vii ABSTRACT
Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language Learning Theory. Yogyakarta: Sanata Dharma University.
This research was conducted to design a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta based on cooperative language learning theory. The aim of this study was not only to improve the students’ language proficiency but also to build the students’ personality.
English is considered important as the first foreign language in Indonesia to improve and develop science, technology, social life, culture, and education. Based on the School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan), students are demanded to be able to speak English communicatively in daily life context. The fact is that most of the first grade students of SMAN 4 Yogyakarta lack of self-confidence, tend to be passive, and are afraid of delivering their ideas. Those unexpected conditions lead to students’ low language proficiency. This is the reason why the writer chooses cooperative language learning theory in designing the materials. Hopefully, the learners can improve their inter group relations, their self esteem, their participation in class, their knowledge and skills to solve the problem.
There were two problems formulated in this study. The first problem was how to design a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta based on cooperative language learning theory. Meanwhile, the second problem was about the presentation of the designed materials.
The first problem was solved by adapting and combining the instructional design models proposed by Kemp and Yalden. The steps consisted of (1) Conducting needs analysis; (2) Formulating goals, listing topics, and stating the general purposes; (3) Specifying the learning objectives; (4) Listing the subject contents; (5) Developing the syllabus; (6) Selecting teaching learning activities; (7) Designing the materials and (8) Evaluating and revising the designed materials.
In order to find out the learners’ needs and interests in learning English, the writer conducted interview to the English teachers of SMAN 4 Yogyakarta. They have been teaching for many years, which enable them to recognize the learners’ problems or difficulties in learning English. The result of the interviews was used as the basis for designing the materials.
viii
Language Education of Sanata Dharma University. The result showed that the means ranged from 3.2 – 3.8 and the grand mean was 3.58 on 4-point scale. It indicated that the designed materials were well designed and acceptable.
After improving the designed materials, the writer presented the final set of materials. This was the answer to the second question in the problem formulation. The materials consisted of 8 units. Each unit was divided into 6 major sections: “Warm up”, “Speak Up”, “How much do you know?”, “Work this out”, “Are you ready to try this?”, and “Your own feedback”.
As the final remarks, the writer hopes that this set of materials will be useful for the first grade students of SMAN 4 Yogyakarta to help them to enhance their speaking skill and build their personality.
Keywords:Speaking, First Grade, Cooperative Learning.
ix ABSTRAK
Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language Learning Theory. Yogyakarta: Universitas Sanata Dharma.
Penelitian ini menekankan pada penyusunan seperangkat materi untuk meningkatkan kemampuan berbicara dalam bahasa Inggris pada siswa kelas satu SMAN 4 Yogyakarta berdasarkan teori cooperative language learning. Tujuan studi ini selain meningkatkan pencapaian kemampuan berbahasa pada siswa juga bertujuan untuk membangun sikap positif pada siswa.
Bahasa Inggris yang merupakan bahasa asing pertama di Indonesia dipandang penting untuk meningkatkan dan mengembangkan ilmu pengetahuan, teknologi, kehidupan bermasyarakat, kebudayaan dan pendidikan. Berdasarkan Kurikulum Tingkat Satuan Pendidikan, siswa diharapkan mampu berbahasa Inggris secara komunikatif dalam konteks kehidupan sehari-hari. Namun kenyataannya sebagian besar siswa kelas satu SMAN 4 Yogyakarta kurang percaya diri, cenderung pasif dan takut membuat kesalahan ketika menyampaikan pendapat mereka. Kondisi-kondisi yang kurang diharapkan tersebut mengarah pada pencapaian kemampuan berbahasa Inggris yang masih rendah. Hal inilah yang menjadi alasan mengapa penulis memilih teori cooperative language learning dalam penyusunan materi ini. Diharapkan siswa dapat meningkatkan kerja sama dalam kelompok; meningkatkan rasa percaya diri; meningkatkan partisipasi dalam kelas; dan meningkatkan pengetahuan dan ketrampilan untuk mencari pemecahan suatu masalah.
Studi ini membahas dua permasalahan. Yang pertama berkaitan dengan bagaimana merancang seperangkat materi untuk meningkatkan kemampuan berbicara siswa kelas satu SMAN 4 Yogyakarta berdasarkan teori cooperative language learning. Sedangkan permasalahan yang kedua berkenaan dengan penyajian materi tersebut.
Permasalahan yang pertama diselesaikan dengan cara mengadaptasi dan menggabungakan model-model perancangan materi yang dikemukakan oleh Kemp dan Yalden. Langkah-langkah tersebut antara lain: (1) Mengadakan analisis untuk mengetahui minat dan kebutuhan siswa; (2) Merumuskan tujuan pembelajaran, menetapkan topik dan tujuan secara umum; (3) Menentukan tujuan khusus; (4) Mendaftar isi materi; (5) Mengembangkan silabus; (6) Memilih jenis kegiatan belajar mengajar; (7) Mengembangkan materi; (8) Mengevaluasi dan merevisi materi.
x
Untuk perbaikan materi, penulis membagikan kuisioner yang ditujukan untuk memperoleh pendapat, komentar, dan saran dari para responden terhadap materi yang ada. Penulis menerapkan dua jenis pertanyaan pada kuisioner evaluasi. Data pertama diperoleh dari pertanyaan dalam bentuk tertutup. Pertanyaan tertutup dibuat dalam bentuk poin persetujuan yang dihitung menggunakan diskriptif statistik. Data kedua diperoleh dari pertanyaan dalam bentuk terbuka umtuk memperoleh kritik dan saran dari responden. Sementara itu, para responden terdiri dari 3 guru bahasa Inggris SMAN 4 Yogyakarta dan 2 dosen pendidikan bahasa Inggris Universitas Sanata Dharma. Hasil data statistik menunjukkan rata-rata yang berkisar antara 3.2 – 3.8 dan rata-rata keseluruhan adalah 3.58 pada skala 4. Hal ini berarti bahwa materi tersebut sudah dirancang dengan baik dan dapat diterima.
Setelah perbaikan materi, penulis menampilkan hasil akhir materi. Ini merupakan jawaban dari pertanyaan kedua pada perumusan masalah. Materi terdiri dari 8 unit. Setiap unit dibagi menjadi 6 bagian yaitu: “Warm up”, “Speak Up”, “How much do you know?”, “Work this out”, “Are you ready to try this?”, dan “Your own feedback”.
Sebagai penutup, penulis berharap rancangan materi ini dapat berguna bagi siswa kelas satu SMAN 4 Yogyakarta dalam meningkatkan kemampuan berbicara dan membangun sikap positif dalam diri siswa.
