ABSTRACT
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on
Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Sanata Dharma University.
Learning English required students to develop four English skills. They
were listening, speaking, reading, and writing. The insufficiency of various
English learning materials influenced the students’ achievement in SMP
BOPKRII II Yogyakarta. To develop the students’ achievement in learning
English, Cooperative Learning approach offered various teaching learning
activities. Therefore, this research was intended to present a set of Integrated
English Instructional Materials Based on Cooperative Learning approach for the
eighth grade students of SMP BOPKRI II Yogyakarta.
This research was aimed to solve these two research problems: (a) How is
a set of integrated instructional English materials based on Cooperative Learning
approach for the eighth grade of SMP BOPKRI II designed?, and (b) What does
the designed material look like?
To answer the first question, the researcher implemented the cycle of
Research and Development as stated by Borg and Gall (1986) and adapted
Kemp’s instructional model (1977). There were five steps in designing the
materials. The first step was data and information collection. The researcher
conducted interview and distributed questionnaires. The second step was
planning. Goals, general purposes, and topics were stated, learning objectives
were specified, and subject contents were listed. Besides, teaching learning
activities and materials were selected. The third step was developing preliminary
form of product. In this step, the researcher designed the materials based on the
results of the needs survey and in accordance with the planning. The fourth step
was preliminary field testing. The designed materials were evaluated by the
English teacher of SMP BOPKRI II Yogyakarta and three other English teachers.
Comments, feedback, and suggestions on the designed materials were obtained
through post-design questionnaires. The last step was main product revision. The
researcher revised and improved the design based on the evaluation from the
respondents.
The second research problem was answered by presenting the final version
of the designed materials. The materials consisted of four units. They were
“Let’s
Save the Animals”
,
“Let’s Go to the Match!”
,
“Let’s Imagine”
, and
“Let’s Do
It!”
. Each unit consisted of three parts, pre-activity: (a)
Let’s Get Started
, main
activity: (a) L
et’s Listen and Speak!
, (b)
Let’s Read and Write!
, and (c)
Let’s Have
Some Fun!, and the last part was post-activity: (a) Reflection and Review. Based
on the results of preliminary field testing, the data presentation showed the
average point of the degree of agreement for the material design was from 3 up to
3,75 out of scale range 1 up to 4. It indicated that the designed materials were
appropriate for the eighth grade students of junior high school and acceptable to
be implemented in SMP BOPKRI II Yogyakarta.
ABSTRAK
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on
Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Belajar Bahasa Inggris menuntut siswa untuk mengembangkan empat
kemampun dalam Bahasa Inggris. Empat kemampuan tersebut adalah
mendengarkan, berbicara, membaca, dan menulis. Ketidakcukupan bahan
pembelajaran Bahasa Inggris di SMP BOPKRII II Yogyakarta mempengaruhi
prestasi siswa. Untuk mengembangkan prestasi siswa dalam belajar bahasa
Inggris, pendekatan pembelajaran kooperatif menawarkan berbagai kegiatan
belajar mengajar. Oleh karena itu, penelitian ini dimaksudkan untuk menyajikan
seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan pembelajaran
kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta.
Penelitian ini bertujuan untuk memecahkan dua rumusan masalah: (a)
Bagaimana seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan
pembelajaran kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta
dirancang?, dan (b) Seperti apa penyajian materi tersebut?
Untuk menjawab rumusan masalah yang pertama, peneliti menerapkan
siklus Penelitian dan Pengembangan seperti yang dinyatakan oleh Borg dan Gall
(1986) dan menggunakan model pembelajaran Kemp (1977). Terdapat lima
langkah dalam merancang materi. Langkah pertama adalah pengumpulan data dan
informasi. Peneliti melakukan wawancara dan menyebarkan kuesioner untuk
memperoleh data. Langkah kedua adalah perencanaan. Tujuan umum, topic, dan
tujuan khusus pembelajaran ditetapkan. Selain itu, aktifitas and materi
pembelajaran juga dipilih. Langkah ketiga adalah pengembangan bentuk awal
produk. Dalam langkah ini, peneliti merancang materi berdasarkan hasil survei
kebutuhan dan sesuai dengan tahap dalam perencanaan. langkah keempat adalah
uji lapangan awal. Rancangan materi dievaluasi oleh guru Bahasa Inggris SMP
BOPKRI II Yogyakarta dan tiga guru Bahasa Inggris lainnya. Komentar, kritik,
dan saran pada rancangan materi diperoleh melalui kuesioner pasca-desain.
Langkah terakhir adalah revisi produk utama. Peneliti merevisi dan memperbaiki
rancangan materi berdasarkan evaluasi dari responden.
Rumusan masalah yang kedua dijawab dengan menyajikan hasil akhir dari
perancangan materi yang terdiri dari empat unit. Keempat unit tersebut adalah
“Let’s Save the Animals”
,
“Let’s Go to the Match!”
,
“Let’s Imagine”
, and
“Let’s
Do It!”
. Setiap unit terdiri dari tiga bagian, yakni pra-kegiatan: (a)
Let’s Get
Started, kegiatan utama: : (a)
Let’s Listen and Speak!
, (b)
Let’s Read and Write!
,
and (c)
Let’s Have Some Fun!
, dan pasca-kegiatan: (a) Reflection and Review.
Berdasarkan hasil uji lapangan awal, data presentasi menunjukkan hasil rata-rata
terhadap rancangan materi adalah dari 3 sampai dengan 3,75 dari rentang skala 1
sampai 4. Hal ini menunjukkan bahwa materi yang dirancang telah sesuai untuk
siswa kelas VIII SMP dan dapat diterima untuk diterapkan di SMP BOPKRI II
Yogyakarta.
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m h data .Langkah kedua adalah perencanaan .Tujuan umum, t opic ,dan i r e t a m d n a s a ti fi t k a , u ti n i a l e S . n a k p a t e ti d n a r a j a l e b m e p s u s u h k n a u j u t l a w a k u t n e b n a g n a b m e g n e p h a l a d a a g it e k h a k g n a L . h il i p i d a g u j n a r a j a l e b m e p n a c n a r e m i ti l e n e p , i n i h a k g n a l m a l a D . k u d o r
p g mater iberdasarkan hasi lsurve i h a l a d a t a p m e e k h a k g n a l . n a a n a c n e r e p m a l a d p a h a t n a g n e d i a u s e s n a d n a h u t u b e k P M S s ir g g n I a s a h a B u r u g h e l o i s a u l a v e i d i r e t a m n a g n a c n a R . l a w a n a g n a p a l i j u . a y n n i a l s ir g g n I a s a h a B u r u g a g it n a d a tr a k a y g o Y I I I R K P O
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d -desain .
