S L A I R E T A M L A N O I T C U R T S N I H S I L G N E D E T A R G E T N I F O T E S A
H C A O R P P A G N I N R A E L E V I T A R E P O O C N O D E S A B
S T N E D U T S E D A R G H T H G I E E H T R O F
F
O SMPBOPKRII IYOGYAKARTA
ASARJANAPENDIDIKANTHESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a S a n a ir T
4 0 1 4 1 2 1 7 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A T A N A
S DHARMAUNIVERSITY A
T R A K A Y G O Y
i
S L A I R E T A M L A N O I T C U R T S N I H S I L G N E D E T A R G E T N I F O T E S A
H C A O R P P A G N I N R A E L E V I T A R E P O O C N O D E S A B
S T N E D U T S E D A R G H T H G I E E H T R O F
F
O SMPBOPKRII IYOGYAKARTA
ASARJANAPENDIDIKANTHESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a S a n a ir T
4 0 1 4 1 2 1 7 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A T A N A
S DHARMAUNIVERSITY A
T R A K A Y G O Y
v i
,
e
p
o
H
n
i
l
u
f
y
o
J
e
B
,
n
o
it
c
il
ff
A
n
i
t
n
e
it
a
P
.
r
e
y
a
r
P
n
i
l
u
f
h
ti
a
F
d
n
a
)
2
1
:
2
1
n
a
m
o
R
(
s
i
h
t
e
t
a
c
i
d
e
d
I
t
h
e
s
i
s
t
o
:
v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y 26Augus t2013 r e h c r a e s e R e h T
ir a S a n a ir T
i v
N A U J U T E S R E P N A A T A Y N R E P R A B M E L
L I A Y R A K I S A K I L B U
P MIAHUNTUKKEPENTINGANAKADEMIS
a d n a tr e b g n a
Y tangand ibawahi n,is ayamahasiswaUniverstia sSanataDharma: a
m a
N :T iranaSair a
w s i s a h a M r o m o
N :071214104
i m e
D pengembangan limu pengetahuan ,sayamembeirkan kepadaPerspustakaan :l
u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U
S L A I R E T A M L A N O I T C U R T S N I H S I L G N E D E T A R G E T N I F O T E S A
H C A O R P P A G N I N R A E L E V I T A R E P O O C N O D E S A B
S T N E D U T S E D A R G H T H G I E E H T R O F
F
O SMPBOPKRII IYOGYAKARTA
n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b
, n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k
n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m
, a t a
d mendist irbusikan secarat erbatas ,dan mempub ilkasikannya d iInterne tatau u a t a a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m
i a g a b e s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r n a k ir e b m e m
.s il u n e p
n a a t a y n r e p n a i k i m e
D inis ayabua tdengans ebenarnya.
a tr a k a y g o Y i d t a u b i D
3 1 0 2 s u t s u g A 6 2 : l a g g n a t a d a P
n a k a t a y n e m g n a Y
x g
i b e h t o t s e o g o s l a e d u ti t a r
g Sarwoko famliy ,fo rthe preciou s itme we have .
y li m a f s i h t f o t r a p e lt ti l a g n i e b f o d u o r p o s m a I , r e h t e g o t d e r a h s
l e b y m o t k n a h t e r e c n i s y m d n e t x e o s l a
I oved f irends ,Nissa ,Wening , a
ti
M , Fendi , Wendy , Clara , Kinjenk , and Rara fo r alway s helping and , ti e n o d e v a h e w y ll a n if , s t n e m o m d a s r o g n i s a e l p r e h ti e n i e m g n i y n a p m o c c a
e h t h g u o r h t e l g g u rt s e ri t n e r u o d n e o t e s i m o r p I , t s a l e h t m a I h g u o h tl A ! s d n e ir f
year snicely .Ij us tcanno twatit o seeou rnex tphase of l fie !Then ,my grattiude y
m o t s e o g o s l
a OMK and Fideil sBintaran f irends ,Girang ,Yoyok ,David ,Adi , ,
a ti G , s a y T , b i d A , u n s i
W Indra ,Mbak Ria and other sfo rthei rsuppo tr and .s
r e y a r p
e d u ti t a r g y
M also goes t o ,An tia ,Rieta Anggraini ,S.Pd. ,Fendika Aj i .
d P . S , i w it s a li s u S a ti n A . h C d n a , . d P . S , a m s i w a r
P fo rbeing t he evaluator so f
o t d e s s e r d d a o s l a s i k n a h t e r e c n i s y M . s l a ir e t a m d e n g i s e d y
m Dw iYuilanto
. d P . S , o h o r g u
N fo rhi swliilngnesst o read my t hesi sand givecorreciton son ti . e l p o e p d o o g e h t ll a s k n a h t e r e c n i s y m s s e r p x e o t e k il d l u o w I , t s a e l t o n t u b t s a L
g n i g a r u o c n e d n a h c r a e s e r s i h t g n i h s i n if n i d o o m d o o g e h t g n i g n ir b r o f , e m d n u o r a
.s i e fi l y m s u o i c e r p w o h e t a i c e r p p a s y a w l a o t e m
I , y ll a n i
F thank al loft hepeople ,whose name scanno tbemenitoned one .l
l a m e h t s s e l b d o G y a M . s y a w y n a m n i e m g n i p l e h r o f , e n o y b
i x
S T N E T N O C F O E L B A T
Page E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ................................................. v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ... iv T
C A R T S B
A ... ii.. v K
A R T S B
A ... ii....v i S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... ix S
E R U G I F F O T S I
L ... iix i S
E L B A T F O T S I
L ... xiv S
E C I D N E P P A T S I
L ... vx N
O I T C U D O R T N I .I R E T P A H
C ... 1 .. .
A ResearchBackground ... 1 .
B ResearchProblem s... 4 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitves... 5 .
E ResearchBenefti s ... 6 .
F Deifniitono fTerm s ... 7
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... 9
.
A Theoreitca lDescirpiton ... 9 .
1 Kemp’sI nsrtucitona lModel ... 9 .
2 IntegratedMateirals... 13 .
3 Mateiral sDevelopment ... 14 .
4 CooperaitveLearning ... 51 .
a Element so fCooperaitveLearning ... 51 .
ii x .
c Teacher’ sRolesi nCooperaitveLearningClass... 02 .
d Learners ’Rolesi nCooperaitveLearningClass... 02 .
e Syllabu s ... 12 .
B Theoreitca lFramework ... 22
Y G O L O D O H T E M . I I I R E T P A H
C ... 62 .
A ResearchMethod ... 6.. 2 .
B ResearchSetitng ... 9.... 2 .
C ResearchParitcipants... 03 .
D Insrtuments andDataGatheirngTechnique ... 13 .
E DataAnalysi sTechnique ... 33 .
F ResearchProcedures ... 53
V I R E T P A H
C .RESEARCHRESULTS ANDDISCUSSION... 37 .
A TheProces so fDesigningt heI ntegratedMateirals... 73 .
1 ResearchandI nformaitonCo llecitng ... 73 .
2 Planning ... 14 .
3 Developi ngPreilminaryFormo fProduc t ... 35 .
4 PreilminaryFieldTesitng ... 45 .
5 MainProduc tRevision ... 85 .
B TheBire fDescirpitonoft heEngilshMateirals... 06
N O C . V R E T P A H
C CLUSIONSANDRECOMMENDATIONS... 56 .
