A set of instructional speaking materials based on cooperative learning approach for extracurricular English class of SMP Budya Wacana Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucyana Wirati
Student Number: 071214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucyana Wirati
Student Number: 071214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“For I know the plans I have for you,”
declares the LORD, “plans to prosper you,
and not to harm you, plans to give you
hope and a future.” ~Jeremiah 29:11
“Faith is taking the first step even when you
don’t see the whole staircase.”
(Martin Luther King Jr.)
“Selalu ada keajaiban dan harapan ketika kita
percaya dan mau bekerja keras.”
~Lucyana Wirati
I dedicate this thesis to
my beloved Bapak and Ibuk,
my beloved Frans and Videl,
my beloved Banu
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 February 2012
Lucyana Wirati
0 7 1 2 1 4 10 9
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Lucyana Wirati
: 071214109
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya atau
memberikan royalti kepada saya selama tetap mencantumkan nama saya selaku
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Februari 2012
Yang menyatakan
(Lucyana Wirati)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wirati, Lucyana. (2012). A Set of Instructional Speaking Materials Based on
Cooperative Learning Approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta. Yogyakarta: English Education Study Program, Sanata
Dharma University.
School is one of the places where children can learn about social skills.
Moreover at school, there are many students with different social background,
ethnic, character, personality, and so on. Because of those differences, school can
be considered as a place where children’s social skills built. Education in
Indonesia employs Kurikulum Satuan Tingkat Pendidikan (KTSP) for their
curriculum. KTSP emphasizes the character building. Some aspects of character
building tend to improve the students’ social skills. To respond that problem, this
study was conducted. The study was intended to design a set of Instructional
Speaking Materials Based on cooperative learning approach for Extracurricular
English Class of SMP Budya Wacana Yogyakarta.
The study discussed two problems, which were (1) How is a set of
Instructional Speaking Materials Based on Cooperative Learning Approach for
Extracurricular English Class of SMP Budya Wacana Yogyakarta designed? (2)
What does the designed set of Instructional Speaking Materials Based on
cooperative learning approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta look like?
In this study, the writer employed five steps of Research and Development
(R&D) as research method. Those steps were (1) research and information
collecting, (2) planning, (3) developing preliminary form of product, (4)
preliminary field testing, and (5) final product revision. Then, the writer combined
those steps with the instructional design model adapted from Kemp’s.
To answer the first question, the writer applied six steps of instructional
design model, which were adapted from Kemp’s model. Those steps were (1)
identifying learners’ characteristics, (2) considering goals, topics, and general
purposes, (3) specifying learning objectives, (4) listing subject contents, (5)
selecting teaching learning activities and resources, and (6) materials evaluation
and revision. To answer the second question, the writer presented the Instructional
Speaking Materials which consisted of four units. Each unit consisted of three
sections, namely Let’s Get Ready!, Let’s Practice Together!, and Let’s
Review!. The activities offered in the designed materials were aimed to improve
the students’ speaking and social skills.
In the end of the study, the writer obtained the evaluation from the
respondents regarding the designed materials. The materials evaluation results
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
showed that the mean was 4.7 on the scale of 5. It described that the designed
materials were good and appropriate for Extracurricular English Class of SMP
Budya Wacana Yogyakarta.
Key words: instructional materials, speaking materials, cooperative learning
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ABSTRAK
Wirati, Lucyana. (2012). A Set of Instructional Speaking Materials Based on
Cooperative Learning Approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Sekolah adalah salah satu tempat di mana anak-anak dapat belajar
mengenai keterampilan sosial. Selain itu di sekolah ada banyak siswa dengan
perbedaan latar belakang sosial, etnis, karakter, kepribadian, dan sebagainya.
Karena adanya perbedaan itulah sekolah dapat dipertimbangkan sebagai tempat di
mana keterampilan sosial anak dapat dibentuk. Pendidikan di Indonesia
menggunakan Kurikulum Satuan Tingkat Pendidikan (KTSP) sebagai kurikulum.
KTSP menekankan pembentukan karakter. Beberapa aspek dalam pembentukan
karakter mengacu pada peningkatan keterampilan sosial siswa. Untuk menanggapi
permasalahan tersebut, maka sebuah penelitian dilakukan. Penelitian ini dilakukan
untuk merancang materi pembelajaran instruksional untuk berbicara berdasarkan
Cooperative Learning Approach untuk kelas ekstrakurikuler Bahasa Inggris di
SMP Budya Wacana Yogyakarta.
