A set of integrated english instructional materials based on a cooperative learning approach for the Sixth Grade Students of SD Kanisius Kanutan - USD Repository
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A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON A COOPERATIVE LEARNING APPROACH
FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
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A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON A COOPERATIVE LEARNING APPROACH
FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
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ACKNOWLEDGEMENTS
Firstly, I would like to express my greatest gratitude and praise to Jesus Christ for His blessing and guidance during the process of completing my thesis.
God makes everything happen at the right time.
My greatest gratitude and honor go to my major sponsor, JB. Gunawan,
M.A. who has given me guidance, patience, and kindness, and courage to finish
this thesis. I thank him for his advice, correction, and time to read my thesis thoroughly. My great thank goes to Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me time, knowledge, and guidance during the process of accomplishing this thesis.
I would like to express my gratitude to Caecilia Tutyandari, S.Pd.,
M.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for their time to evaluate
the materials. My deepest thanks are addressed to all of the English Language
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ending prayer for me.
I would like to express my gratitude to all friends who had been so kind and helpful in the process of thesis accomplishment, especially for Gaby, Dedi
“ Kadal”, Jody ’04, Qyer, Arum, Tika, Dame, Yusta, and Iyas. My sweet thanks
are also directed to “Warga mBebek”: Tri “Kebo”, Wisnu “Kenthi”, Aan,
Yuli, and Yanris “Jempol”. I deliver my very best thanks to Ratri for her
willingness and patient to read my thesis and give suggestions. I also thank to my “journey” friends: Ji’i, Lukas, Ardi, and Tony for sharing valuable knowledge.
I would like to give my deepest love and thank to my dearest one, Dik
Yefin. I thank her for her never-ending love and support. She gives me motivation
to always do my best.Fredericus Joko Wicaksono
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TABLE OF CONTENTS
Page TITLE PAGE ............................................................................................. i APPROVAL PAGES ................................................................................. ii PAGE OF DEDICATION........................................................................... iv STATEMENT OF WORK’S ORIGINALITY ........................................... v
LEMBAR PERNTYATAAN PERSETUJUAN PUBLIKASI ......................... vi
ACKNOWLEDGEMENTS ....................................................................... vii TABLE OF CONTENTS ........................................................................... ix LIST OF TABLES ..................................................................................... xii LIST OF FIGURES ................................................................................... xv LIST OF APPENDICES ............................................................................ xvi ABSTRACT ............................................................................................... xvii
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Page
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical description .................................................................
8 1. Instructional Models .............................................................
8 a. Kemp’s Model ............................................................
8 b. Yalden’s Model ..........................................................
13 2. The Theory of Cooperative Learning ...................................
16 a. The Characteristics of Cooperative Learning .............
20 1) Positive Interdependence ..................................
21 2) Group Formation ...............................................
20 3) Individual Accountability .................................
21 4) Social Skills ......................................................
21 5) Structuring and Structures .................................
22 b. The Syllabus ...............................................................
24
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Page Cooperative Classroom ..............................................
29 1) Types of Learning in Cooperative Classroom ..
29 2) Types of Activities in Cooperative Classroom .
30 3. Integrated Materials..............................................................
33 B. Theoretical Framework .................................................................
35 CHAPTER III. METHODOLOGY A. Method ..........................................................................................
40 B. Research Participants.....................................................................
44 C. Research Instruments.....................................................................
45 1. Questionnaire .......................................................................
45 2. Interview...............................................................................
46 D. Data Gathering Techniques ...........................................................
47
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Page
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Designing Process of Integrated English Instructional Materials Based on Cooperative Learning ....................................
53 1. Conducting Needs Survey ...................................................
53
a. Students’ Needs Based on the Interview with the Teacher .......................................................................
54
b. Students’ Needs Based on the Questionnaire for the Students ................................................................
55 2. Considering Goals, Topics, and General Purposes ..............
58 3. Specifying Learning Objectives ...........................................
60 4. Subject Content ....................................................................
61 a. Let’s Get Started! ........................................................
62 b. Let’s Do It Together ...................................................
62
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Page 1. Preliminary Field Testing .....................................................
66 a. The Discussion of the Designed Materials .................
67
b. Respondents’ Comments and Suggestions on the Designed Materials ....................................................
68 2. Final Product Revision .........................................................
