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Learning. In this team, the students not only do something as a team but also learn something as a team to achieve the aims of learning.
a Elements of Cooperative Learning
There are four elements underlying the concept of cooperative learning suggested by Abdurrahman, as quoted by Nurhadi et al. 2004: 61. The first concept
is the positive interdependence between the members of the team where the students will motivate each other in their group to achieve the objective of learning. The
second concept is the face-to-face interaction by interacting and sharing the students’ knowledge with other members in the form of dialogue. The third concept is the
individual accountability where the success depends on the individual learning of all team members. The fourth concept is the skill to develop the interpersonal
relationship by respecting people’s opinions and ideas.
b The Significance in Cooperative Learning
According to Johnson and Johnson 1984 as cited by Nurhadi et al. 2004: 63, there are some significance in cooperative learning. Besides improving the
aspect of cognition, in cooperative learning, the students will learn to improve their ability to socialize by adapting with other members of the group and behaving
properly in their group. The students will learn to express their ideas and react to others criticisms. Yet, the responsibility of each member will be accounted for all the
members of group. Working and Socializing together with their group, self-esteem and self-acceptance are to be improved in themselves as the individual and social
person. Like in a in a real world such as a working world, cooperative learning serves PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the condition which makes the student learn to adapt with their partners or companions and balance the relationship.
c The Role of Evaluation in Cooperative Learning
To enhance the students’ quality of performance in speaking skill and also their ability in work cooperatively, evaluation for cooperative learning is required.
There some benefits of using evaluation in cooperative learning as stated by Candler 2002, in http:www.olc.spsd.sk.cahtml. By employing the evaluation, the teacher
can assess group outcomes as well as individual outcomes. The teacher will know how the students work from cooperative group-assessment and cooperative self-
assessment. The result becomes the general description of the students’ condition for the teacher to find the way to improve the students’ learning. Besides, the students
will gain benefits by being able to communicate their work with the teacher and getting feedback from the teacher in order to produce higher-quality work.
Problem-Based Learning and Cooperative Learning are approaches that are to be adapted to speaking activities in the classroom. Those approaches are expected to
help the teacher to achieve successful speaking activities in classroom.
e. Learning Context Used in Contextual Teaching and Learning
CTL exploits real context as much as possible related to students’ background knowledge and experience. It facilitates students’ learning by passing on the
knowledge in stages and pieces that the students are familiar with. The real context becomes the significant factor of the materials development using CTL. According to
Soefijanto 2005: 6, the term context means surroundings, momentum, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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environment. The surroundings and environment are to be recognizable for the students to learn. There are some contexts that involve in Contextual Teaching and
Learning Nurhadi et. al, 2004: 4. They are as follows: 1
Cultural Context. In this context, the students will learn to be aware of the cultural issues raised in
society and learn how to deal with the context. 2
Social, Economic and Political Context. In these contexts, the students will put themselves as the part of society and
discuss the problem such as social, economic, or political problem found in society. The students will try to find the solution.
3 Personal Context.
In this context, the students will sharpen their skill to communicate with others and to take a part as the individual and part of larger community society.
CTL will give chance for the teacher to provide those contexts in learning activities. The aim is to help the students to see the meaning in the academic materials they are
studying by connecting it with the context of their daily lives, such as personal, social, economic, political, and cultural context in their society. Furthermore, the
students will learn to be aware of those contexts that exist in real life and the problems that could be followed.
f. The Role of Teacher and Students in Contextual Teaching and Learning
In CTL, the teacher will act as the facilitator and guide in the process of teaching and learning activity and assessing the implementation. The teacher is not
supposed to be the evaluator all the time. Therefore, the students are brave to do risk- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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taking target language usage. Serving important roles in CTL, the teacher will support the learning by providing problems, motivation, real life context, and
cooperative learning. The students, meanwhile, are supposed to be the center of learning. The students should be actively involving as participants in learning by
reinforcing, expanding, and applying their knowledge and skills through the activities in interdependent group learning to lead them as self-regulated learners.
4. Competence-Based Curriculum
Competence-Based Curriculum is the curriculum that has been applied in some schools such as SMA Stella Duce 1 Yogyakarta since 2004. Competence-
Based Curriculum focuses on the competence to be performed by the students. According to Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen
Pendidikan Nasional 2001: 7-8, in, the students are expected to be able to communicate in English fluently. Since it views the language as a means of
communication, English learning is expected to function as a means to develop senior high school students’ personality, knowledge, technology and arts, global
concept, and international communication capability.
a. Objectives of English Language Learning Based on Competence-Based
Curriculum
In this curriculum, English lesson has four objectives. Firstly, the students are able to communicate in English. Secondly, the students are able to understand
English as a language system. Thirdly, the students are able to develop their understanding of culture. Fourthly, the students are able to expand their general
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knowledge Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, 2001: 8. Accordingly, the students are supposed to develop
their English competency integrating with the aspects of life such: arts and culture, social life, cognitive development, and the like.
b. Materials Scope in English Language Learning based on Competence-Based
Curriculum
In an attempt to achieve the objectives stated above, the scope of English materials for SMA should be determined. The scope of English material should cover
macro skills of English listening, speaking, reading, and writing, basic language components structures, vocabulary, pronunciation, and spelling, and the cultural
aspects such as in English expressions found in various oral and written texts Departemen Pendidikan Nasional, 2003: 2.
c. Principles of Competence-Based Curriculum
There are six principles in the Competence-Based Curriculum Pusat Penelitian Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional,
2001: 11-12. They are summarized as follows:
1 Knowing what to do according to the purposes and the use of every activity.
2 Integrating the four skills of language English competencies.
3 Learning a language is learning how to communicate.
4 Knowing the importance of meaning in teaching.
5 Learning how to do by having much time to practice their knowledge.
6 Learning from mistakes which can improve the quality of learning.
