A set of integrated english instructional materials based on a cooperative learning approach for the Sixth Grade Students of SD Kanisius Kanutan - USD Repository

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BASED ON A COOPERATIVE LEARNING APPROACH FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fredericus Joko Wicaksono

Student Number: 031214098

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 ENGLISH INSTRUCTIONAL MATERIALS BASED ON A COOPERATIVE LEARNING APPROACH

FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fredericus Joko Wicaksono

Student Number: 031214098

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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ACKNOWLEDGEMENTS

Firstly, I would like to express my greatest gratitude and praise to Jesus

Christ for His blessing and guidance during the process of completing my thesis.

God makes everything happen at the right time.

My greatest gratitude and honor go to my major sponsor, JB. Gunawan, M.A. who has given me guidance, patience, and kindness, and courage to finish this thesis. I thank him for his advice, correction, and time to read my thesis

thoroughly. My great thank goes to Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me time,

knowledge, and guidance during the process of accomplishing this thesis.

I would like to express my gratitude to Caecilia Tutyandari, S.Pd., M.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for their time to evaluate the materials. My deepest thanks are addressed to all of the English Language

Education Study Program lecturers.

I deliver my best thanks to the sixth grade English teacher of SD Kanisius

Kanutan, Mas G. Miantara, S.Pd., who has given me time, help, and willingness to evaluate my designed materials. I would like to express thanks to Mbak Ndaru

and Bu Titik for their time to evaluate the materials. I also thank all of the sixth

grade students of SD Kanisius for their willingness to help me conduct my research.

I also extend my deep gratitude to my parents, Bapak FX. Ngadiman and

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viii ending prayer for me.

I would like to express my gratitude to all friends who had been so kind

and helpful in the process of thesis accomplishment, especially for Gaby, Dedi “Kadal”, Jody ’04, Qyer, Arum, Tika, Dame, Yusta, and Iyas. My sweet thanks are also directed to “Warga mBebek”: Tri “Kebo”, Wisnu “Kenthi”, Aan, Yuli, and Yanris “Jempol”. I deliver my very best thanks to Ratri for her willingness and patient to read my thesis and give suggestions. I also thank to my

“journey” friends: Ji’i, Lukas, Ardi, and Tony for sharing valuable knowledge. I would like to give my deepest love and thank to my dearest one, Dik

Yefin. I thank her for her never-ending love and support. She gives me motivation to always do my best.

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LIST OF TABLES

Table Page

3.1. The Description of the Respondents of the Preliminary Field Testing

(Blank) ... 45

3.2. The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ... 50

4.1. The List of 8 Top Topics ... 58

4.2. The Goals and General Purposes of the Designed Materials ... 58

4.3. The Topics ... 59

4.4. The Indicators of the Students’ Performance in Each Skill ... 60

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ... 12

2.2 Yalden’s Instructional Design Model ... 13

2.3 The Writer’s Instructional Design Model ... 38

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LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian ... 80

Appendix B: Surat Keterangan ... 81

Appendix C: The Result of the Interview on the Needs Survey ... 82

Appendix D: Questionnaire on the Needs Survey ... 85

Appendix E: Basic Competencies in Each Unit ... 90

Appendix F: The Result of the Questionnaire on the Needs Survey ... 94

Appendix G: Indicators in Each Topic... 97

Appendix H: Syllabus ... 106

Appendix I: Topics, Sections, and Subsections of the Designed Materials ... 131

Appendix J: Questionnaire on the Evaluation ... 134

Appendix K: The Result of the Preliminary Field Testing ... 138

Appendix L: General Description of the Designed Materials ... 139

Appendix M: Lesson Plan Unit 2 ... 146

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xvii ABSTRACT

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Sanata Dharma University.

In learning English, the students have to acquire four English skills. Those skills are listening, speaking, reading, and writing. There was a need for the sixth grade students of Elementary School to enhance their ability in learning the four English skills since it would really help them to master English. To respond to the problem, a study was conducted. The study was intended to design a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. Since the designed materials were based on Cooperative Learning approach, hopefully it could increase the students’ social skills.

The study discussed two problems. Those problems were (1) How is a set of integrated English instructional materials based on a cooperative learning approach for the sixth grade students of SD Kanisius Kanutan designed? (2) What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

To answer the first question, the writer applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) specifying subject contents, (5) selecting learning activities and resources, (6) evaluating designed materials. To answer the second question, the writer presented the instructional design materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. The materials consisted of eight units. Each unit consisted of four sections, namely Let’s get started!, Let’s do it together, Let’s play together, and What have you learnt?.

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xviii ABSTRAK

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Universitas Sanata Dharma.

Dalam mempelajari bahasa Inggris, para siswa harus mempelajari empat keterampilan dalam bahasa Inggris. Keempat keterampilan tersebut adalah mendengarkan, berbicara, membaca dan menulis. Para siswa kelas enam Sekolah Dasar mempunyai kebutuhan untuk meningkatkan kemampuan mempelajari keempat keterampilan bahasa Inggris karena hal ini akan membantu siswa untuk menguasai bahasa Inggris secara keseluruhan. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran bahasa Inggris terintegrasi berdasarkan Cooperative Learning Approach untuk siswa kelas enam SD Kanisius Kanutan. Materi pembelajaran yang berdasarkan Cooperative Learning Approach ini juga diharapkan dapat membantu meningkatkan keterampilan sosial para siswa.

