S L A I R E T A M G N I K A E P S L A N O I T C U R T S N I F O T E S A
H C A O R P P A G N I N R A E L E V I T A R E P O O C N O D E S A B
F O S S A L C H S I L G N E R A L U C I R R U C A R T X E R O F
A T R A K A Y G O Y A N A C A W A Y D U B P M S
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N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
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v i x
S T N E T N O C F O E L B A T
Page .. .. .. . … … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
T i
E G A P L A V O R P P
A S ………... ii .. … … … … … … … … … … … … … … … … … … … … … E G A P N O I T A C I D E
D iv
L A N I G I R O S ’ K R O W F O T N E M E T A T
S ITY……… v
H A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N
U ... iv .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . … … … … … … … … … … … … … … … T C A R T S B
A iv i
K A R T S B
A ………. xi . … … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C
A ix
O C F O E L B A
T NTENTS……… x iv .. . … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L x iiv
. … … … … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L xviii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P A F O T S I
L ... xx i
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… 1 .
B ResearchProblem... 4 .
C ProblemLimtiaiton………... 4 .
D ResearchObjecitve s……….. 5 .
E ResearchBenefti s……….. 5 .
F De ifniitono fTerm s………... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton………... 01 .
1 Kemp’sI nsrtucitona lModel... 01 .
2 CooperaitveLanguageLearning( CLL)... 71 .
a TheTheoryo fCooperaitveLanguageLearning( CLL).. 7.. 1 )
v x )
2 GroupFormaiton... 91 )
3 Individua lAccountablitiy... 2 0 )
4 Socia lSkills... 02 )
5 Srtuctu irngandS rtuctures... 12 .
b TheAcitviite so fCooperaitveLanguageLearning( CLL).. 12 )
1 MakeAMatch... 12 )
2 Think- riP -a Share... 22 )
3 NumberedHeads... 22 )
4 TwoStay-TwoSrtay... 22 )
5 Jigsaw... 32 .
c AffecitveDevelopmenti nt heCooperaitveClassroom.. 4.... 2 .
d Teache rRolesi nCooperaitveLanguageLearning( CLL).. 52 )
1 TheTeache rasI nqurier... 52 )
2 TheTeache ra sCreator... 62 )
3 TheTeache ra sObserver... 72 )
4 TheTeache ra sFaclitiator... 72 )
5 TheTeache ra sChangeAgent... 72 .
e L reane rRolesi nCooperaitveLanguageLearning( CLL). 8..2 .f TheRoleofI nsrtucitona lMateiralsi nCooperaitve
g n i n r a e L e g a u g n a
L ... 82 .
3 TeachingSpeaking... 8.. 2 .
4 Characteirsitc so fMiddleSchoo lLearners /
s t n e d u t S l o o h c S h g i H r o i n u J
( SMP)... 92 .
B Theoreitca lFramework………. 13 Y
G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod………... 63 .
1 ResearchandI nformaitonCollecitng... 73 .
2 Planning... 73 .
3 DevelopingPreilminaryFormo fProduct... 83 .
i v x .
5 Fina lProduc tRevision... 83 .
B ResearchSetitng………. 9.. 3 .
C ResearchParitcipants/Subjects... 4 0 .
D Insrtument sandDataGathe irngTechnique... 34 .
1 ResearchI nsrtument .s... 34 .
a Quesitonnarie .s... 34 .
b Interviews... 34 .
c FieldNotes... 44 .
2 DataGatheirngTechnique... 54 .
E DataAnalysi sTechnique... 64 .
F ResearchProcedure... 94
A E S E R . V I R E T P A H
C RCHRESULTSANDFINDINGS
.
A TheDesigningProcess... 15 .
1 IdentfiyingLearners ’Characteirsitcs... 25 .
2 Conside irngGoals ,Topics ,andGenera lPurposes... 46 .
3 SpecfiyingLearningObjecitves... 96 .
4 LisitngSubjec tContent .s... 57 .
5 SelecitngTeachingLearningAcitviite sandResources... 77 .
6 Mate iral sEvaluaitonandRevision... 97 .
B Resutl sandDiscussion sont heEvaluaiton... 08 .
1 PreilminaryFieldTesitng... 08 .
2 Fina lProduc tRevision... 78 .
C Presentaitonoft heDesignedMateirals... 78
S N O I S U L C N O C . V R E T P A H
C ANDRECOMMENDATIONS
.
A Conclusions... 19 .
B Recommendaitons... 39
… … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E
R 9 5
D N E P P
ii v x
S E L B A T F O T S I L
e l b a
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. 1 .
3 Task- andGroupRelatedSocia lSkills... 2 0 .
2 .
3 TheDescirpitonoft heRespondent so fPost-DesignSurvey( Blank .).... 4 2 3 3. TheForma to fDescirpitveStaitsitcoft heRespondents ’Opinion
(Blank .)... 84 s
n o it s e u Q ( y e v r u S s d e e N n o s e ri a n n o it s e u Q e h t f o s tl u s e R e h T . 1 .
4 Par tA .).. 45
.. .) B t r a P s n o it s e u Q ( y e v r u S s d e e N n o s e ri a n n o it s e u Q e h t f o s tl u s e R e h T . 2 .
4 5 6
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .) r e d r o n i( A t r a P s e ri a n n o it s e u Q f o s tl u s e R e h T . 3 .
4 16
n o d e s a B s l a ir e t a M g n i k a e p S d e n g i s e D r o f s e i c n e t e p m o C c i s a B . 4 .
4 t he
f o s s a l C h s il g n E r a l u c ir r u c a rt x E r o f h c a o r p p A g n i n r a e L e v it a r e p o o C
a tr a k a y g o Y a n a c a W a y d u B P M
S ................................................................. 6 6 e
h t n o d e s a B s l a ir e t a M g n i k a e p S d e n g i s e D r o f s r o t a c i d n I . 5 . 4
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tr a k a y g o Y a n a c a W a y d u B P M
S ................................................................. 7 0 .. .. .. .. .. .. .. .. .. .. . y e v r u S n g i s e D t s o P f o s t n e d n o p s e R e h t f o s n o it p ir c s e D e h T . 6 .