Terdapat dua permasalahan dalam penelitian ini, yaitu (1) bagaimana satu
set materi pembelajaran instruksional untuk berbicara berdasarkan Cooperative
Learning Approach untuk kelas ekstrakurikuler Bahasa Inggris di SMP Budya
Wacana Yogyakarta dirancang? (2) seperti apakah penyajian satu set materi
pembelajaran instruksional untuk berbicara berdasarkan Cooperative Learning
Approach untuk kelas ekstrakurikuler Bahasa Inggris di SMP Budya Wacana
Yogyakarta?
Dalam penelitian ini penulis menggunakan lima tahap Research and
Development sebagai metode penelitian. Lima tahap tersebut yakni (1) research
and information collecting, (2) planning, (3) developing preliminary form of
product, (4) preliminary field testing, dan (5) final product revision. Kemudian
penulis menggabungkan tahap tersebut dengan instructional design model
adaptasi dari Kemp.
Untuk menjawab permasalahan yang pertama, penulis menggunakan enam
langkah instructional design model yang telah diadaptasi dari milik Kemp.
Langkah tersebut adalah (1) mengidentifikasi karakteristik pelajar, (2)
mempertimbangkan standar kompetensi, topik, dan kompetensi dasar, (3) merinci
indikator, (4) mendaftar konten subyek, (5) memilih aktivitas belajar mengajar
dan sumber bahan, dan (6) evaluasi serta revisi materi. Untuk menjawab
permasalahan yang kedua, penulis memperkenalkan materi pembelajaran Bahasa
Inggris untuk berbicara yang terdiri dari 4 unit. Setiap unit terdiri dari 3 bab yang
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bernama Let’s Get Ready!, Let’s Practice Together!, and Let’s Review!.
Segala aktivitas yang ada dalam materi pembelajaran ini bertujuan untuk
meningkatkan keterampilan berbicara dan sosial siswa.
Di akhir penelitian, penulis mendapatkan evaluasi dari responden
mengenai materi pembelajaran. Hasil dari evaluasi tersebut menunjukkan bahwa
materi tersebut memiliki rata-rata 4.7 dari skala 5. Hal itu menggambarkan bahwa
materi pembelajaran baik dan tepat untuk kelas ekstrakurikuler SMP Budya
Wacana Yogyakarta.
Kata kunci: materi instruksional, materi berbicara, pembelajaran kooperatif.
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ACKNOWLEDGEMENTS
First of all, I would like to send my greatest gratitude and praise to my
beloved Jesus Christ for His guidance as long as I live. I thank Him for His
endless love and grace. He always makes me believe that miracle happens
anytime. “Let Thy will be done.”
My greatest gratitude and honor also go to my advisor, Bapak Agustinus
Hardi Prasetyo, S. Pd., M. A., for his guidance, attention, support, and
motivation during the accomplishment of the thesis. I really thank him for his
patience, kindness, even laughter in every thesis consultation time.
I would like to give my gratitude to the Head of English Education Study
Program, Ibu Caecilia Tutyandari, S. Pd., M. Pd. for her guidance and care
during my study in Sanata Dharma University. My next gratitude is also for my
examiners, Bapak Drs. Barli Bram, M. Ed., Ph. D. and Ibu Henny Herawati,
S. Pd., M. Hum., for their suggestions, guidance, and support. I also would like to
thank all English Education Study Programs lecturers (especially for those
who ever taught me) and staff (Mbak Dhanniek and Mbak Tari). I really thank
them for their guidance and patience.
My gratitude also goes to Ibu Yuseva Ariyani Iswandari, S. Pd., M. Ed.
and Ibu Adesti Komalasari, S. Pd., M. A. for their time, guidance, and
knowledge to evaluate my materials.
I also would like to give my gratitude to the coordinator of extracurricular
English class, Ibu Dianing Widiasi, S. Pd. for her guidance, support, motivation,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
patience, and kindness. Because of her, I could finish my research in SMP Budya
Wacana Yogyakarta. I also thank her for her time to evaluate my materials. My
gratitude also goes to Mbak Rimas Sunaring Negari, S. Pd., for being my
materials evaluator and good sister. I also thank the participants of Extracurricular
English Class (Lidya, Fanuel, Naomi, Shirley, Nia, Farika, Via, Dyah, Denny,
Sania, and Safira) for their time and support. They helped me a lot for the
research.