A Conclusions ... 56 .
B Recommendaitons... 7.. 6 S
E C N E R E F E
R ... 96 S
E C I D N E P P
ii i x
S E R U G I F F O T S I L
e r u g i F
e K 1 .
2 mp’sI nsrtucitona lDesignModel ... 21 1
.
v i x
S E L B A T F O T S I L
e l b a T
s l a ir e t a M f o s e s o p r u P l a r e n e G d n a s l a o G e h T 1 .
4 ... 44 s
l a ir e t a M f o s c i p o t b u S d n a s c i p o T e h T 2 .
4 ... 84 s
l a ir e t a M f o s r o t a c i d n I g n i n r a e L e h T 3 .
4 ... 94 t
s o P f o n o it p ir c s e D e h T 4 .
4 -DesignQuesitonnarieRespondents ... 65 5
.
4 Degreeo fAgreement ... 75 t
s o P f o t l u s e R e h T 6 .
v x
S E C I D N E P P A
x i d n e p p A
n a it il e n e P n ij I t a r u S .
A ... 27 e
r P .
B -DesignQuesitonnarie . ... 47 e
r P f o t l u s e R e h T .
C -DesignQuesitonnarie ... 97 h
ti w w e i v r e t n I f o t l u s e R e h T .
D EngilshTeacher ... 38 e
ri a n n o it s e u Q n g i s e D t s o P .
E ... 78 e
ri a n n o it s e u Q n g i s e D t s o P f o t l u s e R e h T .
a f e h t y b d e tr o p p u
s mliy background which mos tof t hem comef rom middle-low n
e p o t o n d n a e g d e l w o n k f o k c a l s i t a h t y li m a
f -minded to the educaiton o fthe f o t e s a n g i s e d o t s t p m e tt a r e h c r a e s e r e h t , e r e H . h s il g n E n r a e l o t n e r d li h c
b p l e h o t r e d r o n i s l a ir e t a m h s il g n E d e t a r g e t n
i oth teache rand student sin SMP . h s il g n E f o g n ir e t s a m r i e h t g n i p o l e v e d p o l e v e d o t a tr a k a y g o Y I I I R K P O
B The
l e v it a r e p o o c f o s e l p i c n ir
p earningapproachareusedt odevelopt hemateirals .The l
e v it a r e p o o c t a h t s k n i h t r e h c r a e s e
r earning can help the student swho have low y t e i x n a r i e h t g n i z i m i n i m y b e v it c a e r o m e b o t e g a u g n a l n g i e r o f g n i n r a e l n i y ti li b a
n a c y ll u f e p o h l a ir e t a m l a n o it c u rt s n i e h T . g n i s s e c o r p s i h s il g n E g n i n r a e l n e h w
. s i t i s a n u f s a h s il g n E e k a m o t s t n e d u t s e h t o s l a d n a r e h c a e t e h t e d i u g
o m r e h tr u
F re ,the socia lablitiy o fthe students can be buli talso through the cooperaitvelearningapproach becauset hi sapproach mainly r equ riest hestudent s
’ s t n e d u t s w o l e h t e z i m i n i m n a c t a h t s y a w e h t f o e n o o s l a s i ti , s p u o r g n i k r o w o t
u tr o p p o e v i g d n a y t e i x n
a niite sfo rstudents t o speak up and l earn Engilsh more . n i s l a ir e t a m d e n g i s e d e h t t n e m e l p m i o t d n e t n i t o n s e o d r e h c r a e s e r e h t ,r e v e w o H
. h c r a e s e r l a t n e m ir e p x e n a
.
B ResearchProblems
n o it c u d o rt n i e h t n i d e t a t s s n o s a e r e h t n o d e s a
B ,the researche rpose sthe o
f llowingquesitons: .
1 How i sase tofi ntegratedEngilsh i nsrtucitona lmateiral sbasedon cooperaitve learningapproachfo rtheeighthgrades tudent so fSMPBOPKR I IIYogyakatra
.
2 Wha t doe s a se t o f integrated Engilsh insrtucitona l mateiral s based on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I a
tr a k a y g o
Y look ilke?
.
C ProblemLimtia iton
g n i n g i s e d n o s e s u c o f r e h c r a e s e r e h
T a se t o f integrated Engilsh s
l a ir e t a m l a n o it c u rt s n
i using cooperaitve learning approach fo rthe eighth grade f
o s t n e d u t
s SMP BOPKR I II Yogyaka tra , Indonesia . Cooperaitve learning o t e l b a e r a h c i h w s e it i v it c a o t n i s l a ir e t a m e h t y l p p a o t r e d r o n i d e s u s i h c a o r p p a
e h T . e g a u g n a l n g i e r o f s a h s il g n E n r a e l o t n o it a v it o m ’ s t n e d u t s e h t e s a e r c n i
h t r e v o c s l a ir e t a
m e four-basic Engilsh skills ; ilstening ,speaking ,reading ,and t a h t m u l u c ir r u c e h T . s t n e d u t s e h t f o e c n e t e p m o c e h t o t d e t s u j d a e r a h c i h w g n it ir w
l o o h c S s i s l a ir e t a m e h t g n i n g i s e d n i e c n a d i u g e h t s a d e s u s
i -Based Curirculum o r
d e ll a c s i t i a i s e n o d n I n
i Kurikulum Tingka tSatuan Pendidikan (KTSP) .The n
a r r a e r a s e it i v it c
a ged based on t hep irnciple so fcooperaitvel earning t ha tenable . g n i n r a e l s p u o r g h g u o r h t y l e v it a r e p o o c d n a y l e v it c a t c a r e t n i d n a n r a e l o t s t n e d u t s
.
D ResearchObjecitves a l u m r o f e h t h ti w e n il n
I tedproblem ,st hi sresearchi saimedt o: .
1 To ifnd ou thow a se to fintegrated Engilsh insrtucitona lmateiral sbased on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I s
i a tr a k a y g o
.
2 To ifnd ou twha ta se to fintegrated Engilsh insrtucitona lmateiral sbased on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I .
e k il s k o o l a tr a k a y g o Y
.
E ResearchBeneftis
t t a h t d e t c e p x e s i
tI he ifnding soft heresearch hopefully wli lcontirbutea n
a v d a f o l a e d t a e r
g tagesf o rEngilsht eacher ,ss tudents ,andr esearcher .s .
1 EngilshTeachers
e v a h l li w , a tr a k a y g o Y I I I R K P O B P M S n i y ll a i c e p s e , s r e h c a e t h s il g n E
. h s il g n E h c a e t o t e c n e r e f e r r e h t o n
a By havingt hei ntegratedEngilshi nsrtucitona l y
l p p a n a c s r e h c a e t e h t , s l a ir e t a
m vairou sacitviite sand technique to teach the h s il g n E f o g n i d n a t s r e d n u e h t p o l e v e d o t m e h t p l e h d n a s t n e d u t s e d a r g h t h g i e
h g u o r h
t cooperaitvel earning. .