4 18
s l a ir e t a M f o s tl u s e R e h T . 7 .
4 EvaluaitonQuesitonnaries( Post-DesignSurvey) 28 e
ri a n n o it s e u Q n o it a u l a v E s l a ir e t a M f o s tl u s e R e h T . 8 . 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ) n o it a t n e m e l p m I n o d e s a b
( 58
ii i v x
S E R U G I F F O T S I L
e r u g i
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2.1 .Kemp’sI nsrtucitona lModel( Kemp ,1977 :9)... 1 6 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. l e d o M l a n o it c u rt s n I d e t p o d A s ’ r e ti r W e h T . 2 .
2 3 5
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. d o h t e M h c r a e s e R s ’ r e ti r W e h T . 3 .
x i x
S E C I D N E P P A F O T S I L
e g a P A
x i d n e p p
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x i d n e p p
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Sura tKeteranganI zinPeneilitan( Dina sPerizinan)........... 9 9 C
x i d n e p p
A : Quesitonnarieont heNeed sSurvey... 01 0 1
D x i d n e p p
A :Quesitonnarieont hePost-DesignSurvey
(Mateiral sEvaluationQuesitonnarie.)... 21 0 2
D x i d n e p p
A :Quesitonnarieont hePost-DesignSurvey( Mateirals
EvaluaitonQuesitonnarie)
fo rEngilshExrtacurircula rClas sCoordinato .r... 1 05 E
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x i d n e p p
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x i d n e p p
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x i d n e p p
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a tr a k a y g o Y a n a c a W a y d u B P M
S (TheI mplementaiton).... 1 25 I
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x i d n e p p
A : Topics ,Secitons ,andSubseciton s
oft heDesignedMateirals... 41 7 K
x i d n e p p
i ti ) 3 ( , h s il g n E g n i n r a e l n i e r o m d e t s e r e t n i e r a o h w e s o h t e r a s s a l
c smeasureable
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. g n i n r a e l m o o r s s a l c m o r f t n e m h c ir n e
.
B ResearchProblem
e h t f o d n u o r g k c a b e h t n o d e s a b y d u t s e h t f o s n o it a l u m r o f m e l b o r p e h T
: s w o ll o f s a d e t n e s e r p e r a h c r a e s e r
.
1 How i sase to finsrtucitona lEngilsh speaking mate iral sbased on the
h c a o r p p a g n i n r a e l e v it a r e p o o
c f orexrtacurircula rEngilshclass fo SMP
a tr a k a y g o Y a n a c a W a y d u
B designed?
.
2 Wha tdoe s the designed se t o fthe insrtucitona l Engilsh speaking
? e k il k o o l s l a ir e t a m
.
C ProblemLimtia iton
a m r e ti r w e h
T k es some ilmtiaitons t o ilmti t he scope of t hestudy .Frist ,
y d u t s s i h
t i s abou t developing and implemenitng the mateirals . Developing
n a e m e r e h s l a ir e t a
m s the wrtie radapts and explores the exisitng mate iral sthen
t s u j d
a s them wtih cooperaitve learning approach . The purpose o f the
s l a ir e t a m e h t f o n o it a t n e m e l p m
i i sa sat iralf ort het eachingandl earning process .
l a ir t e h
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s s a l c h s il g n
E fo SMP Budya Wacana Yogyaka tra . Second ,the wrtie rchoo es s
ex rtacurircula r Engilsh class in SMP Budya Wacana Yogyakarta . Thi s
T . ) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o C s i d e s u y ll a u s u s i h c i h
w he wrtie r
, o S . s s a l c r a l u c ir r u c a rt x e e h t f o r o t a n i d r o o c e h t h ti w w e i v r e t n i l a m r o f n i e n o d s a h
d e e n , s c it s ir e t c a r a h c ’ s t n e d u t s e h t t u o b a g n i d n a t s r e d n u e m o s s a h r e ti r w e h
t s ,and
e s u c o f r e ti r w e h t , d ri h T . d n u o r g k c a
b s ons peakings kill sbasedont hep irnciple so f
ex rtacurircula rEngilsh class in SMP Budya Wacana Yogyakarta .Fou trh ,ase to f
s l a ir e t a m g n i k a e p
s i sbased on cooperaitve learning approach .Thi sapproach i s
e m e l p m i o t y a w d o o g a s a d e r e d i s n o
c n tbecause i temphasizes group slearning .
p l e h s t n e d u t s e h
T eachothert os olvet heprobleminl earningEngilsh .
.
D ResearchObjecitves
d e t n e s e r p e r a s e v it c e j b o e s e h T . y d u t s e h t f o s e v it c e j b o n i a m o w t e r a e r e h T
: s w o ll o f s a
.
1 Thestudyt irest o ifndou thowase to finsrtucitona lEngilshspeaking
n o d e s a b s l a ir e t a
m t he cooperaitve learning fo r exrtacurircula r
h s il g n
E clas so fSMPBudyaWacanaYogyakartai sdesigned.
.
2 Thes tudyt irest opresentt hedesigneds peakingmateiral .s
.
