A set of integrated english instructional materials based on a cooperative learning approach for the Sixth Grade Students of SD Kanisius Kanutan.

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xvii

ABSTRACT

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Sanata Dharma University.

In learning English, the students have to acquire four English skills. Those skills are listening, speaking, reading, and writing. There was a need for the sixth grade students of Elementary School to enhance their ability in learning the four English skills since it would really help them to master English. To respond to the problem, a study was conducted. The study was intended to design a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. Since the designed materials were based on Cooperative Learning approach, hopefully it could increase the students’ social skills.

The study discussed two problems. Those problems were (1) How is a set of integrated English instructional materials based on a cooperative learning approach for the sixth grade students of SD Kanisius Kanutan designed? (2) What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

To answer the first question, the writer applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) specifying subject contents, (5) selecting learning activities and resources, (6) evaluating designed materials. To answer the second question, the writer presented the instructional design materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. The materials consisted of eight units. Each unit consisted of four sections, namely Let’s get started!, Let’s do it together, Let’s play together, and What have you learnt?.

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xviii ABSTRAK

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Universitas Sanata Dharma.

Dalam mempelajari bahasa Inggris, para siswa harus mempelajari empat keterampilan dalam bahasa Inggris. Keempat keterampilan tersebut adalah mendengarkan, berbicara, membaca dan menulis. Para siswa kelas enam Sekolah Dasar mempunyai kebutuhan untuk meningkatkan kemampuan mempelajari keempat keterampilan bahasa Inggris karena hal ini akan membantu siswa untuk menguasai bahasa Inggris secara keseluruhan. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran bahasa Inggris terintegrasi berdasarkan Cooperative Learning Approach untuk siswa kelas enam SD Kanisius Kanutan. Materi pembelajaran yang berdasarkan Cooperative Learning Approach ini juga diharapkan dapat membantu meningkatkan keterampilan sosial para siswa.

Terdapat dua masalah yang dibahas dalam penelitian ini. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative LearningApproach tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan Research and Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R&D Method. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah dari model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan berdasarkan Cooperative Learning Approach yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu Let’s get started!,Let’s do it together, Let’s play together, dan What have you learnt?.

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BASED ON A COOPERATIVE LEARNING APPROACH FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fredericus Joko Wicaksono Student Number: 031214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON A COOPERATIVE LEARNING APPROACH

FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fredericus Joko Wicaksono Student Number: 031214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ACKNOWLEDGEMENTS

Firstly, I would like to express my greatest gratitude and praise to Jesus Christ for His blessing and guidance during the process of completing my thesis. God makes everything happen at the right time.

My greatest gratitude and honor go to my major sponsor, JB. Gunawan, M.A. who has given me guidance, patience, and kindness, and courage to finish this thesis. I thank him for his advice, correction, and time to read my thesis thoroughly. My great thank goes to Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me time, knowledge, and guidance during the process of accomplishing this thesis.

I would like to express my gratitude to Caecilia Tutyandari, S.Pd.,

M.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for their time to evaluate the materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers.

I deliver my best thanks to the sixth grade English teacher of SD Kanisius Kanutan, Mas G. Miantara, S.Pd., who has given me time, help, and willingness to evaluate my designed materials. I would like to express thanks to Mbak Ndaru

and Bu Titik for their time to evaluate the materials. I also thank all of the sixth grade students of SD Kanisius for their willingness to help me conduct my research.

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viii ending prayer for me.

I would like to express my gratitude to all friends who had been so kind and helpful in the process of thesis accomplishment, especially for Gaby, Dedi “Kadal”, Jody ’04, Qyer, Arum, Tika, Dame, Yusta, and Iyas. My sweet thanks are also directed to “Warga mBebek”: Tri “Kebo”, Wisnu “Kenthi”, Aan, Yuli, and Yanris “Jempol”. I deliver my very best thanks to Ratri for her willingness and patient to read my thesis and give suggestions. I also thank to my “journey” friends: Ji’i, Lukas, Ardi, and Tony for sharing valuable knowledge.

I would like to give my deepest love and thank to my dearest one, Dik

Yefin. I thank her for her never-ending love and support. She gives me motivation to always do my best.