. a m a t u k u d o r p i s i v e r h a l a d a r i h k a r e t h a k g n a
L Penelti imerevis idan memperbaik i . n e d n o p s e r ir a d i s a u l a v e n a k r a s a d r e b i r e t a m n a g n a c n a r i r a d r i h k a l i s a h n a k ij a y n e m n a g n e d b a w a ji d a u d e k g n a y h a l a s a m n a s u m u R h a l a d a t u b e s r e t t i n u t a p m e e K . ti n u t a p m e i r a d i ri d r e t g n a y i r e t a m n a g n a c n a r e p ” s l a m i n A e h t e v a S s ’t e L
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c ( d n
a Le’t sHave Some Fun! ,dan pasca-kegiatan :(a )Relfeciton and Review . p a t a d , l a w a n a g n a p a l ij u l i s a h n a k r a s a d r e
B resentas imenunjukkan hasli ar -at rata n a g n a c n a r p a d a h r e
t mater iadalahdar i3 sampa idengan 3,75 dairr entangskala1 a w h a b n a k k u j n u n e m i n i l a H . 4 i a p m a
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s i H r o f d n a , t o g e v a h I g n i h t e l g n i s y r e v e r o f l u f e t a r g e b s y a w l a o t g n i s s e l b e h t
. e m it t s e d r a h e h t h g u o r h t y a t s o t e v e il e b e m e k a m o t e c n e t s i x e
g e d u ti t a r g e r e c n i s y
M oest oAgus itnu sHard iPrasetyo ,S.Pd. , A., rM. fo
e m g n it s i s s a n i r o s i v d a y m e b o t n o it n e tt a d n a , e c n e it a p , s s e n d n i k , e c n a d i u g s i h
c h c r a e s e r e h t g n ir u
d ompleiton. Wha the ha sgiven me i sreally beneifcia lfo r
e d u ti t a r g t s e p e e D . y d u t s y m t u o h g u o r h t e c n e t e p m o c d n a y ti li b a y m g n i v o r p m i
d n a s e c n a h c e l b a u l a v n i e h t r o f , f f a t s d n a s r e r u t c e l I B P e h t l l a o t s e o g o s l a
. y ti s r e v i n U a m r a h D a t a n a S n i h s il g n E n r a e l o t e m r o f s t n e m o m
y l p e e d m a
I gratefu l to the Engilsh teache r o f SMP BOPKR I I I
a tr a k a y g o
Y , Ariaty Puj i Lestari , S.Pd., fo r being involved paitenlty and
e r e c n i s y m , e r o m r e h tr u F . s l a ir e t a m e h t g n i n g i s e d f o e s a h p y r e v e n i y l e r e c n i s
f o s t n e d u t s e h t o t o g o s l a s k n a h
t SMP BOPKR II IYogyakatra grade VII Ifo r .
g n i s s e c o r p y e v r u s d e e n f o e s a h p e h t n i y ll a c it s a i s u h t n e g n it a p i c it r a p
, s t n e r a p y m o t e d u ti t a r g t s e p e e d y m t n e s e r p o t e k il d l u o w
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e h t h g u o r h t e l g g u rt s e ri t n e r u o d n e o t e s i m o r p I , t s a l e h t m a I h g u o h tl A ! s d n e ir f
year snicely .Ij us tcanno twatit o seeou rnex tphase of l fie !Then ,my grattiude
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a OMK and Fideil sBintaran f irends ,Girang ,Yoyok ,David ,Adi , ,
a ti G , s a y T , b i d A , u n s i
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o t d e s s e r d d a o s l a s i k n a h t e r e c n i s y M . s l a ir e t a m d e n g i s e d y
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N fo rhi swliilngnesst o read my t hesi sand givecorreciton son ti .
e l p o e p d o o g e h t ll a s k n a h t e r e c n i s y m s s e r p x e o t e k il d l u o w I , t s a e l t o n t u b t s a L
g n i g a r u o c n e d n a h c r a e s e r s i h t g n i h s i n if n i d o o m d o o g e h t g n i g n ir b r o f , e m d n u o r a
.s i e fi l y m s u o i c e r p w o h e t a i c e r p p a s y a w l a o t e m
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F thank al loft hepeople ,whose name scanno tbemenitoned one
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S T N E T N O C F O E L B A T
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G A P E L T I
T ... i S
E G A P L A V O R P P
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G A P N O I T A C I D E
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T I L A N I G I R O S ’ K R O W F O T N E M E T A T
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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
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C A R T S B
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K A R T S B
A ... ii....v i S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... ix S
E R U G I F F O T S I
L ... iix i S
E L B A T F O T S I
L ... xiv S
E C I D N E P P A T S I
L ... vx N
O I T C U D O R T N I .I R E T P A H
C ... 1 .. .
A ResearchBackground ... 1 .
B ResearchProblem s... 4 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitves... 5 .
E ResearchBenefti s ... 6 .
F Deifniitono fTerm s ... 7
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... 9 .
A Theoreitca lDescirpiton ... 9 .
1 Kemp’sI nsrtucitona lModel ... 9 .
2 IntegratedMateirals... 13 .
3 Mateiral sDevelopment ... 14 .
4 CooperaitveLearning ... 51 .
a Element so fCooperaitveLearning ... 51 .
ii x .
c Teacher’ sRolesi nCooperaitveLearningClass... 02 .
d Learners ’Rolesi nCooperaitveLearningClass... 02 .
e Syllabu s ... 12 .
B Theoreitca lFramework ... 22
Y G O L O D O H T E M . I I I R E T P A H
C ... 62 .
A ResearchMethod ... 6.. 2 .
B ResearchSetitng ... 9.... 2 .
C ResearchParitcipants... 03 .
D Insrtuments andDataGatheirngTechnique ... 13 .
E DataAnalysi sTechnique ... 33 .
F ResearchProcedures ... 53
V I R E T P A H
C .RESEARCHRESULTS ANDDISCUSSION... 37 .
A TheProces so fDesigningt heI ntegratedMateirals... 73 .
