Designing a set of integrated instructional materials for diploma III perhotelan, Sekolah Tinggi Pariwisata-AMPTA using cooperative learning - USD Repository

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  DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA III PERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA

  A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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  DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA III PERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA

  A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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A Thesis on

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS

FOR DIPLOMA III PERHOTELAN,

  

USING COOPERATIVE LEARNING

By

Niken Wijayani

Student Number: 021214093

  

Defended before the Board of Examiners

on June 26 th , 2008

and Declared Acceptable

Board of Examiners

  Chair person A. Hardi Prasetyo, S.Pd., M.A. ………………….. Secretary Made Frida Yulia, S.Pd., M.Pd. ………………….. Member Drs. Concilianus Laos Mbato, M.A. …………………..

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  I found You in the most unlikely way But really it was You who found me I found my self in the gifts that You gave You gave me so much and I

  I wish You could stay...But I'll I'll wait for the day... I watch as the cold winter melts into spring I'll be remembering You

  I smell the flowers and hear the birds sing And I'll be remembering You From the first moment when I heard Your name Something in my heart came alive

  You showed me love that no words could explain A love with the power to open the door to a world I was made for..

  I wish You could stay But I’ll wait for the day And though You’ve gone away You come back and

  And I’ll watch as the sun fills a sky that was dark And I’ll be remembering You And I’ll think of the way that You fill up my heart And I’ll be remembering You

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STATEMENTS OF WORK’S ORIGINALITY

  I honestly declare that the thesis I wrote does not contain the works or parts of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should.

  Yogyakarta, June 26, 2008 The writer,

  Niken Wijayani

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ACKNOWLEDGEMENTS

  I would like to raise my hand open and thank God for all the blessings. I realize that God works with me in everything. I am fully aware that I could never have succeeded in finishing this undergraduate thesis without help of others.

  I would like to express my greatest gratitude for my major advisor, Drs. Concilianus Laos Mbato, M.Pd. Obviously, this thesis could not have been completed without his encouragement embodied in each of his worthy suggestions, comments, and new ideas. I also thank for the life values he had shared with me. A special thank is for my co-advisor Yohana Veniranda S.Pd., M. Hum. for correcting my designed materials so that I could complete this thesis. I thank her for being helpful, patient, and understanding. I also would like to thank all the lecturers and staffs of English Department for the guidance and understanding during my study in Sanata Dharma University.

  I would like to give deep gratitude to Drs. Syamsu Hidayat and Dra. Nuharani Erningdyah Kurniati for being helpful and giving me opportunity to do research at STP-AMPTA.

  My deepest gratitude goes to my beloved parents, St. Subiyantoro and St. Sutini, who give me wonderful love. I am thankful for their guidance and prayer. They also always understand with my all decisions. I also would like to acknowledge

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  I would like to say thank you to Selly and Grace for creating nice illustration in my designed materials. For Nian and Ruth, thank you for giving support at my final exam day. My big thank goes to some of my students who gave me spirit to finish this thesis immediately. Thank you, guys.

  To anyone that I cannot mention one by one, once again I can only say thank you so much. I owe big thanks for helping me to finish this thesis. May God bless them all.

  Niken Wijayani

  

TABLE OF CONTENTS

  TITLE PAGE ..................................................................................................... i PAGES OF APPROVAL ................................................................................... ii BOARD OF EXAMINERS ............................................................................... iii PAGE OF DEDICATION .................................................................................. iv STATEMENT OF WORK’S ORIGINALITY .................................................. v PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... vi ACKNOWLEDGEMENTS ............................................................................... vii TABLE OF CONTENTS ................................................................................... ix LIST OF FIGURES ........................................................................................... xi LIST OF TABLES ............................................................................................. xii ABSTRACT ....................................................................................................... xiii ABSTRAK ......................................................................................................... xiv CHAPTER I INTRODUCTION ........................................................................

  1 A. Background ............................................................................................

  1 B. Identification of the Problem .................................................................

  2 C. Limitation of Problems ..........................................................................

  2 D. Problem Formulation .............................................................................

  3 E. Objectives of the Study ..........................................................................

  3 F. Benefits of the Study ..............................................................................

  3 G. Definition of Terms ................................................................................

  4 CHAPTER II LITERATURE REVIEW ............................................................

  6 A. Theoretical Description ..........................................................................

  6 1. Integrated Skill .................................................................................