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ix

LIST OF TABLES

Table Page 3.1. The Description of the Respondents of the Preliminary Field Testing

(Blank) ... 45

3.2. The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ... 50

4.1. The List of 8 Top Topics ... 58

4.2. The Goals and General Purposes of the Designed Materials ... 58

4.3. The Topics ... 59

4.4. The Indicators of the Students’ Performance in Each Skill ... 60

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ... 12

2.2 Yalden’s Instructional Design Model ... 13

2.3 The Writer’s Instructional Design Model ... 38

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LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian ... 80

Appendix B: Surat Keterangan ... 81

Appendix C: The Result of the Interview on the Needs Survey ... 82

Appendix D: Questionnaire on the Needs Survey ... 85

Appendix E: Basic Competencies in Each Unit ... 90

Appendix F: The Result of the Questionnaire on the Needs Survey ... 94

Appendix G: Indicators in Each Topic... 97

Appendix H: Syllabus ... 106

Appendix I: Topics, Sections, and Subsections of the Designed Materials ... 131

Appendix J: Questionnaire on the Evaluation ... 134

Appendix K: The Result of the Preliminary Field Testing ... 138

Appendix L: General Description of the Designed Materials ... 139

Appendix M: Lesson Plan Unit 2 ... 146

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xvii

ABSTRACT

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Sanata Dharma University.

In learning English, the students have to acquire four English skills. Those skills are listening, speaking, reading, and writing. There was a need for the sixth grade students of Elementary School to enhance their ability in learning the four English skills since it would really help them to master English. To respond to the problem, a study was conducted. The study was intended to design a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. Since the designed materials were based on Cooperative Learning approach, hopefully it could increase the students’ social skills.

The study discussed two problems. Those problems were (1) How is a set of integrated English instructional materials based on a cooperative learning approach for the sixth grade students of SD Kanisius Kanutan designed? (2) What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

To answer the first question, the writer applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) specifying subject contents, (5) selecting learning activities and resources, (6) evaluating designed materials. To answer the second question, the writer presented the instructional design materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. The materials consisted of eight units. Each unit consisted of four sections, namely Let’s get started!, Let’s do it together, Let’s play together, and What have you learnt?.

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xviii ABSTRAK

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Universitas Sanata Dharma.

Dalam mempelajari bahasa Inggris, para siswa harus mempelajari empat keterampilan dalam bahasa Inggris. Keempat keterampilan tersebut adalah mendengarkan, berbicara, membaca dan menulis. Para siswa kelas enam Sekolah Dasar mempunyai kebutuhan untuk meningkatkan kemampuan mempelajari keempat keterampilan bahasa Inggris karena hal ini akan membantu siswa untuk menguasai bahasa Inggris secara keseluruhan. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran bahasa Inggris terintegrasi berdasarkan Cooperative Learning Approach untuk siswa kelas enam SD Kanisius Kanutan. Materi pembelajaran yang berdasarkan Cooperative Learning Approach ini juga diharapkan dapat membantu meningkatkan keterampilan sosial para siswa.

Terdapat dua masalah yang dibahas dalam penelitian ini. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative LearningApproach tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan Research and Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R&D Method. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah dari model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan berdasarkan Cooperative Learning Approach yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu Let’s get started!,Let’s do it together, Let’s play together, dan What have you learnt?.

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1

CHAPTER I

INTRODUCTION

This chapter is divided into six parts. The first part is the background of the study, which reveals the writer’s reason for conducting the study. The second part is the problem formulation, which conveys the problems that will be discussed in the study. The third part is the problem limitation. This part gives a clear border of the study being discussed. The fourth part is the objectives of the study, which shows the aims of the study. The fifth part is benefits of the study. This part reveals the advantages of the study that order researchers may gain through reading the study. The last part is definition of terms that clarifies the terms used in the study.

A. Background of the Study

A class consists of students with different and various personalities. The students have their own socio-cultural background, knowledge, personality, motivation, and creativity in learning. Considering these differences, there is also a different method and strategy to formulate the teaching learning process. A teacher as a person who handles teaching learning process in the classroom should understand the various students’ characteristics. In order to maximize the students’ learning characteristics, the teacher needs interaction and cooperation to teach English in the classroom.

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Based on an informal interview with an English teacher of SD Kanisius Kanutan, the integrated English instructional materials are suitable for the sixth grade students since the students are ready and able to develop English skills and elements. In this study, the writer uses integrated materials because in the Elementary School, the English subject is taught in a single session. There is no reading session or writing session, but the teachers teach the four English skills in a single hour. Furthermore, in a week there is only one 80-minute meeting. Therefore, the students should learn English skills in those limited hours in the classroom.

SD Kanisius Kanutan is located in a rural area. The location of the school can influence students’ background knowledge, teaching-learning style, students’ competence, and the whole teaching-learning process. The teaching-learning process in this school is generally teacher-centered and the characteristics of the sixth grade students are active and highly motivated.

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B. Problem Formulation

The problem formulation of the study is presented as follows.

1. How is a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan designed?

2. What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

C. Problem Limitation

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D. Objectives of the Study

Considering the problems that are stated in the problem formulation, there are two main objectives of the study. These objectives are presented as follows: 1. The study tries to find out how a set of integrated English instructional

materials based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan is designed.

2. The study also tries to present the designed set of instructional materials based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

Those objectives of the study will become the goal of the study through the discussion in the following chapter.

