Designing storytelling activities for the fourth graders of SD Kanisius Kenteng Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Kanya Ayu Prawerti, Maria. (2013). Designing Storytelling Activities for the
Fourth Graders of SD Kanisius Kenteng Yogyakarta. Yogyakarta: English
Language Education Study Programme Sanata Dharma University.
Considering the low ability in speaking English that is faced by the fourth
graders of SD Kanisius Kenteng Yogyakarta, the writer designed the storytelling
activities to help the fourth graders of SD Kanisus Kenteng Yogyakarta to
enhance their English speaking skills. In this study, there are two questions, 1)
How is a set of storytelling activities for the fourth graders of SD Kanisius
Kenteng Yogyakarta designed? and 2) What does the set of storytelling activities
for the fourth graders of SD Kanisius Kenteng Yogyakarta look like?
In order to design the storytelling activities, the writer used the theory of
Kemp’s instructional design with the Communicative Language Teaching (CLT)
as the approach. There were eight steps of Kemp’s instructional design were used
to design the Storytelling activities. They were : 1) Considering goals, listing
topics, stating general purposes, 2) Identifying the learners’ chracteristics, 3)
Specifying the learning objectives, 4) Organizing the subject content, 5)
Developing pre-assessment, 6) Selecting teaching and learning activities and
resources, 7) Considering support services, and 8) Evaluating the achievement of

the objectives. In addition, the writer also used Research and Development
Method (R&D) to answer the first question by implementing the 5 steps of R&D.
To obtain the data, the writer observed the fourth graders of SD Kanisius
Kenteng Yogyakarta to find out the their characteristics. Then, the writer
distributed questionnaires. The questionnaires were distributed to 22 fourth
graders of SD Kanisius Kenteng Yogyakarta. After distributing the
questionnaires, the writer conducted an informal interview to the English teacher
to obtain more information to complete data for pre-design. The writer then
analyzed the data. After that, the writer designed the storytelling activities for the
fourth graders of SD Kanisius Kenteng Yogyakarta. After designing, the writer
distributed it to experts and the English teacher to evaluate the designed activities.
The writer presented the designed activities in order to apply the second
question. The activities were designed using storytelling activities. It contained
two topics entitled “All about me” and “My Family”. Each topic had two lesson
plans for two meetings completed with a big storybook and three small storybooks
as the media. Each meeting was consisted pre, main, and post activities.
However, the designed activities are expected to be useful for the fourth
graders of SD Kanisius Kenteng Yogyakarta in order to help them to enhance
their English speaking skills. The writer also expects that it can help the English
teacher to present interesting storytelling activities for the fourth graders of SD

Kanisius Kenteng Yogyakarta.
Keywords : storytelling, speaking, the fourth graders of SD Kanisius Kenteng
Yogyakarta

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Kanya Ayu Prawerti, Maria. (2013). Designing Storytelling Activities for the
Fourth Graders of SD Kanisius Kenteng Yogyakarta. Yogyakarta: Pendidikan
Bahasa Inggris Universitas Sanata Dharma.
Mempertimbangkan kemampuan yang rendah dalam berbicara Bahasa
Inggris yang dihadapi oleh siswa kelas 4 SD Kanisius Kenteng Yogyakarta,
penulis mendesain aktivitas ini untuk membantu para siswa tersebut dalam
meningkatkan kemampuan berbicara dalam Bahasa Inggris. Dalam penelitian ini,
terdapat dua pertanyaan, 1) bagaimanakah mendesain satu set aktivitas
storytelling untuk siswa kelas 4 SD Kanisius Kenteng Yogyakarta? dan 2) seperti
apakah bentuk dari satu set aktivitas storytelling untuk siswa kelas 4 SD Kanisius
Kenteng Yogyakarta?

Dalam rangka mendesain aktivitas storytelling, penulis mengembangkan
teori desain pembelajaran Kemp dengan menggunakan pengajaran komunikatif
sebagai pendekatannya. Ada delapan tahap dari desain pembelajaran Kemp yang
digunakan untuk mendesain akivitas storytelling. Tahapan itu adalah: 1)
menentukan tujuan, topik, dan menyatakan tujuan umum, 2) mengidentifikasi
karakteristik siswa, 3) menetapkan tujuan pembelajaran, 4) menentukan materi, 5)
mengembangkan tes awal, 6) memilih strategi belajar, media, dan sumber belajar,
7) menentukan sarana penunjang, dan 8) mengadakan evaluasi. Sebagai
tambahan, penulis menerapkan metode penelitan dan pengembangan (R&D)
untuk menjawab pertanyaan pertama dengan menerapkan lima tahap R&D.
Untuk memperoleh data, penulis mengamati siswa kelas 4 SDK Kenteng
Yogyakarta untuk mengetahui karakteristik mereka. Kemudian, penulis
membagikan kuesioner. Kuesioner dibagikan kepada 22 siswa kelas 4 SDK
Kenteng Yogyakarta. Setelah itu, penulis melakukan wawancara informal dengan
guru Bahasa Inggris kelas 4 SDK Kenteng Yogyakarta untuk memperoleh
informasi lebih untuk melengkapi data pra desain. Penulis kemudian menganalisis
data. Setelah itu, penulis mendesain aktivitas storytelling untuk kelas 4 SDK
Kenteng Yogyakarta. Setelah mendesain, penulis membagikan desain tersebut
kepada para ahli dan guru Bahasa Inggris untuk dievaluasi.
Penulis mendesain aktivitas untuk menjawab pertanyaan kedua. Aktivitas

