5 form and meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.
However, speech is not always unpredictable. Language functions or patterns that tend to recur in certain discourse situations e.g., declining an invitation or
requesting time off from work, could identified and charted Burns Joyce, 1997.
2. Cooperative Learning
In this study, cooperative learning is an approach to organize classroom activities into academic and social learning experiences. According to Johnson,
Johnson and Holubc, 1994: Cooperative learning is the instructional use of small groups through which students work together to maximize their own and
each other’s learning. . Cooperative Learning theory incorporates the idea that the best learning occurs when students are actively engaged in the learning
process and working in collaboration with other students to accomplish a shared goal. Cooperative Learning utilizes not only the student’s own experience to
solidify knowledge, but also uses the experiences of others. In cooperative learning, the focus moves from teacher-centered to student-centered education. In
contrast to traditional teaching methods where students perceived to be empty vessels awaiting the teachers’ knowledge, Cooperative Learning theory recognizes
the importance of the student’s existing knowledge and puts that knowledge to work.
6
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses theories that are relevant in designing the English speaking materials using Cooperative learning approach for
the twelfth grade students of SMK N 2 Depok. This chapter divided into two parts. In the first part, the researcher deals with the theoretical description while in
the second part deals with the theoretical framework.
A. Theoretical Description
The researcher elaborate 7 seven main point of the theories which are used in this study.
1. Speaking
a. Problems of Speaking
Brown 1994 said there are some characteristics, which can make students, feel that speaking is difficult. First is reduced forms, reduced vowels,
contraction, etc. second is clustering, which means fluent speech is phrasal, not word-by-word. Redundancy, clearer meaning through redundancy of language.
Third is rate of delivery, it means an acceptable speed along with other attributed of fluency. Fourth is performance variables, then number five is colloquial
language. Make sure the students well acquainted with the words. Idioms and phrases of colloquial language and those they get practice in producing these
forms. Then the sixth are stress, rhythm, and intonation. The last is Interaction; it