E. Benefits of the Study

The instructional materials based on Cooperative Learning approach give an opportunity for the students to have different ways in their styles of study. The designed materials encourage the students to learn English because the students learn through something that makes them interested in English. The students can be more successful in learning English because the success can improve their self-confidence. Furthermore, it will encourage the students to be proactive. The study is expected to give positive contribution to English Language Teaching, especially for the students, English teachers, and other researchers.

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it easier to understand the material given. The materials motivate the students to learn and to interact with their friends.

For English teachers, this study provides the benefits of teaching English based on the Cooperative Learning approach for the sixth grade students of Elementary School. By reading the study, the English teachers may have more references of teaching-learning method that can be applied in class. It is also hoped that the Elementary School English teachers may broaden their knowledge about English language teaching through the study.

For other researchers, this study can be used as the reference to conduct research and write scientific paper related to the topic. It also gives description about designing integrated instructional materials based on cooperative learning approach in teaching English for the sixth grade students of Elementary School. Through the study, other researchers may gain beneficial information that can be used to support their research.

F. Definition of Terms

This section presents some key words in the study. In order to avoid the different perceptions to these key words, here, some related terms are discussed. 1. Integrated

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writing. So, in this study, an integrated material is a set of materials that integrate listening, speaking, reading, and writing skills.

2. Instructional Materials

According to Briggs and Gagne (1979: 3), instruction is a set of events which affect learners in such a way that learning is facilitated. Instructional materials mean materials used for instruction. Savignon (1997: 132), states that a set of instructional materials can be resources in pursuing the language activities at hand. In this study, instructional materials refers to a set of units used by the teachers or instructors and the students as the focus of discussing in teaching learning process in order to develop students’ skills in English.

3. Cooperative Learning

Cooperative Learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others (Olsen and Kagan, 1982: 8). In this study, Cooperative Learning means a way in which the students work together with their group, help each other, discuss, and argue each other in order to achieve a certain goal. Here, the students are responsible on their own learning with the guidance of their teacher, so that it would be beneficial for everybody in the classroom. The writer believes that the students learn best when they are involved in the process.

4. Sixth Grade Students of Elementary School

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8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two parts; they are theoretical description and theoretical framework. Theoretical description describes some related literature that is needed to design the materials. Theoretical framework puts the concept of theoretical description as the base to formulate process in designing materials based on the Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

A. Theoretical Description

There are some theories involved in designing instructional materials. These theories try to give general view that can be used in real learning-teaching process. This section will be divided into two parts; they are instructional model, and Cooperative Learning.

1. Instructional Models

There are two instructional models used in the study. They are Kemp’s model and Yalden’s model. The brief explanation of the theory will be elaborated in the following discussion.

a. Kemp’s Model (Kemp, 1977)

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Kemp defines the instructional materials as follows.

Step 1. Defining Goals, Topics, and General Purposes

Instructional design planning starts with the recognition of the broad goals of the school system or institution. The goals may be derived from society, students and subject areas. After that, the teacher should list the major topics to be treated within the content area. The teacher expresses explicitly the general purposes for the chosen topics.

Step 2. Finding out Learner Characteristics

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Step 3. Specifying Learning Objectives

Learning objectives must be stated in terms of activities that will best promote learning. Kemp (1977: 24) states that learning objectives can be categorized into three categories; those are cognitive, psychomotor, and affective. However, cognitive domain is mostly used in educational program. Cognitive domain includes objectives concerning knowledge, comprehension, application, analysis, synthesis, and evaluation. In planning process, the planner should consider the action verb that will be used in specifying the learning objectives because each verb relates to certain level of objectives.

Step 4. Organizing Subject Content

A student’s learning experiences must involve subject content. According to Kemp (1977: 44), subject content is “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topics.” Subject content must be related to the objectives and the learners’ needs. Subject contents support the objectives.

Step 5. Developing Pre-Assessment

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teacher know who are ready to learn the topic, who needs the remedial or even who are not ready yet and should start from the beginner level.

Step 6. Planning the Teaching/Learning Activities and Resources

The teacher must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. The planner should also select the media to support teaching-learning activity. According to Kemp (1977: 74), there are three reasons why selecting media is complicated. First, there are many audiovisual resources from which to choose. Second, there are no clearcut guidelines for making a selection. Third, few educators have had broad enough experiences with the resources available to have a sound basis for selecting an appropriate medium or combination of media for communicating content or providing student experiences, in terms of an objective within the chosen teaching/learning pattern.

Step 7. Organizing Support Services

Support services include fund/budget, facilities, equipment, time and schedule. The planner should organize support services carefully. Budget or funds can be divided into two sections. Those are budget during development, which covers all budgets that the planner needed during the preparation of the program, and budget during implementation which covers all budgets needed when the planner implements the program.