tersebut didesain menggunakan aktivitas storytelling. Desain tersebut terdiri dari
dua topik yang berjudul “All about me” dan “My Family”. Masing-masing topik
memiliki dua Rencana Pelaksanaan Pembelajaran lengkap dengan buku cerita
besar dan tiga buku cerita kecil yang akan digunakan sebagai media. Masingmasing pertemuan terdiri dari aktivitas awal, pokok, dan akhir.
Bagaimanapun juga, desain aktivitas tersebut dapat berguna bagi para
siswa kelas 4 SDK Kenteng Yogyakarta dalam membantu mereka untuk
meningkatkan kemampuan berbicara dalam Bahasa Inggris. Penulis juga berharap
bahwa desain tersebut dapat membantu guru Bahasa Inggris untuk memberikan
aktivitas storytelling yang menarik untuk siswa kelas 4 SDK Kenteng Yogyakarta.
Kata kunci : bercerita, berbicara, siswa kelas 4 SD Kanisius Kenteng Yogyakarta

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING STORYTELLING ACTIVITIES
FOR THE FOURTH GRADERS OF SD KANISIUS KENTENG
YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

By
Maria Kanya Ayu Prawerti
Student Number: 071214078

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING STORYTELLING ACTIVITIES
FOR THE FOURTH GRADERS OF SD KANISIUS KENTENG
YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Maria Kanya Ayu Prawerti
Student Number: 071214078

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, that I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.

Yogyakarta, January 15, 2013
The Writer

Maria Kanya Ayu Prawerti
Student Number 071214078

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

“No good results with no
efforts.”

I dedicated this thesis to:
My Jesus Christ
My beloved parents, brothers and sister
My dear friends

v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Maria Kanya Ayu Prawerti

Nomor Mahasiswa

: 07 1214 078

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING STORYTELLING ACTIVITIES
FOR THE FOURTH GRADERS OF SD KANISIUS KENTENG
YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistibusikannya secara terbatas, dan mempublikasikannya di internet
atau media lain untuk kepentingan akademis tanpa perlu meminta izin ataupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.

Dengan demikian, pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal: 4 Januari 2013
Yang menyatakan,

Maria Kanya Ayu Prawerti

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Kanya Ayu Prawerti, Maria. (2013). Designing Storytelling Activities for the
Fourth Graders of SD Kanisius Kenteng Yogyakarta. Yogyakarta: English
Language Education Study Programme Sanata Dharma University.
Considering the low ability in speaking English that is faced by the fourth
graders of SD Kanisius Kenteng Yogyakarta, the writer designed the storytelling
activities to help the fourth graders of SD Kanisus Kenteng Yogyakarta to
enhance their English speaking skills. In this study, there are two questions, 1)
How is a set of storytelling activities for the fourth graders of SD Kanisius

Kenteng Yogyakarta designed? and 2) What does the set of storytelling activities
for the fourth graders of SD Kanisius Kenteng Yogyakarta look like?
In order to design the storytelling activities, the writer used the theory of
Kemp’s instructional design with the Communicative Language Teaching (CLT)
as the approach. There were eight steps of Kemp’s instructional design were used
to design the Storytelling activities. They were : 1) Considering goals, listing
topics, stating general purposes, 2) Identifying the learners’ chracteristics, 3)
Specifying the learning objectives, 4) Organizing the subject content, 5)
Developing pre-assessment, 6) Selecting teaching and learning activities and
resources, 7) Considering support services, and 8) Evaluating the achievement of
the objectives. In addition, the writer also used Research and Development
Method (R&D) to answer the first question by implementing the 5 steps of R&D.
To obtain the data, the writer observed the fourth graders of SD Kanisius
Kenteng Yogyakarta to find out the their characteristics. Then, the writer
distributed questionnaires. The questionnaires were distributed to 22 fourth
graders of SD Kanisius Kenteng Yogyakarta. After distributing the
questionnaires, the writer conducted an informal interview to the English teacher
to obtain more information to complete data for pre-design. The writer then
analyzed the data. After that, the writer designed the storytelling activities for the
fourth graders of SD Kanisius Kenteng Yogyakarta. After designing, the writer
distributed it to experts and the English teacher to evaluate the designed activities.
The writer presented the designed activities in order to apply the second
question. The activities were designed using storytelling activities. It contained
two topics entitled “All about me” and “My Family”. Each topic had two lesson
plans for two meetings completed with a big storybook and three small storybooks
as the media. Each meeting was consisted pre, main, and post activities.
However, the designed activities are expected to be useful for the fourth
graders of SD Kanisius Kenteng Yogyakarta in order to help them to enhance
their English speaking skills. The writer also expects that it can help the English
teacher to present interesting storytelling activities for the fourth graders of SD
Kanisius Kenteng Yogyakarta.
Keywords : storytelling, speaking, the fourth graders of SD Kanisius Kenteng
Yogyakarta