1 ResearchandI nformaitonCo llecitng ... 73 .
2 Planning ... 14 .
3 Developi ngPreilminaryFormo fProduc t ... 35 .
4 PreilminaryFieldTesitng ... 45 .
5 MainProduc tRevision ... 85 .
B TheBire fDescirpitonoft heEngilshMateirals... 06
N O C . V R E T P A H
C CLUSIONSANDRECOMMENDATIONS... 56 .
A Conclusions ... 56 .
B Recommendaitons... 7.. 6 S
E C N E R E F E
R ... 96 S
E C I D N E P P
ii i x
S E R U G I F F O T S I L
e r u g i F
e K 1 .
2 mp’sI nsrtucitona lDesignModel ... 21 1
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l a ir e t a M f o s c i p o t b u S d n a s c i p o T e h T 2 .
4 ... 84 s
l a ir e t a M f o s r o t a c i d n I g n i n r a e L e h T 3 .
4 ... 94 t
s o P f o n o it p ir c s e D e h T 4 .
4 -DesignQuesitonnarieRespondents ... 65 5
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4 Degreeo fAgreement ... 75 t
s o P f o t l u s e R e h T 6 .
v x
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r P .
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r P f o t l u s e R e h T .
C -DesignQuesitonnarie ... 97 h
ti w w e i v r e t n I f o t l u s e R e h T .
D EngilshTeacher ... 38 e
ri a n n o it s e u Q n g i s e D t s o P .
E ... 78 e
ri a n n o it s e u Q n g i s e D t s o P f o t l u s e R e h T .
1 I R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T cover ssix impo tran tpa trs :research background ,research m
e l b o r
p s , problem ilmtiaiton , research objecitves , research beneftis , and .s
m r e t f o n o it i n if e d
.
A ResearchBackground
e g a u g n a l l a n o it a n r e t n i e h t e m o c e b s a h h s il g n
E tha tpeople use i n almos t l a n o it a n r e t n i n a s a d e r e d i s n o c n e e b s a h h s il g n E t a h t s n a e m t I . d lr o w e h t d n u o r a
, d lr o w s s e n i s u b , e d a rt , y g o l o n h c e t n r e d o m d n a c if it n e i c s n i d e s u s i t a h t e g a u g n a l
i e l o r t n a tr o p m i n a s a h h s il g n E , e g a u g n a l n g i e r o f s A . e r o m y n a m d n
a n I ndonesia .
n r a e l o t a i s e n o d n I n i e l p o e p s e t a v it o m l o o t n o it a c i n u m m o c l a b o l g a s a e l o r s tI
e ri u q c a o t r e i s a e t e g n a c e l p o e p , h s il g n E f o e c n e t e p m o c e h t g n i v a h y B . h s il g n E
o t e l p o e p s e ri u q e r t a h t a r e n o it a z il a b o l g e h t o t e u d n a c y e h t s a h c u m s a e g d e l w o n k
e
b expetri nEngilsh.
d e tr a t s t c e j b u s y r o s l u p m o c a s a l o o h c s t a t h g u a t s i h s il g n E , a i s e n o d n I n I
e r p y n a m e r a e r e h t , r e v o e r o M . s l o o h c s y r a t n e m e l e m o r
f -school stha tarleady
t n a tr o p m i s e k a t h s il g n E t a h t t c a f e h t g n i z il a e R . s t n e d u t s e h t o t h s il g n E e c u d o rt n i
e l o
r in Indonesian educaiton ,Engilsh l earning ha sdeveloped t hrough ti saspect s n e e s y l s u o i v b o s i s t n e m p o l e v e d e h t f o e n O . r a e y y b r a e y s s e c o r p g n i n r a e l n i
e h t d e g n a h c t n e m n r e v o g e h T . a i s e n o d n I n i m u l u c ir r u c f o g n i g n a h c e h t h g u o r h t
n i n o it a c u d e f o m u l u c ir r u
l o o h c S d e il p p
a -Based Cur irculum i(nI ndonesia ,tii scalled a sKurikulumTingka t n
a k i d i d n e P n a u t a
S ‘ or KTSP’)s ince2006. e
c n i
S Engilshi sconsideredasaForeignLanguage( EFL)i n I ndonesia ,the r
e h c r a e s e
r beilevest ha tlearningEngilsh i sno ta seasyasl earning theIndonesian n
i s n e p p a h t a h w o t r a li m i S . e g a u g n a
l SMPBOPKRII IYogyakatra ,therearestli l s
m e l b o r p e m o
s o f teaching and l earning Engilsh. Thefris tproblem come sfrom d
e m g n it r o p p u s f o k c a l e h
t ia to teach the students .The Engilsh teache rin thi s it
r o p p u s f o r e b m u n d e ti m il a s a w e r e h t t a h t d e tt i m d a l o o h c
s ng media in
t s e t a l e h t h ti w e c n a d r o c c
a KurikulumTingka tSatuanPendidikan (KTSP )2006. In ,
n o it i d d
a the ilmtiaiton o f itme i n t eaching and t hestiuaiton t hat t herewa sonly h s il g n E f o t l u s e r e h t e d a m o s l a e m it t a h t t a l o o h c s s i h t n i r e h c a e t h s il g n E e n o
d n a g n i h c a e
t learning becomenottoo saitsfactory .Thet eache ralso added t hat i t e
h t t c a rt t a o t d n a s s a l c e h t e g a n a m o t tl u c if fi d s e m it e m o s s a
w students ’atteniton s
. n o i s s u c s i d c i p o t e h t s d r a w o t
f o n o it i d n o c e h t , h s il g n E g n i n r a e l d n a g n i h c a e t f o s m e l b o r p e h t o t d e t a l e R
. g n i n r a e l d n a g n i h c a e t f o s l a o g e h t g n i v e i h c a n i s t c e f f e e v i g o s l a y a m s t n e d u t s
k s , y ti l a n o s r e p , e fi l l a i c o s , y li m a f f o d n u o r g k c a
B ill ,moitvaiton and many othe r e h t g n ir e d i s n o C . l o o h c s t a g n i n r a e l n i e c n a m r o f r e p ’ s t n e d u t s e c n e u lf n i n a c s r o t c a f
t a , y li m a f f o d n u o r g k c a b d n a s c it s ir e t c a r a h c ’ s t n e d u t s f o s e c n e r e f fi
d eache ra sa
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 h t s e l d n a h o h w n o s r e p n i a
m should know t he
o t e l b a e b d l u o h s r e h c a e T . s s a l c n i d e il p p a e b n a c t a h t y g e t a rt s e v it c e f f e t s o m
e d i c e
d which classroom method and srtategy tha tcan run effecitvely t o develop g
n i n r a e l h s il g n E f o t n e m e v e i h c a e h
l a n o it n e v n o
c approach to teach Engilsh ,they do no tle tstudent sto be involved e
m o S . y ti v it c a g n i n r a e l y n a h ti w y l e v it c
a way sto make the effecitve teaching e
r a g n i n r a e
l making t hestudent sacitveso t hey enjoyand f ee lcomfo trablebeing s
s a l c n i d e v l o v n
i and creaitng interaciton and cooperaiton between teache rand d e v i e c e r e b n a c m r o f s n a rt o t s t n a w r e h c a e t e h t t a h t e g d e l w o n k e h t t a h t o s s t n e d u t s
. s t n e d u t s e h t y b
t a h t s e h c a o r p p a e m o s e r a e r e h
T a teache rcan apply in the class ,one o f s
i m e h
t the cooperaitve learning approach . Kagan stated that , “Cooperaitve learningi scarefullysrtuctured-organizedsot ha teachl earneri nteract swtihother s
m o r F . ) 1 . p , 2 9 9 1 ( ” g n i n r a e l s ’ r e h t o h c a e e s a e r c n i o t d e t a v it o m e r a s r e n r a e l ll a d n a
e m y lr a e l c s i ti , n o it i n if e d e h
t n itonedt ha tcooperaitvel earningcouldbeoneoft he e li h w y l e v it c a t r a p e k a t o t s t n e d u t s e h t l l a s e v l o v n i t a h t s e h c a o r p p a e v it c e f f e
. s s a l c e h t n i g n i y d u t
s Through t hi sapproach ,student sare acitve i n t hel earning h
t e r o m n r a e l l li w y e h t e s u a c e b , s s e c o r
p rough a proces so fconsrtucitng and .