69 C. Presentation of the Designed Materials ........................................
70 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ....................................................................................
73 B. Suggestions ....................................................................................
76 1. Suggestions for English Teacher .................................................
76 2. Suggestions for Students .............................................................
76 3. Suggestions for Future Researchers ............................................
77
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LIST OF TABLES
Table Page
3.1. The Description of the Respondents of the Preliminary Field Testing (Blank) ..................................................................................................
45
3.2. The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ..................................................................................................
50 4.1. The List of 8 Top Topics ......................................................................
58 4.2. The Goals and General Purposes of the Designed Materials ...............
58 4.3. The Topics ............................................................................................
59 4.4. The Indicators of the Students’ Performance in Each Skill .................
60
4.5. The Description of the Respondents of the Preliminary Field Testing
66 4.6. The Result of the Preliminary Field Testing Questionnaire.................
67
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LIST OF FIGURES
Figure Page 2.1 Kemp’s Instructional Design Model .....................................................
12 2.2 Yalden’s Instructional Design Model ...................................................
13 2.3 The Writer’s Instructional Design Model .............................................
38 3.1. R & D Cycle and the Writer’s Model ..................................................
43
LIST OF APPENDICES
Page Appendix A: Surat Permohonan Ijin Penelitian ........................................
80 Appendix B: Surat Keterangan ..................................................................
81 Appendix C: The Result of the Interview on the Needs Survey ................
82 Appendix D: Questionnaire on the Needs Survey ......................................
85 Appendix E: Basic Competencies in Each Unit ..........................................
90 Appendix F: The Result of the Questionnaire on the Needs Survey .........
94 Appendix G: Indicators in Each Topic........................................................
97 Appendix H: Syllabus ................................................................................ 106 Appendix I: Topics, Sections, and Subsections of the Designed Materials ............................................................................... 131 Appendix J: Questionnaire on the Evaluation ............................................ 134
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ABSTRACT
Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional
Materials Based on A Cooperative Learning Approach for the Sixth Grade
Students of SD Kanisius Kanutan . Yogyakarta: Sanata Dharma University.In learning English, the students have to acquire four English skills. Those skills are listening, speaking, reading, and writing. There was a need for the sixth grade students of Elementary School to enhance their ability in learning the four English skills since it would really help them to master English. To respond to the problem, a study was conducted. The study was intended to design a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. Since the designed materials were based on Cooperative Learning approach, hopefully it could increase the students’ social skills.
The study discussed two problems. Those problems were (1) How is a set of integrated English instructional materials based on a cooperative learning approach for the sixth grade students of SD Kanisius Kanutan designed? (2) What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?
To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.
To answer the first question, the writer applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages
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ABSTRAK
Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional
Materials Based on A Cooperative Learning Approach for the Sixth Grade
Students of SD Kanisius Kanutan . Yogyakarta: Universitas Sanata Dharma.Dalam mempelajari bahasa Inggris, para siswa harus mempelajari empat keterampilan dalam bahasa Inggris. Keempat keterampilan tersebut adalah mendengarkan, berbicara, membaca dan menulis. Para siswa kelas enam Sekolah Dasar mempunyai kebutuhan untuk meningkatkan kemampuan mempelajari keempat keterampilan bahasa Inggris karena hal ini akan membantu siswa untuk menguasai bahasa Inggris secara keseluruhan. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran bahasa Inggris terintegrasi berdasarkan
Cooperative Learning Approach untuk siswa kelas enam SD Kanisius Kanutan.
Materi pembelajaran yang berdasarkan Cooperative Learning Approach ini juga diharapkan dapat membantu meningkatkan keterampilan sosial para siswa.Terdapat dua masalah yang dibahas dalam penelitian ini. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative
Learning Approach dirancang? dan (2) seperti apakah penyajian materi
pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach tersebut?
Untuk melakukan studi ini, penulis mengimplementasikan Research and
Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam
penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari
R&D Method . Langkah-langkah tersebut adalah (1) Research and Information
Collecting , (2) Planning, (3) Developing Preliminary Form of Product, (4)
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CHAPTER I INTRODUCTION This chapter is divided into six parts. The first part is the background of the
study, which reveals the writer’s reason for conducting the study. The second part is the problem formulation, which conveys the problems that will be discussed in the study. The third part is the problem limitation. This part gives a clear border of the study being discussed. The fourth part is the objectives of the study, which shows the aims of the study. The fifth part is benefits of the study. This part reveals the advantages of the study that order researchers may gain through reading the study. The last part is definition of terms that clarifies the terms used in the study.
