Building authentic English communication through cooperative learning in a non-classroom setting.

xv ABSTRACT

Cicilia Setyorini Dwi. 2014. Building Authentic English Communication through Cooperative Learning in a Non-Classroom Setting. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

The research was carried out to solve a problem on the absence of authentic communication experienced by many English learners in the country. As a result many of them are not able to use the language although they have learned it for years. The research in specific addresses to students who have limited practices in English communication both inside and outside school context. It is conducted to provide practices to interact in an authentic English communication in a non-classroom setting. They practice authentic communication using cooperative learning (CL) activities like tea party, STAD (Student Team Achievement Division), writing around, and play pretend activity like role playing.

The research aims to answer two research questions. The first is whether cooperative learning is effective to improve communicative competence and the second is how effective it is to improve the participants’ learning empowerment. To serve the purpose, the data are collected from nine elementary students ranging from 8 – 11 years. The method used is action research.

xvi

in using the language. More than 70% of them affirm that they feel more comfortable to use the language through CL activities. In addition, they state that they seldom have such group work activities in their formal schools and prefer to have collaborative actions which demand them to interact with their friends to reduce their anxiety to use English.

All in all, the findings revealed that CL is logically good and effective to improve their English communicative competence as well as their learning empowerment. Practically, similar environment or context may also adopt the action that the participants have done.

xvii ABSTRAK

Cicilia Setyorini Dwi, 2014. Mengembangkan Komunikasi Bahasa Inggris yang Authentic melalui Pembelajaran Kooperatif di Komunitas Belajar Non- Kelas Formal. Yogyakarta: Kajian Bahasa Inggris, Program Magister, Universitas Sanata Dharma.

Penelitian ini dilakukan untuk menjawab masalah ketiadaan komunikasi otentik yang banyak dialami pembelajar bahasa Inggris di negeri ini. Sebagai akibatnya, banyak dari mereka tidak mampu menggunakan bahasa Inggris walaupun mereka telah mempelajarinya selama beberapa tahun. Penelitian tersebut secara khusus ditujukan untuk para siswa sekolah dasar yang tidak mendapatkan kesempatan untuk berlatih berkomunikasi dalam bahasa Inggris baik di dalam maupun di luar lingkungan sekolah. Penelitian tersebut memberikan kesempatan latihan berinteraksi dalam bahasa Inggris yang otentik khususnya di lingkungan belajar luar kelas formal untuk meningkatkan kemampuan berkomunikas dalam bahasa Inggris dan untuk memberdayakan para pembelajar bahasa. Mereka berlatih berinteraksi menggunakan pembelajaran kooperatif. Beberapa aktivitas yang dilakukan adalah STAD, Tea Party, dan permainan peran seperti drama.

Penelitian tersebut bertujuan untuk menjawab dua pertanyaan. Pertama apakah pembelajaran kooperatif efektif untuk meningkatkan kemampuan berbicara dalam bahasa Inggris dan yang kedua seberapa efektif strategi pembelajaran tersebut dalam memberdayakan para peserta. Untuk mencapai tujuan tersebut, data telah dikumpulkan dari sembilan siswa sekolah dasar yang berumur 8 – 10 tahun melalui penelitian tindakan.

Sebuah komunitas belajar luar kelas sekolah dipilih sebagai tempat penelitian. Ada dua alasan pemilihan tempat tersebut. Pertama karena komunitas tersebut didirikan sendiri oleh peneliti sehingga mempermudah proses pengambilan data. Alasan yang kedua adalah sedikitnya penelitian yang dilakukan di lingkungan luar sekolah karena banyak dari penelitian dilakukan di lingkungan formal seperti sekolah formal maupun perguruan tinggi. Untuk menjawab pertanyaan dari penelitian tersebut, data dikumpulkan dari tulisan refleksi para peserta, rekaman video tanya jawab dan hasil karya tulisan para peserta dan dari observasi yang dilakukan oleh dua orang guru.

xviii

mereka. Semua peserta juga antusias untuk mengikuti test melalui kegiatan STAD karena setiap peserta mendapat kesempatan yang sama dalam mendukung kesuksesan group mereka. Penemuan yang lain adalah para peserta dapat benar-benar menggunakan ekspresi bahasa Inggris yang dikenalkan melalui pembelajaran kooperatif. Lebih dari 50% peserta berlatih menggunakan hampir seluruh ungkapan yang diajarkan. Mereka juga berlatih keterampilan mendengarkan dan berbicara melalui kegiatan peran dimana mereka berperan sebagai penjual dan pembeli secara bergantian. Pembelajaran yang dilakukan dalam penelitian tersebut juga mampu meningkatkan rasa percaya diri peserta untuk menggunakan bahasa Inggris. Faktanya adalah lebih dari 70% peserta menyatakan bahwa mereka merasa lebih nyaman menggunakan bahasa Inggris melalui pembelajaran kelompok terlebih lagi mereka juga menyatakan bahwa mereka hampir tidak pernah belajar dengan metode tersebut di sekolah formal dimana mereka belajar setiap hari.

Bisa disimpulkan bahwa pembelajaran kooperatif terbukti baik dan efektif dalam meningkatkan kemampuan komunikasi dan dalam memberdayakan peserta untuk mampu menyelesaikan masalah yang berhubungan dengan pembelajaran bahasa Inggris. Secara praktis, lingkungan belajar serupa dapat mengadopsi tindakan yang telah dilakukan peserta penelitian.

.

BUILDING AUTHENTIC ENGLISH COMMUNICATION THROUGH COOPERATIVE LEARNING IN A NON-CLASSROOM SETTING

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

by

Cicilia Dwi Setyorini Student Number: 12 6332 009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

i

BUILDING AUTHENTIC ENGLISH COMMUNICATION THROUGH COOPERATIVE LEARNING IN A NON-CLASSROOM SETTING

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

by

Cicilia Dwi Setyorini Student Number: 12 6332 009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

ii A THESIS

BUILDING AUTHENTIC ENGLISH COMMUNICATION THROUGH COOPERATIVE LEARNING IN A NON-CLASSROOM SETTING

by

Cicilia Dwi Setyorini Student Number: 126332009

Approved by

Dr. J. Bismoko

iii A THESIS

BUILDING AUTHENTIC ENGLISH COMMUNICATION THROUGH COOPERATIVE LEARNING IN A NON-CLASSROOM SETTING

Presented by Cicilia Dwi Setyorini Student Number: 126332009

Defended before the Thesis Committee and Declared acceptable

THESIS COMMITTEE

Chairperson : Dr. J. Bismoko _______________

Secretary : Dr. B.B. Dwijatmoko, M.A. _______________

Members : 1. F.X. Mukarto, Ph.D. _______________

2. Dr. Fr. B. Alip, M.Pd., M.A. _______________

Yogyakarta, February 27, 2015 The Graduate Program Director Sanata Dharma University

iv

Knowledge emerges only through

invention and re-invention, through the

restless, impatient, continuing, hopeful

inquiry human beings pursue in the world,

with the world, and with each other.