e g d e l w o n k g n ir a h s d n a p u o r g a n i g n i k r o w , g n it a e r
c Thi sapproach i sbeileved t o t
n e d u t s r o f e c n a h c e v i
g s to bei nvolved i n discussion ;i tha scourage and ciritca l d
n a g n i k n i h
t givesther esponsiblitiyt othes tudentsf ort heriownl earning. d
e c n e ir e p x e s a h r e h c r a e s e r e h t e c n i
S Program Pengalaman Lapangan e h t f o n o it i d n o c e h t y lt c a x e s w o n k e h s , a tr a k a y g o Y I I I R K P O B P M S n i ) L P P (
r e h c a e t h s il g n E e n o y l n o s i e r e h T . r e h c a e t e h t e s r u o c f o d n a , s t n e d u t s e h t ,l o o h c s
o h c s s i h t n
i ol .Thet eache rhandle ssix classes ,and everydayshet eache satl eas t e h t f o e n o e b o s l a t h g i m t n e m u rt s n i d n a l a ir e t a m e h t f o n o it a ti m il e h T . s e m it o w t
a f e h t y b d e tr o p p u
s mliy background which mos tof t hem comef rom middle-low n
e p o t o n d n a e g d e l w o n k f o k c a l s i t a h t y li m a
f -minded to the educaiton o fthe f o t e s a n g i s e d o t s t p m e tt a r e h c r a e s e r e h t , e r e H . h s il g n E n r a e l o t n e r d li h c
b p l e h o t r e d r o n i s l a ir e t a m h s il g n E d e t a r g e t n
i oth teache rand student sin SMP . h s il g n E f o g n ir e t s a m r i e h t g n i p o l e v e d p o l e v e d o t a tr a k a y g o Y I I I R K P O
B The
l e v it a r e p o o c f o s e l p i c n ir
p earningapproachareusedt odevelopt hemateirals .The l
e v it a r e p o o c t a h t s k n i h t r e h c r a e s e
r earning can help the student swho have low y t e i x n a r i e h t g n i z i m i n i m y b e v it c a e r o m e b o t e g a u g n a l n g i e r o f g n i n r a e l n i y ti li b a
n a c y ll u f e p o h l a ir e t a m l a n o it c u rt s n i e h T . g n i s s e c o r p s i h s il g n E g n i n r a e l n e h w
. s i t i s a n u f s a h s il g n E e k a m o t s t n e d u t s e h t o s l a d n a r e h c a e t e h t e d i u g
o m r e h tr u
F re ,the socia lablitiy o fthe students can be buli talso through the cooperaitvelearningapproach becauset hi sapproach mainly r equriest hestudent s
’ s t n e d u t s w o l e h t e z i m i n i m n a c t a h t s y a w e h t f o e n o o s l a s i ti , s p u o r g n i k r o w o t
u tr o p p o e v i g d n a y t e i x n
a niite sfo rstudents t o speak up and l earn Engilsh more . n i s l a ir e t a m d e n g i s e d e h t t n e m e l p m i o t d n e t n i t o n s e o d r e h c r a e s e r e h t ,r e v e w o H
. h c r a e s e r l a t n e m ir e p x e n a
.
B ResearchProblems
n o it c u d o rt n i e h t n i d e t a t s s n o s a e r e h t n o d e s a
B ,the researche rpose sthe o
f llowingquesitons: .
1 Howi sase tofi ntegratedEngilsh i nsrtucitona lmateiral sbasedon cooperaitve learningapproachfo rtheeighthgrades tudent so fSMPBOPKR I IIYogyakatra
.
2 Wha t doe s a se t o f integrated Engilsh insrtucitona l mateiral s based on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I a
tr a k a y g o
Y look ilke?
.
C ProblemLimtia iton
g n i n g i s e d n o s e s u c o f r e h c r a e s e r e h
T a se t o f integrated Engilsh s
l a ir e t a m l a n o it c u rt s n
i using cooperaitve learning approach fo rthe eighth grade f
o s t n e d u t
s SMP BOPKR I II Yogyaka tra , Indonesia . Cooperaitve learning o t e l b a e r a h c i h w s e it i v it c a o t n i s l a ir e t a m e h t y l p p a o t r e d r o n i d e s u s i h c a o r p p a
e h T . e g a u g n a l n g i e r o f s a h s il g n E n r a e l o t n o it a v it o m ’ s t n e d u t s e h t e s a e r c n i
h t r e v o c s l a ir e t a
m e four-basic Engilsh skills ; ilstening ,speaking ,reading ,and t a h t m u l u c ir r u c e h T . s t n e d u t s e h t f o e c n e t e p m o c e h t o t d e t s u j d a e r a h c i h w g n it ir w
l o o h c S s i s l a ir e t a m e h t g n i n g i s e d n i e c n a d i u g e h t s a d e s u s
i -Based Curirculum o r
d e ll a c s i t i a i s e n o d n I n
i Kurikulum Tingka tSatuan Pendidikan (KTSP) .The n
a r r a e r a s e it i v it c
a ged based on t hep irnciple so fcooperaitvel earning t ha tenable . g n i n r a e l s p u o r g h g u o r h t y l e v it a r e p o o c d n a y l e v it c a t c a r e t n i d n a n r a e l o t s t n e d u t s
.
