to write down about what the students have learnt through the topic. There is only one kind of activity in this section. The students are asked to answer the
comprehension questions related to the topic being discussed by writing “Yes, I can” or “No, I can’t” on the box. By answering the comprehension questions, the students
are able to review and measure their understanding of the unit. Evaluation was also conducted in the study by distributing questionnaire to
some respondents. The respondents gave positive responses by stating that the material was interesting, creative, and well-developed. The data from the material
evaluation questionnaire were analyzed using percentage. The result showed that the English reading instructional material based on a Cooperative Learning approach
designed by the writer was appropriate for the eighth grade students of SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
B. Suggestions
The writer has some suggestions for Junior High School English teachers and their students, especially for the students and English teachers of SMP Taman
Dewasa Ibu Pawiyatan Yogyakarta. The writer also provides suggestions for the future researchers who are interested in conducting research of similar topic.
1. Suggestions for English Teachers
The English teachers have to understand and comprehend Cooperative Learning approach Cooperative Language Learning approach. The teachers are
suggested to read some books and articles about Cooperative Learning approach. By understanding about Cooperative Learning approach, it is hoped that the teachers can
apply the designed materials. The teachers should also give a clear description to the
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students on Cooperative Learning approach because it will be easier for the students to participate in the teaching learning process when they had already understood
what to do. The teachers should make creative and interesting activities so the students are motivated and interested in learning English in the classroom.
2. Suggestions for Students
The students are expected to participate actively in the teaching learning process since Cooperative Learning required learners to be active in every activity.
The students should participate in every group work and pairs work because every group member determines the group goal and achievement. Through cooperation in
group, the students can also achieve the individual objectives, for example in doing the quiz. The students should be proactive by asking what they do not know to their
friends and the teacher.
3. Suggestions for Future Researchers
The writer suggests for the future researchers to implement the material because the writer only designed the material and did not implement the designed
material in class. The future researchers can make some improvements of the teaching learning activities of the designed material. The writer also suggests that it
would be better if the future researchers make some useful media and create comfortable atmosphere to support teaching learning process.
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76
REFERENCES
Armbuster, B. B., Osborn, J. H. 2002. Reading Instruction and Assessment: Understanding the IRA Standards. Boston: Boston, Allyn and Bacon.
Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to Research in Education. 6th ed. Belmont: Wadsworth Group.
Brown, J., and Rodgers, T. S. 2004. Doing Second Language Research. New York: Oxford University Press.
Borg, W. R., Gall, M. D. 1983. Educational Research: An Introduction. 4th ed. London: Longman.
Cohen, A. D. 1990. Language Learning: Insight for Learners, Teachers, and Researchers. New York: Newbury House Publishers.
Dick, W., Reiser, R. A. 1989. Planning Effective Instruction. Boston: Boston, Allyn Bacon.
Kagan, S. 1985. Cooperative Learning Structures. New York: Teachnology, Inc. Kemp, J. E. 1977. Instructional Design. Belmont: Fearon Pitman Publisher, Inc.
Kessler, C. 1992. Cooperative Language Learning: A Teacher’s Resource Book.
New Jersey: Prentice Hall Regents. Kustaryo, S. 1998. Reading Techniques for College Students. Jakarta: Departemen
Pendidikan dan Kebudayaan. McDonell, W. 1992. The Role of the Teacher in Cooperative Learning Classroom. In
C. Kessler Ed., 1992. Cooperative Language Learning: A Teacher’s Resource Book pp. 164-171. New Jersey: Prentice Hall Regents.
Moyle, D. 1972. The Teaching of Reading. 3rd ed. London: Longman. Nunan, D. 2003. Practical English Language Teaching. New York: Mc Graw-Hill
Companies, Inc. Olsen, R. E. W-B and Kagan, S. About Cooperative Learning. In C. Kessler Ed.,
Cooperative Language Learning: A Teacher’s Resource Book pp. 1-14. New Jersey: Prentice Hall Regents.
Osman, S. 1986. Reading in English as a Second Language. MELTA, 15, 1-11.
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Richard, J. C., and Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. 2nd ed. Cambridge: Cambridge University Press.
Slavin, R. F. 1995. Cooperative Learning: Theory, Research, and Practice. 2nd ed. Massachusetts: Allyn Bacon.
Taba, H. 1962. Curriculum Development: Theory and Practice. New York: Harcourt Brace Jovanovich, Inc.
Wallace, C. 1992. Reading. New York: Oxford University Press.
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APPENDICES
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APPENDIX A
Surat Permohonan Ijin Penelitian
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APPENDIX B
The Result of the Interview
on the Needs Survey
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Interview Guideline
1. Apakah siswa tertarik belajar bahasa Inggris?