(Freire, Paulo)

This thesis is dedicated for:

v

STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else’s ideas, phrases, or sentences without proper references.

Yogyakarta, February 27, 2015

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Cicilia Dwi Setyorini

Nomor Mahasiswa : 12 6332 009

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

BUILDING AUTHENTIC ENGLISH COMMUNICATION THROUGH COOPERATIVE LEARNING IN A NON-CLASSROOM SETTING beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

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

Pada tanggal : 27 February 2015 Yang menyatakan

vii

ACKNOWLEDGMENTS

My deepest gratitude goes to the owner of my life, my Jesus Christ, who keeps blessing me with his love. The more I keep the faith on Him, the merrier I am. His continuous loves should always be shared for the humanity. I also would like to show my being gratified to the following people who makes it happen.

Firstly, to my thesis advisor, Dr. J. Bismoko, from whom I learned that having great concepts leaded to excellent understanding toward things. I also learned that knowledge should be meaningful not only for oneself but also for others. He has been one of the greatest teachers with great knowledge and experiences that everyone acknowledge.

viii

project. Their role as my multiple observers had added my better understanding toward the study I do. All in all, I am blessed for being involved in the English language study of Sanata Dharma University in which I obtained knowledge, respect, and humanity values. May God bless all the teachers who continuously dedicate their life for better education.

Thirdly, my greatest appreciation goes to the loves of my life: Suitbertus Fajar Nugraha for his understanding of my role as a wife, Mom, student, and employee. I thanked him for his great support which makes things uncomplicated to finish. He has always become a partner in life and a great best friend I can always count on. I also thanked my Elisabeth Keyla Putri Nugraha. She has been more than just a daughter but a best friend who kept cheering me up when things did not work the way they were. She is the reason for always doing the best in life. They both are the greatest blessings in my life.

Fourthly, it goes to my parents and parents-in-law. It is a blessing to know that I always have a huge support through their continuous prayers and help. My deepest appreciation goes to my father-in-law, Bapak Yosep Sumartono, who made it possible to happen. I do hope that God always bless them with great health and life.

ix

always been with me undergoing the thesis project. I would not be able to complete it without your help. I also thanked Mbak Lely for her being friendly and helpful which made this project seems easier to complete.

Sixthly, I thanked the children who became the research participants of my study. They are the reason why I have to contribute something to my community. Seeing their spirits in learning is the only motivation why I have to keep making progress for them particularly in the English education.

Finally, I would like to express my gratefulness to anybody whose names I cannot mention here. I do appreciate their supports and prayers which again make it possible to happen. May God bless everyone who sincerely shares their kindness and love for others.

x

3. Non-classroom Learning Environment... 21

xi

1. Concept Operationalization Blueprint ... 49

2. Research Blueprint for Multiple Observers ... 50

3. Research Blueprint for Students’ Reflective Writing ... 51

4. Concept Operationalization Blueprint for Authentic Tasks ... 52

5. Research Blueprint for Video Recording ... 53

E. Research Instruments ... 53

F. Research Design ... 56

1. Research Design for the Logical Truth ... 56

2. Research Design for the Empirial Truth ... 59

Appendix A. Students’ Written Reflections... 121

Appendix B. Transcripts of Students’ Oral Interview ... 127

Appendix C. Multiple Observers’ Notes ... 136

Appendix D. Samples of Students’ Writing Projects ... 137

Appendix E. Pictures of the Research Participants ... 139

Appendix F. Samples of Lesson Plans ... 140

xii

LIST OF TABLES

Table 3.1 Research Operationalization Blueprints ... 49

Table 3.2 Research Blueprints for Multiple Observers ... 50

Table 3.3 Research Blueprints for Students’ Reflective Writing ... 51

Table 3.4 Concept Operationalization Blueprints for Authentic Tasks ... 52

Table 3.5 Research Blueprints for Video Recording ... 53

Table 4.1 Students’ Real Communication on Thanking ... 80

Table 4.2 Students’ Expressions on Answering Like and Dislike Questions .... 80

Table 4.3 Students’ Expressions on Like and Dislike Statements ... 82

Table 4.4 Students’ Comprehension on the Questions ... 83

xiii

LIST OF FIGURE

xiv

LIST OF ABBREVIATIONS

CL : Cooperative Learning

STAD : Student Team Achievement Division TGT : Team Group Tournament

YL : Young Learners

CD : Compact Disc

ELT : English Language Teaching

xv ABSTRACT

Cicilia Setyorini Dwi. 2014. Building Authentic English Communication through Cooperative Learning in a Non-Classroom Setting. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

The research was carried out to solve a problem on the absence of authentic communication experienced by many English learners in the country. As a result many of them are not able to use the language although they have learned it for years. The research in specific addresses to students who have limited practices in English communication both inside and outside school context. It is conducted to provide practices to interact in an authentic English communication in a non-classroom setting. They practice authentic communication using cooperative learning (CL) activities like tea party, STAD (Student Team Achievement Division), writing around, and play pretend activity like role playing.

The research aims to answer two research questions. The first is whether cooperative learning is effective to improve communicative competence and the second is how effective it is to improve the participants’ learning empowerment. To serve the purpose, the data are collected from nine elementary students ranging from 8 – 11 years. The method used is action research.

xvi

in using the language. More than 70% of them affirm that they feel more comfortable to use the language through CL activities. In addition, they state that they seldom have such group work activities in their formal schools and prefer to have collaborative actions which demand them to interact with their friends to reduce their anxiety to use English.