E ResearchBeneftis
. h c a o r p p A g n i n r a e L e v it a r e p o o C n o d e s a b s i l a ir e t a m d e n g i s e d s i h T
e v it a r e p o o
C learningencouragest hes tudentst ol earnt ogetheri ngroup sands olve
l li w s i h T . r e h t o h c a e t c e p s e r d n a , e g a r u o c n e , p l e h l li w s t n e d u t s e h T . m e l b o r p e h t
i c it r a p e h T . h s il g n E g n i n r a e
l pant s who join thi s exrtacurircula r clas s have
t a h w f o s m r e t n i e l b a n o s a e r e b d l u o h s d e s u e b l li w t a h t t n e m p i u q E . s m o o r k r o w
n o it a c o ll a e m i T . p e e k p u d n a , t n e m p i u q e e h t f o y ti x e l p m o c e h t , e l b a li a v a e r a s d n u f
t s
i hemos tdfi ifcul telementt o dea lwtihany newprogram .Timeheredeal swtih
.s t n e d u t s d n a , g n i n i a rt , n o it a t n e ir o f f a t s f o e l u d e h c s
8 p e t
S .EvaluaitngStudents ’Achievement
. s e v it c e j b o e h t o t g n it a l e r s e m o c t u o g n i n r a e l e h t e r u s a e m e w , p e t s s i h t n I
u s a e m o
T re the students ’ achievement , teacher s should have standard s o f
) 2 9 : 7 7 9 1 ( p m e K . t n e m e v e i h c
a underilnes t hestatemen tthat t hestandard i s“the
r e p a p h g u o r h t e b n a c n o it a u l a v E . ” s e v it c e j b o g n i n r a e l y b d e if i c e p s a ir e ti r
c - da -n
a m r o f r e p g n i k c e h c , g n it s e t l i c n e
p nce and psychomoto robjecitves ,checking the
o w t e r a e r e h T . s l a ir e t a m r e h t o r o l a u s i v o i d u a h ti w g n it s e t d n a , n i a m o d e v it c e f f a
e c a l p s e k a t h c i h w , n o it a u l a v e e v it a m r o f ; g n i n r a e l f o n o it a u l a v e e h t n i s e s a h p
a u l a v e e v it a m m u s d n a ; s t u o y rt d n a t n e m p o l e v e d g n ir u
d iton ,which i sconcerned
.t n e m e v e i h c a l a n if ’ s t n e d u t s f o e e r g e d e h t g n it a u l a v e h ti w
. 1 . 2 e r u g i F n i d e t n e s e r p e r a l e d o m l a n o it c u rt s n i s ’ p m e K f o s p e t s e h T
e r u g i
s e c c u s e h T . s p u o r g e s a b e v it a r e p o o c d n a , s p u o r
g so fcooperaitve learning i s
. k r o w p u o r g f o n o it a z i n a g r o d n a e r u t a n e h t n o t n e d n e p e d y ll a i c u r c
p u o r g l u f s s e c c u s f o s t n e m e l e y e k e h t e s o p o r p ) 2 9 9 1 ( n a g a K d n a n e s l
O
s a e r a s t n e m e l e e s o h t f o s n o it p ir c s e d e h T . g n i n r a e l e v it a r e p o o c n i g n i n r a e l d e s a b
.s w o ll o f
)
1 PosiitveI nterdependence
s p l e h t a h w t a h t l e e f s r e b m e m p u o r g n e h w s r u c c o e c n e d n e p e d r e t n i e v it i s o P
y r e v e t a h t s n a e m t I . ll a s tr u h r e b m e m e n o s tr u h t a h w d n a l l a s p l e h r e b m e m e n o
e n o f I . o t g n o l e b y e h t p u o r g e h t d n a s e v l e s m e h t r o f e l b i s n o p s e r e b o t s a h r e b m e m
f
o the member sha sno t ifnished t hei rwork ,theothe rmember shave t o help so
. d e h s i n if e b n a c s k r o w l l a t a h t
)
2 GroupFormaiton
. e c n e d n e p e d r e t n i e v it i s o p g n it a e r c n i r o t c a f t n a tr o p m i n a s i n o it a m r o f p u o r G
: e d u l c n i s p u o r g p u g n it t e s n i d e v l o v n i s r o t c a F
deciding on t he sizeof t he group:t hi swli ldepend on t het asks t hey have t o
e z i s p u o r g l a c i p y T . n o s s e l e h t r o f s ti m il e m it d n a , s r e n r a e l f o e g a e h t ,t u o y r r a c
.r u o f o t o w t m o r f s i
assigning student sto groups :group scan be teacher-selected ,random ,o r
t n e d u t
s -selected
studentr ole sgroups :eachgroupmembe rha sas peciifcr olet oplayi nagroup ,
n r u t ,r o ti n o m e s i o n s a h c u
k s a
T -RelatedSocia lSkills Group-RelatedSocia lSkills s
t p e c n o c r o s a e d i g n i n i a l p x
E Recognizingother s
s n o it a n a l p x e r o n o it a m r o f n i g n i v i
G Verfiyingconsensus
g n i z ir a m m u s d n a g n i s a r h p a r a
P Keepingt hegroupont ask s
n o it a n a l p x e g n i v i e c e
R Keepingconversaitonquie tandcalm n
o it a c if ir a l c g n it s e u q e
R Mediaitngdisagreement so rdiscrepancies
e v it a r e p o o c e h t r e h t e h w t n e m e r u s a e m e h t e b n a c e v o b a s ll i k s l a i c o s e h T
l a i c o s e s o h t s e s u o s l a r e ti r w e h T . t o n r o d e t n e m e l p m i y ll u f s s e c c u s s i g n i n r a e l
e b o t s ll i k
s thel earningobjecitvesf ort hedesignedmateiral .s
)
5 Srtuctu irngandSrtuctures
d n a n o it c a r e t n i t n e d u t s g n i z i n a g r o f o s y a w o t r e f e r s e r u t c u rt s d n a g n ir u t c u rt S
t s s y a w t n e r e f fi
d udent saret oi nterac tsuch a st eh -re stepi nterviewo rroundrobin .
h r e h c a e t e h
T a soppo truntiy t o l ead t hestudentst o i nterac twtih t he conten tand
.s r e b m e m p u o r g y ll a i c e p s e , s e t a m s s a l c
.
