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CHAPTER I INTRODUCTION
In this chapter, the writer would like to present a brief discussion of the background of the study, problem identification, problem limitation, problem
formulation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
English as a foreign language is considered crucial in improving and developing our country, be it in political affairs, economic matter, social life,
culture and education. Richards and Renandya 2002 defined language as communication. They added that English teachers must develop the learners’
ability to communicate effectively in a wide range of professional and social contexts. Furthermore, English now functions as an international language. People
are required, at least, to be able to communicate in English. As a teacher to be, the writer is interested in designing a set of English
speaking materials for Senior High School students, which is based on the School- based Curriculum Kurikulum Tingkat Satuan Pendidikan. Senior High School
students are required to be able to speak English communicatively in daily life context. For accomplishing this purpose, the writer tried to analyse some common
problems faced by the students in learning English so that the writer is able to design the materials that fit the learners’ needs and interests appropriately.
As the writer interviewed some of the English language students who have done micro teaching in Senior High School and some English teachers,
informally, there are some common problems concerning English teaching learning activities that should be taken into account. The first problem is that the
idea of teacher-centred strategies is still widespread and popular in school. In fact, the teacher has bigger participation than the students do. This condition leads to
some problems due to the learners’ personality and language proficiency such as lack of self-confidence, being afraid of delivering their ideas, inability to make
sentences and lack of vocabulary mastery. Mark-oriented and fostered-competition also influence the students’
perception of learning English. They learn English not to improve their knowledge but merely to achieve a good score. They work individually on their
own and have no sense of care for others. They individually, but not socially, develop.
After the writer did some interviews, the writer decided to conduct a research in SMAN 4 Yogyakarta. This school is taken into account since one of the
interviewees that has done microteaching in SMAN 4 Yogyakarta stated that the students of SMAN 4 Yogyakarta lack of self-confidence, are afraid of delivering
their ideas and tend to be passive. Those unexpected conditions lead to students’ low language proficiency.
The writer, then, decided to choose the first grade students. The first reason is that English teachers should build the learners’ personality and language
proficiency from the beginning of their study. Since the lowest level in Senior High School is the first grade students, the writer conducted the research on them.
It is expected that the knowledge they get can be used as the basis for the next two PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
levels. The second reason is that the third grade students are facing the National Final Examination Ujian Akhir Nasional; therefore the school did not allow any
researchers to conduct research on them and suggested choosing other levels. David and Rodger http:www.clcrc.com1994 explained that there are
cooperative, competitive and individualistic learning. They stated that in ideal classroom, all students learn how to work cooperatively as part of a team;
compete for fun and enjoyment; and work autonomously on their own. An effective teacher should use all three appropriately. It means that using a theory
that merely develops students’ potential ability and creativity is not yet enough. The teacher has to select a teaching method that also develops students’
personality. Therefore, in this study the writer will try to create an ideal classroom by making use of Cooperative Language Learning theory for Senior High School
students. Cooperative Learning is an approach to teaching that makes maximum use
of cooperative activities involving pairs and small groups of learners in the classroom Richards Rodgers, 2001:192. In cooperative learning, the students
are grouped so that they work together to maximize their own and each other’s learning. A group can achieve meaningful learning and work out problems better
that any individual can alone. By applying that theory, it will contribute sufficient means to develop the students individually and socially. Although students work
together, each student is individually accountable. Teaching adolescents is challenging. Adolescents are in the age of
transition, confusion, self-consciousness, growing, and changing bodies and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
minds Brown, 2001. In order to reach them, a very special set of teaching strategies should be considered. There are several important concerns which
teachers should know in teaching adolescents Brown, 2001. Some of them are to avoid embarrassment of students at all costs, allowing mistakes and other errors to
be accepted, and encouraging small-group work where risks can be taken more easily. Therefore, the writer is interested in conducting a study which aims at
producing a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta
based on Cooperative Language Learning theory. Actually, there are some undergraduate theses which also concern in
designing English speaking materials for Senior High School students. They use Cooperative Language Learning theory which mainly focuses on developing
extracurricular materials and still applying Competency-based Curriculum Kurikulum Berbasis Kompetensi. That is why the writer is interested in
designing speaking materials by making use of Cooperative Language Learning theory which uses School-based Curriculum as the basis.
Hopefully, the designed materials will be able to create and develop a more enjoyable teaching learning process and will help students to gain deeper
understanding of the teaching learning materials.
B. Problem Identification
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