A. Background of the Study
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2 Based on an informal interview with an English teacher of SD Kanisius Kanutan, the integrated English instructional materials are suitable for the sixth grade students since the students are ready and able to develop English skills and elements. In this study, the writer uses integrated materials because in the Elementary School, the English subject is taught in a single session. There is no reading session or writing session, but the teachers teach the four English skills in a single hour. Furthermore, in a week there is only one 80-minute meeting. Therefore, the students should learn English skills in those limited hours in the classroom.
SD Kanisius Kanutan is located in a rural area. The location of the school
can influence students’ background knowledge, teaching-learning style, students’ competence, and the whole teaching-learning process. The teaching-learning process in this school is generally teacher-centered and the characteristics of the sixth grade students are active and highly motivated.
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3 B. Problem Formulation The problem formulation of the study is presented as follows.
1. How is a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan designed?
2. What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD
Kanisius Kanutan look like?
C. Problem Limitation In order to make the study specific, there are some limitations in this study.
First, the study was about developing materials. The main concern of the study was not to implement or evaluate materials, but it focused on developing materials that facilitated the teaching learning-processes. Second, the study employed
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4 D. Objectives of the Study Considering the problems that are stated in the problem formulation, there are two main objectives of the study. These objectives are presented as follows:
1. The study tries to find out how a set of integrated English instructional materials based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan is designed.
2. The study also tries to present the designed set of instructional materials based on Cooperative Learning approach for the sixth grade students of SD
Kanisius Kanutan.
Those objectives of the study will become the goal of the study through the discussion in the following chapter.
E. Benefits of the Study
The instructional materials based on Cooperative Learning approach give an
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5 it easier to understand the material given. The materials motivate the students to learn and to interact with their friends.
For English teachers, this study provides the benefits of teaching English based on the Cooperative Learning approach for the sixth grade students of Elementary School. By reading the study, the English teachers may have more references of teaching-learning method that can be applied in class. It is also hoped that the Elementary School English teachers may broaden their knowledge about English language teaching through the study.
For other researchers, this study can be used as the reference to conduct research and write scientific paper related to the topic. It also gives description about designing integrated instructional materials based on cooperative learning approach in teaching English for the sixth grade students of Elementary School.
Through the study, other researchers may gain beneficial information that can be used to support their research.
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6 writing. So, in this study, an integrated material is a set of materials that integrate listening, speaking, reading, and writing skills.
2. Instructional Materials According to Briggs and Gagne (1979: 3), instruction is a set of events which affect learners in such a way that learning is facilitated. Instructional materials mean materials used for instruction. Savignon (1997: 132), states that a set of instructional materials can be resources in pursuing the language activities at hand. In this study, instructional materials refers to a set of units used by the teachers or instructors and the students as the focus of discussing in teaching learning process in order to develop students’ skills in English.
3. Cooperative Learning Cooperative Learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning
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7 old. In this study, sixth grade students is a group of students age between ten up to thirteen years old who are now learning in the sixth grade of SD Kanisius Kanutan for whom the materials are designed.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two parts; they are theoretical description and
theoretical framework. Theoretical description describes some related literature that is needed to design the materials. Theoretical framework puts the concept of theoretical description as the base to formulate process in designing materials based on the Cooperative Learning approach for the sixth grade students of SD
Kanisius Kanutan.
A. Theoretical Description
There are some theories involved in designing instructional materials. These theories try to give general view that can be used in real learning-teaching process. This section will be divided into two parts; they are instructional model,
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9 Kemp defines the instructional materials as follows.
Step 1. Defining Goals, Topics, and General Purposes
Instructional design planning starts with the recognition of the broad goals of the school system or institution. The goals may be derived from society, students and subject areas. After that, the teacher should list the major topics to be treated within the content area. The teacher expresses explicitly the general purposes for the chosen topics.
Step 2. Finding out Learner Characteristics
In teaching-learning process, the students are regarded as individuals and groups. In order to serve both individuals and groups, we must obtain information about the learners’ characteristics. There are two factors that should be considered in finding out the learners characteristics; those are academic and social factors.