  6 2. English for Academic Purposes .......................................................

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  D. Research Instruments ............................................................................. 39 E. Data Gathering .......................................................................................

  62 B. Suggestions ............................................................................................

  83 Appendix 6. Presentation of Instructional Materials Design ........................... 100

  77 Appendix 5. Lesson Plan .................................................................................

  74 Appendix 4. Syllabus .......................................................................................

  71 Appendix 3. Questionnaire of Post-design Survey ..........................................

  69 Appendix 2. Questionnaire of Pre-design Survey ............................................

  68 Appendix 1. Permission Letter ........................................................................

  66 APPENDICES ...................................................................................................

  64 REFERENCES ...................................................................................................

  62 A. Conclusions ............................................................................................

  39 F. Data Analysis .........................................................................................

  61 CHAPTER V CONCLUSIONS AND SUGGESTIONS ...................................

  59 D. Presentation of the Designed Materials ..................................................

  55 C. Discussion ..............................................................................................

  55 2. Description of the Data ....................................................................

  55 1. Description of the Participants .........................................................

  44 B. Post Design Research .............................................................................

  44 A. The Steps Involved in Designing a Set of Instructional Materials .........

  42 CHAPTER IV RESESARCH RESULT AND DISCUSSION ..........................

  41 G. Research Procedure ................................................................................

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  LIST OF FIGURES Figure 2.1 : The division of English ...............................................................

  9 Figure 2.2 : Language Program Development ................................................

  21 Figure 2.3 : Dick and Carey’s Model ..............................................................

  25 Figure 2.4 : The model used in the study ........................................................

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  LIST OF TABLES Table 4.1 : The result of the pre-design survey part I ....................................

  46 Table 4.2 : The result of the pre-design survey part II ...................................

  47 Table 4.3 : The basic competences and indicators .........................................

  51 Table 4.4 : The description of the data ..........................................................

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ABSTRACT

  Wijayani, Niken. 2008. A Set of Integrated Instructional Materials for DIII

Perhotelan, Sekolah Tinggi Pariwisata- AMPTA Using Cooperative Learning .

Yogyakarta: Sanata Dharma University.

  Tourism industry involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English that is used widely around the world becomes one subject that must be learned by students of tourism educational institutions. Considering the importance of English in the tourism field, a tourism educational institution needs a set of instructional material with a certain strategy, which develops students’ English skills.

  This study was conducted to design a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning. There were two problems discussed in this study. The first was how a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi

  

Pariwisata- AMPTA using cooperative learning was designed. The second one was

what the designed materials looked like.

  To answer the first problem, the writer modified two instructional design models from Yalden and Dick & Carey. The steps were synthesized as follows: (1) Needs Survey, (2) Identifying an Instructional Goal, (3) Conducting Instructional Analysis, (4) Writing Performance Objectives, (5) Developing Instructional Strategy, (6) Developing and Selecting Instructional Materials, (7) Revising Instruction, (8) Designing and Conducting the Formative Evaluation

  In order to obtain data about the students’ needs, interests, and difficulties in learning English, the writer conducted a needs survey by giving a questionnaire to 30 students of DIII Perhotelan, STP-AMPTA.

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ABSTRAK

  Wijayani, Niken. 2008. A Set of Integrated Instructional Materials for DIII

Perhotelan, Sekolah Tinggi Pariwisata- AMPTA Using Cooperative Learning .

Yogyakarta: Sanata Dharma University.

  Industri pariwisata melibatkan komunikasi antara pekerja pariwisata dan wisatawan, bukan hanya domestik tapi juga mancanegara. Dalam berkomunikasi dengan wisatawan mancanegara, seorang pekerja pariwisata membutuhkan bahasa Inggris sebagai bahasa internasional. Oleh karena itu, bahasa Inggris yang dipakai secara luas di dunia menjadi salah satu mata pelajaran yang harus dipelajari oleh siswa dari institusi-institusi pendidikan pariwisata. Melihat pentingnya bahasa Inggris di bidang pariwisata, sebuah institusi pendidikan pariwisata membutuhkan seperangkat materi pengajaran dengan strategi tertentu yang mengembangkan ketrampilan berbahasa Inggris siswa.

  Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA dengan metode cooperative learning. Permasalahan yang kedua adalah seperti apakah bentuk seperangkat materi pengajaran tersebut.