Step 8. Evaluating Students’ Achievement

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of evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during development and tryouts, while summative evaluation takes place at the end of the course. Evaluation also refers to the evaluation of the program. It aims to know how well the program serves the objectives. According to Kemp (1977: 98), there are several ways to evaluate the developed program, namely (1) test results, (2) reactions from students, (3) observations of students at work, (4) suggestions from colleagues. The steps of Kemp’s model are presented in Figure 2.1.

Evaluation Evaluation

Goals, Topics, and General

Purposes

Learner

Character-istics

Pre-Assessment

Revise

Teaching/ Learning Activities, Resources Support

Services

Subject Content

Learning Objectives

Figure 2.1. Kemp’s Instructional Model (Kemp, 1977: 9)

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b. Yalden’s Model (Yalden, 1987)

Yalden considers seven stages in designing materials. The stages will be described in the following figure.

Figure 2.2. Yalden’s Instructional Model (Yalden, 1987: 88)

There are seven steps in planning a syllabus based on Janice Yalden (1987). The seven stages will be elaborated in this following explanation. The short explanation will be given for each stage.

Stage 1. Needs Survey

When a needs survey is being undertaken there is potentially a great deal of information to be gathered (Yalden 1987: 101). This means that a needs survey is important to be conducted to understand who are the learners. Needs survey is done to identify as much as possible of the learners’ needs in the designing of the program in order to establish acceptable objectives.

Stage 2. Description of Purpose

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Stage 3. Selection of Development of Syllabus Type

There is no single model of syllabus design that is universally agreed upon. The designer can combine more than one syllabus in order to make the course design more reliable. A modification of existing structural syllabuses to a completely learner-centered approach is one of the solutions.

Stage 4. Production of Proto Syllabus

This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). However, in order to gain the description of the syllabus content, the researcher should work to select the most effective syllabus. The designer should describe and determine the content of the syllabus.

Stage 5. Production of Pedagogical Syllabus

This stage describes the pedagogical syllabus, which is providing a chosen repertoire of words and phrases based on the function and the topics. The designer develops the teaching learning approaches. The designer also implies the syllabus into the teaching and learning activities.

Stage 6. Development and Implementation of Classroom Procedure

The sixth stage is development and implementation of classroom procedure. In this stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of the lesson plans, and preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as creation of teaching materials.

Stage 7. Evaluation

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this is labeled as the recycling stage because the whole cycle can be begun again at this point.

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2. The Theory of Cooperative Learning

Richard & Rodgers (2001: 192) states that Cooperative Learning (CLL) is part of a more general instructional approach which is also known as Collaborative Learning (CL). Cooperative Learning is an approach to teach that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Through group work organized, it promotes students’ academic achievement. Educators are concerned that traditional models of classroom learning are teacher-fronted, fostered competition rather than cooperation, and favoured majority students. They believed that minority students might fall behind higher-achieving students in this kind of environment.

Cooperative Learning advocates draw heavily on the theoretical work of developmental psychologists Jean Piaget and Lev Vygotsky, both of whom stress the central role of interaction in learning. The word cooperative in Cooperative Learning emphasizes another important dimension of CLL: It seeks to develop classrooms that foster cooperation rather than competition in learning (Richard & Rodgers, 2001: 192).

According to Slavin (1995: 2), Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic background. Thus we can note that Cooperative Learning is a learning method which focuses on students group work. The students work in groups to achieve the academic objectives together.

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through socially structured interaction activities, these can be regarded as the overall objectives of Cooperative language learning. Cooperative or collaborative learning essentially involves students learning from each other in groups. However it is not the group configuration that makes Cooperative learning distinctive; it is the way that students and teachers work together that is important (Freeman, 2000: 164).

Since the materials design in this study are based on Cooperative Learning approach, the writer wants to find whether this approach is appropriate or not to be used for language teaching learning. Here is the answer of this matter:

Cooperative Language Learning (CLL) does not assume any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus, we find Cooperative Language Learning used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary (Richards and Rodgers, 2001: 195).

Based on the argument above, the writer is encouraged to use Cooperative Learning in designing the materials. In addition, this approach is appropriate to be used at any level of learning. Cooperative Learning does not depend on a specific type of syllabuses; however it can use any particular syllabus since the activities are based on the characteristics of Cooperative Learning. Furthermore, Cooperative Learning is appropriate to be used in teaching the four skills, grammar, pronunciation, and vocabulary. It means that Cooperative Learning is also appropriate to be used in teaching those English skills and elements in integrated way.