D ResearchObjecitves
a l u m r o f e h t h ti w e n il n
I tedproblem ,st hi sresearchi saimedt o: .
1 To ifnd ou thow a se to fintegrated Engilsh insrtucitona lmateiral sbased on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I s
i a tr a k a y g o
.
2 To ifnd ou twha ta se to fintegrated Engilsh insrtucitona lmateiral sbased on l
e v it a r e p o o
c earningapproachfo rtheeighthgrades tudent so fSMPBOPKRII I .
e k il s k o o l a tr a k a y g o Y
.
E ResearchBeneftis
t t a h t d e t c e p x e s i
tI he ifnding soft heresearch hopefully wli lcontirbutea n
a v d a f o l a e d t a e r
g tagesf o rEngilsht eacher ,ss tudents ,andr esearcher .s .
1 EngilshTeachers
e v a h l li w , a tr a k a y g o Y I I I R K P O B P M S n i y ll a i c e p s e , s r e h c a e t h s il g n E
. h s il g n E h c a e t o t e c n e r e f e r r e h t o n
a By havingt hei ntegratedEngilshi nsrtucitona l y
l p p a n a c s r e h c a e t e h t , s l a ir e t a
m vairou sacitviite sand technique to teach the h s il g n E f o g n i d n a t s r e d n u e h t p o l e v e d o t m e h t p l e h d n a s t n e d u t s e d a r g h t h g i e
h g u o r h
t cooperaitvel earning. .
2 Students
’ s t n e d u t s e h t p o l e v e d d n a h c ir n e o t d e t c e p x e s i l a ir e t a m d e n g i s e d e h T
r ( h s il g n E n i e c n e t e p m o
c eading , ilstening ,wiritng ,and speaking )a swel las t he l a ir e t a m s i h T . ) n o it a i c n u n o r p d n a , s e ir a l u b a c o v , r a m m a r g ( s t n e m e l e e g a u g n a l
u o f e h t s r e v o
c r competence s o f Engilsh using cooperaitve learning a s the n
a c h c a o r p p a s i h t t a h t d e v e il e b s i h c i h w h c a o r p p
a make the student sbe more
r e h t o e h t h ti w e v l o v n i t e g o t s e it i n u tr o p p o e r o m s t n e d u t s e h t e v i g , s s a l c n i e v it c a
h g u o r h T . e c n e t e p m o c f o l e v e l e h t e v o r p m i d n a t c a r e t n i n a c y e h t t a h t o s , s t n e d u t s
a m h s il g n E e h t d n a t s r e d n u n a c y ll u f e p o h s t n e d u t s e h t , n g i s e d s i h
t teira leasie rand
f o s ti f e n e b e h t t e
.
3 Othe rResearchers
e h t o t d e t a l e r s r e h c r a e s e r r e h t o r o f n o it a m r o f n i l u f e s u s e d i v o r p h c r a e s e r s i h T
n g i s e d o t w o h t u o b a e g d e l w o n k e r o m t e g o t s r e h c r a e s e r r e h t o e h t s p l e h t I . y d u t s
o t w o h d n
a develop approp irate Engilsh insrtucitona lmateiral sspecially using l
e v it a r e p o o
c earningapproach.
.
F Deifni iton so fTerms
d i o v a o t d e n if e d e b o t d e e n t a h t e lt it e h t n i d e s u s m r e t e m o s e r a e r e h T
. s n o it i n if e d e l b a li a v a y n a m e r a e r e h t e c n i s n o it a t e r p r e t n i s i
m The researche r
: w o ll o f s a s e d i v o r p
.
1 IntegratedMateirals
n i s ll i k s t n a tr o p m i r u o f r e v o c t a h t s l a ir e t a m e r a s l a ir e t a m d e t a r g e t n I
, g n i h c a e t e g a u g n a l h s il g n
E namely ilstening ,speaking ,reading , and wiritng . n
i d e t a e rt e r e w s ll i k s r u o f e h t y r o t s i h n i h g u o h tl
A separate segment s o f a
r a w o t d n e rt t n e c e r a s i e r e h t m u l u c ir r u
c d skli lintegraiton (Brown ,2000) .Thi s d n a , g n i d a e r , g n i k a e p s , g n i n e t s il : s ll i k s r u o f e s o h t e t a r g e t n i o t s e ir t h c r a e s e r
e n g i s e d f o t i n u h c a e n i e m e h t e m a s e h t h ti w d e t a r g e t n i e r a h c i h w g n it ir
w d
.s l a ir e t a m
.
2 Insrtucitona lMateiral
e h t y b d e n a l p r o d e n g i s e d l a ir e t a m e h t s a d e n if e d s i l a ir e t a m l a n o it c u rt s n I
o f s r e h c a e
t rteaching insrtuciton . tI can be in the form so fp irnted mateirals , r
e t u p m o
e h t r e d r o n i s s e c o r p g n i n r a e l d n a g n i h c a e t n i s t n e d u t s d n a r e h c a e t e h t y b e c r u o s
.f l e s ti s s e c o r p g n i n r a e l d n a g n i h c a e t f o l a o g e h t h c a e r
.
3 CooperaitveLearningApproach l
e v it a r e p o o
C earning i sa mean so fgrouping student sin small ,mixed -n
o s n h o J o t g n i d r o c c A . s m a e t g n i n r a e l y ti li b
a a nd Johnson ,“Cooperaitvel earning e z i m i x a m o t r e h t e g o t k r o w s t n e d u t s t a h t o s s p u o r g l l a m s f o e s u l a n o it c u rt s n i e h t s i
ri e h
t ownandeachother’sl earning”( 2000 .)I tgive sposiitveeffectt ot hes tudent s e
h T . g n i n r a e l n i y ti li b a w o l e v a h o h w y e h t y ll a i c e p s
e researche rbeilevest hatt hi s h
c a o r p p
a can be effecitve to be appiled in the phenomena tha thappen in SMP a
y g o Y I I I R K P O
B katraespeciallyt hes tudentsi nt heeighthgrade. .