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Kanya Ayu Prawerti, Maria. (2013). Designing Storytelling Activities for the
Fourth Graders of SD Kanisius Kenteng Yogyakarta. Yogyakarta: Pendidikan
Bahasa Inggris Universitas Sanata Dharma.
Mempertimbangkan kemampuan yang rendah dalam berbicara Bahasa
Inggris yang dihadapi oleh siswa kelas 4 SD Kanisius Kenteng Yogyakarta,
penulis mendesain aktivitas ini untuk membantu para siswa tersebut dalam
meningkatkan kemampuan berbicara dalam Bahasa Inggris. Dalam penelitian ini,
terdapat dua pertanyaan, 1) bagaimanakah mendesain satu set aktivitas
storytelling untuk siswa kelas 4 SD Kanisius Kenteng Yogyakarta? dan 2) seperti
apakah bentuk dari satu set aktivitas storytelling untuk siswa kelas 4 SD Kanisius
Kenteng Yogyakarta?
Dalam rangka mendesain aktivitas storytelling, penulis mengembangkan
teori desain pembelajaran Kemp dengan menggunakan pengajaran komunikatif
sebagai pendekatannya. Ada delapan tahap dari desain pembelajaran Kemp yang
digunakan untuk mendesain akivitas storytelling. Tahapan itu adalah: 1)
menentukan tujuan, topik, dan menyatakan tujuan umum, 2) mengidentifikasi
karakteristik siswa, 3) menetapkan tujuan pembelajaran, 4) menentukan materi, 5)
mengembangkan tes awal, 6) memilih strategi belajar, media, dan sumber belajar,
7) menentukan sarana penunjang, dan 8) mengadakan evaluasi. Sebagai
tambahan, penulis menerapkan metode penelitan dan pengembangan (R&D)
untuk menjawab pertanyaan pertama dengan menerapkan lima tahap R&D.
Untuk memperoleh data, penulis mengamati siswa kelas 4 SDK Kenteng
Yogyakarta untuk mengetahui karakteristik mereka. Kemudian, penulis
membagikan kuesioner. Kuesioner dibagikan kepada 22 siswa kelas 4 SDK
Kenteng Yogyakarta. Setelah itu, penulis melakukan wawancara informal dengan
guru Bahasa Inggris kelas 4 SDK Kenteng Yogyakarta untuk memperoleh
informasi lebih untuk melengkapi data pra desain. Penulis kemudian menganalisis
data. Setelah itu, penulis mendesain aktivitas storytelling untuk kelas 4 SDK
Kenteng Yogyakarta. Setelah mendesain, penulis membagikan desain tersebut
kepada para ahli dan guru Bahasa Inggris untuk dievaluasi.
Penulis mendesain aktivitas untuk menjawab pertanyaan kedua. Aktivitas
tersebut didesain menggunakan aktivitas storytelling. Desain tersebut terdiri dari
dua topik yang berjudul “All about me” dan “My Family”. Masing-masing topik
memiliki dua Rencana Pelaksanaan Pembelajaran lengkap dengan buku cerita
besar dan tiga buku cerita kecil yang akan digunakan sebagai media. Masingmasing pertemuan terdiri dari aktivitas awal, pokok, dan akhir.
Bagaimanapun juga, desain aktivitas tersebut dapat berguna bagi para
siswa kelas 4 SDK Kenteng Yogyakarta dalam membantu mereka untuk
meningkatkan kemampuan berbicara dalam Bahasa Inggris. Penulis juga berharap
bahwa desain tersebut dapat membantu guru Bahasa Inggris untuk memberikan
aktivitas storytelling yang menarik untuk siswa kelas 4 SDK Kenteng Yogyakarta.
Kata kunci : bercerita, berbicara, siswa kelas 4 SD Kanisius Kenteng Yogyakarta