2 Students
’ s t n e d u t s e h t p o l e v e d d n a h c ir n e o t d e t c e p x e s i l a ir e t a m d e n g i s e d e h T
r ( h s il g n E n i e c n e t e p m o
c eading , ilstening ,wiritng ,and speaking )a swel las t he l a ir e t a m s i h T . ) n o it a i c n u n o r p d n a , s e ir a l u b a c o v , r a m m a r g ( s t n e m e l e e g a u g n a l
u o f e h t s r e v o
c r competence s o f Engilsh using cooperaitve learning a s the n
a c h c a o r p p a s i h t t a h t d e v e il e b s i h c i h w h c a o r p p
a make the student sbe more
r e h t o e h t h ti w e v l o v n i t e g o t s e it i n u tr o p p o e r o m s t n e d u t s e h t e v i g , s s a l c n i e v it c a
h g u o r h T . e c n e t e p m o c f o l e v e l e h t e v o r p m i d n a t c a r e t n i n a c y e h t t a h t o s , s t n e d u t s
a m h s il g n E e h t d n a t s r e d n u n a c y ll u f e p o h s t n e d u t s e h t , n g i s e d s i h
t teira leasie rand
f o s ti f e n e b e h t t e
e h t r e d r o n i s s e c o r p g n i n r a e l d n a g n i h c a e t n i s t n e d u t s d n a r e h c a e t e h t y b e c r u o s
.f l e s ti s s e c o r p g n i n r a e l d n a g n i h c a e t f o l a o g e h t h c a e r
.
3 CooperaitveLearningApproach l
e v it a r e p o o
C earning i sa mean so fgrouping student sin small ,mixed -n
o s n h o J o t g n i d r o c c A . s m a e t g n i n r a e l y ti li b
a a nd Johnson ,“Cooperaitvel earning e z i m i x a m o t r e h t e g o t k r o w s t n e d u t s t a h t o s s p u o r g l l a m s f o e s u l a n o it c u rt s n i e h t s i
ri e h
t ownandeachother’sl earning”( 2000 .)I tgive sposiitveeffectt ot hes tudent s e
h T . g n i n r a e l n i y ti li b a w o l e v a h o h w y e h t y ll a i c e p s
e researche rbeilevest hatt hi s h
c a o r p p
a can be effecitve to be appiled in the phenomena tha thappen in SMP a
y g o Y I I I R K P O
B katraespeciallyt hes tudentsi nt heeighthgrade. .
4 Eighth GradeStudent sofJ unio rHighSchool s a d e ll a c s i l o o h c S h g i H r o i n u J , a i s e n o d n I n
I SMP (Sekolah Menengah a
m a t r e
P ) .The schoo lconsist so fthree grades ,namely seventh grade ,eighth h
t n i n d n a , e d a r
g grade .In thi sresearch ,the student sare in the eighth grade o f h c a e h c i h w , t h g i e e d a r g n i s e s s a l c o w t e r a e r e h T . a tr a k a y g o Y I I I R K P O B P M S
3 1 s e g a e h t f o s t n e d u t s n e e t h g i e f o s t s i s n o c s s a l
e &
)
3 Face- ot -facePromo itveI nteraciton
Johnsona ndJohnson( 1989 )proposet ha tgroupss houldbegins mall ,when e
v e d d n a r e h t e g o t k r o w o t g n i n n i g e b t s u j e r e w s t n e d u t
s lop t hei rskills .Student s d
e e
n to beclustered t ogetheri n a itgh tgroup,f acing eachothe,r i nordert o have a
h c r e t n i f o d n i k e h
t nge necessary to accompilsh the task . The qualtiy o f e
h t : s a h c u s s r o t c a f f o r e b m u n a n o d n e p e d d l u o w n o it c a r e t n
i gradeandf requency
ri e h t n i s e v l e s m e h t g n o m a d e t a r e p o o c s t n e d u t s e h t h c i h w n
i academic tasks ,
a e l r i e h t n i r e h t o h c a e n e e w t e b k c a b d e e f g n i v i
g rning acitviite ,s shairng learning g
n i g a g n e d n a g n it r o p p u s d n a , s e c n e ir e p x e e fi l d n a s e c n e ir e p x
e amongt hemselve s
.s n o it a t c e p x e l a n o it a c u d e d n a s g n il e e f ri e h t n i
)
4 Socia lSkills
e h t o t t h g u a t y lt i c il p x e e b d l u o h s s ll i k s l a i c o s t a h t d e t a t s ) 9 9 9 1 ( z tl u h c S d u t
s ent sso tha tstudent scould work among themselves ,no tonly in term so f s i t I . y ti r o h t u a s ’ r e h c a e t e h t t u o h ti w d n a y ti li t s o h t u o h ti w o s l a t u b n o it a r e p o o c
n o i s i c e d , p i h s r e d a e l s a h c u s s ll i k s l a i c o s e h t p o l e v e d o t t n a tr o p m
i -making , rtust
-t a c i n u m m o c , g n i d li u
b ion ,and confilct-managemen tskills .Theyaret aughtj us ta s .
s ll i k s c i m e d a c a s a y l e s i c e r p d n a y ll u f e s o p r u p
)
5 GroupProcessing
v it a r e p o o c f o t n e m e l e l a it n e s s e t s a l e h
T e learning proposed by Johnson d
n
a Johnson (1994 )i sgroup processing .Group processing exist swhen group g n i n i a t n i a m d n a s l a o g r i e h t g n i v e i h c a e r a y e h t l l e w w o h s s u c s i d s r e b m e m
’ &
. 7 p e t
S Revisingt heMainProduct e
h
T las tstep i srevising the main product .The evaluaiton sfrom the e h T . s l a ir e t a m d e n g i s e d e h t e v o r p m i d n a e s i v e r o t r e h c r a e s e r e h t p l e h s t n e d n o p s e r
e b o t e l b a ti u s s i h c i h w n o i s r e v l a n if e h t e c u d o r p o t d e s i v e r e r a s l a ir e t a m d e n g i s e d
t d e t n e m e l p m
e h t n i d e t n e s e r p e r a s l a ir e t a m e h t g n i n g i s e d f o s e r u d e c o r p e h T . s l a ir e t a m e h t
. e r u g if g n i w o ll o f
R s i h t n i s l a i r e t a M e h t g n i n g i s e D f o s p e t S e h T 1 . 3 e r u g i
F easearch
d n a h c r a e s e R
n o it a m r o f n I
g n it c e ll o C
’ s r e n r a e L
s c it s ir e t c a r a h c
g n i n n a l P
o l e v e
D ping y r a n i m il e r P
s t c u d o r P
d l e i F y r a n i m il e r P
g n it s e T
t c u d o r P n i a M
n o i s i v e R
g n it a t
S Competency c i s a B , s d r a d n a t S
d n a , s e c n e t e p m o C
s c i p o T
g n i n r a e L g n i y fi c e p S
s e v it c e j b O
t c e j b u S g n it s i L
t n e t n o C
& g n i h c a e T g n it c e l e S
s l a ir e t a M g n i n r a e L
e h t g n i n g i s e D
s l a ir e t a M
n o it a u l a v E
n o i s i v e R ,
n o it a v r e s b O
, w e i v r e t n i
e r ri a n o it s e u q
.