  Untuk menjawab pertanyaan pertama, penulis memodifikasi 2 (dua) model dari Yalden dan Dick & Carey. Tahap-tahap yang digunakan adalah sebagai berikut: (1) survei kebutuhan, (2) mengidentifikasi tujuan instruksional, (3) melakukan analisa instruksional, (4) menulis tujuan hasil belajar, (5) mengembangkan strategi instruksional, (6) mengembangkan dan memilih materi instruksional, (7) merevisi, (8) merancang dan melaksanakan evalusi formatif.

  Untuk mendapatkan data tentang kesulitan, minat, dan kebutuhan mahasiswa

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CHAPTER I INTRODUCTION A. BACKGROUND English takes an important role in tourism industry. Tourism industry

  involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English, as an international language that is widely used around the world is important for tourism workers.

  Considering the need of English in tourism field, English is one subject that must be learned by students of tourism educational institutions, including Sekolah has the responsibility to

  Tinggi Pariwisata-AMPTA (STP-AMPTA). STP-AMPTA

  prepare tourism students’ skills, including English. The tourism students have to master all of English skills; speaking, listening, reading, and writing. English becomes an important subject in STP-AMPTA, because it can support the students’

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  2 which can answer students’ need related to the students’ role as the tourism workers in the future. The lecturer considers that STP-AMPTA needs a set of instructional material with a certain strategy, which develops students’ English skills for the importance of English in the tourism field.

  Therefore, the writer intends to design a set of integrated materials for Diploma III Perhotelan, STP-AMPTA students using Cooperative Learning. In Cooperative Learning, the students are expected to learn thinking, to solve problem, and to integrate and apply knowledge and skills (Slavin, 1995: 2). Students in cooperative groups, work with others to make certain that everyone in the group has mastered the concepts being taught.

  Cooperative learning also involves students in higher thought processes. These higher thought processes –required for analyzing, synthesizing, and decision making- are believed to be stimulated more by interaction with others than by books and lecturers, which typically are not interactive. (Borich, 1996: 425)

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  3 reading, and writing integratedly. The materials designed deal with problem, situation, and setting in tourism field.

  D. PROBLEM FORMULATION

  In this study, the writer intends to answer the following questions based on the background. The problems in this study can be formulated as follows:

  1. How is a set of integrated instructional materials using Cooperative Learning to teach English in Diploma III Perhotelan, STP-AMPTA designed?

  2. What do the designed materials look like?

  E. OBJECTIVES OF THE STUDY

  The objectives of this study are:

  1. To find out how a set of integrated instructional materials using Cooperative Learning to teach English in Diploma III Perhotelan, STP-AMPTA is designed.

  2. To present the integrated instructional designed materials.

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  3. The Designer The designer can develop her creativity in making a set of materials that is interesting and appropriate for the students.

G. DEFINITION OF TERMS

  1. Designing Designing is the plan developed to guide educational activity in a situation or the plan which can be formulated by an analyst of that activity. (Houles, 1978: 230).

  In this study, designing refers to the process of developing learning system including instructional materials and activities to meet the learning needs.

  2. Instructional Materials Instructional materials mean the materials planned or designed by the teacher for instruction (Dick Walker and Reiser Robert, 1984: 3) The writer defines instructional materials as the material used in teaching

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  5. Integrated Material Integrated material is a material that focuses on the mastery of the integrated skills rather than a mere mastery of the rules on the target language. (Richard and Rogers, 2001:64). In this study, integrated materials mean a set of instructional materials that focuses on more than one English skill be it speaking, listening, writing, or reading as well as language components, mainly vocabulary and grammar.

  6. Cooperative Learnning According to Slavin (1995:2), cooperative learning is a variety of teaching methods in which students work in small groups to help one another learn academic content. In this study, cooperative learning is a strategy in which small teams, each with students in a class with different levels of ability, use a variety of learning activities to improve their understanding of a subject.

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CHAPTER II LITERATURE REVIEW This chapter discusses some theories that become the basis of the study. The

  discussion is divided into two main parts. Firstly is Theoretical Description, which presents some theories, related to the study. The second is Theoretical Framework of the study that is synthesized from the related theories.

A. THEORETICAL DESCRIPTION

  The writer includes seven kinds of theories as the basis of the study. The theories used are Integrated Skills, EAP, Types of Syllabus, A Materials Design Model, Educational Research and Development, Instructional Design, and Cooperative Learning.

