Designing a set of English intructional materials to teach speaking to security staff of Borobudur Temple using cooperative learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Sanata Dharma University.
Borobudur Temple is one of the most famous tourism destinations in
Indonesia. Thousand foreigners come to Borobudur Temple each year. Since
English is accepted as an international language, foreigners from different
countries use it to communicate. In order to provide good services for foreigners,
English as a means of communication needs to be mastered by all of the staff of
Borobudur Temple. One of the staff that plays an important role in giving service
to foreigners is security staff. The fact that some of foreigners do not use any
guide service makes the role of security staff become more important.
Unfortunately, almost all of the security staff of Borobudur Temple still find
difficulties in communicating with foreigners. The difficulty to communicate
using English becomes a major obstacle in giving a good service to the foreigners.
Those are the reasons why the writer was interested to design a set of English
speaking materials for the security staff of Borobudur Temple.
The security staff of Borobudur Temple are all adults. They have some
differences, such as, ages, gender, educational and economical background, etc.
Sometimes, those differences raise the psychological barriers that will be an
obstacle in teaching learning activity. Therefore, to reduce the barriers, the writer
uses Cooperative Learning approach.
There are two problems stated in this study. They are (1) How is a set of
English instructional materials to teach speaking to security staff of Borobudur
Temple designed? And (2) What does the designed materials look like?
To answer the first question, the writer combined and adapted Kemp’s
Model and Research & Development Method. The steps were stated as follows: 1)
Research and Information Collecting, 2) Planning (stating goals, topics, general
purposes, and objectives), 3) Designing Materials (listing subject content and
selecting teaching/learning activities), 4) Evaluating, 5) Revising.
To answer the second question, the writer presented the final version of the
designed materials which had been revised and improved based on the
suggestions, comments, and feedback gathered from three lecturers of Sanata
Dharma University. The final version of the speaking instructional materials for
the security staff of Borobudur Temple using Cooperative Learning consists of
eight units. They are (1) Greeting, (2) Introduction, (3) Asking and Giving Help,
(4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving Direction,
(7) Describing People, (8) Thanking. Each unit is divided into six sections. They
are (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5)
Communicative Activities, (6) Reflection.
From the result of the materials evaluation, it was found that the grand
average point of agreement was 3.83 out of the scale of 1 to 5. It means that the
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed materials were acceptable and appropriate to teach speaking to security
staff of Borobudur Temple.
Finally, it is hoped that the designed materials will be useful to help the
security staff of Borobudur Temple improve their speaking skill. Thus, they will
be able to communicate with foreigners in their daily work fluently and serve
them well.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Universitas Sanata Dharma.
Candi Borobudur merupakan salah satu tempat tujuan wisata yang ternama
di Indonesia. Ribuan wisatawan asing mengunjungi Candi Borobudur setiap
tahunnya. Sejak bahasa Inggris diterima sebagai bahasa internasional, wisatawan
asing dari berbagai negara menggunakan bahasa Inggris untuk berkomunikasi.
Untuk memberikan pelayanan yang baik bagi wisatawan asing, semua staf di
Candi Borobudur harus menguasai bahasa Inggris. Salah satu staf yang berperan
penting dalam melayani wisatawan asing adalah petugas keamanan. Kenyataan
bahwa tidak semua wisatawan asing menggunakan jasa pemandu wisata membuat
peranan petugas keamanan menjadi sangat penting. Sayangnya, hampir semua
petugas keamanan di Candi Borobudur masih mengalami kesulitan dalam
berkomunikasi dengan wisatawan asing. Kesulitan dalam berkomunikasi ini
menjadi penghalang utama dalam memberikan pelayanan yang baik bagi
wisatawan asing. Hal inilah yang menjadi alasan utama penulis tertarik untuk
merancang seperangkat materi pembelajaran berbicara bahasa Inggris untuk
petugas keamanan Candi Borobudur.
Semua petugas keamanan Candi Borobudur adalah orang dewasa. Mereka
berbeda satu dengan yang lainya. Beberapa perbedaan itu adalah, usia, jenis
kelamin, latar belakang pendidikan dan ekonomi. Perbedaan seperti ini berpotensi
menimbulkan beban mental yang akan menggangu proses belajar mengajar.
Untuk mengatasi masalah ini, penulis menggunakan pendekatan Cooperative
Learning.
Ada dua permasalahan yang dirumuskan dalam study ini. Kedua
permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran
berbicara bahasa Inggris bagi petugas keamanan Candi Borobudur menggunakan
metode Cooperative Learning dirancang? dan (2) Seperti apakah penyajian materi
pengajaran berbicara bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan lima langkah
model pengembangan materi yang merupakan penggabungan antara dua model
pengembangan materi yaitu Kemp dan Research and Development models.
Langkah-langkahnya adalah (1) Research and Information Collecting, (2)
Planning (stating goals, topics, general purposes, and objectives), (3) Designing
Materials (listing subject content and selecting teaching/learning activities), (4)
Evaluating, (5) Revising.
Untuk menjawab permasalahan kedua penulis menyajikan seperangkat
materi pengajaran berbicara bahasa Inggris yang telah mendapatkan, saran,
komentar, dan umpan balik yang diperoleh dari 3 dosen Universitas Sanata
Dharma. Bentuk akhir materi pengajaran berbicara bahasa Inggris untuk petugas
keamanan Candi Borobudur menggunakan metode Cooperative Learning terdiri
dari delapan unit, yaitu (1) Greeting, (2) Introduction, (3) Asking and Giving
Help, (4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Direction, (7) Describing People, (8) Thanking. Untuk masing-masing unit dibagi
menjadi 6 aktifitas, yaitu (1) Starter, (2) Chit-Chat, (3) Language Focus, (4)
Language Exercises, (5) Communicative Activities, (6) Reflection.
Dari hasil evaluasi materi, penulis memperoleh data bahwa rata-rata nilai
persetujuan adalah 3,83. Dapat disimpulkan bahwa secara umum materi
pengajaran yang disusun penulis sudah baik dan dapat diterima untuk mengajar
berbicara bahasa Inggris petugas keamanan Candi Borobudur.
Akhirnya, penulis berharap bahwa materi pengajaran ini dapat berguna
untuk meningkatkan keahlian berbicara petugas keamanan Candi Borobudur.
Sehingga mereka mampu berkomunikasi dengan wisatawan asing dalam
pekerjaan sehari-hari dan memberikan pelayanan yang baik untuk mereka.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Albertus Bagasworo
041214107
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Albertus Bagasworo
041214107
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
GOD HAS NOT PROMISED
SKIES ALWAYS BLUE
SUN WITHOUT RAIN
JOY WITHOUT SORROW
PEACE WITHOUT PAIN
BUT GOD HAS PROMISED
STRENGTH FOR THE DAY
REST FOR THE LABOR
LIGHT FOR THE WAY
GRACE FOR TRAILS
HELP FROM ABOVE
UNFAILING SYMPATHY
UNDYING LOVE
(pravsworld.com)
Dedicated to:
My beloved parents
My lovely brothers, Alex and Alfons
Someone whom I love so much
And, all of my friends
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ and Mother Marry for Their
endless blessing. I thank Them for giving me strength for the day, light for the
way, and grace for the trails. I believe that I am nothing without Their Blessing.
My greatest gratitude goes to Drs. Concilianus Laos Mbato, M.A, as my
sponsor. I thank him for his guidance, criticism, advice, correction, support,
patience, and encouragement in helping me write the thesis.
I would like to thank Ir. Retno Hardiasiwi, SE. as the head of Taman
Wisata Candi Borobudur. I thank her for giving me permission to conduct my
thesis at Borobudur Temple. I also thank Bulik Eny for helping me distribute the
questionnaires. My gratitude also goes to Mas Agus Kemot for giving me so much
information about the procedure in conducting my thesis there. I would also thank
Pak Ruwido for giving me so much information about all the things in Borobudur
Temple. My special gratitude is also addressed to all of the security staff of
Borobudur Temple. I thank them for the willingness to fill my questionnaires so
that I can finish my thesis. They have been very kind and friendly to me.
My deep gratitude also goes to the participants of materials evaluation; G.
Punto Aji, S.Pd., M.Hum., C. Tutyandari, S.Pd., M.Pd., and JB. Gunawan, M.A.
I really thank them for the feedback, comments, suggestions, and critics to
improve the designed materials.
I also would like to express my greatest gratitude to my lovely family. I
thank my father Bapak B. Sutikno and my mother Ibu Th. Sri Kundaryati, for
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
their everlasting love, prayers, patience, support, and guidance. I could never
repay them for all they have done for me. My appreciation also goes for my lovely
brothers, mas Alex and Alfons “Clucky” who are always there for me. I thank for
the love, laughter, support, and prayers. My life is so colorful with their presence.
I thank my grand parents Simbah Kakung and Putri Cokroatmojo (RIP) for their
truly love, advice, guidance, and sweet memories. I also thank Simbah Kakung
and Simbah Putri Siswo Sumarto for their prayers, love, and supports.