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS FOR THE FIRST GRADE STUDENTS OF SMAN 4 YOGYAKARTA
BASED ON COOPERATIVE LANGUAGE LEARNING THEORY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By SIWI HARTATI Student Number: 03 1214 117
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS FOR THE FIRST GRADE STUDENTS OF SMAN 4 YOGYAKARTA
BASED ON COOPERATIVE LANGUAGE LEARNING THEORY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By SIWI HARTATI Student Number: 03 1214 117
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
DES FOR T BASED
Dr. Retno M
Spo
SIGNING A HE FIRST D ON COO
Muljani, M.P
onsor
A
A SET OF E GRADE ST PERATIVE
SIW Student N
A
Pd.
A Thesis on
NGLISH SP TUDENTS E LANGUA
By WI HARTAT Number: 031
Approved by
PEAKING OF SMAN 4 AGE LEARN
TI 1214117
y
MATERIA 4 YOGYAKA NING THE
Septembe ALS KARTA
EORY
C C S M M M M M M D DEESS F FOORR TT
B BAASSEEDD
C
Chhaaiirrppeerrssoonn S
Seeccrreettaarryy M Meemmbbeerr M Meemmbbeerr M Meemmbbeerr
S
SIGIGNNIINNGG AA THHEE FFIIRRSST T
D
D OONN CCOOOO
D Deeff
n
n ::AAgg.. : :MMada : :DDrr.. : :AAgg.. : :GG..PP
A
A
A SSEETT OOFF EE G
GRRAADDEE SSTT OPPEERRAATTIIVVEE
S SIIWW S
SttuuddeennttNN
f
feennddeeddbbeeffoorr o onnOO a annddDDee
B Booarar
. HHaarrddiiPPrraassee d
deeFFrriiddaaYYulu R
ReettnnooMMuulljj . HHaarrddiiPPrraassee P
PuunnttooAAjjii,,SS
Y Yoo
A Thesis on
ENNGGLLIISSHH SSP T
TUUDDEENNTTSS E
E LLAANNGGUUAA
B Byy W
WIIHHAARRTTAATT N
Nuummbbeerr::003311
r
reetthheeBBooaarrdd O
Occttoobbeerr77,,2200 eccllaarreeddAAccccepe
d
d ooff EExxaammiinn
e
ettyyoo,,SS..PPdd..,,MM l
liiaa,,SS..PPdd..,,MM a
annii,,MM..PPdd.. e
ettyyoo,,SS..PPdd..,,MM .
.PPdd..,,MM..HHuumm
o
oggyyaakkaarrttaa,,OO P
PEEAAKKIINNGG O
OFFSMSMAANN 4 A
AGGEE LLEEAARRN
T TII 1
1221144111177
d
dooffEExxaammiinnee 0
00099 p pttaabbllee
n neerrss
M
M..AA.. __ M
M..PPdd.. __ _ _ M
M..AA.. __ m
m. . _
O
Occttoobbeerr77,,2200
M
MAATTEERRIIAA 4
4 YYOOGGYYAAKKAA N
NIINNGG TTHHEE
e errss
_ _____________________ _ _____________________ _ _____________________ _ _____________________ ___________ 0 00099
A ALLSS K KAARRTTAA
E EOORRYY
When thi
When the
And you
When ca
Rest if yo
But DO
Success is
The silver
And you
It may be
So STIC
When yo
It’s when
That you
(Anonym
My la
ings go wro
e road you
want to sm
are is pressi
u must
ON’T QU
s failure tur
r tint of clo
never can
e near when
CK TO T
ou’re in the
things go w
MUSTN
mous)
ate grandf
ong (as they
u’re trudgin
mile but you
ing you dow
UIT
rns inside o
ouds of dou
tell how clo
n it seems f
THE RIG
e hardest hi
wrong
N’T QUI
father “kok
y sometime
ng seems al
u have to si
wn a bit
out
ubt
ose you are
far away
GHT
it
IT
Th
ko” and m
es will) l uphill igh e
his thesis
my grandm Baps is dedic
mother “mb
pak, Ibuk
M a s Y
cated to:
bah rayi”
and Ade’
I o r
I honestly de or parts of t references, a
STATE
eclare that th the work of as a scientifi
EMENT OF
his thesis, w other people c paper shou
Yogyakart
0
F WORK’S
which I have e, except tho uld.
ta, Septembe The Writer
Siwi Hartati 03 1214 117
ORIGINAL
written, doe ose cited in
er 25, 2009
i 7
LITY
es not contai the quotatio
L Y D U b k m d m m s D D P Y S LEMBAR P Yang bertan Nama Nomor M Demi penge Universitas DE FOR BAS beserta pera kepada Per mengalihkan data, mendis media lain maupun mem sebagai penu Demikian pe
Dibuat di Yo Pada tangga Yang menya
Siwi Hartati
PERNYATA UNT
nda tangan di
Mahasiswa
embangan il Sanata Dhar
ESIGNING R THE FIRST
SED ON COO
ngkat yang rpustakaan n dalam ben
stribusikan s untuk kepe mberikan ro ulis.
ernyataan in
ogyakarta al 25 Septem
atakan,
AAN PERS TUK KEPE
i bawah ini, : Siwi Har : 03 1214
mu pengeta rma karya ilm
A SET OF E T GRADE S OPERATIVE diperlukan ( Universitas ntuk media secara terba entingan ak oyalti kepada
i saya buat d
mber 2009 SETUJUAN ENTINGAN saya Mahas rtati 117 ahuan, saya miah saya ya
ENGLISH SP TUDENTS O E LANGUA
(bila ada). D Sanata D lain, menge atas, dan me kademis tanp
a saya selam
dengan seben N PUBLIKA N AKADEM iswa Univer memberikan ang berjudul PEAKING M OF SMAN 4
GE LEARN
Dengan demi Dharma hak
elolanya dal mpublikasik pa perlu m ma tetap men
narnya.
ASI KARYA MIS
rsitas Sanata
n kepada Pe l:
MATERIALS YOGYAKAR ING THEOR
vii ABSTRACT
Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language Learning Theory. Yogyakarta: Sanata Dharma University.
This research was conducted to design a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta based on cooperative language learning theory. The aim of this study was not only to improve the students’ language proficiency but also to build the students’ personality.
English is considered important as the first foreign language in Indonesia to improve and develop science, technology, social life, culture, and education. Based on the School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan), students are demanded to be able to speak English communicatively in daily life context. The fact is that most of the first grade students of SMAN 4 Yogyakarta lack of self-confidence, tend to be passive, and are afraid of delivering their ideas. Those unexpected conditions lead to students’ low language proficiency. This is the reason why the writer chooses cooperative language learning theory in designing the materials. Hopefully, the learners can improve their inter group relations, their self esteem, their participation in class, their knowledge and skills to solve the problem.
There were two problems formulated in this study. The first problem was how to design a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta based on cooperative language learning theory. Meanwhile, the second problem was about the presentation of the designed materials.