B ResearchSetitng
e h
T research wa sconducted in SMP BOPKR II,I Jl .Sutlan Agung 4 ,
a tr a k a y g o
Y . I t wa sa p irvate junio r high school . The data and informaiton
h g u o r h t d e t n e m e l p m i s a w t I . 2 1 0 2 y r a u r b e F n o d e t c u d n o c s a w g n it c e ll o c
n E e h t g n i w e i v r e t n
i gilsh t eache rand dist irbuitng quesitonnariest o 36 t(hi try six )
f o h t h g i e e d a r g n i s t n e d u t
s SMP BOPKR III Yogyakatra .The interview wa s
d n e e h t n i d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h t d n a m o o r s ’ r e h c a e t e h t n i d e t c u d n o c
o s s e c o r p e h T . n o s s e l h s il g n E e h t f
o fdesigningt hemateiral swasf romSeptembe r
d e k s a r e h c r a e s e r e h t ,s l a ir e t a m d e n g i s e d e h t g n i h s i n if r e tf A . 3 1 0 2 y r a u n a J o t 2 1 0 2
o t y a M m o r f d e t c u d n o c s a w n o it a u l a v e e h T . n g i s e d e h t e t a u l a v e o t s tr e p x e e m o s
. 3 1 0 2 e n u J
.
C ResearchParitcipants
h c r a e s e r s i h t n
I ,the paritcipant swere divided into two groups .The fris t
g n i n g i s e d e r o f e b n o it a m r o f n i d n a a t a d g n it c e ll o c r o f s t n a p i c it r a p e h t s a w p u o r g
n i a t a d g n it c e ll o c r o f s t n a p i c it r a p e h t s a w p u o r g d n o c e s e h T . s l a ir e t a m e h t
it r a p h c r a e s e r e h T . n g i s e d e h t g n it a u l a v
e cipant scanbedescirbedasf ollows:
.
1 Paritcipant so fResearchandI nforma itonCollecitng
h s il g n E e h t e r e w g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r n i s t n a p i c it r a p e h T
f o s t n e d u t s e d a r g h t h g i e e h t d n a r e h c a e
t SMPBOPKRII IYogyakatra .Therewa s
h s il g n E e n o y l n
o teacheri nt hi sschool .Theresearcher nco ductedi nterviewt ot he
h s il g n
E teache rwtih consideraiton stha tshe know sdeeply abou tthe students ’
d n a s c it s ir e t c a r a h
.
1 Instrumen tand Data Gathering Technique o fResearch and Informa iton
g n it c e ll o C
, g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r n
I the researche r used interview
o it s e u q d n a t s il k c e h
c nnarie sa sthe insrtuments .The data gatheirng technique
.s e ri a n n o it s e u q g n it u b ir t s i d d n a w e i v r e t n i g n it c u d n o c d e v l o v n i
.
a Interview
d e t n e s e r p s a w w e i v r e t n i e h t n i d e r e v o c s n o it s e u q f o t s il a , h c r a e s e r s i h t n I
r e h c a e t h s il g n E e h t o
t o fSMP BOPKR III Yogyakatra .By conducitng the
e m o s e z y l a n a d n a y l p e e d e r o l p x e o t e l b a e b d l u o w r e h c r a e s e r e h t , w e i v r e t n i
s s e c o r p g n i n r a e l d n a g n i h c a e t e h t o t d e t a l e r s m e l b o r
p in SMP BOPKR III
a tr a k a y g o
Y .Severa lunsrtuctured quesitonsf ocusing on t heobjecitve sofl essons ,
a ir e t a
m l used , kind s o f teaching learning acitviites , d fiifculite s in teaching
r e p o r p f o s d n i k d n a , d e t c e p x e t n e m e v e i h c a , d e t c e p x e s c i p o t , s s e c o r p g n i n r a e l
r e h t a g o t w e i v r e t n i e h t n i t u o d e ir r a c e b o t d e t s il e r e w s e it i v it c a g n i n r a e l g n i h c a e t
e d e e n n o it a m r o f n i e h
t d .
.
b Quesitonnaires
e r p e h t n i d e y o l p m e e r e w s e ri a n n o it s e u
Q - and post-design . Fris t
e r p r o f e ri a n n o it s e u
q -design wa sdeilvered to the eighth grade student so fSMP
I I I R K P O
B Yogyakatra . There were thitreen quesiton s covered in the
e r e w s n a e b o t s e ri a n n o it s e u
q d by the students . The purpose o f pre-design
d n a s e it l u c if fi d r i e h t d r a w o t s n o it p e c r e p ’ s t n e d u t s e h t w a r d o t s i e ri a n n o it s e u q
. h s il g n E g n i n r a e l n i t s e r e t n
i Since the respondent swere considered a syoung
t s n o c d n a d e t u b ir t s i d s a w e ri a n n o it s e u q e h t ,s r e n r a e
t n e m e t a t s e h t h ti w e e r g a u o y f i : 3
t n e m e t a t s e h t h ti w e e r g a y l g n o rt s u o y f i : 4
i h t n
I sresearch, t hecenrtal t endency oft herespondents ’opinion wast he
m u s e h t g n it a l u c l a c y b d e n i a t b o s a w t n i o p e g a r e v a r o n a e m e h T . a t a d e h t f o n a e m
( r e w s n a ’ s t n e d n o p s e r f
o divided by t henumbe ro frespondent s(N) .Herei s
c l a c o t a l u m r o f e h
t ulatet hemean:
: s e t o N
:averagepoint
:sumofr espondents ’answer N :numbe rofr espondents
.
F ResearchProcedures
n a g e b t I . w o ll o f o t s e r u d e c o r p e m o s e r e w e r e h t , h c r a e s e r s i h t t c u d n o c o T
ti w g n il a e d d n a n o i s s i m r e p g n i k s a m o r
f h adminisrtaiton staff .Then, i tconitnued
g n it n e s e r p h ti w d e d n e s a w t i , y ll a n i F . s l a ir e t a m e h t g n i n g i s e d f o s s e c o r p e h t h ti w
.s l a ir e t a m e h t f o n o i s r e v l a n if e h t
.
1 AskingPermission
e h t o t n o i s s i m r e p d e k s a r e h c r a e s e r e h t , h c r a e s e r e h t g n it c u d n o c e r o f e B
m d a e
h aste r o f SMP BOPKR I I I Yogyakatra . I n asking permission , some
e h t o t d e t a l e r l o o h c s e h t d n a r e h c r a e s e r e h t n e e w t e b e d a m e r e w s t n e m e e r g a
d n a , s t n a p i c it r a p e h t , l o o h c s n i g n ir e h t a g a t a d f o d o h t e m e h t s a h c u s , h c r a e s e r
h c r a e s e r s i h t n i s r o t c a f l a c i n h c e t r e h t
o .
.
2 Planning
r e tf
A asking permission ,the researche rstatred to plan the nex tstep s
h c r a e s e r e h t o t d e t a l e
e b d l u o w n o it a u l a v e e h t f o t l u s e r e h T . s l a ir e t a m d e n g i s e d e h t d r a w o t s n o it s e g g u s
. n g i s e d e h t f o t n e m e v o r p m i e h t r o f d e s u
.