  1. Integrated Skills This study does not focus on only one English skill only. It also focuses on

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  7 (provide) students with a tape from an answering-machine containing phone-in orders, request, complaints etc. and for which they must take appropriate action. In the context of a tourist-information office these messages will request hotel bookings and details of excursions or restaurants. Students use brochures, photos or computerized databases to find the appropriate information. They then pass on the information to clients by letter, or face-to-face, or by ringing on the number left on the answering-machine. A nice twist is to have them

  back

  faced with an answering-machine when they ring to provide the requested information.

  2. English for Academic Purposes English for Academic Purposes (EAP) means that a group of learners requires

  English for academic study (Hutchinson & Waters, 1987 : 16). EAP accounts of a large amount of ESP (English for Specific Purposes) activity. Jordan states that EAP is concerned with communication skills in English, which are required for study purposes in formal education systems (2004:1).

  For some practitioners, EAP is a branch of ESP, the other major branch being EOP (English for Occupational Purposes). ESP is thus specific purpose language teaching, differentiated from EOP by the type of learner; future of practicing student

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  8 Jordan (2004 : 3) discusses two divisions of EAP. The two divisions are English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP). (see figure 2.1). While, Blue (1988) as quoted by Jordan (2004: 4), identifies EGAP as common core and ESAP as subject-specific.

  A large proportion of the common core element is more usually known as ‘study skills’. Some examples of study skills are listening and note-taking, academic writing, reference skills. (Jordan, 2004: 5)

  Jordan explains ESAP as subject-specific English. Subject-specific English is the language needed for a particular academic subject, e.g. economics, together with its disciplinary culture. It includes the language structure, vocabulary, the particular skills needed for the subject, and the appropriate academic conventions (2004: 5)

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  9 ENGLISH

LANGUAGE SKILLS

  

Listening, Speaking, Reading, Writing

GENERAL PURPOSES SOCIAL PURPOSES

  for no particular purpose for conversational and e.g school exams communicative situation e.g. shopping, letter-writing, telephoning, and

  ‘survival English’

ENGLISH FOR SPECIFIC PURPOSE

(ESP)

  ENGLISH FOR ENGLISH FOR OCCUPATIONAL/ VOCATIONAL/ ACADEMIC PURPOSES PROFESSIONAL PURPOSES (EAP) (EOP/ EVP/ EPP) e.g. doctors, airline pilots, hotel staff

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  10 An important issue in EAP is whether what is taught is specific to the English language or in fact universal. The general consensus is that the concern of EAP are not specific to English, but that many students are aiming at a higher level of academic achievement through English than in their first language.

  (Robinson,1991 : 101)

  a. English in Sekolah Tinggi Perhotelan-AMPTA as English for Academic Purposes Robinson breaks down EAP into EAP for study in a specific discipline and

  EAP as a school subject. EAP for study in a specific discipline is divided into three stages; Pre-study, In-study, and Post-study. EAP as a school subject can be independent and integrated.

  English in STP-AMPTA belongs to English for Academic Purposes. It is aimed at students from specific discipline, that is tourism. STP-AMPTA students, who learn in a specific discipline, study English in ‘In-study’ stage. English is also taught integrated as a school subject in tourism academy.

  b. Need Analysis

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  11 Hutchinson and Waters sub-divide target need into ‘necessities’, ‘lacks’ and ‘wants’, as quoted by Jordan (2004: 25). By ‘necessities’ (also called ‘objective needs’) they mean what the learner has to know in order to function effectively in the target situation. ‘Lacks’ represent the gap between the target proficiency and what the learner knows already. ‘ Wants’ are the subjective needs of the learner.

  The necessary information of the course designer to obtain the target needs can be obtained by asking questions. The questions are about the target situation and the attitudes towards that situation of the various participants in the learning process. (Hutchinson & Waters, 1987: 59)

  A target situation analysis framework formulated by Hutchinson and Waters (1987: 59) consists of some following questions: Why is the language needed?

• for study;
• for work;
• for training;

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  12 - level: e.g. technician, craftsman, postgraduate, secondary school.

  Who will the learner use the language with?

• native speakers or non-native:
• level of knowledge of receiver : e.g. expert, layman, student; - relationship : e.g. colleague, teacher, customer, superior, subordinate.

  Where will the language be used?