My deepest gratitute goes to my beloved parents, Bapak Victorius Joko
Wiratno and Ibuk Maria Immaculata for their endless love, care, prayer, and
support. I always do my very best to make them proud of me. I also thank Dek
Fransiscus Sujatmiko P.W. and Dek Videlia S. Triasyoga for their warmth,
love, prayer, and never ending support.
I would like to give my deep love to Banu Pratistha for his love, support,
and prayer. Struggling to live every single day with him is always be the
meaningful moments in my life. I thank him for his endless patience and his
presence for me, for better for worse.
My next gratitude is given to ciin Nidya Kusuma Pudyastiwi for being
my best friend. I thank her for her presence, laughter, and tears. She is the most
trustworthy friend since the first I met her. I also thank her sister, Mbak
Kristianti Kusuma Wardani, for her care, prayer, and support.
I would like to thank my beloved cousins, Mas Robertus Vembry
Mahartantyo and Mas Ignatius Dicky Yosa for their care, prayer, and support.
They taught me to struggle and believe that everything is possible.
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I also thank Parinama Samedhana English Course staff (Atha, Gabey, and
Adit) for the great moments in Bali. Struggling with them for almost one year in
SPD became my memorable experiences. Next, I would like to thank PBI friends,
Eyik, Vita, Mei, and Lita, for being my loyal friends since the first semester in
PBI. I also thank Dwi Yulianto Nugroho, for giving me information about the
research permit administration. My next gratitude belongs to Bu Ika and Mbak
Yuli, my boarding house’ friends, for their support and prayer so that I feel
motivated to accomplish the thesis soon.
I would like to give my next gratitude to Mbak Dhyana “Meeta”
Paramita for her care and support. I thank her for helping me ‘moving on’ and
teaching me to stick with my goals and dreams. Keep in faith! I also thank
Alfonsus Rinardi, Tiyas, Yohana, and Selvi Yovina for their support and
friendship.
The last but not least, I would like to thank my Senior High School friends
in Stece 1 (Ayu, Karika, and Anin), my dormitory mates (Gaudi, Piwi, Ivon,
and Kak Nonok), and my little sister, Katerin Allodia Riadi. I thank them for the
true friendship since seven years ago, for better for worse.
Lucyana Wirati
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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………….......
i
APPROVAL PAGES ………………………………………………………...
ii
DEDICATION PAGE………………………………………………………..
iv
STATEMENT OF WORK’S ORIGINALITY ………………………………
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS.........................................................
vi
ABSTRACT……………………………………….........................................
vii
ABSTRAK …………………………………………………………………….
ix
ACKNOWLEDGEMENTS ………………………………………………….
xi
TABLE OF CONTENTS …………………………………………………… xiv
LIST OF TABLES …………………………………………………………... xvii
LIST OF FIGURES …………………………………………………………. xviii
LIST OF APPENDICES.................................................................................
xi x
CHAPTER I. INTRODUCTION
A. Research Background …………………………………………… 1
B. Research Problem........................................................................... 4
C. Problem Limitation ……………………………………………... 4
D. Research Objectives …………………………………………….. 5
E. Research Benefits ……………………………………………….. 5
F. Definition of Terms ……………………………………………... 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ……………………………………........ 10
1. Kemp’s Instructional Model................................................... 10
2. Cooperative Language Learning (CLL)................................. 17
a. The Theory of Cooperative Language Learning (CLL).... 17
1) Positive Interdependence.............................................
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2) Group Formation.......................................................... 19
3) Individual Accountability............................................
20
4) Social Skills.................................................................. 20
5) Structuring and Structures............................................. 21
b. The Activities of Cooperative Language Learning (CLL).. 21
1) Make A Match............................................................... 21
2) Think-Pair-Share............................................................ 22
3) Numbered Heads........................................................... 22
4) Two Stay-Two Stray...................................................... 22
5) Jigsaw............................................................................. 23
c. Affective Development in the Cooperative Classroom...... 24
d. Teacher Roles in Cooperative Language Learning (CLL).. 25
1) The Teacher as Inquirer................................................... 25
2) The Teacher as Creator................................................... 26
3) The Teacher as Observer................................................. 27
4) The Teacher as Facilitator.............................................. 27
5) The Teacher as Change Agent........................................ 27
e. Learner Roles in Cooperative Language Learning (CLL)... 28
f. The Role of Instructional Materials in Cooperative
Language Learning.............................................................. 28
3.
Teaching Speaking................................................................... 28
4.