My sincere thank also goes to my uncle, Drs. Aloysius Triwanggono,
M.S., and his family in Krapyak. I thank them for their prayers, support, and
advice. I thank mas Iyong, mas Iyok, mba’ Tetty, and mas Wiwing. I really thank
them for the laughter, support, craziness, and prayers. I would also express my
gratitude to all Pakde and Bude in Semalen. The greatest gratitude also goes to
the big family of Cokroatmojo.
I would like to say thank you very much for Monica “Almon”. Her
presence means a lot for me. I thank her for always be there for me. I thank her for
the love, support, and honesty that she has given to me. I also thank her for the
laughter and tears we have been through together. My sincere thank also goes to
Keluarga Sumpeno. I thank them for their support, kindness, and prayers. I also
thank them for lending me some equipment to finish my thesis. I would like them
to know that I really appreciate their help.
I also thank my lovely friends; Piuz, Ahmeth, Endy, Prast, Greg, Nanda,
Damar, Bruder Paul, Peter and Onny “Q-net”, Erlian, Lexy, Aan, and Ignaz for
wonderful friendship. I thank them for the sweet moments and craziness that we
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
have made together. I am lucky to have friends like you. My thank also goes for
the girls; Silvi, Rita, Valent, Nophie, Agnez, Cempluck, Rizka, Indri, Maya,
Retha, and Yuni. It is nice having friends like you. I have to express my gratitude
to all PBI 2004 students. It is very nice to know all of them. I am really happy to
study together with them.
Finally, I thank all PBI lecturers, mba’ Danik, and mba’ Tari as
secretariat staff, and all the people whom I cannot mention individually. This
thesis could not be finished without them. God Bless us.
Albertus Bagasworo
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................................
i
PAGE OF APPROVAL ...................................................................................
ii
PAGE OF ACCEPTANCE..............................................................................
iii
PAGE OF DEDICATION ...............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ................................................
v
ACKNOWLEDGEMENTS .............................................................................
vi
TABLE OF CONTENTS.................................................................................
ix
LIST OF FIGURES .........................................................................................
xii
LIST OF TABLES ...........................................................................................
xiii
ABSTRACT.....................................................................................................
xiv
ABSTRAK .........................................................................................................
xvi
CHAPTER I. INTRODUCTION
A. Background .................................................................................................
1
B. Problem Formulation...................................................................................
3
C. Problem Limitation......................................................................................
4
D. Objectives of the Study ...............................................................................
4
E. Benefit of the Study.....................................................................................
4
F. Definition of Terms .....................................................................................
5
CHAPTER II. LITERATURE REVIEW
A. Theoretical Description...............................................................................
8
a. Design Model .........................................................................................
8
1) Kemp’s Model .................................................................................
8
b. Research and Development Method ......................................................
12
c. Communicative Language Teaching......................................................
13
1) Principles in Communicative Language Teaching ..........................
13
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Teaching Speaking in Communicative Language Teaching ...........
15
d. Cooperative Learning.............................................................................
15
1) Background......................................................................................
15
2) The Purpose of Cooperative Learning.............................................
17
3) The Focus of Cooperative Learning ................................................
17
4) The Role of the Learners .................................................................
18
5) The Role of the Teacher ..................................................................
19
6) The Role of Instructional Materials .................................................
19
7) The Method of Cooperative Learning .............................................
20
e. English for Specific Purposes ................................................................
22
1) Background......................................................................................
22
2) Target Needs....................................................................................
23
3) Learning Needs ................................................................................
25
4) Materials Design Model of ESP ......................................................
25
f. Adult Learners ........................................................................................
26
B. Theoretical Framework ...............................................................................
29
CHAPTER III. METHODOLOGY
A. Research Methods .......................................................................................
33
B. Research Participants ..................................................................................
34
C. Research Instruments ..................................................................................
35
D. Data Gathering Technique ..........................................................................
36
E. Data Analysis Technique.............................................................................
37
F. Research Procedures ....................................................................................
38
CHAPTER IV. RESULTS AND DISCUSSION
A. The Results of the Materials Design Process ..............................................
41
a. Research and Information Collecting.....................................................
41
b. Planning .................................................................................................
46
1) The Goals, Topics, and General Purposes .......................................
46
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Specifying Learning Objectives ......................................................
48
c. Designing Materials ...............................................................................
50
1) Listing Subject Content ..................................................................
50
2) Selecting Teaching/Learning Activities ..........................................
52
d. Evaluate..................................................................................................
53
1) The Description of Participants .......................................................
53
2) Data Presentation .............................................................................
53
3) The Participants’ Comments and Suggestions on the Materials
Design ..............................................................................................
55
e. Revising the Materials Design ...............................................................
57
B. Presentation of the Designed Materials.......................................................
59
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................................
61
B. Suggestions..................................................................................................
64
BIBLIOGRAPHY ..........................................................................................
66
APPENDICES
Appendix A. Letter of Permissions..................................................................
67
Appendix B. Questionnaires of Research and Information Collecting............
70
Appendix C. Questionnaires for the Materials Evaluation ..............................
73
Appendix D. General Description of the Designed Materials .........................
76
Appendix E. Syllabus and Lesson Plan ...........................................................
80
Appendix F. Presentation of the Designed Materials ...................................... 110
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure I. Kemp’s Instructional Model..............................................................
11
Figure II. The Material Design Model of ESP.................................................
26
Figure III. The Combination of R & D Method and Kemp’s Model...............
32
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 3.1. The Central Tendency of the Participants’ Opinions......................
38
Table 4.1. The Description of the Learners .....................................................
42
Table 4.2. The Data of Research and Information Collecting .........................
44
Table 4.3. The Result of the Topics Chosen ....................................................
46
Table 4,4. The Basic Competence of the Instructional Materials ....................
47
Table 4.5. The Indicators of Each Topic..........................................................
48
Table 4.6. The Description of the Participants of Materials Evaluation..........
53
Table 4.7. The Result of the Materials Evaluation ..........................................
54
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Sanata Dharma University.
Borobudur Temple is one of the most famous tourism destinations in
Indonesia. Thousand foreigners come to Borobudur Temple each year. Since
English is accepted as an international language, foreigners from different
countries use it to communicate. In order to provide good services for foreigners,
English as a means of communication needs to be mastered by all of the staff of
Borobudur Temple. One of the staff that plays an important role in giving service
to foreigners is security staff. The fact that some of foreigners do not use any
guide service makes the role of security staff become more important.
Unfortunately, almost all of the security staff of Borobudur Temple still find
difficulties in communicating with foreigners. The difficulty to communicate
using English becomes a major obstacle in giving a good service to the foreigners.
Those are the reasons why the writer was interested to design a set of English
speaking materials for the security staff of Borobudur Temple.
The security staff of Borobudur Temple are all adults. They have some
differences, such as, ages, gender, educational and economical background, etc.
Sometimes, those differences raise the psychological barriers that will be an
obstacle in teaching learning activity. Therefore, to reduce the barriers, the writer
uses Cooperative Learning approach.
There are two problems stated in this study. They are (1) How is a set of
English instructional materials to teach speaking to security staff of Borobudur
Temple designed? And (2) What does the designed materials look like?
To answer the first question, the writer combined and adapted Kemp’s
Model and Research & Development Method. The steps were stated as follows: 1)
Research and Information Collecting, 2) Planning (stating goals, topics, general
purposes, and objectives), 3) Designing Materials (listing subject content and
selecting teaching/learning activities), 4) Evaluating, 5) Revising.
To answer the second question, the writer presented the final version of the
designed materials which had been revised and improved based on the
suggestions, comments, and feedback gathered from three lecturers of Sanata
Dharma University. The final version of the speaking instructional materials for
the security staff of Borobudur Temple using Cooperative Learning consists of
eight units. They are (1) Greeting, (2) Introduction, (3) Asking and Giving Help,
(4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving Direction,
(7) Describing People, (8) Thanking. Each unit is divided into six sections. They
are (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5)
Communicative Activities, (6) Reflection.
From the result of the materials evaluation, it was found that the grand
average point of agreement was 3.83 out of the scale of 1 to 5. It means that the
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed materials were acceptable and appropriate to teach speaking to security
staff of Borobudur Temple.
Finally, it is hoped that the designed materials will be useful to help the
security staff of Borobudur Temple improve their speaking skill. Thus, they will
be able to communicate with foreigners in their daily work fluently and serve
them well.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Universitas Sanata Dharma.
Candi Borobudur merupakan salah satu tempat tujuan wisata yang ternama
di Indonesia. Ribuan wisatawan asing mengunjungi Candi Borobudur setiap
tahunnya. Sejak bahasa Inggris diterima sebagai bahasa internasional, wisatawan
asing dari berbagai negara menggunakan bahasa Inggris untuk berkomunikasi.