All in all, the findings revealed that CL is logically good and effective to improve their English communicative competence as well as their learning empowerment. Practically, similar environment or context may also adopt the action that the participants have done.

xvii ABSTRAK

Cicilia Setyorini Dwi, 2014. Mengembangkan Komunikasi Bahasa Inggris yang Authentic melalui Pembelajaran Kooperatif di Komunitas Belajar Non- Kelas Formal. Yogyakarta: Kajian Bahasa Inggris, Program Magister, Universitas Sanata Dharma.

Penelitian ini dilakukan untuk menjawab masalah ketiadaan komunikasi otentik yang banyak dialami pembelajar bahasa Inggris di negeri ini. Sebagai akibatnya, banyak dari mereka tidak mampu menggunakan bahasa Inggris walaupun mereka telah mempelajarinya selama beberapa tahun. Penelitian tersebut secara khusus ditujukan untuk para siswa sekolah dasar yang tidak mendapatkan kesempatan untuk berlatih berkomunikasi dalam bahasa Inggris baik di dalam maupun di luar lingkungan sekolah. Penelitian tersebut memberikan kesempatan latihan berinteraksi dalam bahasa Inggris yang otentik khususnya di lingkungan belajar luar kelas formal untuk meningkatkan kemampuan berkomunikas dalam bahasa Inggris dan untuk memberdayakan para pembelajar bahasa. Mereka berlatih berinteraksi menggunakan pembelajaran kooperatif. Beberapa aktivitas yang dilakukan adalah STAD, Tea Party, dan permainan peran seperti drama.

Penelitian tersebut bertujuan untuk menjawab dua pertanyaan. Pertama apakah pembelajaran kooperatif efektif untuk meningkatkan kemampuan berbicara dalam bahasa Inggris dan yang kedua seberapa efektif strategi pembelajaran tersebut dalam memberdayakan para peserta. Untuk mencapai tujuan tersebut, data telah dikumpulkan dari sembilan siswa sekolah dasar yang berumur 8 – 10 tahun melalui penelitian tindakan.

Sebuah komunitas belajar luar kelas sekolah dipilih sebagai tempat penelitian. Ada dua alasan pemilihan tempat tersebut. Pertama karena komunitas tersebut didirikan sendiri oleh peneliti sehingga mempermudah proses pengambilan data. Alasan yang kedua adalah sedikitnya penelitian yang dilakukan di lingkungan luar sekolah karena banyak dari penelitian dilakukan di lingkungan formal seperti sekolah formal maupun perguruan tinggi. Untuk menjawab pertanyaan dari penelitian tersebut, data dikumpulkan dari tulisan refleksi para peserta, rekaman video tanya jawab dan hasil karya tulisan para peserta dan dari observasi yang dilakukan oleh dua orang guru.

xviii

mereka. Semua peserta juga antusias untuk mengikuti test melalui kegiatan STAD karena setiap peserta mendapat kesempatan yang sama dalam mendukung kesuksesan group mereka. Penemuan yang lain adalah para peserta dapat benar-benar menggunakan ekspresi bahasa Inggris yang dikenalkan melalui pembelajaran kooperatif. Lebih dari 50% peserta berlatih menggunakan hampir seluruh ungkapan yang diajarkan. Mereka juga berlatih keterampilan mendengarkan dan berbicara melalui kegiatan peran dimana mereka berperan sebagai penjual dan pembeli secara bergantian. Pembelajaran yang dilakukan dalam penelitian tersebut juga mampu meningkatkan rasa percaya diri peserta untuk menggunakan bahasa Inggris. Faktanya adalah lebih dari 70% peserta menyatakan bahwa mereka merasa lebih nyaman menggunakan bahasa Inggris melalui pembelajaran kelompok terlebih lagi mereka juga menyatakan bahwa mereka hampir tidak pernah belajar dengan metode tersebut di sekolah formal dimana mereka belajar setiap hari.

Bisa disimpulkan bahwa pembelajaran kooperatif terbukti baik dan efektif dalam meningkatkan kemampuan komunikasi dan dalam memberdayakan peserta untuk mampu menyelesaikan masalah yang berhubungan dengan pembelajaran bahasa Inggris. Secara praktis, lingkungan belajar serupa dapat mengadopsi tindakan yang telah dilakukan peserta penelitian.

.

1 CHAPTER I INTRODUCTION

To elaborate the research problems, this chapter covers (1) background of the study (2) problem identification (3) problem limitation (4) research questions (5) research goals and (6) research benefits.

A. BACKGROUND

Students in Indonesia deal with the fact that their English remains low despite a great number of methodological innovations and state-of-the-art equipment. The learning of English has minimum achievement although it is the first foreign language learned in schools (Dardjowidjojo, 2000 as in Kirkpatrick, 2010). One of the reasons is the method of learning which is grammar oriented. Students mostly deal with rules of language without really learn how to use them in communication. The method of English learning in Indonesia lies on grammar orientation without giving attention to using the language communicatively so that the students find it hard to understand despite the fact that they have started learning it in middle school (Wallach, 2003).

Despite being the first foreign language taught in schools, the accomplishment of English learning is not as expected. Teachers and their methods of teaching have often been blamed for the failure due to their inadequate

Ministry of National Education (MoNE) (Granado, et al., 2007: 4). The phenomenon has contributed to the ineffectiveness of English learning. However, there is another problem which is more crucial than just teachers‘ lack of competence.

The problem underlying the phenomenon on the learners‘ low English competence lies on their lack of motivation. Sadtono (1976 as in Corson, 1997: 183) stated that ―lack of motivation to learn English would be the prime cause, but

he also reasoned that ‗sociologically speaking the Indonesian people at the moment …do not perceive any immediate use or benefit from learning English‖

(p.10). Both students and their parents think that there is no importance or relevance of learning the language for their life as witnessed by teachers in the country. The perception is mostly argued by those living in the countryside areas.

―Motivation may also play a key role, as there can be a perceived lack of

relevance of English in many of the rural areas‖ (Lowenberg 1991, Sadtono 1997

as in Kaplan &Baldauf, 2003:98).

is essentially needed to deal with the problems in learning the language. A real action needs to be done by either individual or communities outside the classroom environment to help school teachers to deal with English problems. Therefore, the study also aims to see how a learning strategy applied in a non-classroom setting provides practices for the participants interact in an authentic English communication.