The first problem was solved by adapting and combining the instructional design models proposed by Kemp and Yalden. The steps consisted of (1) Conducting needs analysis; (2) Formulating goals, listing topics, and stating the general purposes; (3) Specifying the learning objectives; (4) Listing the subject contents; (5) Developing the syllabus; (6) Selecting teaching learning activities; (7) Designing the materials and (8) Evaluating and revising the designed materials.
In order to find out the learners’ needs and interests in learning English, the writer conducted interview to the English teachers of SMAN 4 Yogyakarta. They have been teaching for many years, which enable them to recognize the learners’ problems or difficulties in learning English. The result of the interviews was used as the basis for designing the materials.
viii
Language Education of Sanata Dharma University. The result showed that the means ranged from 3.2 – 3.8 and the grand mean was 3.58 on 4-point scale. It indicated that the designed materials were well designed and acceptable.
After improving the designed materials, the writer presented the final set of materials. This was the answer to the second question in the problem formulation. The materials consisted of 8 units. Each unit was divided into 6 major sections: “Warm up”, “Speak Up”, “How much do you know?”, “Work this out”, “Are you ready to try this?”, and “Your own feedback”.
As the final remarks, the writer hopes that this set of materials will be useful for the first grade students of SMAN 4 Yogyakarta to help them to enhance their speaking skill and build their personality.
Keywords:Speaking, First Grade, Cooperative Learning.
ix ABSTRAK
Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language Learning Theory. Yogyakarta: Universitas Sanata Dharma.
Penelitian ini menekankan pada penyusunan seperangkat materi untuk meningkatkan kemampuan berbicara dalam bahasa Inggris pada siswa kelas satu SMAN 4 Yogyakarta berdasarkan teori cooperative language learning. Tujuan studi ini selain meningkatkan pencapaian kemampuan berbahasa pada siswa juga bertujuan untuk membangun sikap positif pada siswa.
Bahasa Inggris yang merupakan bahasa asing pertama di Indonesia dipandang penting untuk meningkatkan dan mengembangkan ilmu pengetahuan, teknologi, kehidupan bermasyarakat, kebudayaan dan pendidikan. Berdasarkan Kurikulum Tingkat Satuan Pendidikan, siswa diharapkan mampu berbahasa Inggris secara komunikatif dalam konteks kehidupan sehari-hari. Namun kenyataannya sebagian besar siswa kelas satu SMAN 4 Yogyakarta kurang percaya diri, cenderung pasif dan takut membuat kesalahan ketika menyampaikan pendapat mereka. Kondisi-kondisi yang kurang diharapkan tersebut mengarah pada pencapaian kemampuan berbahasa Inggris yang masih rendah. Hal inilah yang menjadi alasan mengapa penulis memilih teori cooperative language learning dalam penyusunan materi ini. Diharapkan siswa dapat meningkatkan kerja sama dalam kelompok; meningkatkan rasa percaya diri; meningkatkan partisipasi dalam kelas; dan meningkatkan pengetahuan dan ketrampilan untuk mencari pemecahan suatu masalah.
Studi ini membahas dua permasalahan. Yang pertama berkaitan dengan bagaimana merancang seperangkat materi untuk meningkatkan kemampuan berbicara siswa kelas satu SMAN 4 Yogyakarta berdasarkan teori cooperative language learning. Sedangkan permasalahan yang kedua berkenaan dengan penyajian materi tersebut.
Permasalahan yang pertama diselesaikan dengan cara mengadaptasi dan menggabungakan model-model perancangan materi yang dikemukakan oleh Kemp dan Yalden. Langkah-langkah tersebut antara lain: (1) Mengadakan analisis untuk mengetahui minat dan kebutuhan siswa; (2) Merumuskan tujuan pembelajaran, menetapkan topik dan tujuan secara umum; (3) Menentukan tujuan khusus; (4) Mendaftar isi materi; (5) Mengembangkan silabus; (6) Memilih jenis kegiatan belajar mengajar; (7) Mengembangkan materi; (8) Mengevaluasi dan merevisi materi.
x
Untuk perbaikan materi, penulis membagikan kuisioner yang ditujukan untuk memperoleh pendapat, komentar, dan saran dari para responden terhadap materi yang ada. Penulis menerapkan dua jenis pertanyaan pada kuisioner evaluasi. Data pertama diperoleh dari pertanyaan dalam bentuk tertutup. Pertanyaan tertutup dibuat dalam bentuk poin persetujuan yang dihitung menggunakan diskriptif statistik. Data kedua diperoleh dari pertanyaan dalam bentuk terbuka umtuk memperoleh kritik dan saran dari responden. Sementara itu, para responden terdiri dari 3 guru bahasa Inggris SMAN 4 Yogyakarta dan 2 dosen pendidikan bahasa Inggris Universitas Sanata Dharma. Hasil data statistik menunjukkan rata-rata yang berkisar antara 3.2 – 3.8 dan rata-rata keseluruhan adalah 3.58 pada skala 4. Hal ini berarti bahwa materi tersebut sudah dirancang dengan baik dan dapat diterima.
Setelah perbaikan materi, penulis menampilkan hasil akhir materi. Ini merupakan jawaban dari pertanyaan kedua pada perumusan masalah. Materi terdiri dari 8 unit. Setiap unit dibagi menjadi 6 bagian yaitu: “Warm up”, “Speak Up”, “How much do you know?”, “Work this out”, “Are you ready to try this?”, dan “Your own feedback”.
Sebagai penutup, penulis berharap rancangan materi ini dapat berguna bagi siswa kelas satu SMAN 4 Yogyakarta dalam meningkatkan kemampuan berbicara dan membangun sikap positif dalam diri siswa.
xi
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Allah SWT for always giving me strength in my life especially in my struggle to finish my thesis. My deepest gratitude goes to my previous major and co-sponsors, Mrs. Yohana Veniranda, S.Pd., M. Hum. and Mrs. Caecilia Tutyandari, S.Pd., M. Pd. for their guidance, advice, patience, and encouragement in completing my thesis. It also goes to my present sponsor Dr. Retno Muljani, M. Pd. I thank her for her willingness to guide me to finish my thesis.
I would like to thank all lecturers for their guidance during my study here. I would also like to thank all secretariat staffs especially mbak Danik and mbak Tari for their helps in academic matters and to entire librarian staffs who assist my study in English Language Education Study Program.
My sincere thank goes to all teachers of SMAN 4 Yogyakarta, especially Mr. Drs. Rudhatan, S.Pd., Mr. Drs. H. Tranggono Murti, Mrs. Dra. An. Indarwati, who have given me chance and helped me to conduct my research there.
xii
express my special gratefulness to my late grandfather for his support, love, happiness, and prayer for me. I learnt many things from him.
My special thanks go to my big family in Wisma Bahasa English Division. I thank them for their help, warmth, kindness, and support in improving my teaching experiences. Thanks for teaching me many valuable things in my life and for a lot of wonderful moments we share. In addition, I warmly thank Mr. Adrian Bernard Coen, B. Ed. Hons (Cantab) for his precious time proofreading my thesis.