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activities that they can do. First, since they are still children, they need to feel secure and pleasure. A teacher should be sensitive to their needs and mood. The children moods are easy to change. Their moods can change by particular teaching activities and strategies. Second, their knowledge of the world is growing. They expect to absorb as many as knowledge they can. It gives opportunity to the teacher to serve more topics. For example, the teacher gives simulation about browsing internet to get information of Javanese culture. Third, they are more cooperative with peers so that they can study in a group work. Based on this characteristic, the students need variety of grouping in class, for example, individual work, in pairs, in group, and as class. Fourth, their intellectual, motor, and social skills are developing. Its implication is that the students can be challenged more by giving activities that challenge them. Fifth, they are developing their own strategies in learning. The implication of this matter is that they will not all react in the same way to the same task or topic.

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is creating family atmosphere in working. This atmosphere helps the students to work and learn together to achieve the goals of academic study. Based on the situation and condition of SD Kanisius Kanutan students, the writer observes that cooperative learning is appropriate to be used in designing instructional materials. Based on the situation, condition and characteristics of the SD Kanisius Kanutan students, there are some reasons that can convince it, as stated by Slavin (1995: 2-3):

“Cooperative learning works well in classes that are heterogeneous, including classes for the gifted, special education classes, and even classes for the severely and profoundly “average,” it is especially needed in classes with a wide range of performance levels. Cooperative learning can help make diversity a resource rather than a problem. As schools are moving away from ability grouping toward more heterogeneous grouping, cooperative learning becomes increasingly important. Further, cooperative learning has wonderful benefit for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom.”

Sometimes friends’ explanation can be understood easier than the teacher’s explanation. Through teams’ activities, students are motivated to be active in the class activities during the teaching-learning process. The teacher here is only the facilitator of the process; he or she can make the students’ achievement and performance to be maximum. A student who has better knowledge and understanding among his or her classmates can help the others.

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English elements. Furthermore, the characteristics and background of SD Kanisius Kanutan students support this approach to be applied. The students need variation of teaching learning process in order to reach better achievement in learning English.

a. The Characteristics of Cooperative Learning

This part discusses the characteristics of Cooperative Learning. The characteristics of Cooperative Learning also become the main elements that can determine the success of the materials design applied. According to Olsen and Kagan (1992), as cited by Richard and Rodgers (2001: 196) there are five key elements of successful group-based learning in Cooperative Learning. The descriptions of those elements are as follows.

1) Positive Interdependence

Positive interdependence occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It is created by the structure of Cooperative Learning tasks and by building of spirit of mutual support within the group. It means that one member of the group should be responsible to himself and also to the group he belongs to. If one member of a group cannot finish the work, the others should help so that all the works can be finished. The success of a group is determined by all members of that group. For example, a group may produce a narrative essay and the scores for members of a group might be averaged.

2) Group Formation

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- 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.

- assigning students to form groups: Groups can be teacher-selected, random, or students-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.

- student roles groups: Each group member has a specific role to play in a group, such as noise monitor, turn-taker monitor, recorder, or summarizer.

3) Individual Accountability

Individual accountability involves both group and individual performance 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, with group members, or with another group. Students may be made individually accountable by assigning each student a grade on his or her own portion of the team project or by the rule that the group may not go on to the next activity until all members finish the task (McDonnel, 1992: 13).

4) Social Skills

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5) Structuring and Structures

Structures are generic, content-free ways of organizing student interactions with content and with each other. Structuring and structures refer to ways of organizing student interaction and different ways students are to interact (McDonell, 1992: 14). The teacher has opportunity to lead the students to interact with the content and classmates, especially group members.

Although Cooperative Learning is group based learning, it does not mean the students do not have personal performance. Each student has responsibility to the group and also has self responsibility. In a group, a student has specific roles and each student must perform his or her roles in the group. Since there is interaction among the students in the group or in the classroom, the students’ social affection will grow up. Furthermore, the group members consist of heterogeneous students on such variables as past achievement, ethnicity, or sex. It means that each student must interact with other members of the group.

According to Slavin (1995: 12) there are six principal characteristics of Cooperative Learning. They are group goals, individual accountability, equal opportunities for success, team competition, adaptation to individual needs, and task specialization. The descriptions of those characteristics are as follows.

1) Group Goals

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2) Individual Accountability

Individual accountability is achieved in two ways. One is to have group scores be the sum or average of individual quiz scores or other assignments, as in the Student Team Learning models. The other is task specialization, whereby each student is given a unique responsibility for part of the group task. Each student in a group has responsibility to take part in doing a task for part of the group task to achieve academic objectives together.

3) Equal Opportunities for Success

A characteristic unique to the Student Team Learning methods is the use of scoring methods that ensure all students an equal opportunity to contribute to their teams. These methods consist of improvement points, competition with equals, or adaptation of tasks to individual performance levels. This means that each student has the same opportunity to contribute maximum points for his or her team.

4) Team Competition

Early studies of Student Teams Achievement Division (STAD) and Teams Games Tournaments (TGT) used competition between teams as a means of motivating students to cooperate within teams. The aim of team competition is to encourage the students to try harder. Each student should support and give maximum contribution for the team to achieve the group’s goals.

