sources related to the products, developing the products, field testing them to the participants, and revising them based on the evaluation. As stated by Borg and Gall (1998: 775), educational research and development cycle can still

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be divided into ten major steps, namely information gathering, planning, developing the outline of the designed materials, preliminary test, main product revision, main field test, operational product revision, operational field test, final product revision and dissemination and implementation. However, the writer only carried out half of those steps in designing the materials. Those steps included: 1. Information Gathering

In this step, the writer gathered any supporting references and prepared everything needed for the research, such as questionnaire sheet, interview sheet and observation check list. The writer gathered some references from reliable sources such as books, ESL/EFL journals and the internet. Furthermore, the writer interviewed the participant and observed the participants to learn directly their teaching-learning process. Additionally, the writer distributed questionnaires for the students to gather as many data as possible about their characteristics and interest, especially related to the types of stories.

2. Planning

The writer made a rough draft of the designed materials based on the assembled information in the preceding step. This draft represented what the designed materials would look like. The writer also decided what objectives the students were going to achieve and what topics she was going to present in the designed materials.

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3. Developing the Outline of the Designed-Materials

Constructing the outline of the materials, the writer then developed it. The writer developed the rough draft of the materials based on the results of the needs analysis and the curriculum demand.

4. Conducting Preliminary Test

Accomplishing the outline of the materials, the writer carried out a preliminary test which involved distributing the questionnaire for the design evaluation. The writer investigated the participants’ opinions and beliefs about the designed-materials to find out whether the materials are appropriate for the students. The writer then analyzed the data.

5. Carrying Out Main Product Revision

Based on the data of the preliminary test, the writer found out some parts that needed some improvement. Thus, the writer revised the designed materials.

B. Research Participants

The participants of this study were divided into two groups, both of which were needed in the needs survey and evaluation. The participants can be explained as follows:

1. Participants for the Needs Survey

a. The Eleventh Grade English Teacher of SMA Negeri 11 Yogyakarta

The writer interviewed the teacher of the eleventh grade students of SMA Negeri 11 Yogyakarta considering that the teacher knows her students’ characteristics and the condition of the teaching learning process.

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b. The Eleventh Grade Students of SMA Negeri 11 Yogyakarta

The eleventh grade students of SMA Negeri 11 Yogyakarta were the main subjects of this study as the designed materials were dedicated to them. Therefore, it was necessary to know their opinions about their needs and interests in learning English using stories based on integrated language-learning approach. There were five classes in the eleventh grade of SMA Negeri 11 Yogyakarta, but the writer only chose one class randomly, class 11 IPA 3. Therefore, the writer applied cluster sampling. According to Ary, Jacobs, and Razavieh (2002: 168), a cluster sampling is applied when the participant is a group of individual chosen randomly instead of an individual.

2. Participants for the Design Evaluation

a. An English Teacher of SMA Negeri 11 Yogyakarta

The English teacher directly deals with the students in the teaching-learning process as the mediator and the facilitator of the teaching-teaching-learning process. For this reason, they were expected to identify whether the designed materials were appropriate for the students.

b. The Lecturers of the English Language Education of Sanata Dharma University

There were two lecturers who were asked to give their feedback about the designed materials. The lecturers were specifically chosen based on the education, knowledge, and experience background. The writer chose one lecturer who had enough background knowledge and experience about designing materials and one lecturer who had enough background knowledge and experience about

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language-learning technique. The selection of the lecturers considered that the writer dealt with both designing materials and applying particular technique and approach. Furthermore, those lecturers have been teaching English for more than twenty years. Therefore, they were expected to give beneficial input in evaluating the designed materials.

C. Research Instruments

The study used some instruments for the sake of obtaining the data and the information that would be needed. The writer utilized three kinds of instruments that took significant role in designing the materials. They were interview sheet, observation check list, and questionnaire sheet.

1. Interview Sheet

Kvale as cited by Cohen and Manion (2000: 267) states that interview can provide someone’s belief, opinion, and feeling towards particular phenomena or situation. The writer decided to conduct an interview to gather data related to the students’ characteristics, students ability, the teaching-learning activities, and some factors which influenced those points. By doing so, it is highly expected that the information given would help the writer much in accomplishing the research. Ary, Jacob and Razavieh (2002: 174) state that there are two types of interview, namely “structured-form and unstructured-form.” Structured-form limits the participants with some provided options of the answers. On the contrary, unstructured-form gives participants freedom to answer the questions. Therefore, the writer chose unstructured-form to be applied in the interview. Using

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unstructured-form, the writer expected to obtain complete information for the reason that the participants could explore their answers. Purposefully, the interview was conducted in Indonesian so that the interviewee could provide the required information unreservedly without being frustrated with the correct grammar and proper pronunciation. The writer provided several questions that would be answered by the English teacher. The questions aimed at finding out the students’ characteristics, the students’ interest in story, the students’ English proficiency, and the appropriate designed materials for the eleventh grade students of senior high school. This instrument aimed at helping the writer to answer the first question as stated in the Problem Formulation. The list of the questions is attached in Appendix B on page 72.