6 MainProduc tRevi ison
e h t s a w s i h
T lasts tepoft her esearch .Ther esearcherr evisedandi mproved
e h t h g u o r h t d e r e h t a g k c a b d e e f d n a n o it a u l a v e e h t n o d e s a b s l a ir e t a m d e n g i s e d e h t
t s o p f o s tl u s e
r -designquesitonnaries .Thiss tepwa saimedt ogaint he ifna lversion
t n e s e r p d n a n g i s e d e h t f
o i ta sthe approp irate design to be appiled in SMP
I I I R K P O
narraitve sandr ecoun t n e tt ir w f o y t e ir a v a g n i s u
e g a u g n a
l accurately , ,
y lt n e u
lf andacceptably h ti w t c a r e t n i o t r e d r o n i
.t n e m n o ri v n e e h t
e h t y b d e v e i h c a e b d l u o h s h c i h w s e s o p r u p l a r e n e g d n a s l a o g e h t s w o h s 1 . 4 e l b a T
f o s l a o g e h t s a d e t n e s e r p e r e w d e t s il s l a o g e h T . h t h g i e e d a r g r o f s t n e d u t s
t s ri f e h t r o f d e n g i s e d s l a ir e t a m d e t a r g e t n
i and secondsemeste ro fgradeeightho f
o t r e d r o n i d e n g i s e d e r e w s l a ir e t a m d e t a r g e t n i e s e h t , e r o f e r e h T . l o o h c s h g i h r o i n u j
.s d r a d n a t s y c n e t e p m o c e h t e v e i h c a o t s t n e d u t s e h t p l e h
e h t , s e c n e t e p m o c c i s a b d n a s d r a d n a t s y c n e t e p m o c e h t g n it a l u m r o f r e tf A
r a e s e
r che r ilsted t het opicsf ort hedesignedmateirals .Thet opic sweret akenf rom
c i s a b f o n o it a r o l p x e e h t h ti w d e n i b m o c y e v r u s s d e e n e h t f o t l u s e r e h t
. 2 . 4 e l b a T e h t n i d e t n e s e r p e r a s c i p o t e h T . s e c n e t e p m o c
s c i p o T e h T : 2 . 4 e l b a
T andSubtopic so fMaterials i
n
U t Topics Subtopics
1 Anima l Le’t sSavet heAnimals… 2 Spor t Le’t sGot ot heMatch! 3 MusicandStory Le’tsI magine… 4 Lfiestyle Le’t sDoI !t
.
b SpecfiyingLearningObjecitves
r e tf
A formulaitngt hegoal sandgenera lpurpose soft hedesignedmate iral ,
ther esearche rstatred t ospecfiyt hel earningobjecitve so feachskill .Thel earning
o t d e s u e r a s r o t a c i d n i g n i n r a e L . s r o t a c i d n i e h t s a d e v r e s e r a e r e h s e v it c e j b o
i n r a e l f o n o it a l u m r o
f ng indicator sin each subtopic and ti sskli li spresented in
. 3 . 4 e l b a T
sl a i r e t a M f o s r o t a c i d n I g n i n r a e L e h T : 3 . 4 e l b a T t
i n
U Subtopic s LearningI ndicators
1 Le’t sSave e
h t
.. .s l a m i n A
g n i n e t s i L
.
a Student sareablet o ifnds peciifci nformaitoni n v
it p ir c s e
d e ilsteningpassageabou tanimals. .
b Student sareablet o ifndde ifniiton so fdfiifcul tword s .
e g a s s a p g n i n e t s il n i .
c Student sareablet ocompletedescirpitve ilstening .
e g a s s a p
g n i k a e p S
.
a Student sareablet oidentfiyt heexpression so fasking , f
e r d n a , g n i v i
g usinggood sors ervicesi ndialogue .s .
b Student sareablet oapplyt heexpression so fasking .s
e u g o l a i d n i n o i n i p o g n i v i g d n a .
c Student sareablet omakedialogue susingthe n o i n i p o g n i v i g d n a g n i k s a f o s n o i s s e r p x
e .
g n i d a e R
.
a Student sareablet oi dentfiys pecfiici nformaitoni n .s
t x e t e v it p ir c s e d .
b Student sareablet omakequesiton sbasedons ome .s
t x e t e v it p ir c s e d .
c Student sareablet o ifndde ifniiton so fdfiifcul tword s .s
t x e t e v it p ir c s e d n i .
d Student sareablet oanswe rcomprehensionquesiton s s
r e d n u y b y lt c e r r o
c tandingt hemaini deao f e
v it p ir c s e
d tex.t
g n it ir W
.
a Student sareablet oi dentfiyt hegeneircs rtuctureo f .t
x e t e v it p ir c s e d .
b Student sareablet owrtiedescirpiton sofs ome .s
l a m i n a .
c Student sareablet owrtiedescirpitvet ext scorreclty. 2 Le’t sGot o
e h
t Match!
g n i n e t s i L
.
a Student sareablet o ifnds peciifci nformaitoni n .
n o it a ti v n i t u o b a s e g a s s a p g n i n e t s il .
. n o it a ti v n i t u o b a e g a s s a p g n i n e t s il m o r f
g n i k a e p S
.
a Student sareablet oi dentfiyt heexpression so f n i n o it a ti v n i g n i s u f e r d n a , g n it p e c c a , g n i k a m
s e u g o l a i
d .
.
b Student sareabletomakeconversaiton susingt he g n i s u f e r d n a , g n it p e c c a , g n i k a m f o s n o i s s e r p x e
n o it a ti v n
i .
.
c Student sareablet opresen tar oleplayusingt he f
o s n o i s s e r p x
e making ,accep itng ,andr efusing n
o it a ti v n
i .
.
d Student sareablet opronounces omeword scorreclty. g
n i d a e R
.
a Student sareablet o ifnds peci ifci nformaitoni n .t
x e t t n u o c e r .
b Student sareablet o ifnddeifniiton so fdfi ifcul tword s .t
x e t t n u o c e r n i .
c Student sareablet oanswe rcomprehensionquesiton s t n u o c e r f o a e d i n i a m e h t g n i d n a t s r e d n u y b y lt c e r r o c
t x e t . .
d Student sareablet omatcht hedfi ifcul tword swtih ti s .s
g n i n a e m
g n it ir W
.
a Student sareablet oi dentfiys peciifci nformaitoni n .s
n o it a ti v n i l a m r o f n i d n a l a m r o f .
b Student sareablet owrtiei nvtiaiton scorreclty. 3 Le’t s
… e n i g a m I
g n i n e t s i L
.
a Student sareablet o ifnds peciifci nformaitoni ns hor t .
c i s u m t u o b a e g a s s a p g n i n e t s il e u g o l o n o m .
b Student sareablet o ifndde ifniiton so fdfiifcul tword .s .
c Student sareablet oi dentfiyexpression so fStaritng , e n o h p e l e t e h t n o n o it a s r e v n o c g n i d n E d n a , g n i d n e t x E
. e g a s s a p g n i n e t s il n i
g n i k a e p S
.
a Student sareablet oidentfiyt heexpression so f g
n it r a t
s ,extending ,andendingconversaitoni n .s
e u g o l a i d .
b Student sareablet oapplyt heexpression so fstaritng , .s e u g o l a i d n i n o it a s r e v n o c g n i d n e d n a , g n i d n e t x e .
f o s n o i s s e r p x
e staritng ,extending ,andending n
o it a s r e v n o
c .