Terdapat dua masalah yang dibahas dalam penelitian ini. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan Research and Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R&D Method. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah dari model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan berdasarkan Cooperative Learning Approach yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu Let’s get started!,Let’s do it together, Let’s play together, dan What have you learnt?.

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1 CHAPTER I INTRODUCTION

This chapter is divided into six parts. The first part is the background of the

study, which reveals the writer’s reason for conducting the study. The second part

is the problem formulation, which conveys the problems that will be discussed in

the study. The third part is the problem limitation. This part gives a clear border of

the study being discussed. The fourth part is the objectives of the study, which

shows the aims of the study. The fifth part is benefits of the study. This part

reveals the advantages of the study that order researchers may gain through

reading the study. The last part is definition of terms that clarifies the terms used

in the study.

A. Background of the Study

A class consists of students with different and various personalities. The

students have their own socio-cultural background, knowledge, personality,

motivation, and creativity in learning. Considering these differences, there is also

a different method and strategy to formulate the teaching learning process. A

teacher as a person who handles teaching learning process in the classroom should

understand the various students’ characteristics. In order to maximize the

students’ learning characteristics, the teacher needs interaction and cooperation to

teach English in the classroom.

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Based on an informal interview with an English teacher of SD Kanisius Kanutan,

the integrated English instructional materials are suitable for the sixth grade

students since the students are ready and able to develop English skills and

elements. In this study, the writer uses integrated materials because in the

Elementary School, the English subject is taught in a single session. There is no

reading session or writing session, but the teachers teach the four English skills in

a single hour. Furthermore, in a week there is only one 80-minute meeting.

Therefore, the students should learn English skills in those limited hours in the

classroom.

SD Kanisius Kanutan is located in a rural area. The location of the school can influence students’ background knowledge, teaching-learning style, students’

competence, and the whole teaching-learning process. The teaching-learning

process in this school is generally teacher-centered and the characteristics of the

sixth grade students are active and highly motivated.

The writer uses theory of Cooperative Learning since it maximizes the use

of cooperation activities in pairs and in a small group of learning in the classroom.

The students are grouped so that they work together. In the group, the students are

able to maximize their knowledge, cooperation ability, and performance in

learning. By working together, the problems can be solved easier. Cooperative

Learning promotes the students’ desire to master the English lesson. Based on the

characteristics and background of SD Kanisius Kanutan, the writer believes that designed materials based on Cooperative Learning are appropriate for the sixth

grade students of SD Kanisius Kanutan. The writer also believes that Cooperative

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B. Problem Formulation

The problem formulation of the study is presented as follows.

1. How is a set of integrated English instructional materials based on a

Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan designed?

2. What does the designed set of integrated English instructional materials based

on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

C. Problem Limitation

In order to make the study specific, there are some limitations in this study.

First, the study was about developing materials. The main concern of the study

was not to implement or evaluate materials, but it focused on developing materials

that facilitated the teaching learning-processes. Second, the study employed

Cooperative Learning in designing the materials. Cooperative Learning gave

opportunity to the students to maximize their learning process through groups

learning. Third, the study was designed for the sixth grade students of SD Kanisius Kanutan. The reason for choosing the sixth grade students was that they needed English materials which were also appropriate with their characteristics.

Fourth, the study was conducted in SD Kanisius Kanutan. It was chosen as the

setting of the study because the students there needed more opportunities and

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D. Objectives of the Study

Considering the problems that are stated in the problem formulation, there

are two main objectives of the study. These objectives are presented as follows:

1. The study tries to find out how a set of integrated English instructional

materials based on Cooperative Learning approach for the sixth grade

students of SD Kanisius Kanutan is designed.

2. The study also tries to present the designed set of instructional materials

based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

Those objectives of the study will become the goal of the study through the

discussion in the following chapter.

E. Benefits of the Study

The instructional materials based on Cooperative Learning approach give an

opportunity for the students to have different ways in their styles of study. The

designed materials encourage the students to learn English because the students

learn through something that makes them interested in English. The students can

be more successful in learning English because the success can improve their

self-confidence. Furthermore, it will encourage the students to be proactive. The study

is expected to give positive contribution to English Language Teaching, especially

for the students, English teachers, and other researchers.

For EFL Students, this study provides materials that are useful to learn

English based on cooperative learning approach. The students are encouraged to

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it easier to understand the material given. The materials motivate the students to

learn and to interact with their friends.

For English teachers, this study provides the benefits of teaching English

based on the Cooperative Learning approach for the sixth grade students of

Elementary School. By reading the study, the English teachers may have more

references of teaching-learning method that can be applied in class. It is also

hoped that the Elementary School English teachers may broaden their knowledge

about English language teaching through the study.

For other researchers, this study can be used as the reference to conduct

research and write scientific paper related to the topic. It also gives description

about designing integrated instructional materials based on cooperative learning

approach in teaching English for the sixth grade students of Elementary School.

Through the study, other researchers may gain beneficial information that can be

used to support their research.

F. Definition of Terms

This section presents some key words in the study. In order to avoid the

different perceptions to these key words, here, some related terms are discussed.