5) Task Specialization

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other task-specialization methods is the assignments of a unique subtask to each group member.

6) Adaptation to Individual Needs

There are many Cooperative Learning methods. Most Cooperative Learning methods use group paced instruction, but two—TAI (Team Accelerated Instruction) and CIRC (Cooperative Integrated Reading ad Composition)—adapt instruction to students’ individual needs. The teacher should choose appropriate activities in order to achieve the academic objectives.

In this study, most principles of Cooperative Learning become the principles to determine teaching learning activities. The writer believes that each student has his/her own needs in learning English. For example, student A needs materials that support his reading ability; however student B needs materials that improve listening ability. In this case, the writer will give opportunity to all students to obtain what they need from learning English by providing materials that are really needed.

b. The Syllabus

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learning activities that are group work and interaction of the learners in a cooperative manner.

Based on Richard and Rodgers’ argumentation, Cooperative Learning is flexible in using syllabus since the principles and characteristics of Cooperative Learning can be applied in the materials design. This means that the writer has large opportunity to develop the materials using the syllabus used later. The writer used 2006 Curriculum as usually known as Kurikulum Tingkat Satuan Pendidikan (KTSP).The writer uses KTSP because SD Kanisius Kanutan use this curriculum as the basis for developing the syllabus in order to achieve the objectives. By using the syllabus, the materials are ready to be used to achieve the objectives of English subject.

c. The Teacher Roles in the Cooperative Classroom

In Cooperative Learning classroom, teachers have some significant roles to encourage the students in learning English. Teachers are sources of learning for the students. However, teachers do not merely become the centre of teaching learning activities. Teachers have their own roles in Cooperative Learning.

1) The Teacher as Inquirer

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he/she really knows. From the description above, both of teacher and learners have the same responsibility in responding the circumstances and condition during the teaching learning process.

2) The Teacher as Creator

According to Johnson et al. (1984) as cited by Mc.Donell (1992: 165), 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 the students to groups and roles, and selecting materials and time. Teachers create and prepare many things to make teaching learning process in the classroom really ready and conducive especially for the learners.

3) The Teacher as Observer

McDonell (1992: 167) states, “Observation is the basis of decision making about learners progress.” The teacher can observe and monitor many aspects of his learners, so that the teacher knows the progress of his learners in learning during learning process. Beside that, the teacher can know the strengths and weaknesses of the learners, how success his teaching strategies, and so on.

4) The Teacher as Facilitator

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5) The Teacher as Change Agent

In a classroom, teachers are responsible to control teaching learning process. The teachers also have rights to change the classroom when the process of teaching learning such as the activities and strategies in the classroom are far from the objectives because of circumstances and condition change. Bissex and Bullock (1987) as cited by Mc.Donell (1992: 170) states “when teachers allow 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.”

In Cooperative Learning, the teacher is not the only one person who takes control of all the reaching learning process absolutely. However, the teacher has rights to change the strategies and activities used in the classroom when the situation changes. The teacher also has responsibility to create objectives and materials in order to achieve the academic goals. It means that teacher roles both in the classroom and outside the classroom are needed. Nevertheless, the teacher is not the center person in the classroom. Conversely, the students are as the center of learning in the teaching learning process.

d. The Learners’ Roles in the Cooperative Classroom

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them. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills. Therefore, learning is something that requires students’ direct and active involvement and participation.

As a member of a group, a student has to be active both in a group and in a classroom. There is a kind of giving and receiving cycle among the students. Through the students’ interaction in the group, the students can give and receive suggestion, advice, support, and help each other in order to achieve the group goals. Furthermore, through this role, the students are challenged to improve their affective and social sense in the group learning activities.

e. The Role of Instructional Materials

Richard and Rodgers (2001: 200) state that materials play an important part in creating opportunities for students to work cooperatively. The same materials can be employed as are used in other types of lesson but variations are required in how the materials are used. Materials are specially designed for Cooperative Language Learning, and these materials can be modified from existing materials, or borrowed from other disciplines. The materials are also designed based on needs analysis.

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classroom. The starting point in presenting a theme-based lesson is what the students already know about the topic. In the materials design, this part are used as a starter to enter the main materials, namely Let’s get started!.

In developing the materials, the writer uses reflection or follow-up activity in the end of each unit. Nunan (2003: 13) says that the follow-up phase also provides lots of scopes. The teacher can give feedback to the students, debrief them on some aspect of the preceding task, or encourage them to reflect on what they have learned and how well they are doing. The follow up activities are in the form of writing or answering questions about what the students have learned from the unit.

f. Types of Learning and Teaching Activities in Cooperative Classroom

There are some types of learning and teaching activities used in Cooperative Learning. In types of learning, the writer informs some types of learning and groups’ formation. The next part will discuss about some classroom activities that can be applied in Cooperative classroom.