Academic factors include academic background, level of intelligence, number of students, reading level, study habit, grade-point average, scores on standardized
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10 Step 3. Specifying Learning Objectives Learning objectives must be stated in terms of activities that will best promote learning. Kemp (1977: 24) states that learning objectives can be categorized into three categories; those are cognitive, psychomotor, and affective. However, cognitive domain is mostly used in educational program. Cognitive domain includes objectives concerning knowledge, comprehension, application, analysis, synthesis, and evaluation. In planning process, the planner should consider the action verb that will be used in specifying the learning objectives because each verb relates to certain level of objectives.
Step 4. Organizing Subject Content
A student’s learning experiences must involve subject content. According to Kemp (1977: 44), subject content is “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topics.” Subject content must be
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11 teacher know who are ready to learn the topic, who needs the remedial or even who are not ready yet and should start from the beginner level.
Step 6. Planning the Teaching/Learning Activities and Resources
The teacher must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. The planner should also select the media to support teaching-learning activity. According to Kemp (1977: 74), there are three reasons why selecting media is complicated. First, there are many audiovisual resources from which to choose. Second, there are no clearcut guidelines for making a selection. Third, few educators have had broad enough experiences with the resources available to have a sound basis for selecting an appropriate medium or combination of media for communicating content or providing student experiences, in terms of an objective within the chosen teaching/learning pattern.
Step 7. Organizing Support Services
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12 of evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during development and tryouts, while summative evaluation takes place at the end of the course.
Evaluation also refers to the evaluation of the program. It aims to know how well the program serves the objectives. According to Kemp (1977: 98), there are several ways to evaluate the developed program, namely (1) test results, (2) reactions from students, (3) observations of students at work, (4) suggestions from colleagues. The steps of Kemp’s model are presented in Figure 2.1.
Goals, Topics, and General Purposes Learner Character- Evaluation Evaluation istics
Revise Learning Support Objectives Services
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b. Yalden’s Model (Yalden, 1987)
Yalden considers seven stages in designing materials. The stages will be described in the following figure.
Figure 2.2. Yalden’s Instructional Model (Yalden, 1987: 88) There are seven steps in planning a syllabus based on Janice Yalden (1987).The seven stages will be elaborated in this following explanation. The short explanation will be given for each stage.
Stage 1. Needs Survey
When a needs survey is being undertaken there is potentially a great deal of information to be gathered (Yalden 1987: 101). This means that a needs survey is important to be conducted to understand who are the learners. Needs survey is
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14 Stage 3. Selection of Development of Syllabus Type There is no single model of syllabus design that is universally agreed upon.
The designer can combine more than one syllabus in order to make the course design more reliable. A modification of existing structural syllabuses to a completely learner-centered approach is one of the solutions.
Stage 4. Production of Proto Syllabus
This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). However, in order to gain the description of the syllabus content, the researcher should work to select the most effective syllabus. The designer should describe and determine the content of the syllabus.
Stage 5. Production of Pedagogical Syllabus
This stage describes the pedagogical syllabus, which is providing a chosen repertoire of words and phrases based on the function and the topics. The designer develops the teaching learning approaches. The designer also implies the syllabus
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15 this is labeled as the recycling stage because the whole cycle can be begun again at this point.
From the two instructional models above, the writer would not use all of those steps, however some steps will be used and the others will not be used. The writer will combine from the two instructional models. From Yalden’s model, the writer takes first step, namely need survey. In Cooperative Learning, needs survey is very important because it will be used to decide which materials will be developed. Furthermore, needs survey will be used to know what the students’ needs for their learning. Kemp’s second step is not be used because it can be included in needs survey. The writer combined this step with Kemp’s first step, because Goals, Topics, and General Purposes determine the track of Cooperative Learning goals. Kemp’s third step is used for determine learning objectives of the designed materials based on Cooperative Learning. Subject Content is used for the next step because this step determines the applying Cooperative Learning
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2. The Theory of Cooperative Learning
Richard & Rodgers (2001: 192) states that Cooperative Learning (CLL) is part of a more general instructional approach which is also known as Collaborative Learning (CL). Cooperative Learning is an approach to teach that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Through group work organized, it promotes students’ academic achievement. Educators are concerned that traditional models of classroom learning are teacher-fronted, fostered competition rather than cooperation, and favoured majority students. They believed that minority students might fall behind higher-achieving students in this kind of environment.