Untuk memberikan pelayanan yang baik bagi wisatawan asing, semua staf di
Candi Borobudur harus menguasai bahasa Inggris. Salah satu staf yang berperan
penting dalam melayani wisatawan asing adalah petugas keamanan. Kenyataan
bahwa tidak semua wisatawan asing menggunakan jasa pemandu wisata membuat
peranan petugas keamanan menjadi sangat penting. Sayangnya, hampir semua
petugas keamanan di Candi Borobudur masih mengalami kesulitan dalam
berkomunikasi dengan wisatawan asing. Kesulitan dalam berkomunikasi ini
menjadi penghalang utama dalam memberikan pelayanan yang baik bagi
wisatawan asing. Hal inilah yang menjadi alasan utama penulis tertarik untuk
merancang seperangkat materi pembelajaran berbicara bahasa Inggris untuk
petugas keamanan Candi Borobudur.
Semua petugas keamanan Candi Borobudur adalah orang dewasa. Mereka
berbeda satu dengan yang lainya. Beberapa perbedaan itu adalah, usia, jenis
kelamin, latar belakang pendidikan dan ekonomi. Perbedaan seperti ini berpotensi
menimbulkan beban mental yang akan menggangu proses belajar mengajar.
Untuk mengatasi masalah ini, penulis menggunakan pendekatan Cooperative
Learning.
Ada dua permasalahan yang dirumuskan dalam study ini. Kedua
permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran
berbicara bahasa Inggris bagi petugas keamanan Candi Borobudur menggunakan
metode Cooperative Learning dirancang? dan (2) Seperti apakah penyajian materi
pengajaran berbicara bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan lima langkah
model pengembangan materi yang merupakan penggabungan antara dua model
pengembangan materi yaitu Kemp dan Research and Development models.
Langkah-langkahnya adalah (1) Research and Information Collecting, (2)
Planning (stating goals, topics, general purposes, and objectives), (3) Designing
Materials (listing subject content and selecting teaching/learning activities), (4)
Evaluating, (5) Revising.
Untuk menjawab permasalahan kedua penulis menyajikan seperangkat
materi pengajaran berbicara bahasa Inggris yang telah mendapatkan, saran,
komentar, dan umpan balik yang diperoleh dari 3 dosen Universitas Sanata
Dharma. Bentuk akhir materi pengajaran berbicara bahasa Inggris untuk petugas
keamanan Candi Borobudur menggunakan metode Cooperative Learning terdiri
dari delapan unit, yaitu (1) Greeting, (2) Introduction, (3) Asking and Giving
Help, (4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Direction, (7) Describing People, (8) Thanking. Untuk masing-masing unit dibagi
menjadi 6 aktifitas, yaitu (1) Starter, (2) Chit-Chat, (3) Language Focus, (4)
Language Exercises, (5) Communicative Activities, (6) Reflection.
Dari hasil evaluasi materi, penulis memperoleh data bahwa rata-rata nilai
persetujuan adalah 3,83. Dapat disimpulkan bahwa secara umum materi
pengajaran yang disusun penulis sudah baik dan dapat diterima untuk mengajar
berbicara bahasa Inggris petugas keamanan Candi Borobudur.
Akhirnya, penulis berharap bahwa materi pengajaran ini dapat berguna
untuk meningkatkan keahlian berbicara petugas keamanan Candi Borobudur.
Sehingga mereka mampu berkomunikasi dengan wisatawan asing dalam
pekerjaan sehari-hari dan memberikan pelayanan yang baik untuk mereka.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This study intends to design a set of English instructional materials to
teach speaking to security staff of Borobudur Temple using Cooperative Learning.
This chapter presents the background of study, problem formulation, problem
limitation, objective of the study, benefits of the study, and definition of terms.
A. Background of the Study
It is widely known that Indonesia has a number of tourism resorts. A
number of foreigners come to Indonesia each year. One of the most famous
tourism resorts in Indonesia is Borobudur Temple. Borobudur Temple had ever
been one of the seven wonders in the world. Although recently Borobudur Temple
becomes one of the world cultural heritages, there are still thousand foreigners
who come to Borobudur Temple each year. Based on the observation, the
foreigners have different reasons for coming to Borobudur Temple. Some of them
are on vacation and some of them do some jobs.
Since English is accepted as an international language, foreigners from
different countries use it to communicate. With a big number of the foreigners that
visit Borobudur Temple, it means that English is urgently needed there. In order
to serve the foreigners, all of the staffs of Borobudur Temple need to acquire
English. One of the staff that has played an important role in giving service to
foreigners is security staff.
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2
The fact that some of foreigners do not use any guide service makes the
role of security staff become more important. Besides keeping the security of the
place, security staff is also becoming the source of information for the foreigners,
i.e. when the foreigners are asking about direction, location, and other information
that the security staff may help. It is difficult for the security staff in giving such
information that the foreigners need because they cannot speak English. In this
real situation, the security staff cannot speak in English well and unfortunately the
foreigners also cannot speak in Indonesia. To avoid the misunderstanding between
the foreigners and the security staff, the security staff should be able to speak
English.
Based on the observation and informal interview with three security staff
of Borobudur Temple, the researcher found that they often find difficulties in
communicating with the foreigners. Some of the difficulties are lack of
vocabularies, not knowing how to pronounce certain words in English, and not
knowing how to arrange the words in to a good sentence in English. Because of
this reason, a set of English instructional materials is designed for the security
staff of Borobudur Temple in order to help them develop their speaking skill
when they are communicating with foreigners. Being able to communicate
fluently, all of the security staff of Borobudur Temple will be better in giving
services to foreign tourists.
In teaching the security staff of Borobudur Temple, teachers should use a
suitable approach. In this study, the writer would like to propose Cooperative
Learning as the appropriate approach to teach the security staff of Borobudur
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Temple. The idea of using Cooperative learning came from the observation that
the security staff of Borobudur Temple has some differences such as ages, gender,
and educational, social, and economical background.
Cooperative Learning according to Richard and Rodgers (2001:192) is an
approach that uses variety of teaching methods in which students work in small
groups and help one another in learning. It makes the maximum use of
cooperative activities involving pairs and small groups of learners in the
classroom. Cooperative Learning can be effective for students at all academic
levels and learning styles (Slavin, 1995: 4). Through Cooperative Learning,
positive interaction, face-to-face verbal interaction can be achieved. This situation
will promote communication that is natural and meaningful. This approach is very
useful in learning English and can be implemented in teaching speaking to
security staff of Borobudur Temple that come from different, ages, gender, and
educational, social, and economical background.
B. Problem Formulation
The study intends to find out the answer to the problems formulated below:
1. How is a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using Cooperative Learning designed?
2. What does the designed materials look like?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
C. Problem Limitation
This study is focused on designing a set of English instructional materials
to teach speaking to security staff of Borobudur Temple using Cooperative
Learning. The materials will be designed for the beginner level students. The
materials will be presented for the security staff whose English proficiency is at a
very low level. The course provides the beginner learners the opportunity to focus
on one skill that they wish to improve. In this study, speaking skill is mostly
needed by the security staff to improve. From the observation, the ages of the
security staff are about 30-50 years old. Since they are considered as the adult
learners and have been already work as security staff that often communicates
with foreigners, English is very important for them.
D. Objectives of the Study
As this study is intended to find out the answers to the questions mentioned in
the problem formulation above, two objectives are stated here:
1. To design a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using Cooperative Learning.
2. To develop a set of English speaking instructional materials.
E. Benefits of the Study
This study is intended to give benefits to:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1. English Instructors
This study will help the English instructors who teach security staff to
deliver good teaching for them. The instructional materials are designed
based on the needs of security staff.
2. Security Staff
The security staff of Borobudur Temple has a good chance to learn and use
spoken English better through communicative activities and cooperative
classroom situation.
3. Researchers
This study hopefully will help the researchers in providing meaningful
information especially for the researchers who are interested in ESP. The
result of the study also can be used to help other researchers to develop
good materials.
F. Definition of Terms
To avoid any misunderstanding, some terms need clarifying. The terms will be
defined as follows:
1. Instructional Materials
Instructional materials are the materials planned or designed by the teacher
for the teaching instructions (Dick and Reiser, 1989:3). The instructional
materials can be in forms of printed materials such as textbooks, reader
workbooks, flash cards, recordings, games, song, reference books, and
cassettes. In this study, instructional materials mean a set of units, which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
are used by the teachers and students for the purpose of improving
individual English performance through teaching-learning activity process.
2. Speaking
In this study, speaking is viewed as the manifestation of the language as
usage and refers to the realization of language as used in spoken
interaction (Widdowson 1989:59). By having speaking activities the
learners may express their ideas, thought and feeling orally.
3. Cooperative Learning
According to Richard and Rodgers (2001:192), Cooperative Learning is an
approach that uses variety of teaching methods in which the students work
in small groups and help one another in learning. It makes the maximum
use of cooperative activities involving pairs and small groups of learners
in the classroom. This approach is very flexible and can be used to teach
the students who come from different ages, academic abilities, ethnic
backgrounds, races, and gender.