English learning should provide opportunities to practice communicating in the target language. Learning language should enable learners to be able to communicate in the real world setting. The main purpose is to enable the learners to interact with others in the world outside their classroom where they will have to independently survive (Yang, 2010). Yang and Cheung in addition stated that

―communicative language teaching requires authentic communication, which

includes a believable setting, a normal speed in speaking, a range of lexical items

suitable for the students‘ ages, and an overall promotion of learning‖ (Yang &

Cheung, 2003: 17).

incapability. The result of the factual problem is the lack of English competence especially their incapability to use the target language. Therefore, in order to reduce the time wasted for nothing after their school activities, it is necessary to do something useful by meeting them together to learn English as a way to deal with their inability to use English and to spend their time more meaningfully.

The action of setting up non-classroom setting learning supports the current issue in education in the country which is the development of the new curriculum. One of the reasons is to respond to the negative phenomena such as student brawl, drugs, corruption, plagiarism, and cheating (The Minister of Education and Culture, 2013:17). Gathering learners to do meaningful activity through English learning is expected to avoid them to such negative things. In addition, it supports the attitude domain of the graduate competence of elementary students. They are expected to have attitudes reflecting their being religious, confident, and responsible in interacting effectively with the social environment both inside and outside school settings (Ibid).

In carrying the practices to build authentic communication, the researcher applied cooperative learning activities which were believed to bring more

the group cohesiveness variables, such as mutual concern and race relations, are un-questionably positive (Slavin, 1980:333). Cooperative learning was successfully used with a class of 52 first-year tertiary students in China in 2008 (Ning: 2011). In the motivational dimension, Peterson and Miller obtained statistically significant result that participants reported higher levels of degree of engagement (Peterson and Miller, 2004:129). Vaughan in his research found that cooperative learning had positive effects on the achievement and attitude levels in mathematics for the students of color (Vaughan, 2002:362). It can be concluded that CL brings the spirit of the new curriculum philosophy in which the main focus of learning is on competence – based. Learning English through CL helps students acquire not only the knowledge of English but also the positive attitude of respecting others in real life communication and to appreciate differences among others. In addition, CL also assists students to be more skillful in their English skills such as the ability to communicate using the target language.

believed that real actions should be encouraged to solve problems of English learning in the country. Therefore, action research is selected to use in the study.

Besides providing opportunities to practice English in a non-classroom setting, gathering the participants to learn English in the program aims to empower them in which they are able to have power to make progress both in

their learning and the others‘. As known, the highest need of becoming a human being is to self-actualize oneself in the real world challenges. Therefore, the most effective learning should support learning empowerment in which every individual is able to motivate himself to keep making improvement in his life. The program as a result should accommodate the need and should be able to create a learning situation which both provides opportunities to practice English authentically and empowers the participants.

B.PROBLEM IDENTIFICATION

The study addresses one of the root cause problems of the learners‘ incapability to use English which is due to lack of authentic communication practices. It is true that they have learned English but it is generally agreed that their English achievement remains low. The study therefore stresses on how the action of applying cooperative learning in a non-classroom setting is able to

improve the participants‘ communicative competence and their learning

empowerment.

English as their language. Secondly, it refers to communicating with people who do not speak Bahasa Indonesia such as Japanese, Chinese, etc. Thirdly, it refers to potential real communication in which people learn English to be able to communicate like how the language is used in real communication.

Besides focusing on practices on authentic communication, the study also highlights the use of cooperative learning activities. They promote equal participation and collaboration in the learning process. Some of them are jigsaw, STAD (Student Team Achievement Division), Tea party, small group teaching, role playing, etc.

C.PROBLEM LIMITATION

The study in specific focuses on authentic communication which refers to potential real communication. It means that all the communicative activities conducted by the research participants are intended to assist them to communicate like in the way the language is used in real communication. Specifically, the study highlights the use of CL activities on tea party, writing around, running dictation, and play pretend activities through role playing.

D.RESEARCH QUESTIONS

Since the study uses action research which focuses on both process and result, it aims at answering the following research questions:

1. Is cooperative learning (CL) effective in improving the participants‘ communicative competence?

2. How effective is CL in improving the participants‘ learning empowerment?

E.RESEARCH GOALS

Referring to the research questions, the goals of the study is to find out the effectiveness of cooperative learning to improve the participants‘ communicative competence and to improve their learning empowerment. It is expected that CL

improves the participants‘ English competence particularly their communicative

skills through practices to interact in an authentic English communication. Another goal of the study is to describe how effective the learning strategy is able to empower the participants in which they understand their problems in English and they are willing to solve the problem through gathering English in a non-classroom setting.

themselves to keep making progress in studying it through non-classroom activities.

F. RESEARCH BENEFITS

Three research benefits are involved in the study. They are scientific, practical and humanistic benefits. Those three are essential to be obtained in the study since a study should not only bring meaning to the knowledge of the study but also bring meaning to humankind which makes it useful.

CHAPTER II

REVIEW OF RELATED LITERATURE

The theoretical review presents the theories to clarify concepts to discover the logical truth on which the current study is constructed. It consists of theoretical review and theoretical framework. The theoretical review includes the theories that are relevant to answer to the research problems. These consist of theories on authentic communication, cooperative learning, non-classroom learning environment, English for young learners, reflective thinking, and learning empowerment. The theoretical framework links the theoretical review with the assumptions to determine the type of data and to decide how to analyze them.

A. THEORETICAL REVIEW

The study emphasizes on solving problem of the learners‘ English which

1. Authentic Communication

Authentic communication becomes the main priority in the study since it relates with one of the possible root causes of the low English achievement. This section elaborates essential things in the authentic communication such as the meanings, authenticity in language learning, authentic tasks, and English communication.

a. Authenticity

This section starts with elaborating the definitions of authenticity as the main priority in the study to lead into good comprehension of the topic. The followings are definitions of authenticity from various experts in language learning as stated in Taylor, 1994:2.

An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort. (Morrow, 1977, p. 13).

Authentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question (Harmer, 1983, p. 146)

A rule of thumb for authentic here is any material which has not been specifically produced for the purposes of language teaching. (Nunan, 1989, p. 54)

Wilkins (1976, p. 79) talks in similar vein about authentic materials as being materials which were originally directed at a native-speaking audience.

important for teachers to make the students feel like they are doing tasks the way they should be used (Yang, 2010). Authentic communication therefore refers to performing language the way it is used in a real world setting.

Authenticity should be comprehended from both the materials and other

aspects of learning such as students and setting. ―Authenticity is a function not

only of the language but also of the participants, the use to which language is put, the setting, the nature of the interaction, and the interpretation the participants

bring to both the setting and the activity‖ (Taylor, 1994:6). Therefore, it should

also be connected with the learning tasks or activities as stated by Gatbonton and

Gu, 1994:24 ―Because of the different meanings of authenticity, the issue becomes subjective to individual interpretation‖(Taylor, 1994:3)

In order to create an authentic learning, teachers should create activities that allow students to use the language.

Teachers should design tasks that allow learners to practice identifying the key grammar and vocabulary in real-world texts and to develop the skills of speaking and listening in an integrated way, just as in authentic communicative situations (Yang, 2010: 341).

In addition, teachers should also adapt the learning to the students‘

context. Materials which are based on the relevant environment are expected to

boost the learners‘ motivation which results to more effective learning (Nguyen,

2005).

b. Authenticity in Language Learning

keep considering themselves as poor English learners and being incapable to involve in communicative activities like dialogues, presentation, role playing, drama and others. This has been resulted from the lack of practices in authentic

communication. ―Many foreign language learners experience limited exposure to

authentic discourse in the target language‖ (Oxford & Lin, 2011:163). School teachers unfortunately give little or no activities that provide students with authentic communication practices. This might be caused by their lack of time to provide such activities. There are three approaches that become the standards for authenticity in language learning (Mishan, 2005: 1):

The precedent for authenticity in language learning can be seen to fall into three

groups: ‗communicative approaches‘ in which communication is both the objective of language learning and the means through which the language is

thought, ‗materials-focused‘ approaches, in which learning is centered principally

round the text, and ‗humanistic approaches‘ which address the ‗whole‘ learner

and emphasize the value of human development.

It can be understood that authenticity should not only refer to a text as in

the ‗materials-focused approach‘ but also to communication in the target language

in order to guarantee the learners‘ progress. Unfortunately, most teachers do not put enough appreciation to the communicative and humanistic approaches. It

eventually contributes to the learners‘ low competence in learning. ―Although a

lot of effort has been put into the development of ELT programs, they have been largely unsuccessful in meeting even their limited goals‖ (Kaplan and Baldauf, 2003:97).

English as a mean to learn the language is one main reason of the learners‘

incapability of using the language. To be authentic, the learning materials should always provide practices for using the language (Tomlinson and Masuhara, 2010:400). Teachers therefore should create authentic learning activities which enable the learners to really use the language for the learning to be more humanistic in which improvement becomes the base of learning.

c. Authentic Tasks

This section emphasizes on the importance of authentic tasks in language learning. Gatbonton and Gu (1994) stated that there are two criteria to meet authentic tasks:

1. The participants themselves have real control of the flow, direction, and nature of the conversations; create their own intentions; and select the means with which to express them.

2. The participants experience the tensions and pressures of real communication such as those arising from not knowing what their interlocutors would say or

from having to make sense of their interlocutor‘s utterances under time

pressure.

Task refers to ―learner undertaking in which the target language is

Authentic tasks are needed to create authentic assessment. They should integrate the goals of learning, the curriculum underlying them, and the practices related with their real-life communication. The issue of authentic tasks however

should not only be viewed as real or not real. One example of ‗real‘ and ‗not real‘

is when two children pretend to be pirates and boarding an enemy ship in the playground. Two immediate relationships occur in the play. On one side they are courageous villains, on another side they are obedient children when the teacher asks them not to climb onto the roof of the bicycle shed (Cook, 2000:171).

―Authentic assessment refers to the procedures for evaluating learner progress

using activities and tasks that integrate classroom goals, curricular, and instruction and real-life performance‖.

The following are outlines of authentic assessment in language learning

(O‘Malley and Valdez Pierce 1996:12 as in Arnold, 1999:284):

 Oral interviews (of learner by the teacher)

 Story or text retelling (with listening or reading inputs)

 Writing samples (with a variety of topics and registers)

 Projects and exhibitions (presentation of a collaborative effort)

 Experiments and demonstrations (with oral or written reports)

 Constructed-response items (to open-ended questions)

 Teacher observation (of learners‘ work in class, making notes)  Portfolios (focused collection of learner‘s work to show progress)

It can be summarized that authentic tasks should meet at least three criteria. The first is that it should give opportunities for the students to practice using the language through the integration of speaking and listening. The second is that it provides chances for the students to experience real English communication in which they are able to understand and to respond what their interlocutors are saying. The third is that it is relevant to the students‘ background or culture in which the language is used.

d. English Communication

In relation with authenticity in language learning, the value of communication or interaction with others is highly appreciated to be able to create authentic learning. There are three main definitions of communication as stated in Keeble, 2005:179:

a. Watzlawick et al. (1967: 22), …all behavior, not only speech, is communication, and all communication – even the communicational cues in an impersonal context – affects behavior.

b. Athanassiades (1974: 195): Verbal and non-verbal communication, i.e. the flow of information, impressions, and understandings from one individual to others.

c. Communication is used as synonymous to interaction. (Spitzber, 1998: 68) stated that Taken very broadly, communicative competence is the ability to interact well with others.

Communication consists of four essential parts (Claude Shannon and Warren Weaver as in Wrench 2013:11). They are ―sender, receiver, message, and

channel‖. These four elements influence the goal of learning a language which is to help the learners to communicate meaningfully and to understand others better. Language learning as a consequence should always be related with

communication. ―Language is communication. And communication both

determines and is determined by social meaning‖ (Savignon, 104).

It can be summarized in the study that authentic communication relates with the English learning. It refers to interaction in which the participants and their friends they are talking to are able to understand the goal of communication. They are able to perform language tasks which give them opportunities to apply the English knowledge they have obtained like vocabulary and grammar into communicative practices. To add, it also gives them experience to real English communication which is spontaneous and affected by the culture where the language is used.