2. Observation Check List

Fraenkel and Wallen (1993: 384) state that observation is a certain kind of research that can be done by observing “how people act or how things look.” The writer really needed to do observation to recognize the characteristic of the participants and to predict the students’ reactions towards particular approach and technique. The writer used a check list in the observation for its practical. According to Best (1981: 162), the observer has to provide the items that will be observed before doing the observation. The absence or presence of the items is representedby checking ‘yes’ or ‘no.’ In this way, the observer just simply put a tick in each item. This kind of systematized observation helped the observer to focus on the important parts only. This instrument was required to help the writer

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to answer the first question of the Problem Formulation. The detailed observation check list is presented in Appendix B on page 73.

3. Questionnaire Sheet

Ary, Jacob, and Razavieh (2002: 174) suggest the use of questionnaire to conduct needs analysis considering that it is very useful to gather information about the participants’ beliefs and opinions. The writer decided to use questionnaire for its practical and its efficiency. The writer employed two kinds of questionnaires, namely closed-ended questionnaire and open-ended questionnaire. a. Closed-ended Questionnaire (Questionnaire A)

Wiersma (1995: 181) states that closed-ended questionnaire facilitates the participants with some alternatives of answers. The participants could merely choose and circle or cross the answer from the provided options. The writer distributed Questionnaire A to one class of the eleventh grade students to conduct needs analysis. The questions aimed at finding out the students’ motivation in learning English and the kinds of stories that the students like most. Questionnaire A was designed in Indonesian to avoid misinterpretation between the writer and the participants. The detailed Questionnaire A is available in Appendix B on page 68.

b. Open-ended Questionnaire (Questionnaire B)

Ary, Jacobs, and Razavieh (2002: 175) state that open-ended questionnaire requires participants’ background knowledge about the related study since the participants must respond to the questions in their own words. The participants can share their opinions, beliefs, and suggestions more openly.

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UNIT 8 Series Stories 40

TEXT D

“Stop!” ordered a strong, brave voice. Blackheart’s knights immediately stopped their attack. The voice came from the village. Everybody looked in the direction. A group of men appeared. One man was on a horse. He has a chain coat, an iron helmet and iron leggings. Under the helmet was a good, strong face. “Stop, I say!” the man shouted again. Watt remembered that face. When he was a small boy, that face signified justice. That was before Blackheart, before his father’s death, before poverty.

“It’s Lord Ducksbury!” Watt shouted with joy. The other villagers started to shout too. “Long live Ducksbury! Death to Blackheart!” Blackheart’s knights were frightened now. They looked for their lord, but he wasn’t there. The villagers surrounded them, shouting, “Death to Blackheart and his men!”

“Stop, everybody!” Lord Ducksbury was now at the pond. “Where is Blackheart?” he asked angrily. “Where is my brother’s assassin?”

TEXT C

“You saved my life, Matt,” said Linda, looking at him in admiration. Matt’s face became pink. “No problem,” he said, embarrassed, “but now we must find the computer. We need it to go back to the future. “I know where it is,” smiled Linda. “I hid it when we arrived.” “Great! Let’s go!” said Matt happily. “Ok,” said Linda. “I’m tired of being a witch!” “And I’m tired of being wet and smelly!” laughed Matt

At the pond, Blackheart’s face was red with anger. “Who is responsible for this?” he yelled, looking at villagers. “Perhaps she was a real witch,” said a voice from the crowd, “so she disappeared!”

“Silence, ignorant fools!” shouted Blackheart. He pointed his sword at the villagers.

“Enough!” cried Watt. “You are the fool!” He picked up some mud and threw it at the lord. It hit him directly in the face. First there was silence. The villagers were shocked. Then everybody began to laugh. Blackheart slowly removed the mud. His face was a mask of fury.

“I give you work, a home and my protection. You insult me! I can find other people to work on my land. Guards! Kill them all!”