4. Security Staff
According to Oxford Advanced Learner’s Dictionary, security means
measures taken to guarantee the safety of a country, person, and thing of
value (1995: 1062). While staff means all the workers employed in a
business, etc considered as a group. Security staff in this context is a group
of workers who has the responsibility to keep the safety of certain places.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
5. Borobudur Temple
Borobudur Temple had ever been one of the seven wonders in the world. It
is the biggest Buddhist building around the world that till now have been
visited by million people. The name of Borobudur comes from two words,
“Bara” and Budur”. “Bara” here means temple or monastery, and “Budur”
comes from Bali language that means above. So, Borobudur Temple in
this context means a temple that placed above.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related theories which underlie the study. In the
first discussion, the writer would like to present a theoretical description that
consists of Design model, Research and development, Communicative Language
Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult. The second discussion is theoretical framework. It is focusing on the steps
used to develop English instructional materials to teach speaking to security staff
of Borobudur Temple using Cooperative Learning.
A. Theoretical Description
There are some points that are very important to support the designed
materials in designing a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using cooperative learning. Those points are:
design model, Research and Development Method, Communicative Language
Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult.
a. Design Model
1) Kemp’s Model
This research used Kemp’s model. The explanation of this model is as
follows:
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9
An instructional process is a complex process, which is composed of many
parts and interrelated with one another (Kemp 1977: 6).
This method can be applied on any educational level, elementary,
secondary or college. An instructional plan is designed to supply the answer to the
following three questions used as the essential elements of instructional
technology (Kemp, 1977: 8). Those are: what must be learned? (Objectives), what
procedures and resources will work best to reach the desired learning levels?
(Activities and resources), and how will we know when the required learning has
taken place? (Evaluation)
There are eight steps in designing an instructional plan according to Kemp
(1977: 8).
1. Considering goals, listing topics, and then stating the general purposes
for teaching each topic. Statement of goals should recognize the
changes in learners’ needs and interests as well as changes in the needs
of society and its institution.
2. Enumerating learners’ characteristics. In this step, the teacher should
know the factors about the learners’ educational and socio-cultural
background, learning condition, and learning technique that will
influence the teaching learning process.
3. Specifying the learning objectives. The objectives are about what the
students should know or be able to do after having teaching learning
activities. The objective should be specific, operational and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
measurable. It will help the material developer to select the learning
activities for the learners.
4. Listing the subject content that supports each objective. In this part the
material developer focus on the subject content that will support each
objective. The content must closely relate to the objectives and to the
learners’ needs. The material developer cannot directly decide the
subject content if s/he has not specified the learning objectives.
5. Developing pre-assessment to determine the learners’ background and
presenting level of knowledge about the topic. In order to know the
learners’ background of learning, the teacher should have to develop
pre-assessment.
6. Selecting teaching/learning activities and resources. The material
developer should know what instructional methods and instructional
resources that will be the most appropriate to achieve the objectives.
7. Coordinating support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. When, the
instructor wants to carry out the implementation, it is necessary to
consider support services. If it is not available, it can limit the new
planned program.
8. Evaluating students’ learning in terms of their accomplishment of the
objectives. In this last step the researcher are ready to measure the
learning achievement relating to the objectives.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The following diagram illustrates the relationship of each step in the plan
to the other steps.
Goals,
Topics, and
General
Purposes
Learner
Characteristics
Evaluation
Support
Services
Learning
Objectives
Revise
Teaching /
Learning
Activities,
Resources
Subject
Content
PreAssessment
Figure 1. Kemp’s Instructional Model (Kemp, 1977: 9)
There is a strength that can be found in Kemp’s model. The strength is in
the process of developing the program (Mudhoffir, 1986: 111). The process can
be started in wherever the material developer is ready. The material developer can
directly select the step of evaluation if s/he has already had the materials to be
evaluated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
b. Research and Development Method
Besides using Kemp model, the material developer also uses R & D
(Research and Development) method. Educational research and development is a
process used to develop and validate educational products (Borg and Gall, 1967:
775). There are ten major steps in R and D circle. The explanation of the steps is
as follows:
1. Research and information collecting. It includes review of literature
and classroom observations.
2. Planning, it includes defining skills, stating objectives determining
course sequence, and small scale feasibility testing.
3. Designing preliminary form of product, it includes preparation of
instructional materials, handbooks and evaluation devices.
4. Preliminary field testing. Interview, observational and questionnaire
data collected and analyzed.
5. Main product revision. In this step there is a revision of product as
suggested by preliminary field-test results.
6. Main field testing. It is conducted in 5 to 15 schools with 30 to 100
subjects. Quantitative data on subjects’ pre-course and post-course
performance are collected.
7. Operational product revision. In this step, there is the revision of
product as suggested by main field-test results.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
8. Operational field testing. It is conducted in 10 to 30 schools involving
40 to 200 subjects. Interview, observational and questionnaire data
collected and analyzed.
9. Final product revision. It is the revision of product as suggested by
operational field-test results.
10. Dissemination and implementation. Reporting the product to
professionals.
c. Communicative Language Teaching
1) Principles in Communicative Language Teaching (CLT)
Larsen (2000: 125) proposed some principles of CLT. Those are:
1. Whenever possible, authentic language (language as it is used in the
real context) should be introduced.
2. Being able to figure out the speaker’s or writer’s intention is part of
being communicatively competent.
3. The target language is vehicle for classroom communication. It is not
just the object of the study. It means the teaching-learning activities are
on the process of communication rather than just mastery the language
forms.
4. Games are important because the learners have certain features in
common with real communicative events. Through this way, learners
can negotiate meaning. Besides, having students work in small groups
maximizes the amount of communicative practice they receive.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
5. Learners should be given an opportunity to express their ideas and
opinions.
6. Errors are tolerated and seen as a natural outcome of the development
of communication skills.
7. One of the teachers’ major responsibilities is to establish the situations
likely to promote communication.
8. Communicative interaction encourages cooperative relationships
among students. It gives an opportunity to work on negotiating
meaning. The social context of the communicative event is also
essential in giving meaning to the utterances.
9. The teacher acts as a facilitator in setting up communicative activities
and as an advisor during the activities.
10. In communicating, a speaker has a choice not only about what to say
but also how to say.
11. Learning to use language forms appropriately is an important part of
communicative competence.
12. Grammar and vocabulary that the learners learn follow from the
function, situational context, and the roles of the interlocutors.
All efforts and activities in CLT serve the purpose of enabling learners to
develop
their
communicative
abilities
receptively,
interpretively,
and
reproductively. It is not necessary to teach grammar in CLT because the ability to
use a second language (knowing ‘how’) would develop automatically if the
learners were focused on meaning on the process of using the language to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
communicate (Nunan, 1989: 13). Therefore, those characteristics of CLT that
focus on communicative function become the basis of the designed materials
which is conducted in this study.
2) Teaching Speaking in Communicative Language Teaching
Since speaking is included in a productive skill, it is important that in
teaching-learning process, the teacher should encourage the learners to speak.
According to Widdowson (1979: 59) speaking is viewed as the manifestation of
the language usage and refers to the realization of language as used in spoken
interaction. In order to have the ability in speaking English, the important thing
for the teacher to do is to give the learners many opportunities to practice
speaking skill.
In CLT, the learners will have the opportunity to speak because in this
approach language learning is learning to communicate. The teacher as the
learning facilitator should be careful in selecting the activities to be given in
speaking class so that these can promote to speak.
d. Cooperative Learning
1) Background
Cooperative Learning is the extension of communicative Language
Teaching (Richard and Rodgers, 2001: 193). The explanation of Cooperative
Learning is as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
According to Richard and Rodgers (2001: 192), cooperative learning is an
approach that uses variety of teaching methods in which students work in small
groups and help one another in learning. It makes the maximum use of
cooperative activities involving pairs and small groups of learners in the
classroom. Cooperative Learning in this context is used to raise the achievement
of all students, including those who are gifted or academically handicapped, help
the teacher build positive relationship among the students, and replace the
competitive organizational structure of most classrooms and schools with a teambased, high-performance organizational structure.
It has been stated before that Cooperative Learning is the extension of
Communicative Language Teaching. Therefore, through Cooperative Learning
students learn how to communicate effectively in the second language, rather than
learn about the language (Kessler, 1992: 38). The focus is on communicative
function: how to use the language in order to carry out specific intension, such as
apologizing or persuading.
Cooperative Learning approaches leads to: a. higher academic
achievement than competitive or individualistic approaches, b. better interpersonal
attitudes toward subjects being studied and the overall classroom experience, and
c. more relationships among students (Johnson & Johnson, 1994, as cited by
Burden & Byrd, 1999: 100).
Cooperative efforts result in participants’ recognizing that all group
members share a common fate (we all sink or swim together), striving for mutual
benefit so that all group member get the benefit from each other’s efforts (your
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
efforts benefit me and my efforts benefit you, recognizing that one’s performance
is mutually caused by oneself and one’s colleagues (united we stand, divided we
fall), empowering each other (together we can achieve anything), and feeling
proud celebrating when a group member is achieving something (Johnson &
Johnson, 1994: 5)
2) The Purpose of Cooperative Learning
According to Kindsvatter et al. (1996: 308) there are three purposes of
Cooperative Learning. First, to increase the achievement though group
collaboration that
ABSTRACT
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Sanata Dharma University.