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First of all, I would like to thank my beloved Jesus Christ for His love and
care. I believe that He always guides me until I can finish my study. Everytime I
suffer, everytime He helps me. He wants me to see His endless love by letting me
see the happiness in the right time. I believe that His love is true. If I did not have
such suffer, I would not know what struggle meant. I will always remember that it
is impossible for me, but it is possible for Him. Without Him, I am nothing.
I would like to give my endless gratitude to Carla Sih Prabandari, S.Pd.,
M.Hum., as my thesis advisor, for her guidance, patience, suggestions,
comments, support, and care so that I can finish my study. I would also like to
thank J. Sri Murwani Pudji Lestari, S.Pd., Gregorius Punto Aji, S.Pd.,
M.Hum., and Heny Tri Astuti, S.S., who have been sincerely spending their time
to evaluate my design. E.Sulistya Asmara, S.Pd., all teachers, and fourth
graders of SD Kanisius Kenteng Yogyakarta also owe my great gratitude in
giving me chance to conduct my research.
I would like to give my great gratitute to Drs. J. B. Gunawan, M.A., for
his guidance, care, support, and suggestions in finishing my study. My sincere
gratitude goes to the chair person, C.Tutyandari, S.Pd., M.Pd., the vice
chairperson, Drs. Barli Bram, M.Ed.,Ph.D., all lecturers, and the secretariat
staff of PBI, who had been teaching and giving me much information during my
study. Next, Wahyu, Saki, and Guntur are also be my strengths to finish my
thesis. I thank, especially Guntur, for his willingness to be my proof reader.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I would like to present my best gratitude to my family ; my Dad, Mom,
Brothers, and Sister, for their endless support, prayer, and love until now. You
all will be always in my heart. I cannot forget the thing I hated was my Mom’s
question about my thesis, but I now realize that she really loves and cares about
me. She wanted me to finish my thesis soon. Now, I make it true. Her question
means motivation.
Next, I thank R. Sutamta, S.Pd., all teachers, staff, and students of SD
Kanisius Condongcatur Yogyakarta, who support and give me the chance get
more experiences in teaching.
In the past, I did not know what I would be after finishing my study. Now,
I get some wonderful foreign friends who inspire and support me to reach my
dream in “Negeri Gajah Putih”. They are Jung, Oum, Sayuri, Pi Yuy, Robin,
Yuu, Zaffar, Pi Film, Pi Phai, Kai, and Rich. I owe their best appreciation.
The thing that I cannot forget is my beloved friends. They are Anging
Mamiri brothers, Uchi, Nita, Clara, Wichan, Cencen, Andar, Erna, Agni, and
Winda, who always support and give me strenght until now. I will never forget
how they motivate me until I can step on one more path of life. They also help me
when I need more information related to my thesis. I believe that true friends
never die. I also thank Redy, Reta, Kiki, Putri, Dwi, Fendy, Tito, Edha, Ika,
Achie, Glorya, Shanti, Bre, Oda, Rini, Dhina, Boti, Beth, Tyas, and other PBI
friends, whom I cannot mention one by one, for their prayer and support. I cannot
also forget the beautiful moments we made in PBI. They are all unforgettable.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Last but not least, I also thank people whom I cannot mention all one by
one for their willingness to support me to finish my study during my life.

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TABLE OF CONTENTS
Page
TITLE PAGE ...............................................................................................

i

APPROVAL PAGE .....................................................................................

ii

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

iv

ABSTRACT .................................................................................................

vii

ABSTRAK .....................................................................................................

viii

ACKNOWLEDGEMENTS .........................................................................

ix

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

xii

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

xv

LIST OF FIGURE ......................................................................................

xvi

LIST OF APPENDICES .............................................................................

xvii
1

CHAPTER I. INTRODUCTION
A. Research Background ......................................................................

1

B. Research Problem ...........................................................................

5

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

5

D. Research Objectives .........................................................................

5

E. Research Benefits .............................................................................

6

F. Definition of Terms ..........................................................................

7

CHAPTER II. REVIEW OF RELATED LITERATURE

10

A. Theoretical Description ....................................................................

10

1. Kemp’s Instructional Design Model ...........................................

10

2. Communicative Language Teaching .........................................

15

a. Background of CLT ................................................................

16

b. Learner’s Role .......................................................................

18

c. Teacher’s Role ........................................................................

18

d. Teaching and Learning Activities ...........................................

19

e. Procedure ...............................................................................

20

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Storytelling ...............................................................................

21

a. The Art of Storytelling ...........................................................

21

b. Elements of a Good Story ......................................................

21

c. The Criteria of a Good Storyteller ..........................................

23

4. Teaching English to Young Learners ..........................................

25

5. Kurikulum Satuan Tingkat Pendidikan (KTSP) ..........................

27

6. Learners’ Characteristics .............................................................

28

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

29
32

CHAPTER III. METHODOLOGY
A. Research Method .............................................................................

32

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

33

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

35

D. Data Gathering Techniques ..............................................................

37

E. Data Analysis Techniques ................................................................

38

F.

40

Research Procedure .........................................................................

CHAPTER IV. RESEARCH AND DISCUSSION
A. The Elaborations of the Steps to design storytelling activities for

41
41

the Fourth Graders of SD Kanisius Kenteng Yogyakarta ................
1. Research and Information Collecting ..........................................