2. Cooperative Learning (CL)

a. Cooperative Learning

CL refers to a technique which puts students in small groups to solve problems together and to get reward for their achievement and cooperation (Slavin, 1980). In addition, Vaughan stated that CL refers to the use of mixed small group works to support and to enhance each other‘s comprehension in learning (Vaughan, 2002). The idea of CL is that it helps students to benefit from collaboration with peers in their learning (Jacobs and Hannah, 2004). In short, CL is a learning strategy in which students learn through collaboration with their

friends to support each other‘s maximum comprehension in their learning.

b. Principles of CL

In applying CL, there are some principles that need to be acknowledged by the teachers before conducting it in their classes. There are six essential elements of CL recommended by the experts in the field (Kagan 1994; Slavin 1995; Johnson et al., op. cit. as in Ning, 2011: 61). They are ―positive interdependence, individual accountability, promotive interaction, equal participation, equal

opportunity for success, and group processing‖ Hertz-Lazarowitz, Kirkus, and Miller (1992 as cited in Peterson and Miller, 2004:124) noted, CL is not only "as a means of reaching end goals such as enhancing academic achievement and increasing positive interpersonal and intergroup relations," but also "as an end

product that is valuable in and of itself‖ (p. 253). In other words, CL should go

The principles of CL are in line with four of hypotheses, theories, and perspectives on language pedagogy. The first is the individual differences domain which strongly matches with CL as: (Jacobs and Hannah, 2004:103).

a. Group activities provide a different mode of learning rather than a steady diet of teacher-fronted instruction

b. Within groups, students can develop more fully as they can play a wider range of roles than are normally available via teacher-fronted instruction. c. The CL principle heterogeneous grouping encourages students to interact

with peers different from themselves, providing students opportunities to benefit from this diversity and to learn to work with people different from themselves.

d. When groups are working on their own, teachers have more time to spend with students who may need individual attention.

It is implied that collaborative learning supports the students‘ active

involvement and their being respectful toward differences with their friends. Teachers as a result are able to manage their time more productively to focus on

students‘ learning activities and to assist the ones who need special attention.

Beside the perspective on individual differences, CL also fits with affective factors in language learning. Affective factors like motivation and attitudes are crucial for the success of learning beside the cognitive factors.

appreciated with the learning activities and they become more encouraged to make progress since every student in the group has the same opportunity to make progress in their learning.

CL therefore is selected as the learning strategy to help learners not only to practice authentic communication but also to respect differences and to boost the

learners‘ affective domain to accomplish progress in learning.

The third relates with the input hypothesis. The interaction using English

through cooperative learning activities supports the participants‘ English

acquisition because they are able to use the target language without really learning the language patterns. The input hypothesis relates only with acquisition in which it refers to subconscious process and is reflected in natural setting. The following are claims about the input hypothesis (Krashen 1985, 1994 as in Ellis, 2008: 246):

1. Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (i+I).

2. Although comprehensible input is necessary for acquisition to take place, it is not

sufficient, as learners also need to be effectively disposed to ‗let in‘ the input they

comprehend.

3. Input becomes comprehensible as a result of simplification and with the help of

contextual and extra linguistic clues; ‗fine-tuning‘ (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary.

4. Speaking is the result of acquisition, not its cause; learner production does not contribute directly to acquisition. (However, Krashen (1989) did allow for

speaking to have an indirect effect by assisting the learner‘s conversational

partner to make input comprehensible.)

The forth relates with the interaction hypothesis. Hatch (1978b: 404 as in

Ellis, 2008: 252) claimed ―One learns how to do conversations, one learns how to interact verbally, and out of this interaction syntactic structures are developed‖.

language with their peers using cooperative learning activities support the hypothesis. Through communicative activities, they are able to interact and build their English competence. Hatch (1978b: 407 as in Ellis, 2008: 252) provided an

example in an interaction involving Paul, Huang‘s (1970) subject:

PAUL Oh-oh!

J What?

PAUL This (Points at an ant)

J It‘s an ant.

PAUL ant

In his initial formulation of the IH, however, Long (1983a) emphasized the role played by interaction in making input comprehensible (Ellis, 2008: 252). Through interaction, it is believed that acquisition takes place. The general claim of both early and late versions of the IH is that engaging in interpersonal oral interaction in which communication problems arise and are negotiated facilitates incidental language acquisition (Ellis, 2008: 253).

3. Non-Classroom Learning Environment

The tendency that few researches have been conducted in a non-classroom setting has triggered the researcher to highlight the importance of carrying out the research in out-of classroom situation. This part in specific consists of knowledge and principles on the topic. In addition, it explores the differences between classroom learning and non-classroom learning to provide better understanding on

how learning outside school assists students‘ achievement and self-esteem.

Non-classroom learning refers to learning in a society with group of

people outside the classroom setting. ―Learning by using the community resources

practical method of learning acquired from outside the school‖ (Ravi, 2011: 374).

It takes place when students interact with the surroundings. ―Non-classroom learning occurs when the students come into contact with environment through travel, training, service, self-experience and experience gained from others‖ (Ravi, 2011: 374). It can be concluded that non-classroom learning is a setting where the students learn through interaction with the environment using a pragmatic method in which they are able to share experiences with one another to enhance their understanding toward things. Therefore, non-classroom learning is considered more genuine than the classroom one because the students interact more

spontaneously with the society without being limited with the classroom‘s rules.

Waite and Pratt, 2011: 3 stated that:

Experiences outside the classroom may therefore seem more ‗authentic‘ and grounded in ‗reality‘ and certainly some of the children in our own research (Waite, 2011) have talked of knowing that something is ‘real‘ in

the sense of ‗believable‘ through first-hand experience rather than just

being told. Perhaps then, reference to ‗reality‘ and ‗authenticity‘ is

understood in relation to life beyond the educational setting.

context. ―Students are often unable to apply their in-school learning to real-world

problems‖ (Pugh and Bergin, 2005: 16). The latter one on the other hand offers more connections among individuals. It represents more free-choice condition in

which students with their awareness participate in the learning process. ―Informal

environments may afford the application of learning, but they generally do not require it. That is, they represent free-choice transfer situations‖ (Pugh and Bergin, 2005: 18). Consequently, they are more motivated to boost not only their understanding toward school subjects but also toward other individuals in the same community outside the classroom setting. The understanding eventually leads to appreciation and collaboration which are essentially needed in solve real world problems.