Characteristics of Middle School Learners
(Junior High School Students/SMP)....................................... 29
B. Theoretical Framework …………………………………………. 31
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ……………………………………….............. 36
1. Research and Information Collecting..................................... 37
2. Planning.................................................................................. 37
3. Developing Preliminary Form of Product.............................. 38
4. Preliminary Field Testing....................................................... 38
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5. Final Product Revision........................................................... 38
B. Research Setting ………………………………………………... 39
C. Research Participants/Subjects.......................................................
40
D. Instruments and Data Gathering Technique..................................... 43
1. Research Instruments................................................................. 43
a. Questionnaires....................................................................... 43
b. Interviews.............................................................................. 43
c. Field Notes............................................................................ 44
2. Data Gathering Technique.......................................................... 45
E. Data Analysis Technique................................................................... 46
F. Research Procedure........................................................................... 49
CHAPTER IV. RESEARCH RESULTS AND FINDINGS
A. The Designing Process...................................................................... 51
1.
Identifying Learners’ Characteristics........................................ 52
2.
Considering Goals, Topics, and General Purposes................... 64
3.
Specifying Learning Objectives................................................ 69
4.
Listing Subject Contents........................................................... 75
5.
Selecting Teaching Learning Activities and Resources............ 77
6.
Materials Evaluation and Revision............................................ 79
B. Results and Discussions on the Evaluation..................................... 80
1. Preliminary Field Testing.......................................................... 80
2. Final Product Revision.............................................................. 87
C. Presentation of the Designed Materials............................................ 87
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions....................................................................................... 91
B. Recommendations.............................................................................. 93
REFERENCES ………………………………………………………………
95
APPENDICES..................................................................................................
98
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LIST OF TABLES
Table
Page
3.1. Task- and Group Related Social Skills......................................................
20
3.2. The Description of the Respondents of Post-Design Survey (Blank).....
42
3.3 The Format of Descriptive Statistic of the Respondents’ Opinion
(Blank)......................................................................................................... 48
4.1. The Results of the Questionnaires on Needs Survey (Questions Part A)...
54
4.2. The Results of the Questionnaires on Needs Survey (Questions Part B)...
56
4.3. The Results of Questionnaires Part A (in order)......................................... 61
4.4. Basic Competencies for Designed Speaking Materials Based on the
Cooperative Learning Approach for Extracurricular English Class of
SMP Budya Wacana Yogyakarta................................................................. 66
4.5. Indicators for Designed Speaking Materials Based on the
Cooperative Learning Approach for Extracurricular English Class of
SMP Budya Wacana Yogyakarta................................................................. 70
4.6. The Descriptions of the Respondents of Post Design Survey..................... 81
4.7. The Results of Materials Evaluation Questionnaires (Post-Design Survey) 82
4.8. The Results of Materials Evaluation Questionnaire
(based on Implementation).......................................................................... 85
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LIST OF FIGURES
Figure
Page
2.1. Kemp’s Instructional Model (Kemp, 1977: 9)..........................................
16
2.2. The Writer’s Adopted Instructional Model..............................................
35
2.3. The Writer’s Research Method................................................................
39
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LIST OF APPENDICES
Page
Appendix A : Research Permit Statement (Local Secretary)
Surat Keterangan Izin Penelitian (Sekretaris Daerah).............. 98
Appendix B
: Research Permit Statement (Permit Bureau)
Surat Keterangan Izin Penelitian (Dinas Perizinan)...........
Appendix C
99
: Questionnaire on the Needs Survey.......................................... 100
Appendix D1 : Questionnaire on the Post-Design Survey
(Materials Evaluation Questionnaire)..................................... 102
Appendix D2 : Questionnaire on the Post-Design Survey (Materials
Evaluation Questionnaire)
for English Extracurricular Class Coordinator....................... 105
Appendix E
: The Results of Post Design Survey........................................ 109
Appendix F
: The Field Notes of The Observation...................................... 111
Appendix G : The Field Notes of The Implementation................................ 114
Appendix H : The Results of Interview to the Participants of
English extracurricular class of
SMP Budya Wacana Yogyakarta (The Implementation)....
125
Appendix I
: Lesson Plans............................................................................. 128
Appendix J
: Topics, Sections, and Subsections
of the Designed Materials........................................................174
Appendix K : Presentation of the Designed Materials.................................... 176
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CHAPTER I
INTRODUCTION
This chapter is divided into six parts. The first part is research background,
which tells the writer’s reasons to conduct the study. The second part is the
research problem, which contains some questions related to aim of the study. The
third part is the problem limitation, which limits the scope of the study, so that the
study will be limited into specific scope. The fourth part is the research objectives,
which tells the aims of the study. The fifth part is the research benefits, which
reveals the advantages and the contributions for education. The last part is
definition of terms which explains some terms in the study.