My thanks also go to my friends in Sanata Dharma University. I thank them for the friendship, togetherness, and support during my study and also in finishing my thesis.
I also thank Danis for lending me his computer, Eko for lending me his printer and Ndut for helping me laying out my design.
My lovelies thank goes to mas Yudha, for giving me support, encouragement, happiness, tears, and his endless love. I thank him for his patience and companion during the completion of my thesis and also in facing troubles in my life.
Finally, I would like to thank all people who have given me supports, love, guidance, and prayers who I cannot mention them one by one.
xiii
TABLE OF CONTENTS
Page
TITLE PAGE………... i
APPROVAL PAGES ……… ii
DEDICATION PAGE ……… ………... iv
STATEMENT OF WORK’S ORIGINALITY ……… v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT………. vii
ABSTRAK………... ix
ACKNOWLEDGMENTS……….. xi
TABLE OF CONTENTS……… xiii
LIST OF TABLES……….. xvi
LIST OF FIGURES ………... xvii
LIST OF APPENDICES ……… xviii
CHAPTER I. INTRODUCTION ……….... 1
A.Background of the Study ……….... 1
B.Problem Identification ……….... 4
C.Problem Limitation ………... 5
D.Problem Formulation ………... 6
E.Objectives of the Study ………... 6
F.Benefits of the Study ……….. 6
G.Definition of Terms ...………... 7
CHAPTER II. LITERATURE REVIEW ……….. 10
A.Theoretical Description………... 10
1.Instructional Design Models ………... 10
a.Kemp’s Model..………... 10
b.Yalden’s Model..………... 13
xiv
2.The Teaching of Speaking………... 15
a.The Nature of Speaking………... 16
b.The Principles of Teaching Speaking………... 16
c.Types of Teaching Learning Activities………... 18
3.Cooperative Language Learning………... 20
a.The Definition of a Cooperative Language Learning……….... 20
b.The Characteristics of Cooperative Language Learning………... 21
c.Three Cooperative Language Learning Types……….. 23
d.The Role of Teachers in Cooperative Language Learning.………... 23
e.The Role of Learners in Cooperative Language Learning……….... 25
f.The Role of Instructional Materials in Cooperative Language Learning………... 26
g.Types of Teaching Learning Activities………. 26
4. The First Grade Students of SMAN 4 Yogyakarta………... 31
B.Theoretical Framework ………... 32
CHAPTER III. METHODOLOGY ………... 36
A.Research Methods……….... 36
1.Research and Information Collecting……….. 37
2.Planning………... 38
3.Developing Preliminary Form of Product……….... 38
4.Preliminary Field Testing………. 40
5.Main Product Revision………... 40
B.Research Respondents………. 42
1.Respondents of Research and Information Collecting………. 42
2.Respondents of Preliminary Field Testing………... 42
C.Research Instruments………... 42
1.Interviews for the Respondents of Research and Information Collecting.... 42
2.Questionnaires for the Respondents of Preliminary Field Testing………... 43
D.Data Gathering Techniques………... 43
xv
1.Research and Information Collecting………... 44
2.Preliminary Field Testing………. 44
a. Respondents' Opinions on the Designed Materials……….. 44
b. Respondents’ Comments and Suggestions on the Designed Materials… 46 F.Research Procedures………. 47
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION…………... 49
A.The Steps in Conducting the Study... 49
1.Conducting needs’ analysis……….. 49
2.Stating instructional goals, topics, and general purposes………. 53
3.Specifying learning objectives ……… 55
4.Listing the subject contents ………. 57
5.Selecting teaching learning activities ……….. 58
6.Developing the syllabus ……….. 61
7.Designing the materials ………... 61
8.Evaluating and revising the designed materials…... 62
B.The Discussion and Finding of the Designed Materials Evaluation... 62
1. Preliminary Field Testing... 62
a. The Discussion on the Designed Materials Evaluation... 65
b. Respondents’ Comments and Suggestions on the Designed Materials.... 65
2. Final Product Revision... 66
C.The Presentation of the Designed Materials... 67
CHAPTER V. CONCLUSIONS AND SUGGESTIONS………... 69
A.Conclusions... 69
B.Suggestions... 71
1. The English teachers of the first grade students of SMAN 4 Yogyakarta.... 71
2. The future researchers and material designers... 72
xvi
LIST OF TABLES
Page
Table 3.1: Product Specifications………. 39
Table3.2: The Data of Respondents’ Opinions on the Designed Materials (blank) ……... 45
Table 3.3: The Points of Agreement……… 46
Table 3.4: The Interpretation of the Result (Mean)………. 46
Table 4.1: The Respondents of the Need Analysis………... 50
Table 4.2: The Competency Standard...………... 53
Table 4.3: The List of Topics and Basic Competencies...………. 53
Table 4.4: The List of Learning Indicators………... 55
Table 4.5: The List of Topics and Unit Titles... 61
xvii
LIST OF FIGURES
xviii
LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Izin Penelitian………. 75 Appendix B: Surat Keterangan/Ijin BAPEDA... 76 Appendix C: Surat Izin Pemerintah Kota Yogyakarta... 77 Appendix D: Surat Keterangan Penelitian... 78 Appendix E: Informal Interview with English Teachers for Need Analysis.. 79 Appendix F: Questionnaire of Materials Evaluation
1 CHAPTER I
INTRODUCTION
In this chapter, the writer would like to present a brief discussion of the
background of the study, problem identification, problem limitation, problem
formulation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
English as a foreign language is considered crucial in improving and
developing our country, be it in political affairs, economic matter, social life,
culture and education. Richards and Renandya (2002) defined language as
communication. They added that English teachers must develop the learners’
ability to communicate effectively in a wide range of professional and social
contexts. Furthermore, English now functions as an international language. People
are required, at least, to be able to communicate in English.
As a teacher to be, the writer is interested in designing a set of English
speaking materials for Senior High School students, which is based on the
School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan). Senior High School
students are required to be able to speak English communicatively in daily life
context. For accomplishing this purpose, the writer tried to analyse some common
problems faced by the students in learning English so that the writer is able to
design the materials that fit the learners’ needs and interests appropriately.
As the writer interviewed some of the English language students who have
informally, there are some common problems concerning English teaching
learning activities that should be taken into account. The first problem is that the
idea of teacher-centred strategies is still widespread and popular in school. In fact,
the teacher has bigger participation than the students do. This condition leads to
some problems due to the learners’ personality and language proficiency such as
lack of self-confidence, being afraid of delivering their ideas, inability to make
sentences and lack of vocabulary mastery.
Mark-oriented and fostered-competition also influence the students’
perception of learning English. They learn English not to improve their
knowledge but merely to achieve a good score. They work individually on their
own and have no sense of care for others. They individually, but not socially,
develop.