.
d Student sareablet o ifnds peciifci nformaitoni n .s
e v it a r r a n f o y a s s e t x e t n e k o p s .
e Student sareablet opresentr oleplay sbasedon .
y r o t s s e v it a r r a n
g n i d a e R
.
a Student sareablet oarranget hej umbledparagraph s .
y r o t s e v it a r r a n f o .
b Student sareablet oanswe rcomprehensionquesiton s e v it a r r a n f o a e d i n i a m e h t g n i d n a t s r e d n u y b y lt c e r r o c
.t x e t .
c Studentsareablet omatcht hedfi ifcul tword swtih ti s .s
g n i n a e m .
d Student sareablet oi dentfiyt hegeneircs rtuctureo f .t
x e t e v it a r r a n
g n it ir W
.
a Student sareablet oi dentfiys peciifci nformaitoni n .t
x e t e v it a r r a n .
b Student sareablet owrtienarraitvet ext scorreclt y. 4 Le’t sDoI !t Listening
.
a Student sareablet o ifnds peciifci nformaitoni nvideo s .s
t n e m e s it r e v d a f o .
b Student sareablet o ifnds peciifci nformaitoni nan .t
n e m e s it r e v d a .
c Student sareablet oanswe rcomprehensionquesiton s t
u o b a e g a s s a p g n i n e t s il m o r
f adveritsemen.t
g n i k a e p S
.
a Student sareablet oanswe rcomprehensionquesiton s .
y ll a r o e u g o l a i d a m o r f .
b Student sareablet o ifnds peciifci nformaitoni ns hor t .s
t n e m e c n u o n n a f o s m r o f e h t n i s t x e t n e k o p s .
c Student sareablet omakes omeannouncement .s g
n i d a e R
.
a Student sareablet oi dentfiyt hepurposeofs ome .s
n g i s e c it o n .
b Student sareablet o ifnds peci ifci nformaitoni n .t
x e t t n u o c e r .
c Student sareablet o ifndpas tverb susedi nr ecoun t .t
g n it ir W
.
a Student sareablet ocorrec tpunctuaitonsi narecoun t .t
x e t .
b Student sareablet oarrangej umbleds entence .s .
c Student sareablet oarrangej umbledr ecountt ex.t .
d Student sareablet owrtier ecountt ext scorreclty.
.
c LisitngSubjec tContents
t c e j b u s e h t d e t s il r e h c r a e s e r e h t ,s r o t a c i d n i g n i n r a e l e h t g n it a l u m r o f r e tf A
t n o
c en.tI nt hisr esearch, t her esearche rwould design i ntegratedEngilshmateiral s
h ti
w cooperaitve learning approach a sthe theory .The researche ronly designed
h c r a e s e r t n e m p o l e v e D d n a h c r a e s e R n i t n e m e ri u q e r m u m i n i m e h t s a s ti n u r u o f
l e h T . ) 2 . 4 e l b a t e e s
( imtiaiton o f itme and the suggesiton sfrom the Engilsh
n i r e h c a e
t SMP BOPKR IIIYogyakatra weret he researcher’ sconsideraiton sfo r
s l a ir e t a m d e n g i s e d f o s ti n u r u o f e h t ,r e v e w o H . y l e t e l p m o c s ti n u l l a g n i n g i s e d t o n
e m e s o w t r o f s l a ir e t a m e h t d e r e v o c y d a e rl
a sters .In the designed mateirals ,the
y e h T . s tr a p n i a m e e r h t o t n i s e it i v it c a g n i h c a e t g n i n r a e l e h t d e d i v i d r e h c r a e s e r
e r P ) A ( e r e
w -acitvtiy ,which consisted o fLe’t sGe tStarted ,! (B )Main Acitvtiy , )
1 ( f o d e t s i s n o c h c i h
w Le’t sListen and Speak,! (2 )Le’ts Read and Wrtie! ,(3) !
n u F e m o S e v a H s ’t e
L ,and (C )Post-acitvtiy ,which consisted o fRelfeciton and w
e i v e
R .Theexplanaiton so feachpatri nt hedesignedmate iral swerepresenteda s :
w o ll o f
)
1 P -reacitvtiy
e r p , s l a ir e t a m d e n g i s e d e h t n
I -acitv tiy wa s itlted wtih Le’t sGe tStarted! . g n it t e g e r o f e b s n o it a r a p e r p e m o s e v a h o t s t n e d u t s d a e l o t d e m i a s a w n o it c e s s i h T
r e h c a e t h s il g n E
i n i b m a B f o
i r o s s e t n o M
l o o h c S
a tr a k a y g o Y
.
1 √ √ √
s t n e d n o p s e r e h t ,t r a p t s ri f e h t n I .s tr a p o w t f o d e t s i s n o c e ri a n n o it s e u q e h T
e h t e v i g o t d e t c e p x e e r e
w i ropinion by i ndicaitngt hedegreeo fagreement .Wh lie
t n e m m o c e v i g o t d e k s a e r e w s t n e d n o p s e r e h t ,t r a p d n o c e s e h t n
i s ,feedback ,and
n o it s e g g u
s s on t hemateirals .The resutl sof t hepost-design quesitonnarie swere
d e n g i s e d e h t e v o r p m i d n a e s i v e r o t d e s
u mateirals .Table4.5 showst hedegreeo f
.s l a ir e t a m d e n g i s e d e h t e t a u l a v e o t t n e m e e r g a
t n e m e e r g A f o e e r g e D : 5 . 4 e l b a T
t n e m e e r g A f o e e r g e
D Meaning
1 Srtonglydisagree
2 Disagree
3 Agree
4 Srtonglyagree
s e b n a c n o it a u l a v e e h t f o n o it a t n e s e r p a t a d e h
T een in Table 4.6 .There were
e h t g n it a c i d n i y b n o i n i p o e v i g d l u o h s s t n e d n o p s e r e h t t a h t s t n e m e t a t s n e e tf if
. t n e m e e r g a f o e e r g e d
t s o P f o t l u s e R e h T : 6 . 4 e l b a
T -DesignQuesitonnaire
. o
N Respondents ’Opinionon
n o y c n e u q e r F
s t n i o P fo
t n e m e e r g A
l a r t n e C
n e d n e T
cy
1 2 3 4 Mean
.
1 The learning indicator s in the syllabu s are d n a s e c n e t e p m o c c i s a b e h t h ti w t n a v e l e
.s e c n e t e p m o c d r a d n a t s .
2 Thel earningi ndicator sarewellf ormulated. 0 0 4 0 3 .
3 Thel earning i ndicator scan beused t o achieve b
e h
t asiccompetencies 0 0 3 1 3 ,25
.
4 The mateiral sare approp irate wtih 8th grade y
c n e t e p m o c h s il g n E f o s t n e d u t
s 0 0 2 2 3 ,5
.
5 Themateiral sarerelevantt o t het opici n each ti
n
u 0 1 1 2 3 ,25
.
6 The exercise s can faclitiate the student s to u
e h t e s a e r c n
i nderstanding on the topic s d
e s s u c s i
d 0 0 2 2 3 ,5
.
7 The mateiral scove rfou rskill so fEngilsh in ) g n it ir w , g n i d a e r , g n i k a e p s , g n i n e t s il ( e c n a l a
b 0 1 0 3 3 ,5
.
8 Thet opic sarewells electedandarranged 0 1 1 2 3 ,25 .
9 Thei nsrtuciton sareclealryunderstood 0 0 2 2 3 ,5 .
0
1 The learning acitviite s are interesitng and h
s il g n E n r a e l o t s t n e d u t s g n it a v it o
m 0 0 1 3 3 ,75
. 1
1 The learning acitviite s and mate iral s are s
u o ir a
v 0 1 1 2 3 ,25
. 2
1 The acitviite scan develop t he students ’socia l o
o c h g u o r h t s ll i k
s peraitoni ngroupacitviites 0 0 1 3 3 ,75 .
