nineteen to twenty two years old. Referring to this theory, the first grade students of SMAN 4 Yogyakarta are middle adolescence. The object of this study is the
first grade students of SMAN 4 Yogyakarta. Therefore, here we will focus more on those who are about 15 – 16 years old students. There are six classes of the first
grade students of SMAN 4 Yogyakarta. Those are 1A, 1B, 1C, 1D, 1E, and 1F. Each class consists of thirty four students; therefore the number of the first graders
is two hundreds and four students.
B. Theoretical Framework
Based on the School-based Curriculum, Senior High School students are demanded to be able to speak English communicatively in daily life context. An
English teacher should be able to develop materials that can improve learners’ knowledge as well as learners’ personality. Therefore, this study is about
designing a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta
based on Cooperative Language Learning theory. Cooperative Language Learning is a teaching method in which students
work in small groups to help one another learn the subject contents. Here, the learners should help each other to understand the lesson given but have to do the
quiz or test individually. Applying this theory means that we are able to help learners to improve their speaking ability as well as their personality.
In the theoretical description, the researcher presents two models of instructional design. In order to design the materials, this research uses the
combination of the two instructional design models stated previously: Kemp’s and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Yalden’s. The writer will combine those two instructional design models because they can complete each other. First, in Kemp’s model there is no description of a
syllabus development, which can be found in Yalden’s model. The use of a syllabus will make the teaching-learning process better organized. Second,
Yalden’s model provides needs analysis to know the learners’ needs and interests in learning English especially speaking skill. Needs analysis functions as the basis
to develop the materials based on the School-based Curriculum that fit the learners’ needs, and improve the learners’ speaking skill and personality.
All steps in the model are described as follows: 1. Conducting needs’ analysis adapted from Yalden’s instructional design
model Before designing the materials, the writer should find out the learners’
needs in learning English. A need analysis is required to understand as much about the learners as possible. This will be done by interviewing the English
teachers of SMAN 4 Yogyakarta, since they have been teaching for many years which enable them to recognize the learners’ problems or difficulties in learning
English. 2. Stating instructional goals, topics, and general purposes adapted from Kemp’s
instructional design model The goals are formulated in accordance with the goal of teaching learning
English stated in the School-based Curriculum. After establishing the goals, topics are then recognized. After the topics listed, the general purposes are determined.
3. Specifying learning objectives adapted from Kemp’s instructional design model
After stating the general purposes, the specific learning objectives are determined. The specific learning objectives are presented in the form of acts that
promote the teaching learning activities. At the end of each meeting, learners are expected to be able to perform these acts.
4. Listing the subject contents adapted from Kemp’s instructional design model The subject contents function to facilitate the achievement of each specific
learning objective as well as the learners’ needs and interests. 5. Selecting teaching learning activities adapted from Kemp’s instructional
design model In this step, the researcher selects teaching learning activities which can
motivate learners and effectively explain and illustrate subject contents to help the learners accomplish the learning objectives.
6. Developing the syllabus adapted from Yalden’s instructional design model In designing the materials, the role of a syllabus is important. It can
provide a basis for the division of learning materials, learning experiences, and time allotment. Based on Hutchinson and Waters 1994:80, it can make the
language learning tasks appear manageable. 7. Designing the materials
In this stage, the writer designs the materials utilizing the subject contents and teaching learning activities in accordance with the general purposes and
specific learning objectives. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8. Evaluating and revising the designed materials adapted from Kemp’s and Yalden’s instructional design model
The evaluation is conducted by distributing questionnaires to the English teachers of SMAN 4 Yogyakarta and two lecturers of English Language Education
of Sanata Dharma University. The result will help the writer to enrich and improve the quality of the design materials.
CONDUCTING NEEDS ANALYSIS
FORMULATING GOALS, LISTING TOPICS, AND STATING GENERAL PURPOSES
SPECIFYING LEARNING OBJECTIVES
LISTING SUBJECT CONTENTS
SELECTING TEACHING AND LEARNING ACTIVITIES
DEVELOPING SYLLABUS
DESIGNING MATERIALS
EVALUATION AND REVISION
Figure 2.3: The Writer’s Model
36
CHAPTER III METHODOLOGY
In this chapter, the writer would like to discuss how this research was implemented from the beginning to the end. The discussion covers the description
of the research methods, the research respondents, the research instruments, data gathering techniques, data analysis techniques, and research procedures.
A. Research Methods
This study dealt with two main problems to be solved. First, the study was conducted to find out how to design a set of English speaking materials for the
first grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory. Second, the study was aimed at presenting the designed materials
for the first grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory.
In this study, the writer employed Educational Research and Development RD method. RD is a process used to develop and validate educational
products such as material objects including textbooks and methods for teaching- learning process. It consists of a cycle in which a version of the product is
developed, field tested, and revised on the basis of field-tested data Borg and Gall, 1983:771-772. The writer applied RD since this research attempted to
develop a set of materials for senior high school students and the steps in R D supported the theoretical framework in designing the materials.