42

2. Planning ....................................................................................

46

3. Developing Preliminary Form of Product ...................................

50

4. Preliminary Field Testing .............................................................

51

5. Main Product Revision ................................................................

53

B. Presentation of Designed Activities ................................................

53

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

57

A. Conclusions ....................................................................................

57

B. Recommendations ..........................................................................

59

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

REFERENCES .......................................................................................

61

APPENDICES ........................................................................................

63

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES
Page
Table 2.1

Story Structure .......................................................................

24

Table 4.1

The Results of the Questionnaires (Part A) .........................

43

Table 4.2

The Results of the Questionnaires (Part B) ...........................

44

Table 4.3

The Development of the Curriculum .....................................

46

Table 4.4

The Development of the Learning Objectives .......................

48

Table 4.5

The Development of Subject Contents ..................................

50

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF FIGURE
Page
Figure 2.1

Kemp’s Model ......................................................................

xvi

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES
Page
Appendix A Letter of Permission ..........................................................

64

Appendix B The Syllabus .....................................................................

66

Appendix C The List of Pre-design Questionnaire and Interview

74

Questions............................................................................
Appendix D The Post-design Review .....................................................

80

Appendix E Storybooks ........................................................................

82

Appendix F Designed Activities .............................................................

83

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

This chapter presents the background of the study, problem formulation,
problem limitations, objective of the study, benefit of the study, and definition of
terms.

B. Research Background
Children in Indonesia generally have difficulties in speaking English,
especially for those who study English in remote areas. Most of them do not know
how to use the language in their daily life. Moreover, the lack of facilities in
school and the lack of innovation in the teaching learning activities affect their
English ability, especially speaking. They cannot practice and apply the language
to speak outside the class. Alwasilah (2008) says that this reason to this may come
from the process of transferring the knowledge and their motivation to learn that
usually happen in traditional strategy of teaching and learning (p.23). Most
English teachers in Indonesia usually use traditional methods, especially those
who teach in remote areas. Drilling, lecturing, or asking their students to do
exercises without using the more interesting techniques in teaching English are
the traditional methods usually applied by English teachers. It is usually affected
by the lack of information on how to create innovative techniques or media.
Students have to memorize many things taught in class, such as words, objects,
places, and many other things that compose the drilling method. The traditional

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2

methods will reduce the important information about the subject they are
researching in class.
In order to reduce the problems faced by the students, Indonesian
government declared new curriculum, namely School Based Curriculum (KTSP).
This new curriculum is appropriate for the education system because it offers
schools to choose the strategy in order to develop the teaching learning activities
in schools. The school may develop the curriculum differently from other schools
as long as it still complies with the competence standards, basic competence, and
learning objectives to achieve the subject targets. One of the characteristics of
KTSP is a curriculum based on individual development. Sanjaya (2008) explains
that one of the characteristics of KTSP is an individual development-oriented
curriculum (p.130). It emphasizes on students’ activities to find the materials
using strategies or techniques based on teacher’s creativity. Muslich (2007) says
that the chosen materials, learning resources, learning objectives, learning
strategies as well as the learning facilities may be developed into a certain level
(p.11).
SD Kanisius Kenteng Yogyakarta is one of the formal education
institutions which have applied the recent curriculum since 2007. This institution
tries to develop the teaching learning strategies based on the students’ interests
and needs. It tries to use the appropriate learning activities and material resources
based on those aspects. One of the problems is that the activities, which are used
to facilitate the students to speak English fluently, are not interesting. The teacher
only focuses on the textbook. The other problems are the students have lack of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3

vocabulary, grammar, and pronunciation. The characteristics of the students are
also different from students from the other schools. It appears that the students
have their own specific problems in speaking English. Their personal obstacles
make them not to have the courage to speak English. The personal obstacles are
confidence, bravery, boredom, and motivation when they are speaking in class.
Therefore, the writer was motivated to design storytelling learning activities for
the fourth graders of SD Kanisius Kenteng Yogyakarta.
The reason to design storytelling learning activities was that the writer was
encouraged to create an interesting technique for the students in order to develop
their speaking skills.

The writer offers Communicative Language Teaching

(CLT) as an approach in language teaching to develop the storytelling technique
in order to overcome the problem faced by the students. The writer uses CLT
because the principle of CLT is to communicate. Richards and Rodgers (2001)
explain that Communicative Language Teaching marks the beginning of a major
paradigm shift within language teaching in the twentieth century (p.151). One of
the characteristics of CLT according to Littlewood (1981) is that it pays
systematic attention to functional as well as structural aspects of language,
combining these into a more fully communicative view (p.1). Richards and
Rodgers (1986) regard CLT more as an approach since the aims of CLT are a) to
make the communicative competence the goal of language teaching and b) to
develop procedures for the teaching of the four language skills that acknowledge
the interdependence of language and communication (p.66). There are four
dimensions of Communicative competence, which are identified as grammatical