3
1 Thel ayout so fdesignedmateiral sareatrtacitve 0 0 1 3 3 ,75 .
4
1 Generally,t hecontent sarewel lelaborated 0 0 1 3 3 ,75 .
5
1 Generally ,the insrtucitona lmateiral sare wel l d
e t a r o b a l
e 0 0 2 2 3 ,5
o d e s a
B n the fris tpar tresul to fthe quesitonnarie ,i tcan be underilned tha tthe
d n a e e r g a d e k r a m s t n e d n o p s e r e h T . h g u o n e g n i y f s it a s e r e w s l a ir e t a m d e n g i s e d
e h t d e w o h s n o it a t n e s e r p a t a d e h T . s t n e m e t a t s e h t f o l l a t s o m l a r o f e e r g a y l g n o rt s
d e h t f o t n i o p e g a r e v
a egreeo fagreementf ort hemateira ldesignwasf rom3up t o
e r e w s l a ir e t a m d e n g i s e d e h t t a h t d e t a c i d n i t I . 4 o t p u 1 e g n a r e l a c s f o t u o 5 7 , 3
o t e l b a t p e c c a d n a l o o h c s h g i h r o i n u j f o s t n e d u t s e d a r g h t h g i e e h t r o f e t a ir p o r p p a
n i d e t n e m e l p m i e
.
b There were some unclea rand too long insrtucitons .The researche rshould
. e l b a d n a t s r e d n u e r o m e b d l u o w s n o it c u rt s n i e h t t a h t o s s e n o r e l p m i s e k a m
.
c Therewa sno sampleofl esson plan .Ther esearche rshould attachatl eas tone
. t n e m t o ll a e m it d n a s e it i v it c a d e li a t e d h ti w n a l p n o s s e l f o e l p m a s
.
d Some reading passage swere attached wtihou tany acknowledgemen to fthe
e n e h w k c e h c e r d l u o h s r e h c r a e s e r e h T . e c r u o
s ve r the researche r adapted ,
.t i d e if i d o m r o , d e t p o d a
.
e The reading exercise swere no tva irous .The researche rshould give more
s a h c u s s e s i c r e x e e h t n o s n o it s e u q s u o ir a
v quesiton susing5Wand1H ,yes- no
t a m r o f n i d e t a t s g n i k s a , s n o it s e u q e c n e r e f e r ,s n o it s e u
q ion ,unstatedi nformaiton ,
. c t e
s t n e d n o p s e r e h t f o e n O . d e t p e c c a e r e w s n o it s e g g u s e h t f o l l a t o n , r e v e w o H
g n i v o m d e t s e g g u
s Le’t sHave Some Fun par tto the ealry par ta tfe rLe’t sGe t .
d e t r a t
S Atlhough Le’t sHaveSomeFun wasi ncluded t o themain acitvtiy ,buti t e
r e w h c i h w s tr a p n i a m o w t e h t e r o f e b d e c a l p e b t o n d l u o
w Le’t sListen and
! k a e p
S and Le’t sRead and Wrtie! .TheLe’t sHave SomeFun par tfuncitoned as o t d n a s c i p o t e h t o t d e t a l e r y r a l u b a c o v ’ s t n e d u t s e v o r p m i o t s e it i v it c a g n it r o p p u s
e n g i s e d e h t e k a
m d mate iral s interesitng to learn . Overall , the respondent s
.s l a ir e t a m d e n g i s e d e h t d r a w o t k c a b d e e f e v it i s o p d e d i v o r p
.
5 MainProduc tRevi ison
s l a ir e t a m d e n g i s e d e h t d e v o r p m i d n a d e s i v e r r e h c r a e s e r e h t , tr a p s i h t n I
s e g g u s d n a , s k c a b d e e f ,s t n e m m o c e h t n o d e s a
n o it c e s e h t , e li h w n a e M . s ll i k s g n i k a e p s d n
a Le’t sRead and Wrtie! provide s
e li h W . s e it i v it c a g n it ir w d n a g n i d a e r d e t a r g e t n i h ti w s t n e d u t
s Le’t sHave Some
! n u
F give sstudent sente trainmen tye ten irche sthei rvocabulary related to the t
s o p s i tr a p t s a l e h T . o s l a c i p o
t -acitvtiy which itltedRelfeciton andReview .Some s i e r e h T . ti n u h c a e n i d e n r a e l e v a h s t n e d u t s e h t t a h w w e i v e r o t n e v i g e r a s n o it s e u q
t s e u q e v it c e lf e r a o s l
a ion t o help studentst o r elatet heknowledget heygot t o t he
f o s e l p i c n ir p e h t o t d e t a l e r o s l a s i s i h T . d lr o w l a e
r cooperaitvel earning tiseflt ha t
.s ll i k s l a i c o s ri e h t e v o r p m i o s l a t u b s ll i k s c i m e d a c a r i e h t p o l e v e d y l n o t o n s t n e d u t
5 6
R E T P A H
C V
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C
s i h
T chapteri si ntended t o presentt he conclusion sand recommendaiton s
e h t r o f h c r a e s e r e h t f o s g n i d n if e h t s e d u l c n o c t r a p n o i s u l c n o c e h T . y d u t s e h t f o
n E e h t s d n e t n i t r a p n o it a d n e m m o c e r e h T . s n o it a l u m r o f m e l b o r
p gilsh teache ro f
I I I R K P O B P M
S Yogyaka tra who wli limplemen tthe designed mateiral sand
. h c r a e s e r f o e p y t e m a s e h t t c u d n o c l li w o h w s r e h c r a e s e r e r u t u f
.
A Conclusions
s i h
T par t discusse s the ifnding s o f the research . Two quesiton s are
m e l b o r p e h t s a d e t a l u m r o
f formulaitons .Theproblemf ormulaiton sare( 1 )Howi s
n i h s il g n E d e t a r g e t n i f o t e s
a srtucitona lmateiral sbased on cooperaitve l earning
f o s t n e d u t s e d a r g h t h g i e e h t r o f h c a o r p p
a SMPBOPKRII IYogyakatradesigned?
rt s n i h s il g n E d e t a r g e t n i s e o d t a h W ) 2 ( d n
A ucitona lmateiral sbasedoncooperaitve
learning approach fort he eighth grade student so fSMP BOPKR III Yogyakatra
? e k il k o o l
) D & R ( t n e m p o l e v e D d n a h c r a e s e R n o d e s a b d e t c u d n o c s a w h c r a e s e r s i h T
l l a G d n a g r o B y b d e t a t s e l c y
c (1983 )ast he research method .In ordert o answe r
l a n o it c u rt s n i s ’ p m e K e h t d e t p a d a r e h c r a e s e r e h t , n o it a l u m r o f m e l b o r p t s ri f e h t
s i h t n i d e t c u d n o c s p e t s e v if e r e w e r e h T . s l a ir e t a m e h t n g i s e d o t n g i s e d l e d o m
) 3 ( , g n i n n a l p ) 2 ( , g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r ) 1 ( e r e w y e h T . y d u t s
e v e
d loping preilminary form o fproduct ,(4 )preilminary ifeld tesitng ,and (5 )
t s o p d n a , y ti v it c
a -acitvtiy .Pre-acitvtiy i s itlted wtih Le’t sGe tSta tred! which
s n o c y ti v it c a n i a m e h t , e li h w n a e M . y ti v it c a p u g n i m r a w s a s n o it c n u
f ist sof t hree
e r a y e h t ,s n o it c e
s Le’t sListenand Speak! ,Le’t sRead and Wrtie! a nd Le’t sHave
! n u F e m o
S .The las tpar ti sRelfeciton and Review fo rthe post-acitvtiy which
e k a m d n a t i n u h c a e m o r f d e n r a e l e v a h s t n e d u t s e h t t a h w w e i v e r o t s n o it c n u f
it c e lf e
r on on how thei rexpe irence on the lesson swere going .The complete
r e t a m d e n g i s e
d ial scanbes eeni nAppendixI .