1. Integrated

Integrated is a combination of four skills in learning language in the same

time. It is meant to make students develop their language competence actively

(Oxford, 2001: 2). Since the English subject is taught in an integrated way in

Elementary School, the English skills and elements are taught in an integrated

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writing. So, in this study, an integrated material is a set of materials that integrate

listening, speaking, reading, and writing skills.

2. Instructional Materials

According to Briggs and Gagne (1979: 3), instruction is a set of events

which affect learners in such a way that learning is facilitated. Instructional

materials mean materials used for instruction. Savignon (1997: 132), states that a

set of instructional materials can be resources in pursuing the language activities

at hand. In this study, instructional materials refers to a set of units used by the

teachers or instructors and the students as the focus of discussing in teaching

learning process in order to develop students’ skills in English.

3. Cooperative Learning

Cooperative Learning is group learning activity organized so that learning is

dependent on the socially structured exchange of information between learners in

groups and in which each learner is held accountable for his or her own learning

and is motivated to increase the learning of others (Olsen and Kagan, 1982: 8). In

this study, Cooperative Learning means a way in which the students work

together with their group, help each other, discuss, and argue each other in order

to achieve a certain goal. Here, the students are responsible on their own learning

with the guidance of their teacher, so that it would be beneficial for everybody in

the classroom. The writer believes that the students learn best when they are

involved in the process.

4. Sixth Grade Students of Elementary School

The instructional materials are made for the sixth grade students of

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old. In this study, sixth grade students is a group of students age between ten up to

thirteen years old who are now learning in the sixth grade of SD Kanisius Kanutan

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two parts; they are theoretical description and

theoretical framework. Theoretical description describes some related literature

that is needed to design the materials. Theoretical framework puts the concept of

theoretical description as the base to formulate process in designing materials

based on the Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

A. Theoretical Description

There are some theories involved in designing instructional materials. These

theories try to give general view that can be used in real learning-teaching

process. This section will be divided into two parts; they are instructional model,

and Cooperative Learning.

1. Instructional Models

There are two instructional models used in the study. They are Kemp’s

model and Yalden’s model. The brief explanation of the theory will be elaborated

in the following discussion.

a. Kemp’s Model (Kemp, 1977)

According to Kemp, there are eight parts in designing an instructional

design. The eight parts are flexible process. The teacher can start from any parts

that are ready then move back or forth to the other parts. Eventually, however, the

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Kemp defines the instructional materials as follows.

Step 1. Defining Goals, Topics, and General Purposes

Instructional design planning starts with the recognition of the broad goals

of the school system or institution. The goals may be derived from society,

students and subject areas. After that, the teacher should list the major topics to be

treated within the content area. The teacher expresses explicitly the general

purposes for the chosen topics.

Step 2. Finding out Learner Characteristics

In teaching-learning process, the students are regarded as individuals and

groups. In order to serve both individuals and groups, we must obtain information

about the learners’ characteristics. There are two factors that should be considered

in finding out the learners characteristics; those are academic and social factors.

Academic factors include academic background, level of intelligence, number of

students, reading level, study habit, grade-point average, scores on standardized

achievement and aptitude tests, ability to work alone, motivation for studying the

subject, background in the subject or topic, expectations of the course, vocational

and cultural aspirations. Social factors include age, maturity, attention span,

special talents, physical and emotional handicaps, relations among students and

socioeconomic situation. Other factors, such as learning conditions and learning

styles, should be taken into account in designing process. According to Kemp

(1977: 19), learning conditions refer to “groups of factors that can affect a

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Step 3. Specifying Learning Objectives

Learning objectives must be stated in terms of activities that will best

promote learning. Kemp (1977: 24) states that learning objectives can be

categorized into three categories; those are cognitive, psychomotor, and affective.

However, cognitive domain is mostly used in educational program. Cognitive

domain includes objectives concerning knowledge, comprehension, application,

analysis, synthesis, and evaluation. In planning process, the planner should

consider the action verb that will be used in specifying the learning objectives

because each verb relates to certain level of objectives.

Step 4. Organizing Subject Content

A student’s learning experiences must involve subject content. According to

Kemp (1977: 44), subject content is “the selection and organizing of the specific

knowledge (facts and information), skills (step-by-step procedures, conditions,

and requirements), and attitudinal factors of any topics.” Subject content must be

related to the objectives and the learners’ needs. Subject contents support the

objectives.

Step 5. Developing Pre-Assessment

According to Kemp (1977: 50), pre-assessment will answer these questions:

(1) is the student prepared to study the topic or unit? And (2) is the student

competent in some of the stated objectives? To answer those two questions, a test

is needed. There are two kinds of tests, namely prerequisite testing and pretesting.

Prerequisite testing aims to gain information whether the students have

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teacher know who are ready to learn the topic, who needs the remedial or even

who are not ready yet and should start from the beginner level.

Step 6. Planning the Teaching/Learning Activities and Resources

The teacher must determine the most efficient and effective methods and

then select materials to provide learning experiences that will utilize the content

associated with each objective. The planner should also select the media to

support teaching-learning activity. According to Kemp (1977: 74), there are three

reasons why selecting media is complicated. First, there are many audiovisual

resources from which to choose. Second, there are no clearcut guidelines for

making a selection. Third, few educators have had broad enough experiences with

the resources available to have a sound basis for selecting an appropriate medium

or combination of media for communicating content or providing student

experiences, in terms of an objective within the chosen teaching/learning pattern.