Borobudur Temple is one of the most famous tourism destinations in
Indonesia. Thousand foreigners come to Borobudur Temple each year. Since
English is accepted as an international language, foreigners from different
countries use it to communicate. In order to provide good services for foreigners,
English as a means of communication needs to be mastered by all of the staff of
Borobudur Temple. One of the staff that plays an important role in giving service
to foreigners is security staff. The fact that some of foreigners do not use any
guide service makes the role of security staff become more important.
Unfortunately, almost all of the security staff of Borobudur Temple still find
difficulties in communicating with foreigners. The difficulty to communicate
using English becomes a major obstacle in giving a good service to the foreigners.
Those are the reasons why the writer was interested to design a set of English
speaking materials for the security staff of Borobudur Temple.
The security staff of Borobudur Temple are all adults. They have some
differences, such as, ages, gender, educational and economical background, etc.
Sometimes, those differences raise the psychological barriers that will be an
obstacle in teaching learning activity. Therefore, to reduce the barriers, the writer
uses Cooperative Learning approach.
There are two problems stated in this study. They are (1) How is a set of
English instructional materials to teach speaking to security staff of Borobudur
Temple designed? And (2) What does the designed materials look like?
To answer the first question, the writer combined and adapted Kemp’s
Model and Research & Development Method. The steps were stated as follows: 1)
Research and Information Collecting, 2) Planning (stating goals, topics, general
purposes, and objectives), 3) Designing Materials (listing subject content and
selecting teaching/learning activities), 4) Evaluating, 5) Revising.
To answer the second question, the writer presented the final version of the
designed materials which had been revised and improved based on the
suggestions, comments, and feedback gathered from three lecturers of Sanata
Dharma University. The final version of the speaking instructional materials for
the security staff of Borobudur Temple using Cooperative Learning consists of
eight units. They are (1) Greeting, (2) Introduction, (3) Asking and Giving Help,
(4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving Direction,
(7) Describing People, (8) Thanking. Each unit is divided into six sections. They
are (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5)
Communicative Activities, (6) Reflection.
From the result of the materials evaluation, it was found that the grand
average point of agreement was 3.83 out of the scale of 1 to 5. It means that the
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed materials were acceptable and appropriate to teach speaking to security
staff of Borobudur Temple.
Finally, it is hoped that the designed materials will be useful to help the
security staff of Borobudur Temple improve their speaking skill. Thus, they will
be able to communicate with foreigners in their daily work fluently and serve
them well.
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ABSTRAK
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Universitas Sanata Dharma.
Candi Borobudur merupakan salah satu tempat tujuan wisata yang ternama
di Indonesia. Ribuan wisatawan asing mengunjungi Candi Borobudur setiap
tahunnya. Sejak bahasa Inggris diterima sebagai bahasa internasional, wisatawan
asing dari berbagai negara menggunakan bahasa Inggris untuk berkomunikasi.
Untuk memberikan pelayanan yang baik bagi wisatawan asing, semua staf di
Candi Borobudur harus menguasai bahasa Inggris. Salah satu staf yang berperan
penting dalam melayani wisatawan asing adalah petugas keamanan. Kenyataan
bahwa tidak semua wisatawan asing menggunakan jasa pemandu wisata membuat
peranan petugas keamanan menjadi sangat penting. Sayangnya, hampir semua
petugas keamanan di Candi Borobudur masih mengalami kesulitan dalam
berkomunikasi dengan wisatawan asing. Kesulitan dalam berkomunikasi ini
menjadi penghalang utama dalam memberikan pelayanan yang baik bagi
wisatawan asing. Hal inilah yang menjadi alasan utama penulis tertarik untuk
merancang seperangkat materi pembelajaran berbicara bahasa Inggris untuk
petugas keamanan Candi Borobudur.
Semua petugas keamanan Candi Borobudur adalah orang dewasa. Mereka
berbeda satu dengan yang lainya. Beberapa perbedaan itu adalah, usia, jenis
kelamin, latar belakang pendidikan dan ekonomi. Perbedaan seperti ini berpotensi
menimbulkan beban mental yang akan menggangu proses belajar mengajar.
Untuk mengatasi masalah ini, penulis menggunakan pendekatan Cooperative
Learning.
Ada dua permasalahan yang dirumuskan dalam study ini. Kedua
permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran
berbicara bahasa Inggris bagi petugas keamanan Candi Borobudur menggunakan
metode Cooperative Learning dirancang? dan (2) Seperti apakah penyajian materi
pengajaran berbicara bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan lima langkah
model pengembangan materi yang merupakan penggabungan antara dua model
pengembangan materi yaitu Kemp dan Research and Development models.
Langkah-langkahnya adalah (1) Research and Information Collecting, (2)
Planning (stating goals, topics, general purposes, and objectives), (3) Designing
Materials (listing subject content and selecting teaching/learning activities), (4)
Evaluating, (5) Revising.
Untuk menjawab permasalahan kedua penulis menyajikan seperangkat
materi pengajaran berbicara bahasa Inggris yang telah mendapatkan, saran,
komentar, dan umpan balik yang diperoleh dari 3 dosen Universitas Sanata
Dharma. Bentuk akhir materi pengajaran berbicara bahasa Inggris untuk petugas
keamanan Candi Borobudur menggunakan metode Cooperative Learning terdiri
dari delapan unit, yaitu (1) Greeting, (2) Introduction, (3) Asking and Giving
Help, (4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Direction, (7) Describing People, (8) Thanking. Untuk masing-masing unit dibagi
menjadi 6 aktifitas, yaitu (1) Starter, (2) Chit-Chat, (3) Language Focus, (4)
Language Exercises, (5) Communicative Activities, (6) Reflection.
Dari hasil evaluasi materi, penulis memperoleh data bahwa rata-rata nilai
persetujuan adalah 3,83. Dapat disimpulkan bahwa secara umum materi
pengajaran yang disusun penulis sudah baik dan dapat diterima untuk mengajar
berbicara bahasa Inggris petugas keamanan Candi Borobudur.
Akhirnya, penulis berharap bahwa materi pengajaran ini dapat berguna
untuk meningkatkan keahlian berbicara petugas keamanan Candi Borobudur.
Sehingga mereka mampu berkomunikasi dengan wisatawan asing dalam
pekerjaan sehari-hari dan memberikan pelayanan yang baik untuk mereka.
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DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Albertus Bagasworo
041214107
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Albertus Bagasworo
041214107
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
GOD HAS NOT PROMISED
SKIES ALWAYS BLUE
SUN WITHOUT RAIN
JOY WITHOUT SORROW
PEACE WITHOUT PAIN
BUT GOD HAS PROMISED
STRENGTH FOR THE DAY
REST FOR THE LABOR
LIGHT FOR THE WAY
GRACE FOR TRAILS
HELP FROM ABOVE
UNFAILING SYMPATHY
UNDYING LOVE
(pravsworld.com)
Dedicated to:
My beloved parents
My lovely brothers, Alex and Alfons
Someone whom I love so much
And, all of my friends
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ and Mother Marry for Their
endless blessing. I thank Them for giving me strength for the day, light for the
way, and grace for the trails. I believe that I am nothing without Their Blessing.
My greatest gratitude goes to Drs. Concilianus Laos Mbato, M.A, as my
sponsor. I thank him for his guidance, criticism, advice, correction, support,
patience, and encouragement in helping me write the thesis.
I would like to thank Ir. Retno Hardiasiwi, SE. as the head of Taman
Wisata Candi Borobudur. I thank her for giving me permission to conduct my
thesis at Borobudur Temple. I also thank Bulik Eny for helping me distribute the
questionnaires. My gratitude also goes to Mas Agus Kemot for giving me so much
information about the procedure in conducting my thesis there. I would also thank
Pak Ruwido for giving me so much information about all the things in Borobudur
Temple. My special gratitude is also addressed to all of the security staff of
Borobudur Temple. I thank them for the willingness to fill my questionnaires so
that I can finish my thesis. They have been very kind and friendly to me.
My deep gratitude also goes to the participants of materials evaluation; G.
Punto Aji, S.Pd., M.Hum., C. Tutyandari, S.Pd., M.Pd., and JB. Gunawan, M.A.
I really thank them for the feedback, comments, suggestions, and critics to
improve the designed materials.
I also would like to express my greatest gratitude to my lovely family. I
thank my father Bapak B. Sutikno and my mother Ibu Th. Sri Kundaryati, for
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
their everlasting love, prayers, patience, support, and guidance. I could never
repay them for all they have done for me. My appreciation also goes for my lovely
brothers, mas Alex and Alfons “Clucky” who are always there for me. I thank for
the love, laughter, support, and prayers. My life is so colorful with their presence.
I thank my grand parents Simbah Kakung and Putri Cokroatmojo (RIP) for their
truly love, advice, guidance, and sweet memories. I also thank Simbah Kakung
and Simbah Putri Siswo Sumarto for their prayers, love, and supports.