After the writer did some interviews, the writer decided to conduct a
research in SMAN 4 Yogyakarta. This school is taken into account since one of the
interviewees that has done microteaching in SMAN 4 Yogyakarta stated that the
students of SMAN 4 Yogyakarta lack of self-confidence, are afraid of delivering
their ideas and tend to be passive. Those unexpected conditions lead to students’
low language proficiency.
The writer, then, decided to choose the first grade students. The first
reason is that English teachers should build the learners’ personality and language
proficiency from the beginning of their study. Since the lowest level in Senior
High School is the first grade students, the writer conducted the research on them.
levels. The second reason is that the third grade students are facing the National
Final Examination (Ujian Akhir Nasional); therefore the school did not allow any
researchers to conduct research on them and suggested choosing other levels.
David and Rodger (http://www.clcrc.com/1994) explained that there are
cooperative, competitive and individualistic learning. They stated that in ideal
classroom, all students learn how to work cooperatively as part of a team;
compete for fun and enjoyment; and work autonomously on their own. An
effective teacher should use all three appropriately. It means that using a theory
that merely develops students’ potential ability and creativity is not yet enough.
The teacher has to select a teaching method that also develops students’
personality. Therefore, in this study the writer will try to create an ideal classroom
by making use of Cooperative Language Learning theory for Senior High School
students.
Cooperative Learning is an approach to teaching that makes maximum use
of cooperative activities involving pairs and small groups of learners in the
classroom (Richards & Rodgers, 2001:192). In cooperative learning, the students
are grouped so that they work together to maximize their own and each other’s
learning. A group can achieve meaningful learning and work out problems better
that any individual can alone. By applying that theory, it will contribute sufficient
means to develop the students individually and socially. Although students work
together, each student is individually accountable.
Teaching adolescents is challenging. Adolescents are in the age of
minds (Brown, 2001). In order to reach them, a very special set of teaching
strategies should be considered. There are several important concerns which
teachers should know in teaching adolescents (Brown, 2001). Some of them are to
avoid embarrassment of students at all costs, allowing mistakes and other errors to
be accepted, and encouraging small-group work where risks can be taken more
easily. Therefore, the writer is interested in conducting a study which aims at
producing a set of English speaking materials for the first grade students of SMAN
4 Yogyakarta based on Cooperative Language Learning theory.
Actually, there are some undergraduate theses which also concern in
designing English speaking materials for Senior High School students. They use
Cooperative Language Learning theory which mainly focuses on developing
extracurricular materials and still applying Competency-based Curriculum
(Kurikulum Berbasis Kompetensi). That is why the writer is interested in
designing speaking materials by making use of Cooperative Language Learning
theory which uses School-based Curriculum as the basis.
Hopefully, the designed materials will be able to create and develop a
more enjoyable teaching learning process and will help students to gain deeper
understanding of the teaching learning materials.
B. Problem Identification
High school students have different needs and interests because they are in
to design learning materials whose topics and activities are suited to the learners’
needs and interests.
The second consideration is that teaching and learning activities should
contribute sufficient means to develop the students individually and socially. The
English teacher should build their understanding that humans are social creatures;
they will always cooperate with others. A teacher’s job is not only to teach them
new knowledge but also help them develop good personalities.
Applying Cooperative Language Learning theory will provide the solution
for the problems presented above. Here, the focus is on the learners’ knowledge
and personality improvement. It directs the learners to work together, but still
each student is individually accountable.
C. Problem Limitation
In order to limit the scope of the research, the researcher makes some
limitations in this study. First, the main concern of the study is not to implement
materials, but it focuses on developing materials that facilitate the teaching –
learning processes. Second, the study employs Cooperative Language Learning
theory in designing the materials. Cooperative Learning gives an opportunity to
the students to maximize their learning process through pair and groups activities.
Third, the researcher focuses only on the first grade students of SMAN 4
Yogyakarta since they need facilities to learn English which are also appropriate
D. Problem Formulation
Based on the problem limitation above, the problems are formulated as
follows:
1. How is a set of English speaking materials for the first grade students of
SMAN 4 Yogyakarta based on Cooperative Language Learning theory
designed?
2. What does a set of English speaking materials for the first grade students
of SMAN 4 Yogyakarta based on Cooperative Language Learning theory
look like?
E. Objectives of the Study
Related to the questions in the problem formulation, there are two
objectives presented in this study. The objectives are:
1. To develop a set of English speaking materials for the first grade students
of SMAN 4 Yogyakarta based on Cooperative Language Learning theory.
2. To present a set of English speaking materials for the first grade students
of SMAN 4 Yogyakarta based on Cooperative Language Learning theory.
F. Benefits of the Study
Expectantly, the result of the study will give benefits for:
1. The English teachers of SMAN 4 Yogyakarta
This study is an alternative way for the English teachers of SMAN 4
English teachers will implement the English learning materials better.
Effective implementation will lead to students’ improvement in learning
English.
2. The first grade students of SMAN 4 Yogyakarta
This study provides materials that are useful to learn English based on
Cooperative Learning theory. Through the designed materials, it is expected
that the students will find it easier to understand the materials given. The
materials will motivate the students to learn and interact with their friends.
Hopefully, the designed materials will contribute sufficient means to develop
the students individually and socially.
3. The other researchers and material designers
For other researchers, this study can be used as reference to conduct
research and write scientific paper related to topics. For other material
designers, this study can become an idea in designing materials. Hopefully the
next designers can extend the span of the study so that it can be beneficial for
other learners.
G. Definition of Terms
In order to avoid misinterpretation, some important terms are defined as
follows:
1. Design
According to Hutchinson and Water (1994:106) stated that designing is
subject area of particular learners. In this study, the term “design” is defined as
procedures that the writer should accomplish in designing the materials until
the design is ready to be applied.
2. Speaking materials
Bailey (1994) as cited by Nunan (2003:48) stated that speaking is the
productive oral skill that consists of producing systematic verbal utterances to
convey meaning. It happens in real time, which means that the speaker needs
immediate feedback. We also cannot edit and revise what we say as if we are
writing.
In this study, speaking means the learners’ productive skill especially
to produce verbal words in English, in talking about any topics using aural
mediums. Hence, speaking materials are defined as developed materials that
fit the learners’ needs and interests to develop the learners’ speaking skill and
personality.
3. The First Grade Students ofSMAN 4 Yogyakarta
SMAN 4 Yogyakarta is located at Magelang street, Karangwaru Lor,
Yogyakarta, 55241. Its phone number is 513245. This school provides
facilities such as language laboratory, OHP, computer, television, and tape
recorder to enhance the students’ English language proficiency.
Students between the ages of 15-18 years old are those who belong to
the three levels in the Senior High School. They are categorized as
adolescents. The object of this study is the first grade students of SMAN 4
16 years old students. There are six classes of the first grade students of SMAN
4 Yogyakarta. Those are 1A, 1B, 1C, 1D, 1E, and 1F. Each class consists of
thirty six students; therefore the number of the first graders is two hundreds
and sixteen students.