b TheAc itviite so fCoopera itveLanguageLearning( CLL)
d n a n e s l
O Kagan (1992) desc irbe the example so fcooperaitve learning
e e r h t ; s e it i v it c
a -stepi nterview, r oundtable, t hink- rip -a share ,solve- rip -a share ,and
e li p m o c ) 2 0 0 2 ( e i L . s d a e h d e r e b m u
n s somecooperaitvel earningt echniques:
)
1 MakeaMatch
e u q i n h c e t s i h
T wa sdevelopedbyLornaCurran(1994) .Thist echnique
r i e h t r o f k o o l s r e n r a e l e s u a c e b d o o g s
i patrner sand t hey l earn anew concep to r
d n if o t e v a h y e h T . r e n r a e l h c a e r o f d r a c e n o e v i g l li w r e h c a e T . y a w n u f a n i c i p o t
F E H C : e l p m a x e r o F . d r a c r i e h t n i e v a h y e h t t a h w g n i h c t a m y b r e n tr a p r i e h
t c ir t s i D l o o h c S n w o T x e s s E n
o wrtier sin thei rwebstie (2000) ,the intellectua l
: s w o ll o f s a d e n if e d e b n a c s r e n r a e l l o o h c s e l d d i m f o t n e m p o l e v e d
)
a Theyarei na rtansiitonpeirodf romconcretet hinkingt oabsrtactt hinking.
)
b Theyprefe racitveove rpassivel earningexpeirence .s
)
c Theypreferi nteracitonwtihpeer sdu irngl earningacitviite .s
)
d They may show disinteres tin conven itona lacademic subjec tbu tare
.s e v l e s m e h t d n a d lr o w e h t t u o b a s u o ir u c y ll a u t c e ll e t n i
)
e Theyhaveas rtongneedf o rapprova landmaybeeasliydiscouraged.
e r e
H i s the emoitona/lpsychologica ldevelopmen to fmiddle schoo llearners
) 0 0 0 2 , t c ir t s i D l o o h c S n w o T x e s s E
( :
)
a Theyarei ncreasinglyconcernedabou tpee racceptance.
)
b Theyt endt obes -efl consciou ,sl ackingi ns efl-esteem ,andhighlys ensiitve
. m s i c it ir c l a n o s r e p o t
e r a h c i h w s r e n r a e l l o o h c s e l d d i m f o t n e m p o l e v e d l a i c o s e h t e r a e s e h t d n A
w o n k o t t n a tr o p m
i (EssexTownSchoo lDistirct ,2000):
)
a Theyhaveas rtongneedt obelongt oagroup.
)
b They may exhibi t immature behaviou r because thei r socia l skill s
. y ti r u t a m l a c i s y h p d n a l a t n e m r i e h t d n i h e b g a l y lt n e u q e r f
)
c They are dependen ton parenta lbeilef sand value sbu tseek t o make t hei r
e d n w
o cision .s
)
d Theyareo tfeni n itmidatedandf irghtenedbyt herif ris tmiddlel evels choo l
r a l e h t f o e s u a c e b e c n e ir e p x
e genumber so fstudent sand t eacher sand t he
)
e Theyo tfenoverreactt o irdicule ,embarrassment ,andr ejeciton.
)
f Theydesrierecogniitonf ort hei reffo tr sandachievement .s
)
g They are socially vulnerable because a s they develop thei r beilefs ,
h ti w s e c n e ir e p x e e v it a g e n d n a a i d e m f o e c n e u lf n i e h t ,s e u l a v d n a , s e d u ti tt a
.s e u l a v d n a s l a e d i ri e h t e s i m o r p m o c y a m s r e e p d n a s tl u d a
)
h They are in thei rsearch fo rsefl ,mode lbehaviou ratfe rolder ,esteemed
n o n r o s t n e d u t
s -paren tadu tl .s
)i They have expe irmen twtih new slang and behaviour sast hey search fo r
” s e it it n e d i w e n “ e s e h t g n i d r a c s i d n e tf o , p u o r g r i e h t n i h ti w n o it i s o p l a i c o s
d r e t a l a t
a a te.
.
B Theore itca lFramework
e s u r e ti r w e h t , y d u t s s i h t n
I d Kemp’ sinsrtucitona lmode lbecause o f ti s
e h t t u b , l e d o m n g i s e d l a n o it c u rt s n i s i h n i s p e t s t h g i e s t c u rt s n o c p m e K . y ti li b i x e lf
e s u y l n o r e ti r
w d sixsteps .Ther easons whyt hewrtie ronly used sixstep saret ha t
e r a s p e t s e h t f o t s e r e h t d n a s l a ir e t a m g n i n g i s e d r o f t n e i c if f u s e r a s p e t s x i s e s o h t
l o o h c s l a m r o f g n i d li u b r o f d e s u y l e t a ir p o r p p
a s .Thewrtie rstatre d to i dentfiy t he
n o it a c if it n e d i s i h T . s c it s ir e t c a r a h c s ’ r e n r a e
l wa s done by obtaining a lo t o f
e h t t u o g n i d n if n I . t s e r e t n i d n a , s d e e n , s e it il i b a p a c s ’ r e n r a e l t u o b a n o it a m r o f n i
r e d i s n o c o s l a r e ti r w e h t , s c it s ir e t c a r a h c s ’ r e n r a e
l e d thei racademic and socia l
r e d i s n o c o s l a r e ti r w e h t , t a h t s e d i s e B . s r o t c a
f e d thei rlearning condiiton sand
t s g n i n r a e
l yles .Thewrtie rconducte d need ssurvey t o suppo tr t hei denitifcaiton .