My sincere thank also goes to my uncle, Drs. Aloysius Triwanggono,
M.S., and his family in Krapyak. I thank them for their prayers, support, and
advice. I thank mas Iyong, mas Iyok, mba’ Tetty, and mas Wiwing. I really thank
them for the laughter, support, craziness, and prayers. I would also express my
gratitude to all Pakde and Bude in Semalen. The greatest gratitude also goes to
the big family of Cokroatmojo.
I would like to say thank you very much for Monica “Almon”. Her
presence means a lot for me. I thank her for always be there for me. I thank her for
the love, support, and honesty that she has given to me. I also thank her for the
laughter and tears we have been through together. My sincere thank also goes to
Keluarga Sumpeno. I thank them for their support, kindness, and prayers. I also
thank them for lending me some equipment to finish my thesis. I would like them
to know that I really appreciate their help.
I also thank my lovely friends; Piuz, Ahmeth, Endy, Prast, Greg, Nanda,
Damar, Bruder Paul, Peter and Onny “Q-net”, Erlian, Lexy, Aan, and Ignaz for
wonderful friendship. I thank them for the sweet moments and craziness that we
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
have made together. I am lucky to have friends like you. My thank also goes for
the girls; Silvi, Rita, Valent, Nophie, Agnez, Cempluck, Rizka, Indri, Maya,
Retha, and Yuni. It is nice having friends like you. I have to express my gratitude
to all PBI 2004 students. It is very nice to know all of them. I am really happy to
study together with them.
Finally, I thank all PBI lecturers, mba’ Danik, and mba’ Tari as
secretariat staff, and all the people whom I cannot mention individually. This
thesis could not be finished without them. God Bless us.
Albertus Bagasworo
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................................
i
PAGE OF APPROVAL ...................................................................................
ii
PAGE OF ACCEPTANCE..............................................................................
iii
PAGE OF DEDICATION ...............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ................................................
v
ACKNOWLEDGEMENTS .............................................................................
vi
TABLE OF CONTENTS.................................................................................
ix
LIST OF FIGURES .........................................................................................
xii
LIST OF TABLES ...........................................................................................
xiii
ABSTRACT.....................................................................................................
xiv
ABSTRAK .........................................................................................................
xvi
CHAPTER I. INTRODUCTION
A. Background .................................................................................................
1
B. Problem Formulation...................................................................................
3
C. Problem Limitation......................................................................................
4
D. Objectives of the Study ...............................................................................
4
E. Benefit of the Study.....................................................................................
4
F. Definition of Terms .....................................................................................
5
CHAPTER II. LITERATURE REVIEW
A. Theoretical Description...............................................................................
8
a. Design Model .........................................................................................
8
1) Kemp’s Model .................................................................................
8
b. Research and Development Method ......................................................
12
c. Communicative Language Teaching......................................................
13
1) Principles in Communicative Language Teaching ..........................
13
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Teaching Speaking in Communicative Language Teaching ...........
15
d. Cooperative Learning.............................................................................
15
1) Background......................................................................................
15
2) The Purpose of Cooperative Learning.............................................
17
3) The Focus of Cooperative Learning ................................................
17
4) The Role of the Learners .................................................................
18
5) The Role of the Teacher ..................................................................
19
6) The Role of Instructional Materials .................................................
19
7) The Method of Cooperative Learning .............................................
20
e. English for Specific Purposes ................................................................
22
1) Background......................................................................................
22
2) Target Needs....................................................................................
23
3) Learning Needs ................................................................................
25
4) Materials Design Model of ESP ......................................................
25
f. Adult Learners ........................................................................................
26
B. Theoretical Framework ...............................................................................
29
CHAPTER III. METHODOLOGY
A. Research Methods .......................................................................................
33
B. Research Participants ..................................................................................
34
C. Research Instruments ..................................................................................
35
D. Data Gathering Technique ..........................................................................
36
E. Data Analysis Technique.............................................................................
37
F. Research Procedures ....................................................................................
38
CHAPTER IV. RESULTS AND DISCUSSION
A. The Results of the Materials Design Process ..............................................
41
a. Research and Information Collecting.....................................................
41
b. Planning .................................................................................................
46
1) The Goals, Topics, and General Purposes .......................................
46
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Specifying Learning Objectives ......................................................
48
c. Designing Materials ...............................................................................
50
1) Listing Subject Content ..................................................................
50
2) Selecting Teaching/Learning Activities ..........................................
52
d. Evaluate..................................................................................................
53
1) The Description of Participants .......................................................
53
2) Data Presentation .............................................................................
53
3) The Participants’ Comments and Suggestions on the Materials
Design ..............................................................................................
55
e. Revising the Materials Design ...............................................................
57
B. Presentation of the Designed Materials.......................................................
59
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................................
61
B. Suggestions..................................................................................................
64
BIBLIOGRAPHY ..........................................................................................
66
APPENDICES
Appendix A. Letter of Permissions..................................................................
67
Appendix B. Questionnaires of Research and Information Collecting............
70
Appendix C. Questionnaires for the Materials Evaluation ..............................
73
Appendix D. General Description of the Designed Materials .........................
76
Appendix E. Syllabus and Lesson Plan ...........................................................
80
Appendix F. Presentation of the Designed Materials ...................................... 110
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure I. Kemp’s Instructional Model..............................................................
11
Figure II. The Material Design Model of ESP.................................................
26
Figure III. The Combination of R & D Method and Kemp’s Model...............
32
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 3.1. The Central Tendency of the Participants’ Opinions......................
38
Table 4.1. The Description of the Learners .....................................................
42
Table 4.2. The Data of Research and Information Collecting .........................
44
Table 4.3. The Result of the Topics Chosen ....................................................
46
Table 4,4. The Basic Competence of the Instructional Materials ....................
47
Table 4.5. The Indicators of Each Topic..........................................................
48
Table 4.6. The Description of the Participants of Materials Evaluation..........
53
Table 4.7. The Result of the Materials Evaluation ..........................................
54
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Sanata Dharma University.
Borobudur Temple is one of the most famous tourism destinations in
Indonesia. Thousand foreigners come to Borobudur Temple each year. Since
English is accepted as an international language, foreigners from different
countries use it to communicate. In order to provide good services for foreigners,
English as a means of communication needs to be mastered by all of the staff of
Borobudur Temple. One of the staff that plays an important role in giving service
to foreigners is security staff. The fact that some of foreigners do not use any
guide service makes the role of security staff become more important.
Unfortunately, almost all of the security staff of Borobudur Temple still find
difficulties in communicating with foreigners. The difficulty to communicate
using English becomes a major obstacle in giving a good service to the foreigners.
Those are the reasons why the writer was interested to design a set of English
speaking materials for the security staff of Borobudur Temple.
The security staff of Borobudur Temple are all adults. They have some
differences, such as, ages, gender, educational and economical background, etc.
Sometimes, those differences raise the psychological barriers that will be an
obstacle in teaching learning activity. Therefore, to reduce the barriers, the writer
uses Cooperative Learning approach.
There are two problems stated in this study. They are (1) How is a set of
English instructional materials to teach speaking to security staff of Borobudur
Temple designed? And (2) What does the designed materials look like?
To answer the first question, the writer combined and adapted Kemp’s
Model and Research & Development Method. The steps were stated as follows: 1)
Research and Information Collecting, 2) Planning (stating goals, topics, general
purposes, and objectives), 3) Designing Materials (listing subject content and
selecting teaching/learning activities), 4) Evaluating, 5) Revising.
To answer the second question, the writer presented the final version of the
designed materials which had been revised and improved based on the
suggestions, comments, and feedback gathered from three lecturers of Sanata
Dharma University. The final version of the speaking instructional materials for
the security staff of Borobudur Temple using Cooperative Learning consists of
eight units. They are (1) Greeting, (2) Introduction, (3) Asking and Giving Help,
(4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving Direction,
(7) Describing People, (8) Thanking. Each unit is divided into six sections. They
are (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5)
Communicative Activities, (6) Reflection.
From the result of the materials evaluation, it was found that the grand
average point of agreement was 3.83 out of the scale of 1 to 5. It means that the
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed materials were acceptable and appropriate to teach speaking to security
staff of Borobudur Temple.
Finally, it is hoped that the designed materials will be useful to help the
security staff of Borobudur Temple improve their speaking skill. Thus, they will
be able to communicate with foreigners in their daily work fluently and serve
them well.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Bagasworo, Albertus. 2008. Designing a Set of English Instructional Materials to
Teach Speaking to Security Staff of Borobudur Temple Using Cooperative
Learning. Yogyakarta: Universitas Sanata Dharma.
Candi Borobudur merupakan salah satu tempat tujuan wisata yang ternama
di Indonesia. Ribuan wisatawan asing mengunjungi Candi Borobudur setiap
tahunnya. Sejak bahasa Inggris diterima sebagai bahasa internasional, wisatawan
asing dari berbagai negara menggunakan bahasa Inggris untuk berkomunikasi.