4 Eighth GradeStudent sofJ unio rHighSchool s a d e ll a c s i l o o h c S h g i H r o i n u J , a i s e n o d n I n
I SMP (Sekolah Menengah
a m a t r e
P ) .The schoo lconsist so fthree grades ,namely seventh grade ,eighth h
t n i n d n a , e d a r
g grade .In thi sresearch ,the student sare in the eighth grade o f h c a e h c i h w , t h g i e e d a r g n i s e s s a l c o w t e r a e r e h T . a tr a k a y g o Y I I I R K P O B P M S
3 1 s e g a e h t f o s t n e d u t s n e e t h g i e f o s t s i s n o c s s a l
9 I I R E T P A H C
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
d n a n o it p ir c s e d l a c it e r o e h t ; s tr a p o w t o t n i d e d i v i d s i r e t p a h c s i h T
e r u t a r e ti l d e t a l e r e m o s s e b ir c s e d n o it p ir c s e d l a c it e r o e h T . k r o w e m a r f l a c it e r o e h t
h c r a e s e r e h t s t u p k r o w e m a r f l a c it e r o e h T . l a ir e t a m n g i s e d o t d e d e e
n er’ sconcept s
s i h t g n it c u d n o c n i k r o w e m a r f a e t a l u m r o f o t n o it p ir c s e d l a c it e r o e h t e h t n o d e s a b
. y d u t s
.
A Theoreitca lDescrip iton
r e t p a h c n i d e t a l u m r o f n e e b e v a h t a h t y d u t s s i h t n i s m e l b o r p o w t e r a e r e h T
s n a o t r e h c r a e s e r e h t s p l e h n o it p ir c s e d l a c it e r o e h T . e n
o we rthe fris tproblem
n i d e s a b s l a ir e t a m l a n o it c u rt s n i h s il g n E d e t a r g e t n i f o t e s a w o h , n o it a l u m r o f
I I I R K P O B f o e d a r g h t h g i e e h t r o f h c a o r p p a e g a u g n a l g n i n r a e l e v it a c i n u m m o c
e d i v o r p s e ir o e h t g n i w o ll o f e h T . d e n g i s e d s i l o o h c S h g i H r o i n u J a tr a k a y g o Y
a tr o p m
i nti nformaitonandp irncipa last hebaset obeusedi ndesigningmateira.l
.
1 Kemp’sI nstruc itonalModel
h s il g n E g n i n g i s e d n i d e s u s l e d o m l a n o it c u rt s n i l a r e v e s e r a e r e h T
l e d o m l a n o it c u rt s n i e h t s t p a d a r e h c r a e s e r e h t , r e v e w o H . l a ir e t a m l a n o it c u rt s n i
d e if i c e p
s by Jerrold E .Kemp (1977) .In the theory ,Kemp offer sa mode lo f
l a n o it c u rt s n
i design which i s well-known a s Kemp’ s model . He states ,
y a w a s e h s il b a t s e t a h t g n i n n a l p c it a m e t s y s f o s s e c o r p e h t s i n g i s e d l a n o it c u rt s n I “
n d n a s m e l b o r p l a n o it c u rt s n i e n i m a x e o
t eeds ,set saprocedure fo rsolving t hem ,
. ” tl u s e r e h t s e t a u l a v e n e h t m e h t s e il p p a , s e il p p u
a plan i sdesigned t oanswert hreeessen ita lquesitons:( 1 )Wha tmus tbel earned? i w s e c r u o s e r r o s e r u d e c o r p t a h W ) 2 ( ,) s e v it c e j b O
( l lworkbestt or eacht hedesried
s e c r u o s e r d n a s e it i v it c A ( ? s l e v e l g n i n r a e
l ) ,and (3 )How wli lweknow when t he
.) n o it a u l a v E ( ? e c a l p n e k a t s a h g n i n r a e l d e ri u q e r f o d n i k a s e s o p o r p p m e K , s n o it s e u q e e r h t e s o h t r e w s n a o t r e d r o n I e f o s t s i s n o c h c i h w g n i n n a l
p ights teps( 1977 ,p .8) .Eachelementi sconnectedi na
t h g i e e h T . ) 1 . 2 e r u g i F ( l e d o m e h t f o y ti li b i x e lf s ti s w o h s t i d n a e p a h s r a l u c ri c : s w o ll o f s a d e n i a l p x e e r a s p e t s .
a ConsideirngGoals ,Topics ,andGenera lPurposes
i w s tr a t s g n i n n a l p n g i s e d l a n o it c u rt s n
I th i dentfiying t hebroadgoal soft he
. a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s h g u o r h t d e n i a t b o e r a s l a o g e h T . m e t s y s l o o h c s e r a s c i p o t e h T . d e t s il e b d l u o h s a e r a t n e t n o c e h t n i h ti w s c i p o t r o j a m , t a h t r e tf A . e n o x e l p m o c e h t o t l e v e l t s e l p m i s e h t m o r f d e g n a r r
a When t he goal sand t opic s
e h t m o r f n e k a t e r a s e s o p r u p l a r e n e G . d e t a t s e r a s e s o p r u p l a r e n e g , d e t s il n e e b e v a h . s e m o c t u o g n i n r a e l ’ s t n e d u t s s a e v r e s ll i w t a h t s c i p o t n e s o h c .
b AnalyzingLearne rCharacteirsitc
t s n i f o s i s a h p m e e h t t c e f f a s c it s ir e t c a r a h c r e n r a e
L rucitona l planning ,
n a e c u d o r p o t r e d r o n I .) 7 7 9 1 , p m e K ( s e it i v it c a g n i n r a e l f o y t e ir a v d n a , t n e m t a e rt t s u m r e n g i s e d l a ir e t a m e h t , s r e n r a e l e h t r o f n g i s e d e v it c e f f e d n a e t a ir p o r p p a f n i e h T . t s ri f t s e r e t n i d n a , k c a l , d e e n , s e it il i b a p a c s ’ r e n r a e l e h t e z y l a n
a ormaiton
.
c SpecfiyingLearningObjecitves
it c u rt s n i e h t g n i n g i s e d n i l a it n e s s e s i 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 ona l
d e v e i h c a e b o t s e v it c e j b o g n i n r a e l e h t s e if i c e p s r e n g i s e d e h t , p e t s s i h t n I .s l a ir e t a m
.s e m o c t u o l a r u o i v a h e b ’ s t n e d u t s e l b a r u s a e m f o s m r e t n i
.