Step 7. Organizing Support Services

Support services include fund/budget, facilities, equipment, time and

schedule. The planner should organize support services carefully. Budget or funds

can be divided into two sections. Those are budget during development, which

covers all budgets that the planner needed during the preparation of the program,

and budget during implementation which covers all budgets needed when the

planner implements the program.

Step 8. Evaluating Students’ Achievement

In evaluation step, the teacher is ready to measure the learning outcomes

relating to the objectives. In order to measure students’ achievement, the teacher

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of evaluation. There are two kinds of evaluation, namely formative and

summative evaluation. Formative evaluation takes place during development and

tryouts, while summative evaluation takes place at the end of the course.

Evaluation also refers to the evaluation of the program. It aims to know how well

the program serves the objectives. According to Kemp (1977: 98), there are

several ways to evaluate the developed program, namely (1) test results, (2)

reactions from students, (3) observations of students at work, (4) suggestions from

colleagues. The steps of Kemp’s model are presented in Figure 2.1.

Evaluation Evaluation

Goals, Topics, and General

Purposes

Learner

Character-istics

Pre-Assessment

Revise

Teaching/ Learning Activities, Resources Support

Services

Subject Content

Learning Objectives

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

Kemp has given important information in constructing the instructional

materials. However, the researcher will not stick to one kind of instructional

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b. Yalden’s Model (Yalden, 1987)

Yalden considers seven stages in designing materials. The stages will be

described in the following figure.

Figure 2.2. Yalden’s Instructional Model (Yalden, 1987: 88)

There are seven steps in planning a syllabus based on Janice Yalden (1987).

The seven stages will be elaborated in this following explanation. The short

explanation will be given for each stage.

Stage 1. Needs Survey

When a needs survey is being undertaken there is potentially a great deal of

information to be gathered (Yalden 1987: 101). This means that a needs survey is

important to be conducted to understand who are the learners. Needs survey is

done to identify as much as possible of the learners’ needs in the designing of the

program in order to establish acceptable objectives.

Stage 2. Description of Purpose

The second stage is conducted after the designer did the needs survey

because the information from needs survey becomes the basis in developing the

purpose of the program. It is the stage where the designer clarifies the purpose of

the language program. This will establish the foundation for the major decision

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Stage 3. Selection of Development of Syllabus Type

There is no single model of syllabus design that is universally agreed upon.

The designer can combine more than one syllabus in order to make the course

design more reliable. A modification of existing structural syllabuses to a

completely learner-centered approach is one of the solutions.

Stage 4. Production of Proto Syllabus

This stage gives information of the description of the content that the

syllabus will have (Yalden, 1987: 138). However, in order to gain the description

of the syllabus content, the researcher should work to select the most effective

syllabus. The designer should describe and determine the content of the syllabus.

Stage 5. Production of Pedagogical Syllabus

This stage describes the pedagogical syllabus, which is providing a chosen

repertoire of words and phrases based on the function and the topics. The designer

develops the teaching learning approaches. The designer also implies the syllabus

into the teaching and learning activities.

Stage 6. Development and Implementation of Classroom Procedure

The sixth stage is development and implementation of classroom procedure.

In this stage, the designer is supposed to develop the classroom procedure such as

selection of exercise types and teaching techniques, preparation of the lesson

plans, and preparation of the weekly schedules. Yalden also states about the

teacher training in this stage, such as creation of teaching materials.

Stage 7. Evaluation

The last stage is evaluation. The evaluation has two broad aspects; those are

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this is labeled as the recycling stage because the whole cycle can be begun again

at this point.

From the two instructional models above, the writer would not use all of

those steps, however some steps will be used and the others will not be used. The

writer will combine from the two instructional models. From Yalden’s model, the

writer takes first step, namely need survey. In Cooperative Learning, needs survey

is very important because it will be used to decide which materials will be

developed. Furthermore, needs survey will be used to know what the students’

needs for their learning. Kemp’s second step is not be used because it can be

included in needs survey. The writer combined this step with Kemp’s first step,

because Goals, Topics, and General Purposes determine the track of Cooperative

Learning goals. Kemp’s third step is used for determine learning objectives of the

designed materials based on Cooperative Learning. Subject Content is used for the

next step because this step determines the applying Cooperative Learning

principles in instructional designed materials. The next step is taken from Kemp’s

sixth step. The main activities in this materials design are applying Cooperative

Learning methods; they are Student Teams Achievement Division (STAD),

jigsaw, and some other Cooperative Learning methods. The final step is

evaluation. Both Kemp and Yalden use evaluation as the final step for their

model. The writer takes this step because it is used for measuring the outcome of

the materials designed. It is very important to obtain evaluation values in order to

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2. The Theory of Cooperative Learning

Richard & Rodgers (2001: 192) states that Cooperative Learning (CLL) is

part of a more general instructional approach which is also known as

Collaborative Learning (CL). Cooperative Learning is an approach to teach that

makes maximum use of cooperative activities involving pairs and small groups of

learners in the classroom. Through group work organized, it promotes students’

academic achievement. Educators are concerned that traditional models of

classroom learning are teacher-fronted, fostered competition rather than

cooperation, and favoured majority students. They believed that minority students

might fall behind higher-achieving students in this kind of environment.