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4

competence, sociolinguistic competence, discourse competence, and strategic
competence (Swain, 1980 as cited by Richards and Rodgers 1988). In order to
support the teaching learning process, the writer uses information storytelling as
the learning strategy based on CLT approach. Therefore, the writer chooses
storytelling as an interesting technique to motivate the students to speak
English.In this case, the selection of storytelling is because it concludes those four
elements of CLT. Storytelling can help students to communicate and respond to
other people. Philips (1993) says that stories are motivating, rich in language
experience, and inexpensive (p.3). The students will have a good motivation
because they will find meaning in stories and enhance their speaking ability. CLT
is regarded as the best approach in this case because it can minimize students’
weaknesses in speaking English. In addition, children are motivated to enhance
their ability to find meanings through stories.
Storytelling is used as the appropriate technique, which can help the fourth
graders of SD Kanisius Kenteng Yogyakarta to be confident in speaking English
by using the structure and words appropriately. This technique is appropriate
because children like telling stories. They are also free to tell their stories by using
their own words in order to deliver meanings of the stories. The strategy is
appropriate with the characteristics of the students in SD Kanisius Kenteng
Yogyakarta. The students are passive, afraid, unconfident, and shy. By using
storytelling, they can understand the meaning in English further, get the value of
a story, reflect, and apply in their daily life. In addition, they can also get more

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5

vocabulary, understand the pronunciation of the words correctly, express their
feelings, and increase their motivation in learning.

C. Research Problems
In this study, the problems are formulated as follows.
1.

How is a set of storytelling activities for the fourth graders of SD Kanisius
Kenteng Yogyakarta designed?

2.

What does the designed set of storytelling activities for the fourth graders of
SD Kanisius Kenteng Yogyakarta look like?

D. Problem Limitation
The study focuses on how to design storytelling learning activities for the
fourth graders of SD Kanisius Kenteng Yogyakarta. The writer designs the
materials for the first semester. The approach used in the study is the
Communicative Language Teaching supported by storytelling as the teaching
technique. The approach can help students to be more communicative in
developing their speaking English skills through storytelling.

E. Research Objectives
There are two objectives in this study. The objectives are explained as
follows.
1.

To find out how to design storytelling learning activities for the fourth
graders of SD Kanisius Kenteng Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2.

6

To present set of storytelling learning activities for the fourth graders of SD
Kanisius Kenteng Yogyakarta.

F. Research Benefits
The purpose of conducting this study is to design storytelling activities for the
fourth graders of SD Kanisius Kenteng Yogyakarta. After the storytelling
activities has been designed, it may give advantages to:
1.

Elementary School English Teachers of SD Kanisius Kenteng
Yogyakarta
The Communicative Language Teaching approach provides teachers with

a different approach in teaching speaking. It provides some interesting techniques.
One of the interesting techniques is storytelling. The use of storytelling will help
teachers to develop the teaching learning resources, especially in teaching
speaking. It also helps teachers to be more creative in teaching speaking. This
approach may give various learning activities in order to provide alternatives in
teaching speaking.
2.

The students of SD Kanisius Kenteng Yogyakarta
This study is expected to help students to be more communicative in

using English. It helps students to reduce the lack of vocabulary or grammar and
personal obstacles. By using storytelling, students can be more attractive to
communicate with others. It also helps them to communicate actively in their real
life.

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3.

7

Other researchers
This study is expected to serve a new model in order to provide better

research based on communicative language teaching approach. Thus, various
models of this approach will be found.

F. Definition of Terms
In order to avoid misconception in this study, some terms are explained as
follows.
1.

Instructional Design
According to Kemp (1977) an instructional model is composed of many

interrelated parts and functions that must operate in a coherent manner in order to
achieve success (p.6). Kemp’s instructional design (1977) is an instructional
design model which is developed to answer the three essential questions, which
may be considered the essential elements of instructional technology (p.8). In this
study, instructional design means creating activities and learning materials
through teaching techniques in the target language. In this case, the writer designs
storybooks as the implementation of storytelling to learn the target language.
2.

Storytelling
Mallan (1991) says that the storytelling is defined most simply as using

oral language in a social context to relate something heard, read, witnessed,
dreamt or experienced (p.5).

Another definition of storytelling is the oral

interpretation of a traditional, literary, or personal experience story (Peck, 1989 as
cited by Mallan 1991). In this case, the thing should be considered is the

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8

difference between storytelling and story reading. The difference is that in the
storytelling, the tellers are more communicative because they do not focus on the
texts and the situation is livelier than the story reading. Storytellers are freer to tell
by expressing their moods, voices, and facial expressions. Meanwhile, the story
reading looks like stiff because it only focuses on the texts. In this study,
storytelling means basic activities of the design. In this case, the writer designs
storytelling activities as the foundation of the design.
3.