d LisitngSubjec tContent
’ s r e n r a e l d n a s e v it c e j b o g n i n r a e l o t d e t a l e r y l e s o l c s i t n e t n o c t c e j b u S
p u s t I . s d e e
n po tr seach objecitve o fthe mateirals . The designe rdecide sthe
e h t t a h t o s e c n e t e p m o c ’ s t n e d u t s f o l e v e l e h t h ti w e l b a ti u s e r a h c i h w s t n e t n o c
. c i p o t h c a e f o s e v it c e j b o g n i n r a e l e h t e v e i h c a n a c s t n e d u t s
.
e DevelopingPre-assessment
i h c a e t e h t g n it c e l e s e r o f e
B ng learning acitviites , the designe r should
e r p p o l e v e
d -assessmen t in orde r to determine the students ’ background and
e r p g n i p o l e v e d f o s m i a e h T . c i p o t e h t t u o b a e g d e l w o n k f o l e v e l t n e s e r
p
-t t a h w d n a d e e n y ll a e r s t n e d u t s e h t t a h w t u o d n if o t e r a t n e m s s e s s
a opicst heyhave
. d e r e t s a m y d a e rl a
.f SelecitngTeachingLearningAcitviite sandResources
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 s t c e l e s r e n g i s e d e h t , p e t s s i h t n I
l li w s t n e d u t s o s t n e t n o c t c e j b u s e h t t a e rt l li w t a h t s e c r u o s e r l a n o it c u rt s n i
e v it c e j b o e h t h s il p m o c c
a s .The seleciton of t eaching l earning acitviite swli lgive
. t n e t n o c t c e j b u s e h t f o s e v it c e j b o e h t g n i h s il p m o c c a n i s t n e d u t s r o f t c a p m i
y ti v it c a s u o ir a v f o s e s s e n k a e w d n a s h t g n e rt s e h t w o n k d l u o h s r e n g i s e d l a ir e t a M
c a g n i n r a e l g n i h c a e T . s e c r u o s l a ir e t a m d n
a itviite sand resource scan be selected
.
g CoordinaitngSuppor tServices
t r o p p u s h c u s e t a n i d r o o c d l u o h s y e h t , s r e n g i s e d l a ir e t a m l a n o it c u rt s n i s A
s e l u d e h c s d n a , t n e m p i u q e , s e it il i c a f ,l e n n o s r e p , t e g d u b s a s e c i v r e
s tocarryoutt he
. g n i n r a e l ’ s t n e d u t s e h t g n it a u l a v e e r o f e b n a l p l a n o it c u rt s n i
.
h EvaluaitngStudents ’Learning
e h t , p e t s s i h t n I . l e d o M l a n o it c u rt s n I s ’ p m e K f o p e t s t s a l e h t s i s i h T
f o t n e m h s il p m o c c a r i e h t f o s m r e t n i g n i n r a e l ’ s t n e d u t s s e t a u l a v e r e n g i s e d
b
o jecitves ,wtih aview t o revising and re-evaluaitng any phase sof t heplan t ha t
.t n e m e v o r p m i d e e n
o t n a l p e h t n i p e t s h c a e f o p i h s n o it a l e r e h t s e t a rt s u ll i 1 . 2 e r u g if g n i w o ll o f e h T
.s p e t s r e h t o e h t
m e K ( l e d o M n g i s e D l a n o it c u r t s n I s ’ p m e K 1 . 2 e r u g i
F p ,1997 ,p .9 )
s i l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K t a h t s w o h s t i , e r u g if e h t n o d e s a B
t a h t o s t n e d n e p e d r e t n i e r a s p e t s e h T . r e h t o h c a e s e t a l e r t a h t e p a h s r a l u c ri c a e k il
n
o
i
s
i
v
e
R
, s c i p o T , s l a o G
l a r e n e G
s e s o p r u P
s r e n r a e L
r e t c a r a h
C
-c i t s i n
o i t a u l a v E
t r o p p u S
s e c i v r e S
g n i h c a e T
v i t c A g n i n r a e
L ity s e c r u o s e R d n a
t c e j b u S
t n e t n o C
g n i n r a e L
s e v i t c e j b O
e r P
. r e h t o e h t e c n e u lf n i l li w p e t s e n
o According to Kemp (1977) ,developing an
o it c u rt s n
i na lsystemi sconitnuou sprocess .Eachstepi nt hediagramalway sneed s
s t n e m e l e r e h t o e c n e u lf n i l li w t n e m e l e e n o n i s e g n a h c e h t , e r o f e r e h T . n o i s i v e r a s e l b a n e t a h t s s e c o r p y ti li b i x e lf a s a h l e d o m s i h T . t n e d n e p e d r e t n i e r a y e h t e s u a c e b tr a t s o t r e n g i s e d e h
t wtihwhicheve relemen tyou arer eady t o star twtih and t hen
.) 9 . p , 7 7 9 1 , p m e K ( s p e t s r e h t o e h t o t h tr o f d n a k c a b e v o m .