1) Types of Learning in Cooperative Classroom

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terms, 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.

2) Types of Activities in Cooperative Classroom

There are many activities that can be used based on Cooperative Learning, for example Students Teams Achievement Division (STAD), Teams Games Tournaments (TGT), Jigsaw, Cooperative Integrated Reading and Composition (CIRC). In this study, the writer will use STAD and Jigsaw which are considered appropriate for the students. The description of STAD and Jigsaw which are based on Slavin’s theory (1995) are as follows.

a) Student Teams Achievement Division (STAD)

According to Slavin (1995: 71-73), STAD consists of five major components. Those five components are class presentations, teams, quizzes, individual improvement scores, and recognition. The explanation of each part is as follows.

1. Class Presentations

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2. Teams

Teams are composed of four or five students who represent a cross-section of the class in terms of academic performance, sex, and race or ethnicity. The major function of the team is to make sure that all team members are learning, and, more specifically, to prepare its members to do well on the quizzes. After the teacher presents the material, the team meets to study worksheets or other material. Most often, the study involves students discussing problem together, comparing answers, and correcting any misconceptions if teammates make mistakes.

The team is the most important feature of STAD. At every point, an emphasis is placed on team members doing their best for team and on the team doing its best to help its members. The team provides the peer support for academic performance that is important for learning, and it provides the mutual concern and respect that are important for such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students.

3. Quizzes

After approximately one to two periods of teacher presentation and one to two periods of team practice, the students take individual quizzes. Students are not permitted to help one another during the quizzes. Thus, every student is individually responsible to know the materials.

4. Individual Improvement Scores

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team in this scoring system, but no student can do so without doing his or her best work. Each student is given a “base” score, derived from the student’s average past performance on similar quizzes. Students then earn points for their team based on the degree to which their quiz scores exceed their base scores.

5. Team Recognition

Team may earn certificates or other rewards if their average scores exceed a certain criterion. Students’ team scores may also be used to determine up to 20 percent of their grades. Each member of a group gives contribution to the group’s achievement.

b) Jigsaw

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3. Integrated Materials

Basically, the students cannot learn English separately. This means that the students cannot learn the speaking skill while the other skills are not being used. For example, when the students are listening to a recorded fairy tale and the students should answer the available questions, the students should take notes to obtain information from the recording in order to answer those questions. In this case, the students learn listening and writing skill at the same time. Moreover, when the students are asked to present and share what they have learned, the students should present it in the form of speaking. This example shows the important side of integrated materials in learning English especially for the Elementary School students.

One of the most crucial of strands in learning language consists of the four primary skills of listening, reading, speaking, and writing. This strand also includes knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal ESL/EFL communication when the skills are interwoven during instruction. This is known as the integrated skills approach (Oxford, 2001). Moreover, she explains her opinion about term “integrated” using an example, which explains that “integrated” is a combination of four skills in learning a language, in this case, English in the same time. It is meant to help students develop their language competence actively, as cited below.

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employing speaking and listening skills and certain associated skills, such as pronunciation, syntax, and social usage. Students might be asked to summarize or analyze readings in written form, thus activating their writing skills. In a real sense, then, some courses that are labelled according to one specific skill might actually reflect an integrated-skill approach after all.

Oxford (2001) also says that a traditional ESL/EFL program offers classes focusing on segregated language skills that are primary, listening, reading, speaking and writing and also includes associated or related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. Whereas, McCloskey (2005) defines the term integrated as follows.

Term “integrated” thus describes the curriculum in four ways. First, language is taught with integration of listening, speaking, reading, and writing in conjunction with our rich multicultural literary heritage. Second, language instruction is integrated into content area instruction. Third, students from various language and cultural backgrounds are integrated in the classroom and work collaboratively. Fourth, students’ home experiences and native culture experiences are integrated into the school experiences in the new culture.

What is meant by McCloskey is that the combination of four skills in learning languages in which area instruction is used in order to make students who come from different country with different languages and cultures can cooperate each other, work together in a new culture.

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Learning is appropriate to be used in English integrated learning, especially for the sixth grade students of SD Kanisius Kanutan.

B. Theoretical Framework

In this study, the process of designing the instructional materials would use the combination of Kemp’s and Yalden’s instructional models. The writer combined these two models to design the materials because the combination reveals a clear and complete step in designing the materials. Kemp provided the flexibility to where the teachers would begin. Kemp offered to revise in each step to obtain better performance in the next chances. Yalden’s instructional model also gave contribution in arranging the framework by combining two steps with some Kemp’s steps.

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Those steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) materials evaluation. The explanation of the six steps is as follows.

