49 The first blueprint relates with the concept operationalization of authentic
communication and cooperative learning. It is essential as they are the main theories used in the study. Understanding the basic principles of the two theories
leads to the selection of the right learning activities in order to accomplish the goals of the study.
1. Concept Operationalization Blueprint Adopted from chapter 2
Table 3.1 Concept Operationalization Blueprint No
Construct Concept Indicators
1 Authentic
Communication speaking and listening in an integrated way.
performing language the way it is used in a real world setting.
communicating in the target language in order to guarantee the learners‘ progress.
experiensing the tensions and pressures of real communication.
being spontaneous, relevant to the topic, and influenced by the culture in which language is
used.
2 Cooperative
Learning put students in small groups to solve problems
together use mixed small group works to support and to
enhance each other‘s comprehension in learning help students to benefit from collaboration
consist of positive interdependence, individual accountability, promotive interaction, equal
participation, equal opportunity for success, and group processing.
50 The second blueprint aims to provide descriptions for the observation as it
is used as one of the research instruments to gain the data for the study. The descriptions are essential for them to identify what to observe in relation with the
use of cooperative learning in order to build authentic communication. The descriptors are adopted from the theoretical review in chapter two.
2. Research Blueprint for Multiple Observers
Table 3.2 Blueprint for Multiple Observers No
Descriptors
A The participants the students
1. Students work in mixed small groups during the learning activities.
2. Students collaborate during the learning activities to support each
other‘s maximum comprehension. 3.
Students play different roles in their English learning. 4.
Students look interested and motivated to participate in the learning activities.
5. The students are exposed to student-centered learning.
6. The students have mutual opportunities to participate in learning.
7. Students interact with other members who are not in their ages.
8. Students feel less anxious when conducting the learning activities.
9. Students become more fluent and confident in using English
expressions in their communication with their peers after repeating to use them.
10. Students perform language the way it is used in real world setting.
B The teacher
11. The teacher does not dominate the class during the learning
activities. 12.
The teacher is able to manage her time more productively to focus on students‘ learning activities.
13. The teacher provides activities that allow the students to use related
vocabulary and grammar in real world texts. 14.
The teacher provides activities that integrate listening and speaking like in authentic communicative situation.
15. The teacher puts students in small groups and assigns each of them
different roles. 16.
The teacher provides opportunities for the students to discuss and collaborate with their groups during the learning activities.
51
The third blueprint aims to obtain pre-understanding about reflective writing as it is used as another research instrument in the study. The research
participants have to answer some questions at the end of each session in order to get information about what they are actually doing and thinking about the study.
The questions are related to the concept of authentic communication, cooperative learning, and non-school learning environment.
3. Research Blueprint for Students’ Reflective Writing