Cooperative Learning advocates draw heavily on the theoretical work of

developmental psychologists Jean Piaget and Lev Vygotsky, both of whom stress

the central role of interaction in learning. The word cooperative in Cooperative Learning emphasizes another important dimension of CLL: It seeks to develop

classrooms that foster cooperation rather than competition in learning (Richard &

Rodgers, 2001: 192).

According to Slavin (1995: 2), Cooperative Learning refers to a variety of

teaching methods in which students work in small groups to help one another

learn academic background. Thus we can note that Cooperative Learning is a

learning method which focuses on students group work. The students work in

groups to achieve the academic objectives together.

Richards and Rodgers (2001: 195) argues that since Cooperative language

learning is an approach designed to foster Cooperation rather than competition, to

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through socially structured interaction activities, these can be regarded as the

overall objectives of Cooperative language learning. Cooperative or collaborative

learning essentially involves students learning from each other in groups.

However it is not the group configuration that makes Cooperative learning

distinctive; it is the way that students and teachers work together that is important

(Freeman, 2000: 164).

Since the materials design in this study are based on Cooperative Learning

approach, the writer wants to find whether this approach is appropriate or not to

be used for language teaching learning. Here is the answer of this matter:

Cooperative Language Learning (CLL) does not assume any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus, we find Cooperative Language Learning used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary (Richards and Rodgers, 2001: 195).

Based on the argument above, the writer is encouraged to use Cooperative

Learning in designing the materials. In addition, this approach is appropriate to be

used at any level of learning. Cooperative Learning does not depend on a specific

type of syllabuses; however it can use any particular syllabus since the activities

are based on the characteristics of Cooperative Learning. Furthermore,

Cooperative Learning is appropriate to be used in teaching the four skills,

grammar, pronunciation, and vocabulary. It means that Cooperative Learning is

also appropriate to be used in teaching those English skills and elements in

integrated way.

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activities that they can do. First, since they are still children, they need to feel

secure and pleasure. A teacher should be sensitive to their needs and mood. The

children moods are easy to change. Their moods can change by particular

teaching activities and strategies. Second, their knowledge of the world is

growing. They expect to absorb as many as knowledge they can. It gives

opportunity to the teacher to serve more topics. For example, the teacher gives

simulation about browsing internet to get information of Javanese culture. Third,

they are more cooperative with peers so that they can study in a group work.

Based on this characteristic, the students need variety of grouping in class, for

example, individual work, in pairs, in group, and as class. Fourth, their

intellectual, motor, and social skills are developing. Its implication is that the

students can be challenged more by giving activities that challenge them. Fifth,

they are developing their own strategies in learning. The implication of this matter

is that they will not all react in the same way to the same task or topic.

The sixth grade students of SD Kanisius Kanutan consist of heterogeneous

children. They consist of male and female students. There are variation levels of

knowledge, some of them are excellent but there are also poor understanding

levels in English. Some of them are active; however, some of them are passive.

Some of them are accustomed to work in groups and some of them are familiar to

work individually. Some of them are from low-end economically family and a

few of them are from medium economically family. Most of them are Javanese

and they have similar socio-culture circumstances. Furthermore, this school has a

family atmosphere because this school is a private school and it belongs to

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is creating family atmosphere in working. This atmosphere helps the students to

work and learn together to achieve the goals of academic study. Based on the

situation and condition of SD Kanisius Kanutan students, the writer observes that

cooperative learning is appropriate to be used in designing instructional materials.

Based on the situation, condition and characteristics of the SD Kanisius Kanutan students, there are some reasons that can convince it, as stated by Slavin (1995:

2-3):

“Cooperative learning works well in classes that are heterogeneous, including classes for the gifted, special education classes, and even classes for the severely and profoundly “average,” it is especially needed in classes with a wide range of performance levels. Cooperative learning can help make diversity a resource rather than a problem. As schools are moving away from ability grouping toward more heterogeneous grouping, cooperative learning becomes increasingly important. Further, cooperative learning has wonderful benefit for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom.”

Sometimes friends’ explanation can be understood easier than the teacher’s

explanation. Through teams’ activities, students are motivated to be active in the

class activities during the teaching-learning process. The teacher here is only the

facilitator of the process; he or she can make the students’ achievement and

performance to be maximum. A student who has better knowledge and

understanding among his or her classmates can help the others.

Cooperative Learning theory is group base learning and focus on group

work. It requires students’ interaction in the groups and promotes the students to

be active. This approach is appropriate for teaching language. It is also

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English elements. Furthermore, the characteristics and background of SD Kanisius

Kanutan students support this approach to be applied. The students need variation

of teaching learning process in order to reach better achievement in learning

English.

a. The Characteristics of Cooperative Learning

This part discusses the characteristics of Cooperative Learning. The

characteristics of Cooperative Learning also become the main elements that can

determine the success of the materials design applied. According to Olsen and

Kagan (1992), as cited by Richard and Rodgers (2001: 196) there are five key

elements of successful group-based learning in Cooperative Learning. The

descriptions of those elements are as follows.