Cooperative Learning advocates draw heavily on the theoretical work of developmental psychologists Jean Piaget and Lev Vygotsky, both of whom stress the central role of interaction in learning. The word cooperative in Cooperative Learning emphasizes another important dimension of CLL: It seeks to develop
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17 through socially structured interaction activities, these can be regarded as the overall objectives of Cooperative language learning. Cooperative or collaborative learning essentially involves students learning from each other in groups.
However it is not the group configuration that makes Cooperative learning distinctive; it is the way that students and teachers work together that is important (Freeman, 2000: 164).
Since the materials design in this study are based on Cooperative Learning approach, the writer wants to find whether this approach is appropriate or not to be used for language teaching learning. Here is the answer of this matter:
Cooperative Language Learning (CLL) does not assume any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus, we find Cooperative Language Learning used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary (Richards and Rodgers, 2001: 195). Based on the argument above, the writer is encouraged to use Cooperative
Learning in designing the materials. In addition, this approach is appropriate to be
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18 activities that they can do. First, since they are still children, they need to feel secure and pleasure. A teacher should be sensitive to their needs and mood. The children moods are easy to change. Their moods can change by particular teaching activities and strategies. Second, their knowledge of the world is growing. They expect to absorb as many as knowledge they can. It gives opportunity to the teacher to serve more topics. For example, the teacher gives simulation about browsing internet to get information of Javanese culture. Third, they are more cooperative with peers so that they can study in a group work. Based on this characteristic, the students need variety of grouping in class, for example, individual work, in pairs, in group, and as class. Fourth, their intellectual, motor, and social skills are developing. Its implication is that the students can be challenged more by giving activities that challenge them. Fifth, they are developing their own strategies in learning. The implication of this matter is that they will not all react in the same way to the same task or topic.
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19 is creating family atmosphere in working. This atmosphere helps the students to work and learn together to achieve the goals of academic study. Based on the situation and condition of SD Kanisius Kanutan students, the writer observes that cooperative learning is appropriate to be used in designing instructional materials. Based on the situation, condition and characteristics of the SD Kanisius Kanutan students, there are some reasons that can convince it, as stated by Slavin (1995: 2-3):
“Cooperative learning works well in classes that are heterogeneous, including classes for the gifted, special education classes, and even classes for the severely and profoundly “average,” it is especially needed in classes with a wide range of performance levels. Cooperative learning can help make diversity a resource rather than a problem. As schools are moving away from ability grouping toward more heterogeneous grouping, cooperative learning becomes increasingly important. Further, cooperative learning has wonderful benefit for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom.” Sometimes friends’ explanation can be understood easier than the teacher’s
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20 English elements. Furthermore, the characteristics and background of SD Kanisius Kanutan students support this approach to be applied. The students need variation of teaching learning process in order to reach better achievement in learning English.
a. The Characteristics of Cooperative Learning
This part discusses the characteristics of Cooperative Learning. The characteristics of Cooperative Learning also become the main elements that can determine the success of the materials design applied. According to Olsen and Kagan (1992), as cited by Richard and Rodgers (2001: 196) there are five key elements of successful group-based learning in Cooperative Learning. The descriptions of those elements are as follows.
1) Positive Interdependence
Positive interdependence occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It is created by the
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- deciding on the size of the group. This will depend on the tasks they have to carry out, the age of the learners, and time limits for the lesson. Typical group size is from two to four.
- assigning students to form groups: Groups can be teacher-selected, random, or students-selected, although teacher selected is recommended as the usual mode so as to create groups that are heterogeneous on such variables as past achievement, ethnicity, or sex.
- student roles groups: Each group member has a specific role to play in a group, such as noise monitor, turn-taker monitor, recorder, or summarizer.
3) Individual Accountability
Individual accountability involves both group and individual performance by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group. Students may be made individually accountable by
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5) Structuring and Structures
Structures are generic, content-free ways of organizing student interactions with content and with each other. Structuring and structures refer to ways of organizing student interaction and different ways students are to interact (McDonell, 1992: 14). The teacher has opportunity to lead the students to interact with the content and classmates, especially group members.