• physical setting : e.g. office, lecture, theatre, hotel, workshop, library;
• human context : e.g. alone, meetings, demonstrations, on telephone; - linguistic context: e.g. in own country, abroad.

  When will the language be used?

• concurrently with the ESP course or subsequently; - frequently, seldom, in small amounts , in large chunks.

  This study also concerns with the process of teaching learning, which students involved in. Therefore, this study considers the learning needs.

  As in target situation analysis, Hutchinson and Waters had proposed a

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  How do the learners learn?

• What is their learning background?
• What is their concept of teaching and learning?
• What methodology will appeal to them?
• What sort of techniques are likely to bore/ alienate them? What resources are available?
• number and professional competence of teacher;
• attitude of teachers to the course;
• teachers’ knowledge of and attitude to the subject content;
• materials;
• aids;
• opportunities for out-of-class activities Who are the learners?
• age/ sex/ nationality;
• What do they know already about English?

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• every day/ once a week;
• full-time/ part-time concurrent with need or pre-need. -

  3. Types of Syllabus A syllabus is a document, which says what will (or at least what should) be learnt (Hutchinson & Waters, 1987: 80). Syllabus is necessary in any course, including EAP course to provide the statement of what to learn. Basically, a syllabus is a specification of what is to be included in a language course. Designing a syllabus involves examining needs analyses and establishing goals. (Jordan, 2004 :56).

  Jordan describes various types of syllabus in three broad headings (2004:60):

  a. Content or Product (focusing on the end result)

  b. Skills

  c. Method or Process (focusing on the means to an end)

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  15 3) Situational

  This list the situations or contexts in which the language will be used and analyses the language needed for those situations, for example registrations with the institution and the police, opening a bank account; finding accommodation, visiting the doctor or dentist, and various settings.

  4) Topic A topic-based syllabus may have a similar approach to that based on situations.

  Topics are selected from the students’ specialist studies and the language analyzed: appropriate syntax and lexis are then practiced. Examples from economic might include: economic growth, economic development, industrialization, international trade, inflation, etc.

  5) Content-based Content-based syllabus focuses on teaching students the language, skills, and academic conventions associated with their particular subject and its content.

  b. Skills

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  16 syllabus: among sets of options, the final selection is made by students. An example of a task might be agreeing on a definition of a problem, organizing data, followed by discussion.

  2) Procedural/ Task-based The basis is a problem or task, with teaching/ learning aimed at cognition and process. The task needs to be challenging in order to maintain students’ interest.

  Pedagogic tasks often involve opinion-gap, reasoning-gap, and information- transfer activities. Using maps to plan itineraries would be an example of the task. 3) Learning centered/ negotiated

  It focuses on the learner, with the learner responsible for making a number of decisions. Although the primary focus is on process/ methods, a choice of approaches is possible: a tailor-made syllabus for an individual; adapting a syllabus in the light of perceived needs; providing a range of alternatives or options of content and methods; self-access; self-determined, self-directed, etc.

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• new language items;
• correct models of language use;
• a topic for communicat
• opportunities for learners to use their information processing skills;
• opportunities for learners to use their existing knowledge both of the language and the subject matter.

  b. Content Focus: Language is not an end in itself, but a means of conveying information and feelings about something. Non-linguistic content should be exploited to generate meaningful communication in the room.

  c. Language focus: Our aim is to enable learners to use language, but it is unfair to give learners communicative tasks and activities for which they do not have enough of the necessary language knowledge. Good materials should involve both opportunities for analysis and synthesis. In language focus learners have the chance to take the language to pieces, study how it works and practice putting it back together again.

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  a. Research and information collecting-Includes review of literature, classroom observation, and preparation of report of state of the art.

  b. Planning- Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

  c. Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

  d. Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed.

  e. Main product revision- Revision of product as suggested by the preliminary field- test results.

  f. Main field testing- Conducted in 5 to 10 schools with 30 to 100 subjects.

  Quantitative data on subjects’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

  g. Operational product revision- Revision of product as suggested by main field-test

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  19 intended to develop and validate educational products for Diploma III Perhotelan . For thus, this study belongs to educational research and development.

  STP-AMPTA

  6. Instructional Design Instructional design in teaching learning activities helps learners to improve their English ability. Instructional Design is needed to achieve the objectives of

  English teaching learning effectively. Wong and Raulerson state that the objective of instructional design is to cause effective and efficient learning to occur during the instructional process (1974: 4).