Untuk memberikan pelayanan yang baik bagi wisatawan asing, semua staf di
Candi Borobudur harus menguasai bahasa Inggris. Salah satu staf yang berperan
penting dalam melayani wisatawan asing adalah petugas keamanan. Kenyataan
bahwa tidak semua wisatawan asing menggunakan jasa pemandu wisata membuat
peranan petugas keamanan menjadi sangat penting. Sayangnya, hampir semua
petugas keamanan di Candi Borobudur masih mengalami kesulitan dalam
berkomunikasi dengan wisatawan asing. Kesulitan dalam berkomunikasi ini
menjadi penghalang utama dalam memberikan pelayanan yang baik bagi
wisatawan asing. Hal inilah yang menjadi alasan utama penulis tertarik untuk
merancang seperangkat materi pembelajaran berbicara bahasa Inggris untuk
petugas keamanan Candi Borobudur.
Semua petugas keamanan Candi Borobudur adalah orang dewasa. Mereka
berbeda satu dengan yang lainya. Beberapa perbedaan itu adalah, usia, jenis
kelamin, latar belakang pendidikan dan ekonomi. Perbedaan seperti ini berpotensi
menimbulkan beban mental yang akan menggangu proses belajar mengajar.
Untuk mengatasi masalah ini, penulis menggunakan pendekatan Cooperative
Learning.
Ada dua permasalahan yang dirumuskan dalam study ini. Kedua
permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran
berbicara bahasa Inggris bagi petugas keamanan Candi Borobudur menggunakan
metode Cooperative Learning dirancang? dan (2) Seperti apakah penyajian materi
pengajaran berbicara bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan lima langkah
model pengembangan materi yang merupakan penggabungan antara dua model
pengembangan materi yaitu Kemp dan Research and Development models.
Langkah-langkahnya adalah (1) Research and Information Collecting, (2)
Planning (stating goals, topics, general purposes, and objectives), (3) Designing
Materials (listing subject content and selecting teaching/learning activities), (4)
Evaluating, (5) Revising.
Untuk menjawab permasalahan kedua penulis menyajikan seperangkat
materi pengajaran berbicara bahasa Inggris yang telah mendapatkan, saran,
komentar, dan umpan balik yang diperoleh dari 3 dosen Universitas Sanata
Dharma. Bentuk akhir materi pengajaran berbicara bahasa Inggris untuk petugas
keamanan Candi Borobudur menggunakan metode Cooperative Learning terdiri
dari delapan unit, yaitu (1) Greeting, (2) Introduction, (3) Asking and Giving
Help, (4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Direction, (7) Describing People, (8) Thanking. Untuk masing-masing unit dibagi
menjadi 6 aktifitas, yaitu (1) Starter, (2) Chit-Chat, (3) Language Focus, (4)
Language Exercises, (5) Communicative Activities, (6) Reflection.
Dari hasil evaluasi materi, penulis memperoleh data bahwa rata-rata nilai
persetujuan adalah 3,83. Dapat disimpulkan bahwa secara umum materi
pengajaran yang disusun penulis sudah baik dan dapat diterima untuk mengajar
berbicara bahasa Inggris petugas keamanan Candi Borobudur.
Akhirnya, penulis berharap bahwa materi pengajaran ini dapat berguna
untuk meningkatkan keahlian berbicara petugas keamanan Candi Borobudur.
Sehingga mereka mampu berkomunikasi dengan wisatawan asing dalam
pekerjaan sehari-hari dan memberikan pelayanan yang baik untuk mereka.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This study intends to design a set of English instructional materials to
teach speaking to security staff of Borobudur Temple using Cooperative Learning.
This chapter presents the background of study, problem formulation, problem
limitation, objective of the study, benefits of the study, and definition of terms.
A. Background of the Study
It is widely known that Indonesia has a number of tourism resorts. A
number of foreigners come to Indonesia each year. One of the most famous
tourism resorts in Indonesia is Borobudur Temple. Borobudur Temple had ever
been one of the seven wonders in the world. Although recently Borobudur Temple
becomes one of the world cultural heritages, there are still thousand foreigners
who come to Borobudur Temple each year. Based on the observation, the
foreigners have different reasons for coming to Borobudur Temple. Some of them
are on vacation and some of them do some jobs.
Since English is accepted as an international language, foreigners from
different countries use it to communicate. With a big number of the foreigners that
visit Borobudur Temple, it means that English is urgently needed there. In order
to serve the foreigners, all of the staffs of Borobudur Temple need to acquire
English. One of the staff that has played an important role in giving service to
foreigners is security staff.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
The fact that some of foreigners do not use any guide service makes the
role of security staff become more important. Besides keeping the security of the
place, security staff is also becoming the source of information for the foreigners,
i.e. when the foreigners are asking about direction, location, and other information
that the security staff may help. It is difficult for the security staff in giving such
information that the foreigners need because they cannot speak English. In this
real situation, the security staff cannot speak in English well and unfortunately the
foreigners also cannot speak in Indonesia. To avoid the misunderstanding between
the foreigners and the security staff, the security staff should be able to speak
English.
Based on the observation and informal interview with three security staff
of Borobudur Temple, the researcher found that they often find difficulties in
communicating with the foreigners. Some of the difficulties are lack of
vocabularies, not knowing how to pronounce certain words in English, and not
knowing how to arrange the words in to a good sentence in English. Because of
this reason, a set of English instructional materials is designed for the security
staff of Borobudur Temple in order to help them develop their speaking skill
when they are communicating with foreigners. Being able to communicate
fluently, all of the security staff of Borobudur Temple will be better in giving
services to foreign tourists.
In teaching the security staff of Borobudur Temple, teachers should use a
suitable approach. In this study, the writer would like to propose Cooperative
Learning as the appropriate approach to teach the security staff of Borobudur
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Temple. The idea of using Cooperative learning came from the observation that
the security staff of Borobudur Temple has some differences such as ages, gender,
and educational, social, and economical background.
Cooperative Learning according to Richard and Rodgers (2001:192) is an
approach that uses variety of teaching methods in which students work in small
groups and help one another in learning. It makes the maximum use of
cooperative activities involving pairs and small groups of learners in the
classroom. Cooperative Learning can be effective for students at all academic
levels and learning styles (Slavin, 1995: 4). Through Cooperative Learning,
positive interaction, face-to-face verbal interaction can be achieved. This situation
will promote communication that is natural and meaningful. This approach is very
useful in learning English and can be implemented in teaching speaking to
security staff of Borobudur Temple that come from different, ages, gender, and
educational, social, and economical background.
B. Problem Formulation
The study intends to find out the answer to the problems formulated below:
1. How is a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using Cooperative Learning designed?
2. What does the designed materials look like?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
C. Problem Limitation
This study is focused on designing a set of English instructional materials
to teach speaking to security staff of Borobudur Temple using Cooperative
Learning. The materials will be designed for the beginner level students. The
materials will be presented for the security staff whose English proficiency is at a
very low level. The course provides the beginner learners the opportunity to focus
on one skill that they wish to improve. In this study, speaking skill is mostly
needed by the security staff to improve. From the observation, the ages of the
security staff are about 30-50 years old. Since they are considered as the adult
learners and have been already work as security staff that often communicates
with foreigners, English is very important for them.
D. Objectives of the Study
As this study is intended to find out the answers to the questions mentioned in
the problem formulation above, two objectives are stated here:
1. To design a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using Cooperative Learning.
2. To develop a set of English speaking instructional materials.
E. Benefits of the Study
This study is intended to give benefits to:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1. English Instructors
This study will help the English instructors who teach security staff to
deliver good teaching for them. The instructional materials are designed
based on the needs of security staff.
2. Security Staff
The security staff of Borobudur Temple has a good chance to learn and use
spoken English better through communicative activities and cooperative
classroom situation.
3. Researchers
This study hopefully will help the researchers in providing meaningful
information especially for the researchers who are interested in ESP. The
result of the study also can be used to help other researchers to develop
good materials.
F. Definition of Terms
To avoid any misunderstanding, some terms need clarifying. The terms will be
defined as follows:
1. Instructional Materials
Instructional materials are the materials planned or designed by the teacher
for the teaching instructions (Dick and Reiser, 1989:3). The instructional
materials can be in forms of printed materials such as textbooks, reader
workbooks, flash cards, recordings, games, song, reference books, and
cassettes. In this study, instructional materials mean a set of units, which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
are used by the teachers and students for the purpose of improving
individual English performance through teaching-learning activity process.
2. Speaking
In this study, speaking is viewed as the manifestation of the language as
usage and refers to the realization of language as used in spoken
interaction (Widdowson 1989:59). By having speaking activities the
learners may express their ideas, thought and feeling orally.
3. Cooperative Learning
According to Richard and Rodgers (2001:192), Cooperative Learning is an
approach that uses variety of teaching methods in which the students work
in small groups and help one another in learning. It makes the maximum
use of cooperative activities involving pairs and small groups of learners
in the classroom. This approach is very flexible and can be used to teach
the students who come from different ages, academic abilities, ethnic
backgrounds, races, and gender.
