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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.
Kemp formulates eight stages in instructional design model; however, the researcher excluded or replaced some steps. Some steps that were excluded were
learner characteristics, pre-assessment, and support services. The second step on Kemp that was learner characteristics, excluded and replaced with needs survey
which was adopted from Yalden’s model. The first step of Kemp’s was reordered. Formulating goals, topics, and general purposes were put after needs survey. Step
five, that was pre assessment, was omitted because needs survey had covered the data of learners’ background. The information needed to arrange the materials
based on the students’ needs and characteristics became the basic part in pre- design. The researcher did not need any support services because this step was
not necessarily needed. Thus, the writer formulated own steps based on the combination of Kemp’s and Yalden’s. There were six steps in the writer’s model.
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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
The objectives were the indicators of what the students must achieve. The writer performed the objectives for each meeting. The students must be active in
the group work and also in the class work. The tasks and problem were solved together; every student gave opinion, suggestion, and answers. Every student had
responsibility in the group and in the class since the success of the group was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 TeachingLearning Activities and Resources
The teaching-learning process deals with how the teachers conduct the class to encourage the students to learn actively, especially in the group work. The
activities in the classroom were Student Teams Achievement Division STAD and Jigsaw. These two activities were methods in Cooperative Learning; however,
some others activities were added, such as games and singing. There would be combination of teaching-learning skills activities in classroom. For example in
writing activities, the students could write a kind of essay and then this activity could be combined with speaking through group presentation activity.
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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.
R e
v is
e
Goals, Topics, and General
Purposes
Needs Survey
Evaluation
Teaching Learning
Activities, Resources
Subject Content
Learning Objectives
Figure 2.3. The Writer’s Instructional Model
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The theoretical framework was the orientation of designing the instructional materials. By following the framework, the writer formulated the most appropriate
effective instructional materials based on Cooperative Learning approach. The next chapter described the methodology of designing materials based on
Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.
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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.
In this study, the writer used a method that was proposed by Walter R. Borg and Meredith Damien Gall 1983: 771. They stated that educational Research and
Development R D is a process used to develop and validate educational products. The steps in this process were usually referred to as the R D cycle,
which consisted 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 would be used eventually, and revising it to correct the deficiencies found in the field testing-stage.