s e ri a n n o it s e u q e h t g n it u b ir t s i d s n a e m e r e h y e v r u s s d e e
i r e h t o h c a e e g d e l w o n k r i e h t e r a h s d n a p l e h s r e n r a e l e r e h
w n group .s Thewrtie r
g n i n r a e l d n a g n i h c a e t e h t tr o p p u s o t s e u q i n h c e t g n i n r a e L e v it a r e p o o C e m o s e s o h c
.s e it i v it c a
t c u d n o c r e ti r w e h T . n o i s i v e r d n a n o it a u l a v e s l a ir e t a m s i p e t s t s a l e h
T e d
t s o p g n it u b ir t s i d y b p e t s s i h
t -design quesitonnarie s and interviewing the
f o s t n a p i c it r a
p exrtacurircula rEngilsh class fo SMP Budya Wacana Yogyaka tra . t
s o
P -design quesitonnarie swere distirbuted to the coordinato ro fexrtacurircula r
s s a l c h s il g n
E and an Engilsh teache rin SMP Budya Wacana Yogyakarta ,also il
g n E f o s r e r u t c e
l sh Educaiton Study Program i n SanataDharma Universtiy .The
s e ri a n n o it s e u q e h t f o t l u s e
r helped thewrtiert o evaluateand reviset hedesigned
.s l a ir e t a
m Interview wa sconducted by the wrtie rto ge tthe ora lfeedback and
o h w s t n a p i c it r a p e h t m o r f s t n e m m o
s a d e b ir c s e d e r a r e ti r w e h t y b s l a ir e t a m g n i n g i s e d f o s p e t s e l o h w e h T
: s w o ll o f
l e d o M l a n o it c u r t s n I d e t p o d A s ’ r e ti r W e h T 2 . 2 e r u g i F
e d i s n o c o s l a r e ti r w e h t ,s l a ir e t a m e h t g n i n g i s e d n
I rst hecharacteirsitc so f
n i o j o h w s r e n r a e l f o e g a e h t h ti w e t a ir p o r p p a s i t I . s r e n r a e l l o o h c s e l d d i m
ex rtacurircula rEngilshclass inSMPBudyaWacanaYogyakarta. L
g n i y fi t n e d
I earners ’Characteirsitcs
s l a o G g n ir e d i s n o
C ,Topics ,andGenera lPurposes
s e c r u o s e R d n a s e it i v it c A g n i n r a e L g n i h c a e T g n it c e l e S
n o i s i v e R d n a n o it a u l a v E s l a ir e t a M
s e v it c e j b O g n i n r a e L g n i y fi c e p S
6 3
I I I R E T P A H C
H C R A E S E
R METHODOLOGY
o t d e s u y g o l o d o h t e m e h t t u o b a n o it a m r o f n i li a t e d e h t s t n e s e r p r e t p a h c s i h T
s m e l b o r p h c r a e s e r o w t e v l o s o t d e s u s i y g o l o d o h t e m s i h T . y d u t s e h t h s il p m o c c a
i s o t n i d e s s u c s i d e r a s m e l b o r p o w t e s e h T . r e t p a h c t s ri f e h t n i d e t a t
s x secitons .
d o h t e m h c r a e s e r e r a y e h
T , research setitng , research paritcipants/subjects,
s t n e m u rt s n
i and data gathe irng technique ,data analysi stechnique ,and research
. e r u d e c o r p
.
A ResearchMethod
y d u t s s i h
T presented insrtucitona l speaking mateiral s based on a
r o f h c a o r p p a g n i n r a e L e v it a r e p o o
C ex rtacurircula rEngilsh class o fSMP Budya
, t n e m p o l e v e d s l a ir e t a m e h t n i y l n o t o n d e s u c o f r e ti r w e h T . a tr a k a y g o Y a n a c a W
. n o it a t n e m e l p m i s l a ir e t a m o s l a t u b
y d u t s s i h
T appiled Research and Developmen tCycle a sproposed by
D & R n i s p e t s n e t e r a e r e h T . ) 3 8 9 1 ( l l a G n e i m a D h ti d e r e M d n a g r o B . R r e tl a W
e l c y
c .Bu tinthiss tudy,t hewrtie rtook ifves teps .Thename soft hoses tep sare( 1 )
m r o f y r a n i m il e r p g n i p o l e v e d ) 3 ( , g n i n n a l p ) 2 ( , g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r
d o r p f
o uct ,(4 )preilminary ifeld t esitng ,and (5 ) ifna lproduc trevision .The ifve
e l c y c D & R s i h t f o s p e t
.
1 ResearchandI nforma itonCollecitng
s i h
T step included obtaining informaiton a smuch a spossible from the
r o t a n i d r o o
c o fexrtacurircula rEngilsh class in SMP Budya Wacana Yogyaka tra .
m o r f n o it a m r o f n i e m o s k o o t o s l a r e ti r w e h
T textbook sandotherr eference swhich
tr o p p u
s e dandcouldbet hef oundaitonf o rdesigninganddevelopingt hemateirals .
a t a d e h
T w lascolectedt hroughquesitonnariesandi nterview .Thewrtie raske dthe
t n a p i c it r a
p s who join Ex rtacurircula r Engilsh class in SMP Budya Wacana
a t r a k a y g o
Y to ifll t he pre-design quesitonnarie t o know more about t hei rneeds ,
n o it s e u q e s e h T . s m e l b o r p d n a , t s e r e t n
i narie shelpe dthewrtiert odo need analysi s
e h T . y d u t s s i h t r o
f n , the resutl so fthe quesitonnarie ssuppo tred the wrtie rto
f o t e s a n g i s e
d insrtucitona l speaking mateirals . The wrtie r also conducted
e h t h ti w w e i v r e t n
i Exrtacurircula rEngilsh class coordinato rto ge tinformaiton
h c i h w s l a ir e t a m e h T . s m e l b o r p d n a , s t s e r e t n i ,s d e e n , s s e r g o r p ’ s t n e d u t s e h t t u o b a
f o s s a l c r a l u c ir r u c a rt x e n i d e s u y ll a u s u e r e
w SMP Budya Wacana Yogyaka tra
d e n g i s e d e h t h ti w m e h t t s u j d a o t r e ti r w e h t r o f n o it a m r o f n i d o o g e b d l u o c
mate iral .s
.
2 Planning
r e tf
A doing the research and co llected much informaiton , the wrtie r
e z y l a n
a d theanswer soft hepre-design quesitonnaries .Then ,thewrtie rcollected
r e ti r w e h T . s l a ir e t a m d e n g i s e d e h t d e tr o p p u s s e c r u o s e h
t am ed designf ramework s
o d e s a
b n Cooperaitve Learning .A tfe rmaking design framework ,s the wrtie r
n a g e
b to formulate the goals ,topics ,and genera lpurpose sin orde rto plan the
.