―The difference is that within school this is a formally set up time for play and

interaction with language and it is worth reflecting on how this situation varies in quality from the informal re-enactments that take place in the playground, the

street or at home‖ (Cotton, 2011: 69)

It can be concluded that school learning is not able to guarantee the students to play role effectively outside school learning setting (Spaulding and Gentile, 1990). The true learning however should help the learners to survive in their life experiences. ―Dewey as stated in Pugh and Bergin, 2005: 15 believed

that ―education should have an immediate influence on everyday experience

through the learning of subject matter‖. The need for the establishment of non-classroom learning environment consequently is essential particularly to help those with learning disabilities. Those are the ones who usually come from low

levels‖ (Mellard and Hazel, 1992: 255). When the two different learning situations work together to enhance academic performance and self-esteem, learning is truly taking place. Learning which brings benefits to assist the students to go through the life challenges.

4. English for Young Learners

In Indonesia, like in many other countries, English has been taught in the

elementary schools. ―There has been the introduction of English as a foreign

language at Primary schools (referred to as EFLPS hereafter) as English has spread as a means of wider communication‖ (Butler, 2009: 23). Some schools have started teaching their students English since they enter the elementary school while some others begin when the students are in their fourth grades when they are ten years old. Despite the fact that English is taught early in the elementary

level, the success of its learning is not as expected. ―English is the first foreign language taught in schools, but often with only limited success‖ (Dardjowidjojo,

2000 as in Kirkpatrick, 2010:10)

English teachers especially those who deal with young learners therefore need to comprehend many essential things to reach the success of learning the language because it will influence their further learning. There are some essential things to consider when teaching English to young learners (As in Sukarno, 2008: 60):

English teachers use media or realia in delivering the materials in order that the students are able to understand easily.

b. Children learn through social context, in groups in which they know with one another. Vygotsky in Hudelson (1991: 257) states that children learn in social contexts, in groups where some group members know more than others. Therefore, the English teachers should make their teaching situations similar to social contexts.

c. Acquisition takes place when learners comprehend how the language is used. Vygotsky in Hudelson (1991: 257) states that acquisition occurs through learners figuring out how the language works, through learners making and testing out hypotheses about language. In this case, the English teacher should use English correctly although they employ short sentences.

d. Acquisition takes place in social interaction. Vygotsky in Hudelson (1991: 257) states that language acquisition occurs through social interaction. It means that the teacher should use English in the classroom naturally as if they were in their society.

The benefit of relating English learning with social context is also supported by Mannigel, 1998, p. 231 as in Ongan and Emily, 2005: 299 who said

―Children learn through their interest in real events, objects or people, and the immediate environment is used for this purpose.‖The opportunity to use the

language results in their interest to learn which is advantageous for their further

study. In order to get the students‘ interest in learning English, teachers should

also consider selecting appropriate topics for the students. The following are factors influencing appropriate topic as in Ongan and Emily, 2005: 301-2:

 First, observations provide information about individual and group interests that enable the teacher to select a topic that build on and extends these interests.

 Second, the topic needs to lend itself to a wide range of experiences. Thus,

teachers‘ observations of children become an essential component of the decision making process.

 Third, teachers need to draw on their knowledge and understanding of their group of children, so that the topic is closely related to the children‟s daily lives.

 Fourth, teachers will need to draw on their beliefs and values about worthwhile learning to select a topic that is appropriate for their particular children. Thus, the selection of a topic should provide „ a path to understanding something better,

not a wall around the curriculum‟ (Bredekamp & Rosegrant, 1992, p. 89)

Like in Indonesia, many teachers like in Bangladesh, Turkey, India and Hungary use traditional formal grammar-focused approaches despite the fact that official curricula are promoting more communicative, activity-oriented approaches suitable for YL (Enever and Moon, 2009). The phenomenon also exists in Indonesia which results to the ineffectiveness of English learning.

Although most begin studying the language starting in middle school, the method

of instruction tends to center around memorizing English‘s complex and often

senseless grammatical conventions, which many Indonesians find baffling, and

tends to underemphasize conversational and communication skills‖ (Wallach,

Therefore, in order to get the students‘ interest in learning a language, the

topic selection should be relevant to the children‘s daily lives in which they really experience using the language rather than only doing practices for the sake of curriculum fulfillment. The learning of English should be dedicated for communicative purposes in which interactions take place so that children are able to apply their language knowledge, and at the same time they are able to maintain their interest in learning the language.

A number of concepts related to teaching for communicative purposes‘ such as

learner-centered teaching, the use of authentic materials, and information-gaps have gained popularity among teachers and policy-makers in East Asia. (Butler, 2009: 28).

Teaching English to young learners should be highly prioritized considering they are as the beginners of language learners. A number of benefits that young beginners may have over older beginners include the following items: relative ease in acquiring the sound system of the additional language; less likely

to be ‗language anxious‘; more time overall is available; a range of acquisitional processes can come into play over time, ranging from intuitive to analytical; their cognitive, linguistic, emotional, social, intercultural awareness and skills can be extended to help them form an identity that is bound to be different from the identity of those who begin later at (say) the age of 11 or 12 because in their case many components of their identity are already in an advanced state of formation. (Johnstone, 2009: 34)

and success of learning the language should be both maintained and encouraged in order to keep their curiosity in learning the language.

5. Reflective Thinking

Reflection in the process of teaching and learning is believed to bring improvement. It refers to a conscious process of thinking with its statements and judgments that are supported by explanations and facts to support the opinion (Lipman, 2003). In the context of teaching and learning, it can be interpreted that teacher-student relationship should not be only one way communication but two ways. It means that communication is not about teacher explains to the students and they listen. It is more about the connection between the two which should be real. Both parties should be able to express their actual feelings through language, feeling and action so that both can understand each other better. When both have deeper understanding about what each is doing and feeling, learning will be more effectively conducted. The teacher as the one with the highest authority in class

can use the students‘ reflection in order to make changes and improvements.

Freire ―hypothesized the dialectical nature of learning, in which we learn by engaging in reflection and action upon the world in order to transform it‖ (Freire, 1974:36 as in Grinnell, 2003: 7).