2 IntegratedMaterials
ll i k s y r a m ir p r u o f f o s t s i s n o c h s il g n E g n i n r a e
L s which are ilstening ,
. g n it ir w d n a , g n i d a e r , g n i k a e p
s I talso i nclud esassociatedorr elatedskill ssuch a s
. e g a s u d n a , g n i n a e m , x a t n y s , n o it a i c n u n o r p , g n il l e p s , y r a l u b a c o v f o e g d e l w o n k o t d a e l s ll i k s e g a u g n a l e s o h
T opitma lESLo rEFLcommunicaitonwhent heskill s
. n o it c u rt s n i g n ir u d n e v o w r e t n i e r
a Thisi sknown as t hei ntegrated skli lapproach
, d r o f x O
( 1990) .According t o Harme r(2007 ,)f ou rskill sofl anguage aredivided
h c i h w , g n i n e t s il d n a g n i k a e p s m r o f s m r e t e h t e r a s ll i k s e v it c u d o r P . s e p y t o w t o t n i r a s ll i k s e v it p e c e r d n a , s e v l e s m e h t e g a u g n a l e c u d o r p o t e v a h s t n e d u t
s ef orr eading
e b t o n n a c l li k s e n O . e s r u o c s i d e h t m o r f d e t c a rt x e s i g n i n a e m e r e h w , g n i n e t s il d n a n o it c u d o r p , ) 1 0 0 2 ( n w o r B o t g n i d r o c c A . s ll i k s r e h t o m o r f d e t a r a p e s y l e t e l p m o c t il p s t o n n a c e n o h c i h w , n i o c e m a s e h t f o s e d i s o w t y l p m i s e ti u q e r a n o it p e c e r d n a s a h l li k s h c a e h g u o h tl A . r e h t o h c a e e c r o f n i e r l li w l li k s e n o , s e d i s e B . o w t n i h c a o r p p a d e l p i c n ir p , g n o rt s a e z il it u l li t s n a c n o it a r g e t n i ,s c it s ir e t c a r a h c t n e r e f fi d .s ll i k s e t a r a p e s n o s u c o f o t e c n a h n e h s il g n E f o s ll i k s d e t a r g e t n
I thef ocu sonr eailsitccommunicaiton ,
. h s il g n E n i e c n e t e p m o c ’ s t n e d u t s g n i p o l e v e d n i l a it n e s s e s i h c i h
e h t s t n e d u t s e h t l e d o m s s a l c n i d e il p p a e r a h c i h w s ll i k s d e t a r g e t n i ,) 1 0 0 2 ( n w o r B l a e
r -lfiei ntegraitonofl anguageskill ,gett hemt operceivet her elaitonshipamong
g n it a e r c n i y ti li b i x e lf f o l a e d t a e r g a h ti w r e h c a e t e h t e d i v o r p d n a , s ll i k s l a r e v e s e c y o J d n a z e e F o t g n i d r o c c a , s ll i k s r u o f e s o h T . s n o s s e l g n it a v it o m d n a g n it s e r e t n i s i ri a p t s ri f e h T . e g a u g n a l n e tt ir w d n a n e k o p s f o s m r e t n i d e ri a p n e tf o e r a , ) 2 0 0 2 (
listening and speaking (o roracy) ,and t hesecond parii sreading and w iritng (o r
h c i h w s ll i k s e h t t a h t s n o s a e r e h t r o f p u d e ri a p e r a g n i k a e p s d n a g n i n e t s i L . ) y c a r e ti l . g n i k a e p s t r o p p u s h c i h w s ll i k s e h t h ti w y r a t n e m e l p m o c e r a l li k s g n i n e t s il t r o p p u s e h t n
O othe rhand,r eadingskill sarecomplementarywtiht heskill swhichsuppor t
& z e e F ( s ll i k s g n it ir
w Joyce ,2002) .
.
3 Materia lDevelopment
e h t y b e n o d s i h c i h w g n i h t y n a o t s r e f e r t n e m p o l e v e d s l a ir e t a
M wrtier ,
e g a u g n a l f o s e c r u o s e d i v o r p o t s r e n r a e l r o s r e h c a e
t inpu tand to exploi tthose
e h t , s d r o w r e h t o n i : e k a t n i f o d o o h il e k il e h t e z i m i x a m h c i h w s y a w n i s e c r u o s s y a w n i e g a u g n a l e h t f o e c n e ir e p x e r o / d n a t u o b a n o it a m r o f n i f o g n i y l p p u s . ) 2 . p , 8 9 9 1 , n o s n il m o T ( g n i n r a e l e g a u g n a l e t o m o r p o t d e n g i s e d r B o t g n i d r o c c
A own , there are three srtategie s in creaitng mateiral s
g n i p o l e v e d , g n it p o d a g n i d u l c n
i ,and adapitng (1994 ,p .139) .Adopitng mateiral s
y n a m s a g n it a c o l , d e d e e n e r a t a h t s l a ir e t a m f o s e p y t e h t n o g n i d i c e d s e v l o v n i e l b i s s o p s a s e p y t l a ir e t a m f o s t e s t n e r e f fi
d ,evaluaitngt hemate irals ,makinguseo f
g n i p o l e v e D . s i s a b g n i o g n o n a n o s l a ir e t a m e h t g n i w e i v e r d n a , l a ir e t a m e h t e h t g n it a u l a v e d n a , ) g n it s e t d l e if ( g n i h c a e t , g n i p o l e v e d s e d u l c n i s l a ir e t a m o d a n i y r a s s e c e n s p e t s l l a s r e v o c g n it p a d a , e li h w n a e M . s l a ir e t a
h tr o w s i t a h w g n i z y l a n a r o f w o ll a t a h t s e s a h p e t a r o p r o c n i y ll a n o it i d d a t s u m t u b m o r f s p a g g n il li f , s l a ir e t a m g n i n i a m e r e h t g n i y fi s s a l c , s l a ir e t a m e h t n i g n i p e e k .s n o it s e u q n i m a r g o r p e h t ti f o t s i h t f o l l a g n i z i n a g r o e r d n a , s e c r u o s r e h t o .
4 Coopera itveLearning
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T teachingandl earning process ,
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. ) 9 9 9 1 ( s l a o g g n i n r a e l d e r a h s h s il p m o c c a o t r e h t e g o t k r o w s t n e d u t s f o y t e ir a v a o t s r e f e r g n i n r a e l e v it a r e p o o c , ) 5 9 9 1 ( n i v a l S o t g n i d r o c c A n i k r o w s t n e d u t s h c i h w n i s d o h t e m g n i h c a e
t a smal lgroup to help one anothe r
g n i p u o r g y b s i h c a o r p p a s i h t n i g n i h t l a it n e s s e e h t ,s u h T . t n e t n o c c i m e d a c a n r a e l e h t e u g r a r o s s u c s i d , s r e e p r i e h t h ti w e t a r e p o o c o t d e t c e p x e e r a y e h t , s t n e d u t s e v e i h c a o t r e d r o n i r e h t o h c a e p l e h , r e h t e g o t n e v i g n o s s e
l thegoa lo fcooperaitve
r o p p u s o s l a s i tI . fl e s ti g n i n r a e
l ted by t he statemen tfrom A trzand Newman t ha t
a s a r e h t e g o t g n i k r o w s r e n r a e l f o p u o r g l l a m s s a d e n if e d s i g n i n r a e l e v it a r e p o o c ( l a o g n o m m o c a h s il p m o c c a r o , s k s a t e t e l p m o c , m e l b o r p a e v l o s o t m a e
t 1990 ,p .
f o l a o g t n a tr o p m i t s o m e h t t a h t s e t a t s ) 5 1 . p , 5 9 9 1 ( n i v a l S . ) 8 4
4 cooperaitve
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c d n a y p p a h e m o c e b o