A. Research Background
Besides family, school is one of the places where children can learn about
social skills. It is because at school, there are many students with different social
background, ethnic, character, personality, and so on. That statement is supported
by Dewey’s theory that school is society miniature. Dewey (1938) also says that
education and learning are social and interactive process. So, it can be said that
school is a place where social skills should be taken place and built. School is not
only a place for gaining knowledge, but also for learning how to live.
Based on those statements, the writer concludes that it is a job for teacher
to unite those differences and apply some approaches in teaching which can build
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2
the social skills between students. Teachers have to know some techniques to
teach students how to cooperate and help each other to understand materials.
Education in Indonesia employs Kurikulum Tingkat Satuan Pendidikan
(KTSP) which emphasizes character building. Education will be good if it teaches
not only academic, but also social skills. Megawangi (2004) in her book entitled
Pendidikan Karakter classifies 9 character building behaviors in education. Five
of those nine character building behaviours emphasize social skills needed in
education. They are (1) emerging responsibility, discipline, and independence, (2)
developing respect and politeness, (3) developing caring and cooperation, (4)
emerging confidence, creative, and never give up, and (5) building attitude of
fairness and leadership. All of those five points convince the writer to develop the
materials which can build social skills between students.
One of language teaching approaches which support the aim of KTSP is
Cooperative Language Learning (CLL). The main purpose of cooperative learning
is inviting the students to learn in groups.
Cooperative learning is group learning activity organized so that learning is
dependent on the socially structured exchange of information between learners in
groups and in which each learner is held accountable for his or her own learning
and is motivated to increase the learning of others. (Olsen and Kagan 1992, p.8)
What Olsen and Kagan (1992) define makes the writer believe that
cooperative learning can be a good way to motivate students to learn in groups.
Learning in groups here means not only exchanging information each other, but
also helping each other to learn and increase their social skills.
Cooperative Learning Approach is seldom found in schools because it
seems unfair for some students. Middlecamp (1997) states that when teachers put
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
students into groups, many of the hard working students do all of the work and the
lazy students do nothing but still receive the same grade. It is not fair for those
who work hard. All group members may not participate equally. But, that
disadvantage of using cooperative learning in class is not equal with the advantage
of using cooperative learning. The writer concludes that as far as the
implementation of cooperative learning tasks in class use fair work division and
assessment, cooperative learning approach can be the appropriate approach to help
students improve both academic and social skills.
Cooperative skills are good for working world and society. Cooperative
learning is a mutual learning because students will help and encourage each other
(peer tutoring). By teaching their friends, students will master more than keep the
knowledge inside. Students will internalize the knowledge they get.
Based on the situation above, the writer would like to design and develop
the materials based on Cooperative Learning Approach. The writer chooses
extracurricular English class of SMP Budya Wacana Yogyakarta because of some
considerations. Based on informal interview with one of teachers in SMP Budya
Wacana Yogyakarta, the class usually uses method like in usual teaching and
learning process in classroom. They seldom use cooperative learning for the
teaching and learning process. The students’ characteristics are individualist and
they like learning by themselves, not in groups. It focuses on speaking skills.
Then, the writer would like to present the speaking materials based on cooperative
learning which is good for teaching and learning skills. The writer chooses
extracurricular class because (1) the scope is smaller, (2) the students who join the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
class are those who are interested more in learning English, (3) it is measureable
and observable, and (4) the materials developed is additional materials as
enrichment from classroom learning.
B. Research Problem
The problem formulations of the study based on the background of the
research are presented as follows:
1. How is a set of instructional English speaking materials based on the
cooperative learning approach for extracurricular English class of SMP
Budya Wacana Yogyakarta designed?
2. What does the designed set of the instructional English speaking
materials look like?
C. Problem Limitation
The writer makes some limitations to limit the scope of the study. First,
this study is about developing and implementing the materials. Developing
materials here means the writer adapts and explores the existing materials then
adjusts them with cooperative learning approach. The purpose of the
implementation of the materials is as a trial for the teaching and learning process.