4. Cooperative Language Learning
Richards & Rodgers (2001:192) stated that Cooperative Learning is an
approach to teaching that makes maximum use of cooperative activities
involving pairs and small groups of learners in the classroom. According to
Slavin (1995:2), Cooperative Language Learning refers to a variety of
teaching methods in which students work in small groups to help one another
learn academic content.
In this study, Cooperative Language Learning means a way in which
students work together with their partners, help each other, discuss and argue
each other in order to achieve certain goal. Here, the students are responsible
for their own learning with the guidance of their teacher, so that it would be
10 CHAPTER II
LITERATURE REVIEW
In this chapter, the writer would like to discuss theories that support the
thesis. This chapter will be divided into two main parts, which are theoretical
description and theoretical framework. The theoretical description consists of
brief discussions of basic theories of Instructional Design Models, The Teaching
of Speaking, Cooperative Language Learning and The First Grade Students of
SMAN 4 Yogyakarta. Whereas the theoretical framework contains the way the
writer applies the related theories in analyzing the topic of this thesis.
A. Theoretical Description
1. Instructional Design Models
There are two models of instructional design presented in this study.
First is the instructional design model of Kemp, and the second is the
instructional design model of Yalden.
a. Kemp’s Model
Kemp (1977:8) stated that there are three questions that may be
considered as essential elements of instructional design plan:
1) What must be learned? (objectives)
2) What procedures and resources will work best to reach the desired learning
3) How will we know when the required learning has taken place?
(evaluation)
In his book, Kemp (1977:9) stated that the plan consists of eight steps:
1) Considering goals, topics, and general purposes
Kemp’s model begins with recognizing the broad goals of instructional
design. The next step is choosing the topics for study. Then, deciding the
general purposes for each topic.
2) Identifying learners’ characteristics
It is important to know what factors about the learners that will influence
the teaching learning processes.
3) Specifying learning objectives
Before selecting learning activities, we have to be aware of the importance
of the objectives to be achieved by the students.
4) Listing subject contents
In this stage, the designer should list subject contents that support each
objective and have a close relationship to the students’ needs.
5) Developing pre-assessment
In this step, the designer should conduct pre-assessment in order to know
the students’ background knowledge and what materials that should be
developed more.
6) Selecting teaching/learning activities and instructional resources
This part is intended to clarify what instructional methods and resources
7) Coordinating the support services
The designer should consider the support services such as budget,
personnel, facilities, equipment, and schedules required to implement the
design plan. Support services must be considered at the same time as
instructional plans are being made and materials are being selected.
8) Conducting evaluation
In this part, as the last step in planning the instructional design, the
designer is ready to measure the learning achievement relating to the
objectives. Before giving the evaluation on the test, the designer should
know everything related to the evaluation.
[image:35.595.85.513.217.691.2]The eight steps of Kemp’s model can be seen in the figure below.
b. Yalden’s Model
There are eight stages in Yalden’s language program development
(Yalden, 1987:89) that will be further discussed as follows:
1) Need survey
It is important to conduct a survey in order to find out the learners’ needs.
It should cover the identification of the communication requirements,
personal needs, motivations, relevant characteristics, and resources of the
learners.
2) Description of purpose
This step is intended to clarify the purpose of the language program based
on the needs survey. Sometimes, the description of purpose is entirely
derived from the needs assessment. It is also possible to add other
elements which might not directly come out of the needs survey.
3) Selection/development of syllabus type
After deciding the description of the purpose, a designer should choose a
syllabus type that will be used in the language program. The syllabus type
should be best suited to the needs and the characteristics of the learners. It
is possible for the designer to make continual evaluation of the syllabus.
4) Production of a proto-syllabus
In this stage, the designer will determine the description of the content that
a syllabus will have. The obtained information from the needs analysis can
and how the components will be related to each other. The designed
proto-syllabus will be the guidelines, which organize strategies, for the next step.
5) Production of a pedagogical syllabus
In this step, the designer will develop overall approaches to teaching and
learning (including teacher training) and also the whole testing program.
6) Development and implementation of classroom procedures
After producing the pedagogical syllabus, the designer has responsibility
to choose lively communication activities. The activities should be chosen
based on the learners’ needs, as well as on the learners’ characteristics.
7) Evaluation
In this part, all components in a language program should be assessed, i. e.
the learners, the teaching/learning activities and the overall design.
8) Recycling stage
Recycling stage means that the whole cycle can be begun again at this
point, and adjustment made anywhere in the system based on the feedback
provided to the designer.
A diagram of the stages in language program development, proposed
[image:37.595.85.518.228.700.2]by Yalden, can be seen in the figure below.
c. Kemp’s and Yalden’s Models Compared
In this study, the writer will combine two instructional design models
proposed by Kemp and Yalden, because they can complete each other. First,
in Kemp’s model there is no description of a syllabus development that can be
found in Yalden’s model. The use of a syllabus in Yalden’s model will make
the teaching-learning process better organized. Second, Yalden’s model
provides needs analysis to know the learners’ needs and interests in learning
English. Needs analysis functions as the basis to develop the materials based
on the School-based Curriculum that fit the learners’ needs, and improve the
learners’ speaking skill and personality.
In designing the materials, the researcher will combine the eight steps
from Kemp’s and Yalden’s models. The steps are conducting a needs’
analysis; stating instructional goals, topics, and general purposes; specifying
learning objectives; listing the subject contents; selecting teaching learning
activities; developing the syllabus; designing the materials; evaluating and
revising the designed materials.
2.
The Teaching of SpeakingUnder this topic, the writer analyses three important ideas in teaching
speaking. These are the nature of speaking, the principles of teaching
a. The Nature of Speaking
According to Widdowson (1979:58), speaking is a kind of active and
productive interaction that makes use of aural mediums. Bailey (1994) as cited
by Nunan (2003:48) stated that speaking in a new language is harder than
reading, writing, or listening for two reasons. First, unlike reading or writing,
speaking happens in real time: usually the person you are talking to is waiting
for you to speak right then. Second, when you speak, you cannot edit and
revise what you wish to say, as you can if you are writing.
In language teaching, the four skills are described in terms of their
direction. Language generated by the learner (in speech or writing) is referred
to as productive. Language directed at the learner (in reading or listening) is
called receptive. Another important idea is the channel, which refers to the
medium of the message (aural/oral or written). Thus, speaking is the
productive aural/oral skill. It consists of producing systematic verbal
utterances to convey meaning.
b. The Principles of Teaching Speaking
These are some principles of teaching speaking stated by Bailey (1994)
as cited by Nunan (2003:54-56). These are described as follows:
1. Be aware of the differences between second language and foreign
language learning contexts
Speaking is learned in two broad contexts: foreign and second
language situations. The challenges you face as a teacher are determined
challenging for students in FL contexts, because they have very few
opportunities to use the target language outside the classroom.