3 DevelopingPreilminaryFormo fProduct
tr a t s r e ti r w e h
T e dtodesignt hemate iral sbasedontheneed ssurvey .A tfe r
t , s e s o p r u p l a r e n e g d n a , s c i p o t , s l a o g e h t g n it a l u m r o
f he wrtie rdetermined the
t n e t n o c t c e j b u s , s e v it c e j b o g n i n r a e
l s ,and also teachingl/earning acitviite sand
.s e c r u o s e r
.
4 PreilminaryFieldTesitng
r e ti r w e h
T distirbuted thepost- sde ign quesitonnariet ocheck and measure
s l a ir e t a m d e n g i s e d e h t r e h t e h
w which based on need s survey/pre-design
a h e ri a n n o it s e u
q d been approp irate o rnot .The respondent swho if dlle thi spost
-n g i s e
d aret hecoordinato ro fexrtacurircula rEngilsh class in SMPBudyaWacana
a t r a k a y g o
Y ,the Engilsh teache rin SMP Budya Wacana Yogyakarta ,and two
. y ti s r e v i n U a m r a h D a t a n a S m a r g o r P y d u t S n o it a c u d E h s il g n E f o s r e r u t c e
l Beside s
f o s t n a p i c it r a p e h t h ti w w e i v r e t n i d e t c u d n o c o s l a r e ti r w e h t , t a h
t exrtacurircula r
c h s il g n
E l ass in SMP Budya Wacana Yogyakarta .The purposeoft his i nterview
e h t t n r a e l y e h t e s u a c e b s t n a p i c it r a p e h t m o r f s t n e m m o c d n a k c a b d e e f t e g o t s a w
.s l a ir e t a m d e n g i s e d
.
5 Fina lProduc tRevision
t s o p e h t f o s tl u s e r e h
T -design quesitonnarie swo uld bet he evaluaiton fo r
e r
p -design mateirals .I tco uld be the base fo rrevising the mateirals .The wrtie r
w do ul revise the design based on the quesitonnaries ,suggesiton ,and need .s
p e t s n o it a u l a v
E wa saimed to make a ifna lrevision before the mateiral sdesign
l p p a e b l li
f o e r u d e c o r p r e r a e l c e h t e k a m o
T themethod,t hewrtie rcombined R &D
.s ’ p m e K m o r f d e t p a d a l e d o M l a n o it c u rt s n I s ’ r e ti r w e h t d n a e l c y C
TheWrtier’sI nstrucitona lMode l R&DCycle
d o h t e M h c r a e s e R s ’ r e ti r W e h T 1 . 3 e r u g i F
.
B ResearchSetitng
n i e c a l p k o o t y d u t s s i h
T SMP Budya Wacana Yogyakarta . The
s s a l c h s il g n E r a l u c ir r u c a rt x
e in SMP Budya Wacana Yogyakarta i sscheduled t o
A 0 0 . 9 0 l it n u M A 0 3 . 7 t a s y a d r u t a S n o d l e h e
b M .So , tit ake s90minutesf o reach
. s tr a p e e r h t o t n i h c r a e s e r e h t f o s k s a t e h t d e d i v i d r e ti r w e h T . s s a l c e h t n i g n it e e m
s c it s ir e t c a r a h C ’ s r e n r a e L g n i y fi t n e d I
s c i p o T , s l a o G g n ir e d i s n o
C ,and
s e s o p r u P l a r e n e G
s e v it c e j b O g n i n r a e L g n i y fi c e p S
n o i s i v e R d n a n o it a u l a v E s l a ir e t a M
g n it c e l e
S TeachingLearningAcitviite s s
e c r u o s e R d n a
s t n e t n o C t c e j b u S g n it s i L
n I d n a h c r a e s e
R formaitonCollecitng
g n i n n a l P
f o m r o F y r a n i m il e r P g n i p o l e v e D
t c u d o r P
g n it s e T d l e i F y r a n i m il e r P
e c n a h c e h t t o g r e ti r w e h T . n o it a t n e m e l p m i d n a , w e i v r e t n i , n o it a v r e s b o e r e w y e h T
f o s s e c o r p g n i n r a e l d n a g n i h c a e t e h t e v r e s b o o
t exrtacur ircula rEng ilsh class on
e r p e h t d e t u b ir t s i d o s l a r e ti r w e h T . 1 1 0 2 , 2 2 r e b o t c O d n a 5 1 r e b o t c
O -design
f o s t n a p i c it r a p e h t o t y e v r u
s ex rtacurircula rEngilsh class on Octobe r22 ,2011 .
f o r o t a n i d r o o c e h t d e w e i v r e t n i r e ti r w e h t , 1 1 0 2 , 9 1 r e b o t c O n o , n e h T
rt x
e acurircula rEngilsh class in SMP Budya Wacana Yogyakarta .This i nterview
o s s m e l b o r p d n a , s t s e r e t n i ,s d e e n ’ s t n a p i c it r a p e h t t u o b a n o it a m r o f n i n i a t b o o t s a w
d e v r e s b o r e ti r w e h t , n e h T . s l a ir e t a m e t a ir p o r p p a e h t n g i s e d d l u o c r e ti r w e h t t a h t
o it a t n e m e l p m i e h
t n oft hedesignedmateiral sbyt hecoordinato ro fexrtacurircula r
s s a l c h s il g n
E .Uni t1f romt hedesignedmate iral swasi mplemented on Novembe r
, 9 1 r e b m e v o N n o d e t n e m e l p m i s a w 2 t i n u f o f l a h A . 1 1 0 2 , 2 1 r e b m e v o N d n a 5
n o d s a w n o it a t n e m e l p m i e h t r e tf A . 1 1 0
2 e by the coordinato ro fExrtacurircula r
s s a l c h s il g n
E , t hewrtie rdistirbuted t he mateira levaluaiton quesitonnarie sas t he
t s o
p -design survey to the coordinato rand an Engilsh teache rin SMP Budya
a t r a k a y g o Y a n a c a
W .Thedist irbuiton oft hequesitonnarie swa sdoneon January
. 2 1 0 2 , 1 1
.