4. Security Staff
According to Oxford Advanced Learner’s Dictionary, security means
measures taken to guarantee the safety of a country, person, and thing of
value (1995: 1062). While staff means all the workers employed in a
business, etc considered as a group. Security staff in this context is a group
of workers who has the responsibility to keep the safety of certain places.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
5. Borobudur Temple
Borobudur Temple had ever been one of the seven wonders in the world. It
is the biggest Buddhist building around the world that till now have been
visited by million people. The name of Borobudur comes from two words,
“Bara” and Budur”. “Bara” here means temple or monastery, and “Budur”
comes from Bali language that means above. So, Borobudur Temple in
this context means a temple that placed above.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related theories which underlie the study. In the
first discussion, the writer would like to present a theoretical description that
consists of Design model, Research and development, Communicative Language
Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult. The second discussion is theoretical framework. It is focusing on the steps
used to develop English instructional materials to teach speaking to security staff
of Borobudur Temple using Cooperative Learning.
A. Theoretical Description
There are some points that are very important to support the designed
materials in designing a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using cooperative learning. Those points are:
design model, Research and Development Method, Communicative Language
Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult.
a. Design Model
1) Kemp’s Model
This research used Kemp’s model. The explanation of this model is as
follows:
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
An instructional process is a complex process, which is composed of many
parts and interrelated with one another (Kemp 1977: 6).
This method can be applied on any educational level, elementary,
secondary or college. An instructional plan is designed to supply the answer to the
following three questions used as the essential elements of instructional
technology (Kemp, 1977: 8). Those are: what must be learned? (Objectives), what
procedures and resources will work best to reach the desired learning levels?
(Activities and resources), and how will we know when the required learning has
taken place? (Evaluation)
There are eight steps in designing an instructional plan according to Kemp
(1977: 8).
1. Considering goals, listing topics, and then stating the general purposes
for teaching each topic. Statement of goals should recognize the
changes in learners’ needs and interests as well as changes in the needs
of society and its institution.
2. Enumerating learners’ characteristics. In this step, the teacher should
know the factors about the learners’ educational and socio-cultural
background, learning condition, and learning technique that will
influence the teaching learning process.
3. Specifying the learning objectives. The objectives are about what the
students should know or be able to do after having teaching learning
activities. The objective should be specific, operational and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
measurable. It will help the material developer to select the learning
activities for the learners.
4. Listing the subject content that supports each objective. In this part the
material developer focus on the subject content that will support each
objective. The content must closely relate to the objectives and to the
learners’ needs. The material developer cannot directly decide the
subject content if s/he has not specified the learning objectives.
5. Developing pre-assessment to determine the learners’ background and
presenting level of knowledge about the topic. In order to know the
learners’ background of learning, the teacher should have to develop
pre-assessment.
6. Selecting teaching/learning activities and resources. The material
developer should know what instructional methods and instructional
resources that will be the most appropriate to achieve the objectives.
7. Coordinating support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. When, the
instructor wants to carry out the implementation, it is necessary to
consider support services. If it is not available, it can limit the new
planned program.
8. Evaluating students’ learning in terms of their accomplishment of the
objectives. In this last step the researcher are ready to measure the
learning achievement relating to the objectives.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The following diagram illustrates the relationship of each step in the plan
to the other steps.
Goals,
Topics, and
General
Purposes
Learner
Characteristics
Evaluation
Support
Services
Learning
Objectives
Revise
Teaching /
Learning
Activities,
Resources
Subject
Content
PreAssessment
Figure 1. Kemp’s Instructional Model (Kemp, 1977: 9)
There is a strength that can be found in Kemp’s model. The strength is in
the process of developing the program (Mudhoffir, 1986: 111). The process can
be started in wherever the material developer is ready. The material developer can
directly select the step of evaluation if s/he has already had the materials to be
evaluated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
b. Research and Development Method
Besides using Kemp model, the material developer also uses R & D
(Research and Development) method. Educational research and development is a
process used to develop and validate educational products (Borg and Gall, 1967:
775). There are ten major steps in R and D circle. The explanation of the steps is
as follows:
1. Research and information collecting. It includes review of literature
and classroom observations.
2. Planning, it includes defining skills, stating objectives determining
course sequence, and small scale feasibility testing.
3. Designing preliminary form of product, it includes preparation of
instructional materials, handbooks and evaluation devices.
4. Preliminary field testing. Interview, observational and questionnaire
data collected and analyzed.
5. Main product revision. In this step there is a revision of product as
suggested by preliminary field-test results.
6. Main field testing. It is conducted in 5 to 15 schools with 30 to 100
subjects. Quantitative data on subjects’ pre-course and post-course
performance are collected.
7. Operational product revision. In this step, there is the revision of
product as suggested by main field-test results.
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8. Operational field testing. It is conducted in 10 to 30 schools involving
40 to 200 subjects. Interview, observational and questionnaire data
collected and analyzed.
9. Final product revision. It is the revision of product as suggested by
operational field-test results.
10. Dissemination and implementation. Reporting the product to
professionals.
c. Communicative Language Teaching
1) Principles in Communicative Language Teaching (CLT)
Larsen (2000: 125) proposed some principles of CLT. Those are:
1. Whenever possible, authentic language (language as it is used in the
real context) should be introduced.
2. Being able to figure out the speaker’s or writer’s intention is part of
being communicatively competent.
3. The target language is vehicle for classroom communication. It is not
just the object of the study. It means the teaching-learning activities are
on the process of communication rather than just mastery the language
forms.
4. Games are important because the learners have certain features in
common with real communicative events. Through this way, learners
can negotiate meaning. Besides, having students work in small groups
maximizes the amount of communicative practice they receive.
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5. Learners should be given an opportunity to express their ideas and
opinions.
6. Errors are tolerated and seen as a natural outcome of the development
of communication skills.
7. One of the teachers’ major responsibilities is to establish the situations
likely to promote communication.
8. Communicative interaction encourages cooperative relationships
among students. It gives an opportunity to work on negotiating
meaning. The social context of the communicative event is also
essential in giving meaning to the utterances.
9. The teacher acts as a facilitator in setting up communicative activities
and as an advisor during the activities.
10. In communicating, a speaker has a choice not only about what to say
but also how to say.
11. Learning to use language forms appropriately is an important part of
communicative competence.
12. Grammar and vocabulary that the learners learn follow from the
function, situational context, and the roles of the interlocutors.
All efforts and activities in CLT serve the purpose of enabling learners to
develop
their
communicative
abilities
receptively,
interpretively,
and
reproductively. It is not necessary to teach grammar in CLT because the ability to
use a second language (knowing ‘how’) would develop automatically if the
learners were focused on meaning on the process of using the language to
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communicate (Nunan, 1989: 13). Therefore, those characteristics of CLT that
focus on communicative function become the basis of the designed materials
which is conducted in this study.
2) Teaching Speaking in Communicative Language Teaching
Since speaking is included in a productive skill, it is important that in
teaching-learning process, the teacher should encourage the learners to speak.
According to Widdowson (1979: 59) speaking is viewed as the manifestation of
the language usage and refers to the realization of language as used in spoken
interaction. In order to have the ability in speaking English, the important thing
for the teacher to do is to give the learners many opportunities to practice
speaking skill.
In CLT, the learners will have the opportunity to speak because in this
approach language learning is learning to communicate. The teacher as the
learning facilitator should be careful in selecting the activities to be given in
speaking class so that these can promote to speak.
d. Cooperative Learning
1) Background
Cooperative Learning is the extension of communicative Language
Teaching (Richard and Rodgers, 2001: 193). The explanation of Cooperative
Learning is as follows:
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According to Richard and Rodgers (2001: 192), cooperative learning is an
approach that uses variety of teaching methods in which students work in small
groups and help one another in learning. It makes the maximum use of
cooperative activities involving pairs and small groups of learners in the
classroom. Cooperative Learning in this context is used to raise the achievement
of all students, including those who are gifted or academically handicapped, help
the teacher build positive relationship among the students, and replace the
competitive organizational structure of most classrooms and schools with a teambased, high-performance organizational structure.
It has been stated before that Cooperative Learning is the extension of
Communicative Language Teaching. Therefore, through Cooperative Learning
students learn how to communicate effectively in the second language, rather than
learn about the language (Kessler, 1992: 38). The focus is on communicative
function: how to use the language in order to carry out specific intension, such as
apologizing or persuading.
Cooperative Learning approaches leads to: a. higher academic
achievement than competitive or individualistic approaches, b. better interpersonal
attitudes toward subjects being studied and the overall classroom experience, and
c. more relationships among students (Johnson & Johnson, 1994, as cited by
Burden & Byrd, 1999: 100).
Cooperative efforts result in participants’ recognizing that all group
members share a common fate (we all sink or swim together), striving for mutual
benefit so that all group member get the benefit from each other’s efforts (your
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efforts benefit me and my efforts benefit you, recognizing that one’s performance
is mutually caused by oneself and one’s colleagues (united we stand, divided we
fall), empowering each other (together we can achieve anything), and feeling
proud celebrating when a group member is achieving something (Johnson &
Johnson, 1994: 5)
2) The Purpose of Cooperative Learning
According to Kindsvatter et al. (1996: 308) there are three purposes of
Cooperative Learning. First, to increase the achievement though group
collaboration that