2. Give students practice with both fluency and accuracy
In language lessons, especially at the beginning and intermediate
levels, learners must be given opportunities to develop both their fluency
and their accuracy. They cannot develop fluency if the teacher is
constantly interrupting them to correct their oral errors. Teachers must
provide students with fluency-building practice and realize that making
mistakes is a natural part of learning a new language.
3. Provide opportunities for students to talk by using group work or pair
work, and limiting teacher talk
Research has repeatedly demonstrated that teachers do
approximately 50 to 80 percent of the talking in the classrooms. Pair work
and group work activities can be used to increase the amount of time that
learners get to speak in the target language during lessons.
4. Plan speaking tasks that involve negotiation for meaning
This process involves trying to understand and make us understood
by asking for clarification, repetition, or explanations during
conversations.
5. Design classroom activities that involve guidance and practice in both
transactional and interactional speaking
When we talk with someone outside the classsroom, we usually do so
communicating with someone for social purposes. It includes both
establishing and maintaining social relationships. Transactional speech
involves communicating to get something done, including the exchange of
goods and/or services.
Speaking activities inside the classroom need to embody both
interactional and transactional purposes, since language learners will have
to speak the target language in both transactional and interactional settings.
c. Types of Teaching Learning Activities
There are many ways to promote oral skill in ESL/EFL classroom,
such as discussion, role-plays, conversation, etc. The writer will explain each
activity below according to Bailey (1994) as cited by Nunan (2003:56-58).
1. Information gap
Information gap is a useful activity in which one person has
information that the other lacks. They must use the target language to share
that information. For instance, one student has the directions to a party and
must give them to a classmate.
2. Jigsaw activities
Jigsaw activities are a bidirectional or multidirectional information
gap. Each person in a pair or group has some information to the other persons
need. For example, one student could have a timetable for train travel in
Canada. Another could have a map of Canada. Without showing each other
3. Tango seating
In tango seating, one student’s right shoulder is next to the other
student’s right shoulder and they are facing opposite directions. This
arrangement allows them to hear one another but not see what is being drawn
or constructed on their partner’s desk.
4. Role-plays
In a role-play, students are given particular roles in the target language.
For example, one student plays a tourist telephoning the police to report his
wallet stolen. The other plays the role of a police officer trying to help the
tourist file a report.
5. Simulations
In a simulation, properties and documents provide a somewhat realistic
environment for language practice. So for instance, in a language lesson for
grocery store, a teacher might bring in “products” for the students to buy (a
box of crackers, coffee, a jar of jam) and even play money for making their
purchases. A check-out counter would be setup for the students to practice
transactional speaking with the cashier.
6. Contact assignments
Contact assignments involve sending students out of the classroom
with a stated purpose to talk to people in the target language. In designing a
contact assignment, be sure the required information cannot be gotten by
reading available written information. The point is to get the students to speak
3. Cooperative Language Learning
a. The Definition of a Cooperative Language Learning
Cooperative Language Learning is part of a more general instructional
approach also known as Collaborative Learning (CL). Cooperative Learning is
an approach to teaching that makes maximum use of cooperative activities
involving pairs and small groups of learners in the classroom (Richards &
Rodgers, 2001:192). Educators were concerned that traditional models of
classroom learning were teacher-fronted, fostered competition rather than
cooperation, and favored majority students. They believed that minority
students might fall behind higher-achieving students in this kind of learning
environment.
According to Slavin (1995:2), Cooperative Language Learning refers
to a variety of teaching methods in which students work in small groups to
help one another learn academic content. From the explanation above, we can
note that Cooperative Language Learning is a method which focuses on group
work.
Since Cooperative Language Learning will be used as the method in
this study, the writer tries to prove whether this method is appropriate or not to
be applied in language teaching. Here is the answer:
From the supporting argument above, the writer is encouraged to use
Cooperative Language Learning since it can also be used to teach language at
any level, especially English in this study. Furthermore, cooperative learning
can also support the four skills. In this study, the researcher will focus on the
learners’ speaking skill.
b. The Characteristics of Cooperative Language Learning
According to Richards and Rodgers (2001:196), there are five main
key elements of Cooperative Language Learning. The descriptions are as
follows:
1) Positive Interdependence
It occurs when group members feel that what helps one member helps
all and what hurts one member hurts all. Here, we can see that all members of
the group are responsible for the sake of the group. Students’ roles, materials,
and rule provide means for structuring positive interdependence.
Role-structured interdependence involves assigning different roles to each student
within a group, such an ‘explainer’ or ‘checker’, so that each has a specific
responsibility. Materials-structured interdependence can include limiting
resources, such as having only one pencil or worksheet for everyone in the
group to use. An example of rule-structured interdependence is having a rule
that a group cannot progress to a new learning center or project until all
2) Group Formation
It is an important factor in creating positive interdependence. Factors
involved in setting up groups include:
a) Deciding on the size of the group. This will depend on the tasks they have
to carry out, the age of the learners, and time limits for the lesson. Typical
group size is from two to four.
b) Assigning students to group. Groups can be teacher-selected, random, or
student-selected, although teacher-selected is recommended as the usual
mode so as to create groups that are heterogeneous on such variables as
past achievement, ethnicity, or sex.
c) Student roles in groups. Each group member has specific role to play in a
group, such as noise monitor, turn-taker monitor, recorder, or summarizer.
3) Individual Accountability
It involves both group and individual performance, for example, by
assigning each student a grade on his or her portion of a team project or by
calling on a student at random to share with the whole class, group members,
or another group. Students maybe made individually accountable by the rule
that the group may not go on to the next activity until all team members finish
the task. A primary way to ensure accountability is through testing.
4) Social Skills
Social skills determine the way students interact each others as
teammates (e. g., praising and recognizing) and the ways students interact with
5) Structuring and Structures
They refer to ways of organizing students’ interaction and different
ways students are to interact such as Three-step interview or Round Robin.
The teacher has opportunity to lead the students to interact with the content
and classmates, especially group members.
c. Three Cooperative Language Learning Types
Johson et. al. (1994:4-5) as cited by Richards and Rodgers (2001:196)
describes three types of cooperative learning group:
1. Formal cooperative learning groups. These last from one class period to
several weeks. These are established for a specific task and involve
students working together to achieve shared learning goals.
2. Informal cooperative learning groups. These are ad-hoc groups that last
from a few minutes to a class period and are used to focus students’
attention or to facilities learning during direct teaching.