C ResearchPar itcipants/Subjects
w e r e h
T e refourt ype so fparitcipantsi nt hi sstudy;t heyw :er e
.
1 The paritcipant so fExrtacurircula rEngilsh class in SMP Budya Wacana
a t r a k a y g o
Y .They a re needed to fli lthe quesitonnarie srelated to thei r
h s il g n E g n i n r a e l n i s m e l b o r p d n a , s t s e r e t n i ,s d e e
n .Thewrtie ralsoneeded
t s o p e h t r o f s e e w e i v r e t n i e h t e b o t m e h
.
2 The Exrtacurircula rEngilsh class coordinato r in SMP Budya Wacana
a t r a k a y g o
Y . The Exrtacurircula rEngilsh class wa sinvolved from the
e h t d e d e e n r e ti r w e h T . h c r a e s e r e h t f o d n e e h t l it n u g n i n n i g e b
e r p r o f e e w e i v r e t n i n a e b o t p l e h ’ s r o t a n i d r o o
c -design survey and a
t s o p r o f t n e d n o p s e
r -design survey .The pre-design survey wa saimed to
e h t n i a t b
o informaiton abou t the paritcipants ’ needs , interests , and
t e g o t d e m i a s a w y e v r u s n g i s e d t s o p e h t , e li h w n a e M . s m e l b o r
p feedback
. n g i s e d s l a ir e t a m e h t o t d e t a l e
r The wrtie r needed the coordinator’ s
s t n e m m o
c whethert hedesignedmateiral shad beenapprop irateo rno.t
.
3 The Engilsh teache ro f SMP Budya Wacana Yogyakarta . The wrtie r
t n a
w e dtoobtaint hei nformaitonr elatedt ot hestudents ’needs a smanya s
. n o it p e c r e p ’ s r e h c a e t e h t n o d n e p e d e l b i s s o
p Thet eache rwasi nvolved t o
. e ri a n n o it s e u q n o it a u l a v e s l a ir e t a m e h t ll if
.
4 Engilsh lecturer sin Engilsh Educaiton Study Program Sanata Dharma
r e d i s n o c r e ti r w e h t , e r e H . y ti s r e v i n
U e d tha tlecturer sare expetrs .They
g n i h c a e t e g a u g n a l h s il g n E r e t s a
m .Thewrtie rneeded t hei rhelp t o ifllt he
S . s e ri a n n o it s e u q n o it a u l a v e s l a ir e t a
m o, the quesitonnarie swere aimed t o
s l a ir e t a m e h t o t d e t a l e r n o it a u l a v e d n a k c a b d e e f ’ s r e r u t c e l e h t n i a t b o
e h T . n g i s e
d wrtie rneeded t hei rcommentswhethert hedesigned mate iral s
a
h d beenapprop irateo rno.t
c if il a u q ’ s tr e p x e e h t f o n o it a c if it s u j e h t e g a n a m o t r e d r o n
I aitons ,the wrtie r
e t a it n e r e f fi d o t n o it c n u f a s a h e l b a t t a h T . e l b a t a e d a
s s a l
c coordinator , Engilsh teacher ,and Engilsh lecturer sin sex , educaitona l
e h t f o n o it p ir c s e d e h t f o t a m r o f e h T . s e c n e ir e p x e g n i h c a e t d n a , d n u o r g k c a b
s e
r pondent so fpost-designs urveywa spresentedi nTable3.1.
. 3 e l b a
T 2 .TheDescripitonoft heRespondent so fPost-DesignSurvey( Blank)
s t n a p i c it r a
P S ex Educaitona l
d n u o r g k c a B
n i( s e c n e ir e p x E g n i h c a e T
) s r a e y
M F D 3 S 1 S 2 < 5 5- 01 > 10
h s il g n E
l u c ir r u c a rt x
e a r
r o t a n i d r o o c
h s il g n E
r e h c a e t
h s il g n E
s r e r u t c e l
n i s t n a p i c it r a p e h
T Exrtacurircula r Engilsh class fo SMP Budya Wacana
a t r a k a y g o
Y b aec me the objec t o f the insrtucitona l mateiral s design . On the
, y r a rt n o
c Exrtacurircula rEng ilsh class coordinator ,Engilsh t eacher ,and Engilsh
s r e r u t c e
s s a l
c o fSMP Budya Wacana Yogyaka tra .Field note so fpre-study contained t he
, s e v it c e j b o g n i n r a e l e h t g n i d u l c n i s s e c o r p g n i n r a e l d n a g n i h c a e t f o s s e c o r p e l o h w
. r u o i v a h e b ’ s t n e d u t s d n a , d o h t e m s ’ r e h c a e t , s e it i v it c a g n i n r a e l d n a g n i h c a e t
e h t f o s e t o n d l e if e h t , e li h w n a e
M implementaiton fo rthe designed mate iral s
.s e t o n d n a s n a l p n o s s e l e v it a t n e t e h t d e n i a t n o c
.
2 DataGatheringTechnique
n o d e s a b s l a ir e t a m g n i k a e p s h s il g n E e t a ir p o r p p a n g i s e d o t r e d r o n I
e h t r o f g n i n r a e L e v it a r e p o o
C Exrtacurircula rEngilshclass fo SMPBudyaWacana
a t r a k a y g o
Y , t hewrtie rconducte d the survey t wice .The fris tonewa spre-design
e n o d n o c e s e h t d n a y e v r u
s wa spost-designs urvey.
e r
P -design survey wa s done through dist irbuitng quesitonnarie s to
f o s t n a p i c it r a
p Ex rtacurircula rEngilsh class in SMP Budya Wacana Yogyaka tra
h ti w w e i v r e t n i g n it c u d n o c d n
a theExrtacurircula rEngilsh classcoordinator .The
y e v r u s s i h t f o e s o p r u
p wast o ifnd outt hel earners ’need ,si nterests ,andproblems .
