33 and small group skills, and the process in the group. Those five principles should
be covered in cooperative learning. c
The Steps of Cooperative Learning There are six steps in implementing cooperative learning. Firstly, the
teacher extends the learning objectives which are going to be achieved and motivates the students to learn. Secondly, the teacher provides information to the
students through demonstrations or literatures. Thirdly, the teacher explains to the students how to form a learning group and helps every group so they can do
transition efficiently. Fourth, the teacher guides the learning groups when they are doing the assignment. Fifth, the teacher evaluates the learning output or every
group presents their project. Sixth, the teacher finds out the ways to give some appreciations on the individual and group’s learning output.
d The Methods of Cooperative Learning
Methods which can be used in cooperative learning are: STAD Student Teams Achievement Divisions, jigsaw, group investigation, and structural
method. In STAD, the students can use worksheets and help one another to complete the learning materials. In jigsaw, the students learn the material in an
expert group then help the origin group learn that material. In group investigation, the students solve the complex inquiry. In structural method, the students do the
assignment socially and cognitively. e
The Roles of Teachers in Cooperative Learning In cooperative learning, the teacher has five main roles. Firstly, teacher has
a role as an inquirer who aims to see every single thing his or her students do.
34 Secondly, the teacher has a role as a creator who produces any kind of activities
and brings atmosphere in the classroom. Third, the teacher has a role as an observer who observes the student’s interests, needs and understands the learning
materials. Fourth, teacher has a role as a facilitator who facilitates the students to learn. Fifth, teacher has a role as an agent of change who has to change and
control the class. f
The Assessment and Evaluation of Cooperative Learning Group assessment and cooperative self-assessment are used to assess and
evaluate the learning process in cooperative learning. It aims to help the teacher find a way to improve the students’ learning and help the students to communicate
what they have done to the group and the teacher in order to get the feedback which is important as their learning improvement.
Problem-Based Learning and Cooperative Learning are going to be used as scaffolding approaches in conducting Contextual Teaching and Learning. Their
kind of activities and assessments are combined and modified. Both approaches are expected to help the teacher in producing successful activities and
achievement of speaking.
4. Kurikulum Tingkat Satuan Pendidikan KTSP
According to Muslich 2007, Kurikulum Tingkat Satuan Pendididkan KTSP
is an operational curriculum which is arranged and applied by each educational unitschool p. 17. In KTSP, the school has a great opportunity to
develop the curriculum based on the students’ need and interest. According to
35 Depdiknas 2006, the following is the overview of the objectives and materials
scope of English language subject based on KTSP p. 14:
a. The Objectives of English Language Subject based on KTSP
English language subject based on KTSP has three objectives. Those objectives present the expected outcomes that should be achieved by the students.
The objectives are explained as follows: 1
To develop communicative competence both orally and written in a simple form to achieve the functional literary level.
2 To develop the awareness about the nature and the importance of English to
access knowledge and to increase the national competitiveness in the global society.
3 To develop the understanding of the learners about the relationship between
language and culture.
b. The Material Scopes of English Language Subject based on KTSP
KTSP states some materials scopes in English language subject. Those
materials scopes should be mastered by students. The material scopes of English language subject can be summarized as follows:
1 Discourse competency which involves four skills listening, speaking, reading,
and writing. 2
Supporting competence, namely linguistic competence, factional competence, socio cultural competence, and strategic competence.
3 The development of positive attitude to English as a communication tool.
36
B. Theoretical Framework
To achieve the objectives of this study, it is important for the writer to understand the rationale of Contextual Teaching and Learning CTL. In this
study, CTL requires the teacher to relate the subject matter content of speaking to real world situations and motivate the learners to make connections between
knowledge and its application to their lives. Therefore, the instructional materials should cover the seven principles of CTL to help the learners meet the objectives.
Besides, context is the most important aspect that should be taken into account in designing the materials. The design material can not only guide the learners to use
the context of their own circumstance but also enhance them to explore the meaning of context itself. The rationale of Problem-Based Learning and
Cooperative Learning are used to help the writer integrate teaching activities in specific way and design the authentic assessment. Here, the writer combined the
instructional design models of Kemp and Yalden. Those models are used since both of them complete each other. The materials are designed based on the rules
of KTSP. By applying all of the concepts needed, it is expected that the design
materials can meet the objectives and appropriate to the learners’ needs.
37
CHAPTER III METHODOLOGY
This section presents the methods of the research and analysis, outlines the procedure in gathering and analyzing the data, and reveals the boundaries of the
research. It is divided into six parts namely: research method, research setting, research participants, instruments and data gathering technique, data analysis
technique, and research procedures.
A. Research Method
The research method used in this study was educational research and development R D. According to Borg and Gall 1983, educational research
and development R D is a process used to develop and validate educational products p. 772. The process of this method used to the R D cycle which
consist of studying research findings pertinent to the product to be developed, developing the product based on these findings, field-testing it in the setting
where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage. This cycle is repeated until the products meet the
objectives. There are ten major stages in the R D cycle. They are research and information collecting, planning, development preliminary form of product,
preliminary field-testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination
and implementation.
38 In order to answer the two main problems in this study, the writer
employed the five stages below:
1. Research and Information Collecting
According to Borg and Gall 1983, research and development collecting includes review of literature, classroom observations, and preparation of report of
state of the art p. 775. In this stage, the writer reviewed some relevant literatures to determine the state of knowledge in the study of concerned. Some educational
books and a guideline of KTSP were used to help the writer achieve the goal. Borg and Gall 1983 also stated that interviews and direct field observations have also
been useful supplements to the research literature in providing us with a foundation of knowledge upon which to develop a given educational product p.
778. Based on such explanation, an observation was done to find out as much information as possible about the students’ social and cultural circumstances.
Questionnaires were distributed to the eighth grade students of SMPN 2 Ponjong Gunungkidul to find out the students’ needs and interest. An informal interview
was also conducted with the English teachers of SMPN 2 Ponjong Gunungkidul to find out how the speaking class activity was usually done and they were expected
to give some information about the students’ needs, interests and difficulties.
2. Planning
Borg and Gall 1983 noted that the most important aspect of planning a research-based educational product is the statement of the specific objectives to be
achieved by the product p. 779. This stage included defining skills, stating objectives and determining sequences. The writer listed standard competences,