1. Concrete experience in which learners begin the learning process by experiencing some activity or event that has the potential to add to or change the knowledge or skills of the learner.

2. Reflective observation in which the learner must review the experience and understand its value. It allows the learner to extract the salient features (cognitive and emotional) of the experience.

3. Abstract conceptualization in which the learner is encouraged to connect the new experience to past knowledge and to generalize the salient features of the experience into enduring concepts or rules.

4. Active experimentation in which the learner plans to translate this new knowledge into action.

The four steps refer to the learners‘ experiences to improve their

knowledge and to understand the value and its relationship with their previous knowledge. The practices to conduct, relate, and reflect the experiences assist the

learners to think more critically as the active participants in learning. ―It is

generally accepted that the practice of reflection is deeply rooted in critical thinking and is connected to external realities, enfolded with the practitioner‘s

inner feelings.‖ (Kabilan, 2007: 683).

Reflection can be conducted in various ways. One of the effective ways is through reflective journal writing. It provides opportunities for students both the active and passive ones to express themselves through writing. It can also be a way for those who do not get used to convey their feelings in spoken. There are some advantages of doing reflective journal writing (Cisero, 2006: 232):

 Writing allows students to contextualize the new information they are acquiring (Elbow, 1993), allowing them to make sense of what they are learning rather than merely memorizing.

 Students are able to ask questions, admit confusion, make connections, and grow ideologically (Good and Whang 1999)

It can be concluded that through journal writing, students are able to not only recall their memories about the lesson but also to honestly express what they are actually feeling about what they have done.

The success of using reflection to improve the quality of education has been supported by some studies specifically in the field of education. Kabilan in his study with 18 students in the bachelor of education (TESOL) degree program

found that ―reflecting on reflections actually strengthens the students‘ positive feelings and attitudes toward improving their teaching and learning‖ (Kabilan, 2007: 695). Cisero in his study with students of an undergraduate educational psychology found that reflective journal writing help students especially those who are not high achievers acquire the skills of self-reflection or press them to put more effort into learning‖ ( Cisero, 2006: 2). In short, reflection improves both

students‘ academic enhancement and their positive attitudes in their learning

process.

6. Empowerment

The last crucial thing to explore is learning empowerment. It is related with the objective of the study which is to empower the research participants through English learning. Therefore, principles of empowerment are essentially elaborated in the next section.

a. Principles of Empowerment

general are demanded to have the ability to have knowledge and to increase their ability to interact with others if they want to survive. The issue then leads to the

importance of empowerment. ―Empowerment is a way of using human resources

that is driven by market conditions and the unavoidable requirements to do all

work more efficiently, with fewer people and at higher levels of quality‖ (Kinlaw,

1995: 5). It can be interpreted that empowerment is a means for human to be more effective and efficient in doing their works for the sake of quality improvement. The nature of empowerment era is that people have better understanding, better chances, and better ability to interact and to support system provided for them (Spady and Schwahn, 2010). People eventually have power to make progress for

themselves and for others. ―Empowerment is the power that one has to produce, to

prosper, and to promote growth in self and in others‖ (Dye, 2012: vii).

The principle of empowerment lies on the ability to direct oneself and the skill to function in society. The followings are some characteristics of empowerment as stated in Kinlaw, 1995: 6.

 It is clearly coupled with the idea of continuous improvement in an

organization‘s total performance.

 It is concentrated on making the most of all the mental resources represented in all the people.

 It creates conditions and initiatives that go far beyond anything that was ever contemplated within the context of earlier ideas like participative management and employee involvement.

always be made. ―The goal of empowerment is not only to improve performance but continuously to improve performance‖ (Kinlaw, 1995: 20).

b. Learning Empowerment

Empowerment is truly a need to be able to self-actualize in the real world challenges. The benefits of it consequently affect all fields of life including education. The goal of learning for that reason should be able to empower the learners. To reach the objective, an empowered teacher is demanded. It is a teacher who does not dominate the class, a teacher who encourages students to be actively involved in the learning process, a teacher who is concerned with his

students‘ improvement. ―An empowered teacher will rather act as a facilitator and make learners realize that they have a share not only in their own learning process

but in the learning process of others as well‖ (Carl, 1995: 2). That kind of teacher

creates independent learners, those who are motivated to make progress in their learning for both themselves and others. By then, autonomous learning is accomplished.

Teachers are the agent of curriculum and learning process depends on their ability to implement and to achieve the goals. They should be empowered ones if the principle is to assist the students into a self-directed learning. The followings are characteristics of empowered teachers as stated in Carl, 1995: 10.

 Educational leaders must themselves also be empowered.

 There must be a commitment to the process of empowerment.

 Empowerment must not be regarded as a threat to authority, but as an opportunity for development. It requires a particular adaptation.

 Teachers must realize that they themselves have a specific role to play in a self-empowerment process. They must not be only passive receivers but must play an active role in their self-development.

Empowered teachers are able to maximize both their teaching skills and their potential as teachers (Carl, 1995). They are eventually able to create empowering learning situation which is believed to be the most valuable for it brings improvement. (Fraser, 2002; De Corte, Verschaffel, Entwistle and Van Merrienboer, 2003; Konings, Brand-Gruwel and Van Merrienboer, 2005; Alridge, Fraser and Ntuli, 2009 as in Francis et al., 2010: 11) prove that ―Learning facilitated through sustainable empowering learning environments is most effective, resulting in improved, productive (empowering) and life-long

(sustainable) performance‖. The characteristics of learning which empowers

Empowered learners are what the world needs to able to answer today‘s

world challenges. The benefits of empowered learners can be summarized as follow:

 They are independent learners who have control over themselves to decide

what and how to learn.

 They are goal-oriented which means that they know what they are going to

achieve after completing the class.

 They cooperate with others to share ideas and to learn from each other to

get maximum comprehension about what they learn.

In short, learning empowerment should be the goal of any level in education for learning is not only about knowing and studying what we do not understand but it is a tool to assist us to be the real world situation.

7. Action Research

Action research becomes popular since it results in better and closer relationship between the researcher and the participants which eventually give better insight to what is really happening in a particular context and how both parties are able to cooperate to improve the condition. ―The major focus of action research is on concrete and practical issues of immediate concern to particular

social groups or communities.‖ (Burns, 1999: 22). The theories and principles of