1) Positive Interdependence

Positive interdependence occurs when group members feel that what helps

one member helps all and what hurts one member hurts all. It is created by the

structure of Cooperative Learning tasks and by building of spirit of mutual

support within the group. It means that one member of the group should be

responsible to himself and also to the group he belongs to. If one member of a

group cannot finish the work, the others should help so that all the works can be

finished. The success of a group is determined by all members of that group. For

example, a group may produce a narrative essay and the scores for members of a

group might be averaged.

2) Group Formation

Group formation is an important factor in creating positive interdependence.

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- deciding on the size of the group. This will depend on the tasks they have to

carry out, the age of the learners, and time limits for the lesson. Typical group

size is from two to four.

- assigning students to form groups: Groups can be teacher-selected, random, or

students-selected, although teacher selected is recommended as the usual mode

so as to create groups that are heterogeneous on such variables as past

achievement, ethnicity, or sex.

- student roles groups: Each group member has a specific role to play in a group,

such as noise monitor, turn-taker monitor, recorder, or summarizer.

3) Individual Accountability

Individual accountability involves both group and individual performance

by assigning each student a grade on his or her portion of a team project or by

calling on a student at random to share with the whole class, with group members,

or with another group. Students may be made individually accountable by

assigning each student a grade on his or her own portion of the team project or by

the rule that the group may not go on to the next activity until all members finish

the task (McDonnel, 1992: 13).

4) Social Skills

Social Skills determine the way students interact with each other as

teammates. Usually some explicit instruction in social skills is needed to ensure

successful interaction. Social skills behaviour may not occur spontaneously with

all students and teaching them can have a profound impact on attentiveness,

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5) Structuring and Structures

Structures are generic, content-free ways of organizing student interactions

with content and with each other. Structuring and structures refer to ways of

organizing student interaction and different ways students are to interact

(McDonell, 1992: 14). The teacher has opportunity to lead the students to interact

with the content and classmates, especially group members.

Although Cooperative Learning is group based learning, it does not mean

the students do not have personal performance. Each student has responsibility to

the group and also has self responsibility. In a group, a student has specific roles

and each student must perform his or her roles in the group. Since there is

interaction among the students in the group or in the classroom, the students’

social affection will grow up. Furthermore, the group members consist of

heterogeneous students on such variables as past achievement, ethnicity, or sex. It

means that each student must interact with other members of the group.

According to Slavin (1995: 12) there are six principal characteristics of

Cooperative Learning. They are group goals, individual accountability, equal

opportunities for success, team competition, adaptation to individual needs, and

task specialization. The descriptions of those characteristics are as follows.

1) Group Goals

Most Cooperative Learning methods use some form of group goals. In the

Student Team Learning methods, these may be certificates or other recognition

given to teams that meet a preset criterion. In the Johnson’s methods, group

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2) Individual Accountability

Individual accountability is achieved in two ways. One is to have group

scores be the sum or average of individual quiz scores or other assignments, as in

the Student Team Learning models. The other is task specialization, whereby each

student is given a unique responsibility for part of the group task. Each student in

a group has responsibility to take part in doing a task for part of the group task to

achieve academic objectives together.

3) Equal Opportunities for Success

A characteristic unique to the Student Team Learning methods is the use of

scoring methods that ensure all students an equal opportunity to contribute to their

teams. These methods consist of improvement points, competition with equals, or

adaptation of tasks to individual performance levels. This means that each student

has the same opportunity to contribute maximum points for his or her team.

4) Team Competition

Early studies of Student Teams Achievement Division (STAD) and Teams

Games Tournaments (TGT) used competition between teams as a means of

motivating students to cooperate within teams. The aim of team competition is to

encourage the students to try harder. Each student should support and give

maximum contribution for the team to achieve the group’s goals.

5) Task Specialization

Each task has its function to develop each student’s performance. Each

group member has responsibility to the group’s improvement such as in solving

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other task-specialization methods is the assignments of a unique subtask to each

group member.

6) Adaptation to Individual Needs

There are many Cooperative Learning methods. Most Cooperative Learning

methods use group paced instruction, but two—TAI (Team Accelerated

Instruction) and CIRC (Cooperative Integrated Reading ad Composition)—adapt

instruction to students’ individual needs. The teacher should choose appropriate

activities in order to achieve the academic objectives.

In this study, most principles of Cooperative Learning become the principles

to determine teaching learning activities. The writer believes that each student has

his/her own needs in learning English. For example, student A needs materials

that support his reading ability; however student B needs materials that improve

listening ability. In this case, the writer will give opportunity to all students to

obtain what they need from learning English by providing materials that are really

needed.

b. The Syllabus

According to Richard and Rodgers (2001: 195), Cooperative Language

Learning does not use any particular form of language syllabus, since activities

from a wide variety of curriculum orientations can be taught via Cooperative

Learning. One thing that defines Cooperative Language Learning is the systematic

and carefully planned use of group based procedures in teaching as an alternative

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learning activities that are group work and interaction of the learners in a

cooperative manner.