3. Cooperative base groups. These are long term, lasting for at least a year
and consist of heterogeneous learning groups with stable membership
whose primary purpose is to allow members to give each other the
support, help, encouragement, and assistance they need to succeed
academically.
d. The Role of Teachers in Cooperative Language Learning
1. The teacher as inquirer
In order to establish a successful learning, a teacher should understand
single change that happens to his pupils. According to Rivers (1987) as cited
by Mc. Donell (1992), the teacher must inquire the following questions about
the learners: What is the age of the learner? What is the language proficiency
level? What are previous learning experiences, interests, abilities, and needs?
By knowing such questions, the teacher can manage his class based on the
circumstances that he really knows. So, it means that learner and teacher have
the same responsibility that is to learn something.
2. The teacher as creator
We know that in the classroom, the teacher himself who knows what
kind of class he will manage. The excellence of the students, the kind of
activities, and the kinds of atmosphere in the class; all depend on the teacher
as the creator. In the cooperative classroom, the teacher’s duty as creator lies
on creating the social climate, setting goals, planning and structuring the task,
establishing the physical arrangement of the classroom, assigning students to
groups and roles, and selecting materials and time (Johson et. al. 1984 as cited
by Mc. Donell 1992).
3. The teacher as observer
Mc. Donell (1992:167) stated that observation is the basis of decision
making about learners progress. By observing the students; the teacher will
know and recognize his students’ feeling, strengths, weaknesses, interests,
needs, and understanding about the materials. We can see how far they catch
4. The teacher as facilitator
Facilitator here means teacher that can facilitate, support, and
encourage students to learn (Cohen, 1986 as cited by Mc. Donell, 1992). The
roles of teacher as facilitator can be done by giving feedback, redirecting the
group with questions, encouraging the group to solve its own problems,
extending activity, encouraging thinking, managing conflict, observing
students, and supplying resources. Therefore, it is the students who learn and
it is the teacher’s duty to help them learning.
5. The teacher as agent of change
Teacher has rights to change the classroom in order to adjust it with
the circumstances. Teacher has a key role in reforming the classroom. Bissex
and Bullock (1987) as cited by Mc. Donell (1992) stated that when teacher
allows the classroom to become a place of inquiry, where questions are
explored in meaningful context and teachers and students collaborate to seek
answers, then teachers have a redefined role as teacher-researcher. It means
that teachers take over control of their classrooms and become skilled
themselves.
e. The Role of Learners in Cooperative Language Learning
Richards and Rodgers (2001:199) stated that, the primary role of the
learner is as a member of a group who must work collaboratively on tasks
with other group members. As a group member, every learner has the
Learners also have another role that it is to be directors of their own learning,
which is viewed as a compilation of lifelong learning skills.
f. The Role of Instructional Materials in Cooperative Language
Learning
Materials play an important part in creating opportunities for students
to work cooperatively. The same materials can be used as are used in other
types of lessons but variations are required in how the materials are used.
Materials maybe specially designed for Cooperative Language Learning (such
as jigsaw and information-gap activities), modified from existing materials, or
borrowed from other disciplines (Richards and Rodgers 2001:200).
g. Types of Teaching Learning Activities
Based on Slavin (1995), there are six activities in Cooperative
Learning:
1. Student Teams-Achievement Divisions (STAD)
In STAD, the learners are assigned to four member-learning teams that
are mixed. The teacher presents a lesson and the learners work within their
teams to make sure that all of team members have mastered the lesson. Most
of the activities involve discussing problems together, comparing the answers
and correcting any misconceptions if their teammates make mistakes. Then,
all of the learners take individual quizzes on the material, at which time they
2. Information Gap
Information gap is a useful activity in which one learner has
information that the other lacks. Each of the learner is hoped to use the target
language when sharing the information. For instance, one learner can explain
the process of making “black forest” and then informs it to a classmate using
target language.
3. Teams Games Tournaments (TGT)
TGT uses the same teacher presentations and teamwork as in STAD,
but replaces the quizzes with weekly tournaments, in which the learners play
academic games with member of other teams to contribute points to their team
scores.
4. Jigsaw
A jigsaw activity is a bidirectional or multidirectional information gap.
Each member in a pair or group has information to the other persons need.
This activity promotes a great deal of negotiation between the learners in order
to find out the meaning of the information. For example, one learner on each
team might become an expert on “bargaining”, another on “greeting” and the
other on “thanking”.
After exchanging the information, the experts from different teams
meet to discuss their common topics then return to teach the topics to their
5. Learning Together
Learning together involves the learners working in four or five
member heterogeneous assignment sheets. The groups hand in a single sheet
and receive praise and reward based on the group product.
6. Conversation
Conversation is a formal language which is learned immediately
through useful form, a form that the learners can practice by turning to his
neighbors, or apply in content outside the classroom.
Meanwhile, referring to Kagan (http://edtech.kennesaw.edu/1994),
there are nine activities in Cooperative Learning:
1. Jigsaw
Groups with five students are set up. Each group member is assigned
some unique material to learn and then to teach to his group members. To help
in the learning; students across the class working on the same sub-section, get
together to decide what is important and how to teach it. After practice in
these "expert" groups, the original groups reform and students teach each
other.
2. Think – Pair Share
It involves a three step cooperative structure. During the first step,
individuals think silently about a question posed by the instructor. Individuals
pair up during the second step and exchange thoughts. In the third step, the
3. Three-Step Interview
Each member of a team chooses another member to be a partner.
During the first step individuals interview their partners by asking clarifying
questions. During the second step partners reverse the roles. For the final step,
members share their partner's response with the team.
4. Round Robin Brainstorming
Class is divided into small groups (4 to 6) with one person appointed
as the recorder. A question is posed with many answers and students are given
time to think about answers. After the "think time," members of the team share
responses with one another round robin style. The recorder writes down the
answers of the group members. The person next to the recorder starts and each
person in the group in order give an answer until time is called.
5. Three-minute review
Teachers stop any time during a lecture or discussion and give teams
three minutes to review what has been said, ask clarifying questions or answer
questions.
6. Numbered Heads Together
A team of four is established. Each member is given numbers of 1, 2,
3, and 4. Questions are asked of the group. Groups work together to answer
the question so that all can verbally answer the question. Teacher calls out a
7. Team Pair Solo
Students do problems first as a team, then with a partner, and finally
on their own. It is designed to motivate students to tackle and succeed at
problems which initially are beyond their ability. It is based on a simple notion
of mediated learning. Students can do more things with help (mediation) than
they can do alone. By allowing them to work on problems they could not do
alone, first as a team and then with a partner, they progress to a point they can
do alone that which at first they could do only with help.
8. Circle the Sage
First the teacher polls the class to see which students have a special
knowledge to share. For example the teacher may ask who in the class was
able to solve a difficult math homework question, who had visited Mexico,
who knows the chemical reactions involved in how salting the streets help
dissipate snow. Those students (the sages) stand and spread out in the room.
The teacher then has the rest of the classmates each surround a sage, with no
two members of the same team going to the same sage. The sage explains
what they know while the classmates listen, ask questions, and take notes. All
students then return to their teams. Each in turn, ex