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UNIT 8 Series Stories 41

TEXT F

The lord smiled at Watt. His face showed the signs of a thousand adventures. Now he spoke to the villagers and Blackheart’s knights. He was very angry. “Ordeals, witches, what barbarity is this? I went on a Crusade to liberate the Holy Land from barbarity – but we are the barbarians. I saw Christians kill other people in the name of God. Blackheart the lord of a cruel manor, where innocent girls risk death. Here is a paradox for my jester.” He looked for the jester but he couldn’t see him.

Watt spoke for the villagers. “Life will be better now. Long live Lord Ducksbury!” And everybody shouted happily.

Matt and Linda were in the castle. It was deserted. Everybody was at the pond. “Quickly,” said Linda, “before they come back. The computer’s in the stable.” She ran into a stable and started to move a pile of straw. “Matt,” she said desperately. “It isn’t here!”

TEXT E

Watt saw a familiar figure running towards the forest. “My Lord, I can stop him. Give me a bow and arrow,” he said.

“Don’t kill him,” said Ducksbury. “I want him alive give the boy a bow,” he ordered his men. “I remember his father was a good archer.”

Watt took the bow and arrow. Blackheart was nearly in the forest. “I didn’t hit the deer last night,” Watt thought, “but this is for my father.”

The distance was huge but the arrow flew perfectly. It hit Blackheart in the leg and the cruel lord fell into the pond.

“Pull him out!” Ducksbury ordered his men. “Then pull out the arrow and throw him in the dungeons. He will pay for his crimes.” He turned to Watt. “Thank you, boy. But what terrible torture was this?”

“An ordeal for a witch, my Lord,” replied Watt, “but she wasn’t a witch. She’s the companion of a pilgrim from the north.”

“And where is she now, boy?” “She escapes,” Watt smiled.

(3)

UNIT 8 Series Stories 42

TEXT H

“What do we do now?” said Matt.

”Quickly!” insisted the jester. “I hear people! You must escape now!”

Linda thought for a moment. “Of course! Thank you, Jester! Press ESCAPE, Matt!”

Matt pressed the button and they disappeared in a flash of white light.

The jester smiled. “This magic was a joy to see. Goodbye, my friends. Remember me.”

Linda opened her eyes. Matt was beside her on the grass, slowly walking up. She looked around and was happy and relieved to see the castle ruins. They were in the drinks kiosk.

“Matt! We’re in the future again!”

“I can see,” said Matt, “but is it the present?”

A familiar voice answered his question. “Matt! Linda! Where are you? The bus is going!” It was Stubbs.

“Here we are!” The two friends appeared from behind the kiosk. Stubbs looked at them, incredulous. “Where were you? And why are you so dirty?”

Linda and Matt looked at each other. Their clothes were still in a little wet and muddy. They laughed.

“Matt! You smell terrible!” continued Stubbs. “Did you fall into a Medieval moat?”

“No, I jumped in,” replied Matt.

TEXT G

“It isn’t there because it’s here,” said a voice Linda recognized. The jester was outside the stable and he had the computer.

“Who’s this?” asked Matt.

“A friend,” replied Linda. The jester smiled.

“The entire world knows I am only a fool, but only a fool knows the entire world. I observe and understand many things.”

“What do you mean?” said Linda.

“I know you are strangers in this place. Your secret must be in this special box,” the jester replied, “but the stable was not good place for it.”

“It’s very important for us,” said Matt, anxiously. “Will you give it to us?”

“Of course!” laughed the jester. “What favour can a friend do, if not give all give all his help to you? This is yours.”

He gave them the computer. “Thanks!” said Matt.

Linda shyly kissed the jester on the check. He became red.

“For once I gave no words!” he said. “But now it’s time for you to go.”

Linda opened the computer and they heard a familiar beep. But the screen was empty.

(4)

UNIT 8 Series Stories 43 (Adapted from: 2006. The Time Trippers: 76-97)

TEXT I

Stubbs was surprised and curious, but Linda said quickly,

“Matt’s joking! He doesn’t want to say that we went to Ducksbury pond. He fell in and I saved him!” They all laughed.

As they went towards the bus Matt whispered to Linda, “Thanks, that was a great idea.”

“Hurry up, you two,” said Stubbs. “I’ll show you my guidebook on the bus. Did you know there was a cruel lord called Blackheart at the castle? He killed witches in the pond.”

“What happened to him?” asked Linda curiously.

“He escaped from prison into the forest but was killed by wolves.” Stubbs arrived at the bus first.