  This study presents two models of Instructional Design. There are Instructional Design models provided by Yalden and Dick and Carey. Those will be discussed one by one.

a. Yalden’s Theory

  Model of Instructional Design stated by Yalden becomes the first theory of instructional design used in this study. Yalden (1987:88) proposed steps of Language Program Development:

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  20 3) Selection/development of syllabus type

  The model of syllabus design is a dynamic, not a static one, and it allows for constant feedback from a variety of points into the area of syllabus type and selection of content, as well as into other areas such as teaching procedures

  4) Production of a proto-syllabus Proto-syllabus is the specification of syllabus content. The proto-syllabus is description of language and language use to be covered in the program.

  5) Production of pedagogical syllabus The pedagogical syllabus is development of teaching, learning, and testing approach. In this stage, it is developed overall approaches to teaching and learning and also to the whole testing program. 6) Development and implementation of classroom procedures

  The syllabus designer shares his or her responsibility with the classroom teacher, who is, as always, responsible for conducting, supervising, and encouraging classroom interaction. It consists of:

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  21 7) Evaluation

  The final phase is evaluation, which has two broad aspects. First, one would wish to evaluate or test the students in the program; next, the teaching as well as the over-all design of the course should be assessed. Finally, there is the recycling stage in which the fit between goals set and the final performance of the learners is determined.

  The instructional design stages proposed by Yalden can be explained by following chart (figure 2.2).

  Need Survey Description of the Purpose Selection/ Development of Syllabus Type

  Production of Proto-Syllabus

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b. Dick and Carey’s Theory

  The second is model of Instructional Design by Dick and Carey. The instructional design model is considered a systems approach model because there is a specific input, process and output for each component. (Dick and Carey, 2005: 11). The instructional design also collects information which is fed back into the system so that the final product reaches the desired level of effectiveness.

  In their book The Systematic Design of Instruction, Dick and Carey (2005:5) gave an analogy to explain an instruction. An instruction is analogized as a technique in building industry. There are components assembled and workers required to construct the building. The workers also pour foundation and add the finishing touches that make it a sound and secure building.

  Dick and Carey suggest a set of procedures and techniques which are employed by the instructional designer to design, produce, evaluate, and revise an instructional module.

  Components of the System Approach Model

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  23 information which a student needs, or the identification of steps in a procedural sequence which must be followed to perform a particular process. 3) Identifying entry behaviours and characteristics

  It is necessary to identify the specific skills that students must have prior to beginning instruction. It determines the specific knowledge, skills, general characteristic of the learners. These characteristics might include special interest, maturation level, attention span, and so on.

  4) Writing performance objectives The designers state the specific skills, condition, and successful performance after students complete the module.

  5) Developing criterion-referenced test In this step, the designers develop assessment instruments to measure the students’ ability to achieve the objectives.

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  24 8) Designing and conducting the formative evaluation

  A series of evaluation are conducted to determine the effectiveness of the complete draft of instruction. This evaluation is intended to improve the module.

  The three types of formative evaluation are referred to as one-on-one evaluation, small-group evaluation, and field evaluation.

  9) Revising instruction Data obtained from formative evaluation is used to re-examine the validity of the instructional analysis and the assumptions about the entry behaviours of students.

  The instructional strategy, the statements of performance of objectives and test item are reviewed. Then, the evaluation data collected is incorporated into revisions to make a more effective instructional tool. 10) Conducting summative evaluation

  Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it is not a part of the design process. It occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the

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  7. Cooperative Learning Cooperative learning is a means of grouping students in small, mixed-ability learning teams. The teacher presents the group with problem to solve or task to perform. Students in the group then work among themselves, help one another, praise and criticize one another’s contribution, and receive a group performance score.

  (Burden & Byrd, 1999:99) The writer chooses cooperative learning as the strategy used in teaching learning activity. This strategy gives positive impact to the students. In cooperative learning, the students work together to learn and are responsible for their teammates’ learning as well as their own.

  a. Expected Outcomes of Cooperative Learning In his book ‘Cooperative Learning’, Slavin (1991:2) argues many reasons that cooperative learning is entering the mainstream educational practice. One is the extraordinary research base supporting the use of cooperative learning to increase student achievement, as well as such other outcomes as improved inter-group

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  27 manner, they exchange information and knowledge with that of others who have acquired their knowledge in different ways. This exchange shapes our views and perspective. These attitudes and values very often are left untaught in schools.