h s il g n E e h t r o f s ti f e n e b e v i g o t d e t c e p x e e r a s l a ir e t a m d e n g i s e d e h T
f o h t h g i e e d a r g n i s t n e d u t s d n a r e h c a e
t SMP BOPKR III Yogyakatra .Engilsh
s u o ir a v h ti w s t n e d u t s e d i v o r p o t d e n g i s e d e r a s l a ir e t a m l a n o it c u rt s n i d e t a r g e t n i
o t d n a , h s il g n E n r a e l o t n o it a v it o m r i e h t e s a e r c n i o t , h s il g n E g n i n r a e l n i s e it i v it c a
e v e
d lopt heris ocials killt hroughcooperaitvel earningapproach .
.
B Recommenda itons
n
I ht i spatr ,the researche rwould ilke to give some recommendaiton s
f o r e h c a e t h s il g n E e h t o t d l e if s i h t n i h c r a e s e r e h t o t d e t a l e
r SMP BOPKR III
.s r e h c r a e s e r e r u t u f d n a a tr a k a y g o Y
.
1 Fort heEngilshTeachero fSMPBOPKRII IYogyakarta
it a d n e m m o c e r e m o s e r a e r e h
T on sfo rthe Engilsh teacher .Thi sse to f
n i h s il g n E d e t a r g e t n
i srtucitona lmateiral sbasedoncooperaitvel earningi ssutiable
f o s ll i k s r u o f r e v o c s l a ir e t a m e h T . h s il g n E n r a e l o t s t n e d u t s e d a r g h t h g i e e h t r o f
it i v it c a e h T . r e h t o h c a e e t a r g e t n i t a h t h s il g n
E e sprovided in the mateiral scan
y d u t s o t r e h c a e t e h t r o f r e tt e b s i ti , s l a ir e t a m d e n g i s e d e h t g n it n e m e l p m i n I
t t a h t e l p m a s a t s u j s i d e h c a tt a n a l p n o s s e l e h T . ll e w s e it i v it c a e h t e r a p e r p d n
a he
p e b o t t n a tr o p m i y r e v s i t n e m e g a n a m e m i T . y fi d o m n a c r e h c a e
t aid atteniton
l e v it a r e p o o c t a h t g n ir e d i s n o
c earning demand sstudentst o be acitve i nvolved i n
l e v it a r e p o o c e c n i S . s s e c o r p g n i n r a e
l earning approach i sno ta teacher-centered
c a e t e h t , h c a o r p p
a he r mus t encourage the student s to create thei r learning
s e it i v it c a e h t p o l e v e d n a c r e h c a e t e h t t a h t d e t c e p x e o s l a s i tI . s s a l c n i t n e m n o ri v n e
g n i n r a e l e h t e v e i h c a y ll a m i x a m n a c s t n e d u t s e h t t a h t o s s l a ir e t a m d e n g i s e d e h t n i
. s l a o g
.
2 ForFutureResearchers
o t e k il d l u o w o h w s r e h c r a e s e r r e h t o o t s d n e m m o c e r r e h c r a e s e r e h T
e v o r p m i o t r e d r o n i s l a ir e t a m d e n g i s e d e h t t n e m e l p m i o t h c r a e s e r r a li m i s t c u d n o c
r e h t o p o l e v e d o t s r e h c r a e s e r e r u t u f e h t o t d e d n e m m o c e r o s l a s i tI . ti f o y ti l a u q e h t
b s e it i v it c a f o n o it a ir a
v asedoncooperaitvel earning approachsincet hi sapproach
9 6
S E C N E R E F E R
. ) 0 9 9 1 ( . M . C , n a m w e N & . F . A , z tr
A Cooperaitvel earning ,mathemaitc steacher , 3
8 ,448-4 49.
. ) 3 8 9 1 ( . D . M , ll a G & . R . W , g r o
B Educaitonalr esearch :Ani ntroduciton(4th de .) .
n a m g n o L : n o d n o L
5 9 9 1 ( . D . H , n w o r
B ) . Teaching by principles : An i tneracitve approach to languagepedagogy .EnglewoodClfifs ,NJ :PrenitceHal lRegent .s
. ) 0 0 0 2 ( . D . H , n w o r
B P irnciple sof l anguagel earning and t eaching .New York : .
c n I , n a m g n o L y e l s e W n o s i d d A
. ) 1 0 0 2 ( . D . H , n w o r
B Teaching by principles : An interacitve approach to .
y g o g a d e p e g a u g n a
l NewYork :AddisonWesleyLongman,I nc.
. ) 3 9 9 1 ( . r e s i e R . A . R & . W , k c i
D Planning effecitvei nstruciton .Flo irda :Flo irda .
y ti s r e v i n U e t a t S
. ) 2 0 0 2 ( . H , e c y o J & . S , z e e
F Task-basedsyllabu sdesign .Sydney :Naitona lCenrte n
E r o
f gilshLanguageTeachingandResearchMacquiaireUniverstiy.
. C n I . m o o r s s a l c g n i n r a e l e v it a r e p o o c e h t n i k l a t r e h c a e T . ) 2 9 9 1 ( . Y , l e r a H
,) . d e ( r e l s s e
K Cooperaitvelanguagelearning :A teacher’ sresourcebook. .l
l a H e c it n e r P : k r o Y w e N
. ) 7 0 0 2 ( .J , r e m r a
H Thepracitceo fengilsh l anguaget eaching(4th )ed .NewYork : .
n a m g n o L n o s r a e P
. ) 7 8 9 1 ( . A , s r e t a W & . T , n o s n i h c t u
H Eng ilsh fo rspeciifc purposes :A learning .
h c a o r p p a d e r e t n e
c NewYork :Camb irdgeUniverstiyPres .s
. ) 9 8 9 1 ( . R , n o s n h o J & . W . D , n o s n h o
J Coopera itonand compeititon :Theoryand .
h c r a e s e
r Edina ,MN:I nteracitonBookCompany.
. ) 4 9 9 1 ( . R , n o s n h o J & . W . D , n o s n h o
J Learningt ogethe randalone :Cooperaitve , .
g n i n r a e l c it s il a u d i v i d n i d n a , e v it it e p m o
c Boston : Allyn & Bacon , .
d e t a r o p r o c n I
. D , n o s n h o
J W .& Johnson ,R .T .(2000) .Cooperaiton ,confilct ,cogniiton ,and ,)
. d E ( a t s o C . A n I . n o it i n g o c a t e
m Developing minds :A resourcebookf o r g
n i k n i h t g n i h c a e
t 2( nd ed) .Alexand ira VA :Associaiton fo rSupervision .t