“Look, everybody! Matt and Linda fell in the pond!” The class laughed, but Linda and Matt weren’t embarrassed. They laughed too.

Then Mr. Wells appeared. “Here you are!” he said. “I hope you enjoyed your trip.”

Matt and Linda looked each other, smiled and gave him his computer. “It was little boring,” they said together.

(5)

REFERENCES 44 Alter, J. B. 1979a. Curriculum English SMA for Indonesia Book 1. Quarry Bay:

Times Educational.

Alter, J. B. 1979b. Curriculum English SMA for Indonesia Book 3. Quarry Bay: Times Educational.

Anonymous. _________. Cinderella. Yorkshire: New Dawn Press.

Anonymous. _________. Little Red Riding Hood. Yorkshire: New Dawn Press. Anonymous. _________. Rapunzel. Yorkshire: New Dawn Press.

Anonymous. _________. Sleeping Beauty. Yorkshire: New Dawn Press. Anonymous. _________. Snow White. Yorkshire: New Dawn Press..

Anonymous. _________. The Princess of Aladdin’s Heart. Yorkshire: New Dawn Press.

Anonymous. _________. Thumbellina. Yorkshire: New Dawn Press. Anonymous. 2008. Ande Ande Lumut.

(http://id.wikipedia.org/wiki/Ande_Ande_Lumut, accessed on January 27, 2008.)

Anonymous.1999. Why the Sea is Salt?.

(http://www.apples4theteacher.com/holidays/winter/short-stories/why-the-sea-is-salt.html,accessed on July 29, 2007.)

Burroughs, E. R. 2007. Princess of Mars.

(http://www.voanews.com/specialenglish/archive/2007-03/2007-03-29-voa4.cfm?CFID=164306269&CFTOKEN=37415234, accessed on July 29, 2007.)

Castiglione, S. D. 1995a. Animal Story Books: The Ugly Duckling Anak Bebek Buruk

Rupa. Jakarta: P.T. Gramedia

Castiglione, S. D. 1995b. Animal Story Books: The City Mouse and the Country

Mouse Si Tikus Kota dan Si Tikus Desa. Jakarta: P.T. Gramedia.

Hadfield, C. and Jill. 1995. Reading Games: A Collection of Reading Games and

Activities for Intermediate to Advanced Students of English. Harlow: Addison

Wesley Longman.

Irene and A. Monteiro.1985. More Favourite Stories from Borneo.Jakarta: P.T. Rosda Jaya Putra.

(6)

REFERENCES 45 Irving, W. 2005. The Mystery of Jack O'Lantern.

(http://www.mysterynet.com/halloween/jack.shtml, accessed on July 29, 2007.)

Jack, M. and I. Lister. 2006. The Time Trippers. Mexico City: McGraw-Hill.

Kral, T. (Ed.). 1994. The Lighter Side of TEFL. Washington: English Language Programs of United States Department of State Washington.

Oban. _________. The Fox and the Goat.

(http://www.planetozkids.com/oban/thefoxandthegoat.htm, accessed on July 29, 2007.)

Sanjit. _________. The Lion and the Mouse.

(http://www.planetozkids.com/oban/thelionandthemouse.htm, accessed on July 29, 2007.)

Sanjit. _________. The Monkey and the Crocodile.

(http://www.planetozkids.com/oban/themonkeyandthecrocodile.htm, accessed on July 29, 2007.)

Roelcke, G.F. and G. Crabb. _________. Tangkuban Parahu.

(http://www.visitbandung.net, accessed on January 27, 2008.) Sanjit. _________. How the Bear Lost His Tail.

(http://www.planetozkids.com/oban/howthebearlosthistail.htm, accessed on July 29, 2007.)

Scoolcraft, H. 1999. How Indian Corn Came into the World.

(http://www.apples4theteacher.com/holidays/thanksgiving/short-stories/how-indian-corn-came-into-theworld.html, accessed on July 29, 2007.)

Welch, G. C. 2005. What Happened to Unicorns?.

(http://www.planetozkids.com/oban/unicorns.htm, accessed on July 29, 2007.)

Yaniar, R. 2002a. Talaga Warna.

(http://www.geocities.com/kesumawijaya/ceritarakyat/westjava1.html, accessed on January 27, 2008)

Yaniar, R. 2002b. Timun Mas.

(http://www.geocities.com./kesumawijaya./ceritarakyat/centraljava1.html, accessed on January 27, 2008.)

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