Although Cooperative Learning is group based learning, it does not mean the students do not have personal performance. Each student has responsibility to the group and also has self responsibility. In a group, a student has specific roles and each student must perform his or her roles in the group. Since there is interaction among the students in the group or in the classroom, the students’ social affection will grow up. Furthermore, the group members consist of heterogeneous students on such variables as past achievement, ethnicity, or sex. It means that each student must interact with other members of the group.
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2) Individual Accountability
Individual accountability is achieved in two ways. One is to have group scores be the sum or average of individual quiz scores or other assignments, as in the Student Team Learning models. The other is task specialization, whereby each student is given a unique responsibility for part of the group task. Each student in a group has responsibility to take part in doing a task for part of the group task to achieve academic objectives together.
3) Equal Opportunities for Success
A characteristic unique to the Student Team Learning methods is the use of scoring methods that ensure all students an equal opportunity to contribute to their teams. These methods consist of improvement points, competition with equals, or adaptation of tasks to individual performance levels. This means that each student has the same opportunity to contribute maximum points for his or her team.
4) Team Competition
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24 other task-specialization methods is the assignments of a unique subtask to each group member.
6) Adaptation to Individual Needs
There are many Cooperative Learning methods. Most Cooperative Learning methods use group paced instruction, but two—TAI (Team Accelerated Instruction) and CIRC (Cooperative Integrated Reading ad Composition)—adapt instruction to students’ individual needs. The teacher should choose appropriate activities in order to achieve the academic objectives.
In this study, most principles of Cooperative Learning become the principles to determine teaching learning activities. The writer believes that each student has his/her own needs in learning English. For example, student A needs materials that support his reading ability; however student B needs materials that improve listening ability. In this case, the writer will give opportunity to all students to obtain what they need from learning English by providing materials that are really
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25 learning activities that are group work and interaction of the learners in a cooperative manner.
Based on Richard and Rodgers’ argumentation, Cooperative Learning is flexible in using syllabus since the principles and characteristics of Cooperative Learning can be applied in the materials design. This means that the writer has large opportunity to develop the materials using the syllabus used later. The writer used 2006 Curriculum as usually known as Kurikulum Tingkat Satuan Pendidikan
(KTSP). The writer uses KTSP because SD Kanisius Kanutan use this curriculum
as the basis for developing the syllabus in order to achieve the objectives. By using the syllabus, the materials are ready to be used to achieve the objectives of English subject.
c. The Teacher Roles in the Cooperative Classroom
In Cooperative Learning classroom, teachers have some significant roles to
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26 he/she really knows. From the description above, both of teacher and learners have the same responsibility in responding the circumstances and condition during the teaching learning process.
2) The Teacher as Creator
According to Johnson et al. (1984) as cited by Mc.Donell (1992: 165), the teacher’s duty as creator lies on creating the social climate, setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning the students to groups and roles, and selecting materials and time.
Teachers create and prepare many things to make teaching learning process in the classroom really ready and conducive especially for the learners.
3) The Teacher as Observer
McDonell (1992: 167) states, “Observation is the basis of decision making about learners progress.” The teacher can observe and monitor many aspects of his learners, so that the teacher knows the progress of his learners in learning
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27
5) The Teacher as Change Agent In a classroom, teachers are responsible to control teaching learning process.
The teachers also have rights to change the classroom when the process of teaching learning such as the activities and strategies in the classroom are far from the objectives because of circumstances and condition change. Bissex and Bullock (1987) as cited by Mc.Donell (1992: 170) states “when teachers allow the classroom to become a place of inquiry, where questions are explored in meaningful context and teachers and students collaborate to seek answers, then teachers have a redefined role as teacher-researcher.”
In Cooperative Learning, the teacher is not the only one person who takes control of all the reaching learning process absolutely. However, the teacher has rights to change the strategies and activities used in the classroom when the situation changes. The teacher also has responsibility to create objectives and materials in order to achieve the academic goals. It means that teacher roles both
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28 them. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills. Therefore, learning is something that requires students’ direct and active involvement and participation.
As a member of a group, a student has to be active both in a group and in a classroom. There is a kind of giving and receiving cycle among the students.
Through the students’ interaction in the group, the students can give and receive suggestion, advice, support, and help each other in order to achieve the group goals. Furthermore, through this role, the students are challenged to improve their affective and social sense in the group learning activities.