Step 1. Conducting Needs Survey

The data were gathered by conducting needs survey. The writer distributed a questionnaire to the sixth grade students of SD Kanisius Kanutan. The writer also conducted an interview with the English teacher of SD Kanisius Kanutan in order to obtain the supporting needs. The results of questionnaire and interview were considered the materials development.

Step 2. Specifying Goals, Topics, and General Purposes

The goals were derived from needs survey. The topics were sequenced according to a logical order – from a simple level to complex. The general purposes would specify into specific objectives in every topic. Since this study is based on Cooperative Learning, then the goals of Cooperative Learning is to achieve the goals of learning together with the teammates through cooperation way among the teammates.

Step 3. Formulating Learning Objectives

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determined by every member of the group. The objectives of Cooperative learning were to foster cooperation rather than competition, to develop critical thinking skills, and to develop communicative competence through socially structured instruction activities. Since Cooperative Learning has social roles, the students must develop their affective sense in the group interaction among all members of the group. The students were encouraged to master the English skills in a single period of time through the materials given.

Step 4. Selecting and Organizing Subject Content

The subject content is always closely related to the objectives. It should be reorganized and it was not only based on textbook. The content of the materials refers to materials that are based on Cooperative Learning. Discussion and solving problems in groups were proposed to achieve the goals of the group. Even though the goals were achieved together, every student had his or her own personal achievement of the content.

Step 5. Selecting Teaching/Learning Activities and Resources

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Step 6. Materials Evaluation

According to Yalden (1987: 96), there are two broad aspects of evaluation of the design. First, one would wish to evaluate or test the students in the program; second, the teaching as well as the overall design of the course should be assessed. The first evaluation means that evaluation is used to measure the students’ achievement in following the lessons using the materials design. The second evaluation is used to measures whether the design is appropriate, relevant, and success after the materials is applied. The evaluation for the students was in the form of group work, personal tasks, quizzes, and presentation. While the evaluation for the overall materials design was in the form of questionnaire. The steps of the writer’s model were presented in Figure 2.3.

Re vis

e

Goals, Topics, and General Purposes Needs

Survey

Evaluation

Teaching/ Learning Activities, Resources

Subject Content

Learning Objectives

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CHAPTER III

METHODOLOGY

This chapter presents detailed information about the methodology used to accomplish the study. This methodology is used in order to answer two research questions stated in chapter one. These two problems are discussed into six sections. They are method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Method

The study presented instructional materials based on the Cooperative Learning approach for the sixth grade students of Elementary School. The writer focused on the developing materials needed by the students of SD Kanisius Kanutan. The writer developed the materials that are appropriate for the sixth grade students of the Elementary School based on Cooperative Learning approach.

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There are ten steps in R & D cycle as proposed by Walter R. Borg and Meredith Damien Gall (1983:775), however in this study the writer would only put five steps. The names of those steps are (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) final product revision. The writer only put five steps of the R & D cycle because this study was only designing the material. It did not need products revision and implementation. There was once product revision based on the results of the materials evaluation questionnaire.

The five steps of the method based on R & D cycle were elaborated in the following explanation. In order to know whether the writer’s framework was appropriate to be included in each R & D step or not, the writer also gave explanation in those steps. It was also aimed to help the writer to prove that the R & D steps and the writer’s framework was match. The explanation of each step was as follows.

Step 1. Research and Information Collecting

The survey was conducted to obtain as much information as possible from the learners, textbooks, and others sources as the foundation for designing and developing the materials. The data for the survey study was collected through questionnaires. The pre-design questionnaire had a purpose to find out the students’ interest, problems, and opinions for the needs analysis of this study. The results were used as the base in designing a set of instructional materials. The Step 1 of R & D was same as the needs survey in Step 1 of the writer’s step.

Step 2. Planning

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used in designing the materials. The writer made frameworks of the design based on Cooperative Learning. In this step, the writer could include the step 2 from the writer’s steps. The writer formulated the goals, topics, and purposes in order to plan the materials design.

Step 3. Developing Preliminary Form of Product

The writer made the design based on the students’ needs that were obtained from the results of the questionnaires and also from the writer’s observation. In this step, the writer started to design the materials based on the needs survey results. The writer determined the learning objectives, subject content, and also teaching/learning activities and resources. This meant that the step 3, step 4, and step 5 of the writer’s steps were appropriate to be included in the step 3 of R & D step.

Step 4. Preliminary Field Testing

The post-design questionnaire attempted to find out the opinions and suggestions from the respondents. This gave contribution in improving the final version of the instructional materials. The respondents of the questionnaires for materials evaluation were three English Elementary School teachers and two English lecturers of the English Language Education Program of Sanata Dharma University. The main purpose of this step was to measure whether the design was appropriate, and relevant. The other purpose of this step was to evaluate the materials.

Step 5. Final Product Revisio