Communicative Language Teaching (CLT)
One of the characteristics of CLT according to Littlewood (1981) is that it

pays systematic attention to functional as well as structural aspects of language,
combining these into a more fully communicative view (p.1). According to Swain
(1980, as cited by Richards and Rodgers 1988), there are four dimensions of CLT,
grammatical competence, sociolinguistic competence, discourse competence, and
strategic competence.
Using CLT with the purpose as communicative teaching, learners have the
ability not only to construct correct sentences but also to communicate. Language
learners should do something more to use language to communicate. Whatever the
contextualization the teacher provides will help the students learn the
communicative function of the language (Widdowson 1983, as cited by Setiyadi
2006). In this study, CLT means the approach used in designing the storytelling
activities.

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4.

9

Fourth Graders of SD Kanisius Kenteng Yogyakarta
Fourth graders are students who are in the age of 10 years old. There are

22 students of the fourth grade, who act as the subject in the study. They are still
researching in SD Kanisius Kenteng Yogyakarta, which is located in Kenteng,
Godean, Sleman, Yogyakarta. They become the subject of the study through the
data collected by the writer.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer discusses the related literature on how to design
storytelling learning activities for the fourth graders of SD Kanisius Kenteng
Yogyakarta. This chapter presents two main parts. In the first part, the writer
discusses the instructional design, storytelling, Communicative Language
Teaching (CLT), teaching English for young learners, Kurikulum Tingkat Satuan
Pendidikan (KTSP) or school-based curriculum, and learners’ characteristics.
Meanwhile, the second part discusses the theoretical framework.

A. Theoretical Description
In this part, the major discussions are the instructional design, storytelling,
Communicative Language Teaching (CLT), teaching English for young learners,
Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-based curriculum, and
learners’ characteristics.
1.

Kemp’s Instructional Design Model
Considering that the formulated problems are how a set of storytelling

learning activities for the fourth graders of SD Kanisius Kenteng Yogyakarta is
designed and what the design will look like, the writer uses the Kemp’s model as
the learning development for SD Kanisius Kenteng.
According to Kemp (1977) an instructional model is composed of many
interrelated parts and functions that must operate in a coherent manner in order to

10

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11

achieve success (p.6). Kemp’s instructional design (1977) is an instructional
design model that is developed to answer the three essential questions, which may
be considered as the essential elements of instructional technology (p.8). In
Kemp’s model, the designers plan to design a unit that are based on three basic
elements. Those elements are:
a.

Objective : what may be learned.

b.

Activities and resources : what procedures and resources will work best to
reach the desired learning levels.

c.

Evaluation : how to know when the required learning has taken place.
Kemp’s design model is a continuous and dynamic approach that can

encourage the designers to work in all areas. The designers may start from any
step deemed appropriate. In Kemp’s model, there are important eight parts of
instructional design plan:
1) Considering goals, listing topics, stating general purposes
First, the identifying goals of instructional design planning may be derived
from three essential sources: society, students, and subject areas. After identifying
the learning goals, the major topics should be listed. Finally, the general purposes
are stated to obtain the objectives that will serve as specific learning outcomes.
2) Identifying the learners’ characteristics
In order to achieve success in learning, it is important to know what
factors that can affect the learning plans of the students. It is helpful for the
designer to know that there are two factors determining the student’s ability to
learn. The first factor is academic factors. It includes: number of the students;

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

12

academic background; grade-point average; level of intelligence; reading level;
scores on standardized achievement and aptitude tests; research habits; ability to
work alone; background in the subject or topic; motivation for researching the
subject; expectations of the course; and vocational and cultural aspirations. The
second factor is social factors. It includes: age; maturity; attention span; special
talents; physical and emotional handicaps; relations among students’ and
socioeconomic situation. Besides, learning conditions and styles can also affect
the students to retain information. After knowing these factors, the instructional
designer should obtain information to serve both group and individual means that
obtain information about the learners’ capabilities, needs, and interests. This
information can be gathered from students’ cumulative records and from
consultation with other teachers, students counselors, advisers, results of
questionnaires, as well as attitudinal surveys completed by students, and preassessment tests.
3) Specifying the learning objectives
In Kemp’s Instructional Design, learning is considered as the outcome of
instruction; learning requires active effort by the learner. In order to promote the
learning, the learning objectives should be stated clearly. Therefore, the learners
need to understand the learning objectives of the learning process.
4) Organizing the subject content
Kemp (1977) explains subject content in the context of instructional
design comprises the selection and organizing of the specific knowledge (facts
and information), skills (step-by-step procedures, conditions, and requirements),

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

13

and attitudinal factors of any topic (p.44). The subject content may be related to
students’ learning experiences. It must also relate to the objectives and students’
needs.
5) Developing pre-assessment
Pre-assessment is developed to answer two questions (Is the students
prepared to research the topic or unit and is the student already competent in some
of the stated objectives?). According to Kemp (1977), there are two kinds of test
(p.51). The first is prerequisite testing. It is used to determine students’ readiness
for the presented

topic, whether they are familiar with the topic or not. It

encourages teachers to pay more attention to the students, deciding who is ready
to learn and who is not yet ready. Meanwhile, the second is pretesting. It is used
to determine what objectives that have been achieved by students.
6) Selecting teaching and learning activities and resources
In this part, the designer should determine the most efficient and effective
teaching learning activities and resources, and then select materials to provide
learning experiences that will utilize the content associated with the objectives of
the course.
7) Considering support services
In implementing and producing materials, the support services should
include appropriate funds, facilities, equipment, and personnel whose time must
be scheduled for participation in the instructional plan. The important point is the
support services must be considered at the same time instructional plans are being
made and materials are being selected.

