9. Partners
The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to
teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of
partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the
process.
4. The First Grade Students of SMAN 4 Yogyakarta
According to Brown 2001:90 children whose ages range between twelve and eighteen or so, are considered as young adults, teens, or adolescents.
The terrible teens are in age of transition, confusion, self-consciousness, growing, and changing bodies and minds. It means that during this period, youths attempt
to complete certain development tasks, to become independent people, and to realize their dreams and potentials. A teacher working with adolescents should
treat them as almost adult Elliot et. al., 1999:133. The teacher should give them a chance to discuss, argue, and present their own views and also challenge them
with realistic goals. According to Konopka as cited by Pikunas 1973, there are three
classification of adolescence: early adolescence, which includes those who are twelve to fifteen years old; middle adolescence, which includes those who are
fifteen to eighteen years old; late adolescence, which includes those who are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