Based on Richard and Rodgers’ argumentation, Cooperative Learning is

flexible in using syllabus since the principles and characteristics of Cooperative

Learning can be applied in the materials design. This means that the writer has

large opportunity to develop the materials using the syllabus used later. The writer

used 2006 Curriculum as usually known as Kurikulum Tingkat Satuan Pendidikan

(KTSP).The writer uses KTSP because SD Kanisius Kanutan use this curriculum as the basis for developing the syllabus in order to achieve the objectives. By

using the syllabus, the materials are ready to be used to achieve the objectives of

English subject.

c. The Teacher Roles in the Cooperative Classroom

In Cooperative Learning classroom, teachers have some significant roles to

encourage the students in learning English. Teachers are sources of learning for

the students. However, teachers do not merely become the centre of teaching

learning activities. Teachers have their own roles in Cooperative Learning.

1) The Teacher as Inquirer

According to River (1987) as cited by Mc.Donell (1992: 164), the teacher

must inquire the following questions about the learners: what is the age of the

learner?, what is the language proficiency level?, what are previous learning

experiences, interests, abilities, and needs?. By knowing such questions, the

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he/she really knows. From the description above, both of teacher and learners

have the same responsibility in responding the circumstances and condition during

the teaching learning process.

2) The Teacher as Creator

According to Johnson et al. (1984) as cited by Mc.Donell (1992: 165), the

teacher’s duty as creator lies on creating the social climate, setting goals, planning

and structuring the task, establishing the physical arrangement of the classroom,

assigning the students to groups and roles, and selecting materials and time.

Teachers create and prepare many things to make teaching learning process in the

classroom really ready and conducive especially for the learners.

3) The Teacher as Observer

McDonell (1992: 167) states, “Observation is the basis of decision making

about learners progress.” The teacher can observe and monitor many aspects of

his learners, so that the teacher knows the progress of his learners in learning

during learning process. Beside that, the teacher can know the strengths and

weaknesses of the learners, how success his teaching strategies, and so on.

4) The Teacher as Facilitator

The teachers as facilitator mean that teachers should facilitate, encourage,

and support the students to learn actively. The teacher roles as a facilitator in

Cooperative classroom can be done by giving suggestion to the groups, encourage

and support teams to solve teams’ problems, giving feedback, giving available

sources, and observing the students’ work. Hence, it is the students who learn and

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5) The Teacher as Change Agent

In a classroom, teachers are responsible to control teaching learning process.

The teachers also have rights to change the classroom when the process of

teaching learning such as the activities and strategies in the classroom are far from

the objectives because of circumstances and condition change. Bissex and Bullock

(1987) as cited by Mc.Donell (1992: 170) states “when teachers allow the

classroom to become a place of inquiry, where questions are explored in

meaningful context and teachers and students collaborate to seek answers, then

teachers have a redefined role as teacher-researcher.”

In Cooperative Learning, the teacher is not the only one person who takes

control of all the reaching learning process absolutely. However, the teacher has

rights to change the strategies and activities used in the classroom when the

situation changes. The teacher also has responsibility to create objectives and

materials in order to achieve the academic goals. It means that teacher roles both

in the classroom and outside the classroom are needed. Nevertheless, the teacher

is not the center person in the classroom. Conversely, the students are as the

center of learning in the teaching learning process.

d. The Learners’ Roles in the Cooperative Classroom

According to Richard and Rodgers (2001: 199), the primary role of the

learner is as a member of group who must work collaboratively on tasks with

other group members. Each learner must cooperate with other group members to

achieve the goals of group work. As a member of a group, each member has the

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them. Learners are also directors of their own learning. They are taught to plan,

monitor, and evaluate their own learning, which is viewed as a compilation of

lifelong learning skills. Therefore, learning is something that requires students’

direct and active involvement and participation.

As a member of a group, a student has to be active both in a group and in a

classroom. There is a kind of giving and receiving cycle among the students.

Through the students’ interaction in the group, the students can give and receive

suggestion, advice, support, and help each other in order to achieve the group

goals. Furthermore, through this role, the students are challenged to improve their

affective and social sense in the group learning activities.

e. The Role of Instructional Materials

Richard and Rodgers (2001: 200) state that materials play an important part

in creating opportunities for students to work cooperatively. The same materials

can be employed as are used in other types of lesson but variations are required in

how the materials are used. Materials are specially designed for Cooperative

Language Learning, and these materials can be modified from existing materials,

or borrowed from other disciplines. The materials are also designed based on

needs analysis.

In this study, the writer also adapts Content-Based Instruction (CBI) theory

in developing pre-activity in order to stimulate the students’ knowledge about the

topic. Jack C. Richards and Theodore S. Rodgers argue that CBI seeks to build on

students’ knowledge and previous experience. Students do not start out blank

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classroom. The starting point in presenting a theme-based lesson is what the

students already know about the topic. In the materials design, this part are used

as a starter to enter the main materials, namely Let’s get started!.

In developing the materials, the writer uses reflection or follow-up activity

in the end of each unit. Nunan (2003: 13) says that the follow-up phase also

provides lots of scopes. The teacher can give feedback to the students, debrief

them on some aspect of the preceding task, or encourage them to reflect on what

they have learned and how well they are doing. The follow up activities are in the

form of writing or answering questions about what the students have learned from

the unit.

f. Types of Learning and Teaching Activities in Cooperative Classroom There are some types of learning and teaching activities used in Cooperative

Learning. In types of learning, the writer informs some types of learning and

groups’ formation. The next part will discuss about some classroom activities that

can be applied in Cooperative classroom.