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14

8) Evaluating the achievement of the objectives
The evaluation is used to measure the learning outcomes relating to the
objectives. There are two kinds of evaluation. The first is formative evaluation. It
takes place during development and tryouts to determine weaknesses in the
instructional design plan. Meanwhile, the second is summative evaluation. It
takes place at the end of the course to evaluate the degree of students’ final
achievement of the objectives.
Kemp’s model is a continuous process. There is an interdependence
among the elements. The designers can start with elements which are ready to
start and proceed to the other steps. The sequence and order are of the designers’
choice (Kemp, 1977:9). The stages of Kemp’s model can be seen in figure 2.1.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Goals,
topics, and
general
purposes
Evaluation

Support
services

Teaching/le
arning
activities.
Resources

15

Learners’
characteristi
cs

Learning
objectives

revision

Subject
content
P r eassessment

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977, p.9)

The writer considered that Kemp’s model is appropriate for the learning
activities design plan for the fourth graders of SD Kanisius Kenteng Yogyakarta
because it concerns more about the instructional elements that will facilitate
teaching learning activities to suit students’ needs and interest.

2.

Communicative Language Teaching (CLT)
In order to develop the designed activities, the writer need to learn the

approach of Communicative Language Teaching (CLT) in depth. It consists of the
Background of CLT, learner’s roles, teacher’s roles, and procedure.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

16

a. Background of CLT
Setiyadi (2006) says Communicative Language Teaching (CLT) is a
language teaching tradition which has been developed in the United Kingdom in
1970s (p.141). In contrast to other teaching methods, CLT is regarded as an
approach rather than a method. CLT is regarded more as an approach since the
aims of CLT are (Richards and Rodgers, 1986 as cited by Setiyadi 2006):
1) To make the communicative competence the goal of language teaching.
2) To develop procedures for the teaching of the four language skills that
acknowledges the interdependence of language and communication.
CLT with the purpose as communicative teaching has an ability not only
to construct sentences correctly but also to communicate. Language learners
should do something more to use language to communicate. Whatever the
contextualization the teacher provides will help the students learn the
communicative function of the language (Widdowson 1983, as cited by Setiyadi
2006).
In addition, CLT also has some characteristics. Littlewood (1981) states,
“One of the most characteristic features of communicative language teaching is
that it pays systematic attention to functional as well as structural aspects of
language” (p.1). Richard and Rodgers (1988) also explain that there are four
characteristics of CLT (p.71). The characteristics of CLT are as follows:
1.
2.
3.

Language is a system for the expression of meaning.
The primary function of language is for interaction and
communication.
The structure of language reflects its functional and communicative
uses.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4.

17

The primary units of language are not merely its grammatical and
structural features, but categories of functional and communicative
meaning as exemplified in discourse.
(Richard and Rodgers, 1988, p.71)

In CLT, there is a communicative competence that has the ability to use
language for different purposes. According to Canale and Swain (1980, as cited
by Richard and Rodgers 1988), the four dimensions of communicative
competence are identified: grammatical competence, sociolinguistic competence,
discourse competence, and strategic competence. Grammatical competence refers
to linguistic competence which intends

by what is “formally possible”.

Sociolinguistic competence refers to an understanding of the social context in
which communication takes place (role relationship, the shared information of the
participants, and the communicative purpose for their interaction). Discourse
competence refers to the interpretation of individual message elements in terms of
their interconnectedness and of how meaning is represented in relationship to the
entire discourse or text. Strategic competence refers to the coping strategies that
communicators employ to initiate, terminate, maintain, repair, and redirect
communication.
In order to develop the procedure of teaching, the teachers must consider
the principles of CLT. The principles are important not only for preparing the
teaching-learning activities but also the whole process. Since the emphasis of
teaching is the use of the language for communication, language errors are
tolerated and seen as natural outcome of the development of communication skill
(Larsen-Freeman 1986, as cited by Setiyadi 2006). Richard and Rodgers (1986, as

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18

cited by Setiyadi 2006) explain that Communicative Language Teaching has two
versions. The weak version says teachers should provide learners with
opportunities to use their English for communicative purposes and attempt to
integrate activities into a wider language teaching program. Meanwhile, the strong
version says language is acquired through communication. The former can be
described as learning to use English, but the latter can be described to use English
to learn it.
b. Learner’s Role
Breen and Candlin (1980, as cited by Richards