w e i v r e t n i f o e s o p r u p e h t , e li h w n a e
M was t o obtain t he fu trheri nformaiton from
’ s t n e d u t s d n a d e s u s l a ir e t a m e h t t u o b a r o t a n i d r o o c e h
t ablitiy . Those
p l e h s tl u s e r w e i v r e t n i d n a s e ri a n n o it s e u
q e d thewrtier t o design t hei nsrtucitona l
.s l a ir e t a m
e r p n
I -design survey ,the wrtie rcombined two type so fquesitonnaries .
e r e h
T w re e two pa tr sin quesitonnarie sgiving to paritcipant so fExrtacurircula r
s s a l c h s il g n
E .I nt hef ris tpar,tt heparitcipant swereaskedt oanswert hequesiton s
. e c n e u q e s n i e k il s i d d n a e k il y e h t t a h w n o s d n e p e d 5 , 4 , 3 , 2 , 1 r e b m u n g n i v i g y
, tr a p d n o c e s e h
t theparitcipant swereasked t o answe rquesiton sby choosingone
.s e s n o p s e r e l b a li a v a e h t f o e r o m r o
t s o
P -design survey wa sdone through distirbu itng quesitonnarie sto et h
, r o t a n i d r o o c r a l u c ir r u c a rt x e h s il g n
E the Engilsh teache rin SMP Budya Wacana
r a k a y g o
Y ta ,and Engilsh Educaiton Study Program Sanata Dharma Universtiy
s l a ir e t a m l a n o it c u rt s n i e h t t u o b a n o it a u l a v e d n a k c a b d e e f g n it t e g r o f s r e r u t c e l
s t n e d n o p s e r e h T . n g i s e
d were supposed to choose one o f ifve evaluaiton point s
h c a e n i 5 o t p u 1 e g n a r e h t h ti
w quesiton .Theywerealsoneededt oanswe rsome
. m r o f n e tt ir w n i s n o it s e u q
.
E DataAnalysi sTechnique
e r e h
T weret wot ype so fdatat obeanalyzed;t heywerequesitonnarie sand
e r e h T . w e i v r e t n
i were also two kind so fquesitonnaries .The fris tquesitonnarie
a
w sused fo rpre-design survey to obtain data related students ’needs ,interests ,
e r p t a h T . m e l b o r p d n
a -design survey wa salso used t o be t hebasefo rdesigning
e h T . e g a t n e c r e p y b d e t a l u c l a c e r e w m r o f d e s o l c n i d e r e h t a g a t a d e h T . s l a ir e t a m
s tl u s e
r wereobtainedbydividing t henumbe ro fstudent swho chooset heopiton s
d e t c e ll o c a t a d e h T . % 0 0 1 y b y l p it l u m n e h t ,s t n e d u t s e h t f o r e b m u n l a t o t e h t h ti w
e r p e h t n
i -design survey quesitonnarie would be calculated using percentage a s
: e t o N
N :t het ota lnumbe rofs tudent swhochooset heopitons
Σn :t het ota lnumbe rofs tudents a h y e v r u s f o s tl u s e r e h
T d funciton sa sthe consideraiton sin designing
n i r o t a n i d r o o c s s a l c r a l u c ir r u c a rt x e e h t h ti w d e t c u d n o c w e i v r e t n I . s l a ir e t a
m SMP
a t r a k a y g o Y a n a c a W a y d u
B ew re aimed to obtain fu trhe rinformaiton related
e h t e b o t o s l a d n a , g n i n r a e l h s il g n E h ti w g n il a e d s m e l b o r p d n a s d e e n ’ s t n e d u t s
.s l a ir e t a m g n i n g i s e d n i s n o it a r e d i s n o c
e ri a n n o it s e u q d n o c e s e h
T wa sused fo rpost-design survey .Thi ssurvey
a
w sgiven to ex rtacurircula rclas scoordinator ,Engilsh teache rin SMP Budya
a t r a k a y g o Y a n a c a
W ,andEngilshEducaitonStudyPrograml ecturers ,whichwere
r e ti r w e h T . s l a ir e t a m d e n g i s e d e h t r o f n o it a u l a v e d n a k c a b d e e f n i a t b o o t d e m i a
s
u de the ifvepoint so fagreemen tanddisagreementf ormatf o rpost-design survey
h c i h
w wa spresentedasf ollow .s
1 = fit her espondentss rtonglydisagreewtiht hes tatement
2 = fit her espondent sdisagreewtiht hes tatement
3 = fi t he respondent snetihe ragree o rdisagree ;or t he respondent sdo no t
t b u o d r o w o n k
4 = fit her espondent sagreewtiht hestatement
5 = fit her espondentss rtonglyagreewtiht hes tatement
t s o p m o r f a t a d e h t e t a l u c l a c o
T -design survey ,the wrtie rused cenrta l
: e t o N
) n a e m (
x :t heaveragepoint x
Σ :t hes umofr espondents ’answer N :t henumbe rofr espondents
f o p u o r g a g n o m a e c n a m r o f r e p e g a r e v a e h t e b ir c s e d o t d e s u s i n a e M
) x Σ ( r e w s n a ’ s t n e d n o p s e r e h t f o m u s e h t m o r f t o g s i t n i o p e g a r e v a r o n a e M . s e r o c s
s t n e d n o p s e r e h t f o r e b m u n e h t y b d e d i v i
d ( N.)
a t a d e h
T were presented in a form o ftable in which the respondents ’
s l a ir e t a m d e n g i s e d e h t f o s tl u s e r f o t a m r o f e h T . n a e m e h t d n a , s t n e m e t a t s , n o i n i p o
e ri a n n o it s e u q n o it a u l a v
e wa spresentedi nTable3.2.
. 3 e l b a
T 3 .TheForma to fDescripitveStatsiitcoft heRespondents ’Opinion
) k n a l b (
o
N Respondents ’
n o i n i p O
s t n e m e t a t
S N Cenrta l
y c n e d n e T
1 2 3 4 5 M n
: e t o N
N =Numbe r t(opoin toutt heamoun toft her espondents)
n