1) Types of Learning in Cooperative Classroom

According to Johnson et al., (1994: 4-5) as cited by Richard and Rodgers

(2001: 196), there are three types of cooperative learning groups. First is Formal

Cooperative Learning groups. These are established for a specific task and involve

students working together to achieve shared learning goals. Second is Informal

Cooperative Learning groups. These are ad-hoc groups that last from a few

minutes to a class period and are used to focus student attention or to facilitate

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terms, lasting for at least a year and consist of heterogeneous learning groups with

stable membership whose primary purpose is to allow members to give each other

the support, help, encouragement, and assistance they need to succeed

academically.

2) Types of Activities in Cooperative Classroom

There are many activities that can be used based on Cooperative Learning,

for example Students Teams Achievement Division (STAD), Teams Games

Tournaments (TGT), Jigsaw, Cooperative Integrated Reading and Composition

(CIRC). In this study, the writer will use STAD and Jigsaw which are considered

appropriate for the students. The description of STAD and Jigsaw which are based

on Slavin’s theory (1995) are as follows.

a) Student Teams Achievement Division (STAD)

According to Slavin (1995: 71-73), STAD consists of five major

components. Those five components are class presentations, teams, quizzes,

individual improvement scores, and recognition. The explanation of each part is

as follows.

1. Class Presentations

Materials in STAD are initially introduced in a class presentation. This is

most often direct instruction or a lecture-discussion conducted by the teacher, but

could include audiovisual presentations. Class presentations in STAD differ from

usual teaching only in that they must be clearly focused on the STAD unit. In this

way, students realized that they must pay careful attention during the class

presentation, because by doing so will help them do well on the quizzes, and their

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2. Teams

Teams are composed of four or five students who represent a cross-section

of the class in terms of academic performance, sex, and race or ethnicity. The

major function of the team is to make sure that all team members are learning,

and, more specifically, to prepare its members to do well on the quizzes. After the

teacher presents the material, the team meets to study worksheets or other

material. Most often, the study involves students discussing problem together,

comparing answers, and correcting any misconceptions if teammates make

mistakes.

The team is the most important feature of STAD. At every point, an

emphasis is placed on team members doing their best for team and on the team

doing its best to help its members. The team provides the peer support for

academic performance that is important for learning, and it provides the mutual

concern and respect that are important for such outcomes as intergroup relations,

self-esteem, and acceptance of mainstreamed students.

3. Quizzes

After approximately one to two periods of teacher presentation and one to

two periods of team practice, the students take individual quizzes. Students are not

permitted to help one another during the quizzes. Thus, every student is

individually responsible to know the materials.

4. Individual Improvement Scores

The idea behind the individual improvement scores is to give each student a

performance goal that can be attained if he or she works harder and performs

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team in this scoring system, but no student can do so without doing his or her best

work. Each student is given a “base” score, derived from the student’s average

past performance on similar quizzes. Students then earn points for their team

based on the degree to which their quiz scores exceed their base scores.

5. Team Recognition

Team may earn certificates or other rewards if their average scores exceed a

certain criterion. Students’ team scores may also be used to determine up to 20

percent of their grades. Each member of a group gives contribution to the group’s

achievement.

b) Jigsaw

Slavin (1995: 6) states that Jigsaw II is an adaptation of Elliot Aronson’s

(1978) Jigsaw Technique. In this technique, students work in the same

four-member, heterogeneous teams as in STAD and TGT. The students are assigned

chapters, short books, or other materials to read, usually social studies,

biographies, or other expository material. Each team member is randomly

assigned to become an “expert” on some aspect of the reading assignment. In

Jigsaw, every member has the same opportunity to work in a group racially and

culturally mixed. In order to know the whole content of a source, the success of a

team is determined by interaction among the group members because a member

should share and give explanation about what has been learned from the source.

When the group is discussing a kind of topic, there are interaction and cooperation

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3. Integrated Materials

Basically, the students cannot learn English separately. This means that the

students cannot learn the speaking skill while the other skills are not being used.

For example, when the students are listening to a recorded fairy tale and the

students should answer the available questions, the students should take notes to

obtain information from the recording in order to answer those questions. In this

case, the students learn listening and writing skill at the same time. Moreover,

when the students are asked to present and share what they have learned, the

students should present it in the form of speaking. This example shows the

important side of integrated materials in learning English especially for the

Elementary School students.

One of the most crucial of strands in learning language consists of the four

primary skills of listening, reading, speaking, and writing. This strand also

includes knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and

usage. The skill strand of the tapestry leads to optimal ESL/EFL communication

when the skills are interwoven during instruction. This is known as the integrated

skills approach (Oxford, 2001). Moreover, she explains her opinion about term

“integrated” using an example, which explains that “integrated” is a combination

of four skills in learning a language, in this case, English in the same time. It is

meant to help students develop their language competence actively, as cited

below.

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employing speaking and listening skills and certain associated skills, such as pronunciation, syntax, and social usage. Students might be asked to summarize or analyze readings in written form, thus activating their writing skills. In a real sense, then, some courses that are labelled according to one specific skill might actually reflect an integrated-skill approach after all.

Oxford (2001) also says that a traditional ESL/EFL program offers classes

focusing on segregated language skills that are primary, listening, reading,

speaking and writing and also includes associated or related skills such as

knowledge of vocabulary, spelling, pronunciation, synta