  Many classrooms rely solely on formally acquired knowledge, with learners competing for grades and reinforcement. Cooperative learning is important in helping learners acquire from the curriculum the basic cooperative attitudes and values they need to think independently inside and outside of your classroom.

  2) Prosocial behaviour It is during close and meaningful encounters among family members that models of prosocial behaviour are communicated. Children learn right from wrong implicitly through their actions and the actions of others that come to the attention of adult family members. These adults are quick to point out the effects of these actions on family, friend, and the community. Cooperative learning brings learners together in adult like settings which, when carefully planned and executed, can provide appropriate models of social

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  28 4) Integrated identity

  One of the most noticeable outcomes of social interaction is its effect on how we develop our personalities and learn who we are. Social interaction over long periods forces us to ‘see ourselves’- our attitude, values, and abilities- in many different circumstances. The main result is that inconsistencies and contradictions in who we are- or think we are. We attempt to resolve such contradictions, to clarify what we really believe and to believe what we really say. Our personality becomes more coherent and integrated and is perceived by others as a more forceful and confident projection of our thoughts and feelings. Overtime, repeated social interactions reduce the contradiction until our views become singular and consistent and we achieve an integrated identity.

  5) Higher thought process Cooperative learning actively engages the student in the learning process and seeks to improve the critical thinking, reasoning, and problem-solving skills of

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  29 1) Positive interdependence

  Students must feel they are responsible for their own learning and that of the other members of the group.

  2) Face-to-face interaction Students must have the opportunity to explain what they are learning to each other.

  3) Individual accountability Each student must be held accountable for mastery of the assigned work. In addition, Slavin also emphasizes the importance of individual accountability.

  Slavin states that individual accountability motivates students to do a good job explaining to each other, as the only way for the team to succeed is for all team members to master the information or skills being taught (1995: 6). 4) Social skills

  Each student must communicate effectively; maintain respect among group members, and work together to resolve conflicts.

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  30 subjects at particular grade levels: Cooperative Integrated Reading and Composition (CIRC) for reading and writing instruction in grades 2-8, and Team Accelerated Instruction (TAI) for mathematics in grades 3-6. All five methods incorporate team rewards, individual accountability, and equal opportunities for success, but in different ways. (1995:5)

  

Student Teams-Achievement Divisions (STAD) . It involves four-member learning

  teams that are mixed in performance level, sex, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another. It consists of five major components- class presentations, teams, quizzes, individual improvement scores, and team recognition. (Slavin, 1995: 5).

  Borich (1996: 100) also explains STAD. The explanations is quoted as follows: After the teacher presents a lesson, students work within their teams to make sure that all members have mastered the lesson. Students then individually take a quiz. Students’ quiz scores are awarded based on the degree to which students meet or exceed their earlier performance. These points are then totalled to form team scores.

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  31 Team Accelerated Instruction (TAI). It is a combination of individualized instruction and team learning. Students work in the same heterogeneous teams as with other student team learning methods, but students study individualized academic materials. Teammates check each other’s work from answer sheets and help one another with any problems. Final unit tests are taken without teammate help and are scored by student monitors. Each week teachers total the number of units completed by all team members. (Slavin, 1995:7)

  

Cooperative Integrated Reading and Composition (CIRC). CIRC is a

  comprehensive program for teaching reading, writing, and language arts in the upper elementary grades. CIRC consists of three principal elements: basal-related activities, direct instruction in reading comprehension, and integrated language arts and writing. (Slavin, 1995: 106).

  Borich also proposes the explanation of CIRC CIRC is a comprehensive program for teaching reading for teaching reading and writing in the upper elementary grades. Teacher uses basal readers and reading groups like traditional reading programs. However, students are assigned to teams composed of pairs of students from two different reading

  Considering that tourism academy students involve with society even international society, cooperative learning is a suitable method, which can be used in teaching English. Besides, cooperative learning gives students opportunity to interact with their friends. It will encourage students to practice English.

  The most important goal of cooperative learning is to provide students with the knowledge, concepts, skills, and understanding they need to become happy and contributing members of society.

  In this section, the writer synthesizes the theories stated in Theoretical Description that focuses on how the learning materials are designed.

  The theories synthesized to conduct the study are:

  1. Needs Survey As an EAP, this study has to recognize why learners need to learn English.

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B. THEORETICAL FRAMEWORK

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