The trial is to make sure that cooperative learning really works at extracurricular
English class of SMP Budya Wacana Yogyakarta. Second, the writer chooses
extracurricular English class in SMP Budya Wacana Yogyakarta. This
extracurricular focuses on encouraging students to speak in English. The method
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
which is usually used is Communicative Language Teaching (CLT). The writer
has done informal interview with the coordinator of the extracurricular class. So,
the writer has some understanding about the students’ characteristics, needs, and
background. Third, the writer focuses on speaking skills based on the principles of
extracurricular English class in SMP Budya Wacana Yogyakarta. Fourth, a set of
speaking materials is based on cooperative learning approach. This approach is
considered as a good way to implement because it emphasizes groups learning.
The students help each other to solve the problem in learning English.
D. Research Objectives
There are two main objectives of the study. These objectives are presented
as follows:
1. The study tries to find out how a set of instructional English speaking
materials based on the cooperative learning for extracurricular
English class of SMP Budya Wacana Yogyakarta is designed.
2. The study tries to present the designed speaking materials.
E. Research Benefits
This designed material is based on Cooperative Learning Approach.
Cooperative learning encourages the students to learn together in groups and solve
the problem. The students will help, encourage, and respect each other. This will
be like mutual learning. The students also learn how to be responsible with
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
themselves and others. The students will be more confident in practicing their
English. Based on the materials given, the students will feel easy to learn English.
Not only for the students, having this set of designed material also has
benefits for the English teachers. Teachers can see the advantages of cooperative
learning approach for their teaching-learning process. Teachers also can adapt and
have more materials references so that their teaching will be not too boring in the
classroom. The most important thing that should be known by the teachers are that
the students like the implementation of this cooperative learning approach. Two
units of the four units in these designed materials were successfully implemented
in extracurricular class of SMP Budya Wacana Yogyakarta. It was proved that the
students were excited in cooperating and helping each other in groups. They
shared their ideas and exchanged information in groups.
For other researchers, this study can be the reference for the same topic in
designing materials based on cooperative learning approach. The review of related
literature also can be the reference for supporting the research.
F. Definition of Terms
This part defines some specific terms related to the study. It has an aim to
avoid different perceptions about some terms which are discussed.
1. Cooperative Learning
The writer considers cooperative learning as an approach for conducting the
study. Cooperative Learning is a successful approach in which small teams, each
with students of different levels of ability, use a variety of learning activities to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
improve their understanding of a subject. Each member of a team is responsible
not only for learning what is taught but also for helping teammates learn, creating
an atmosphere of achievement. Students work through the assignment until all
group members successfully understand and complete it. Olsen describes “it
offers ways to organize group work to enhance learning and increase academic
achievement. CL is not general, free discussion; nor are all types of group work
necessarily cooperative. Cooperative learning is carefully structured – organized
so that each learner interacts with others and all learners are motivated to increase
each other’s learning” (as cited in Kessler, 1992, p.1)
In this study, cooperative learning means the students with different abilities
work in a group and they help each other to solve some problems related to the
subject learned. Each student has responsibility to think and to share their
opinions. In the end of the discussion they will make conclusions. The students
learn academic and social aspects based on this experience. They will find
themselves improved during the process.
2. Speaking
Based on Chaney (1998), speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts. Richards (1990) stated that the mastery of speaking skills in English is a
priority for many second or foreign language learners. Teachers and textbooks use
various approaches from direct approaches focusing on specific features of oral
interaction (for example, turn-taking, topic management, questioning strategies) to
indirect approaches creating conditions for oral interaction through group work,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
task work, and other strategies. In this study, the writer would like to convince the
students that speaking is the most important skills which need to be learned more.
It is very significant in learning the language.
3. Instructional Materials
According to Briggs and Gagne (1979:3), instruction is a set of events
which affect learners in such a way that learning is facilitated. Instructional
materials mean materials used for instruction. In this study, instructional materials
refer to a set of units used by teachers or instructors and the students as the focus
of discussing in teaching learning process in order to develop students’ skills in
English.
4. Extracurricular Class in SMP Budya Wacana Yogyakarta
Thomas (1978) stated that extracurricular activity is an activity which is
carried out after formal class in order to add time, as a complement subject. It is
not a part of required curriculum and outside the regular course of the study, but
under the supervision of the school (Neuveldt, 1997). But, in this study,
Extracurricular English class in SMP Budya Wacana Yogyakarta tends to be more
like “English Speaking Club”. It is held on Saturdays at 7.30 AM. It lasts for 1.5
hour. The participants of this extracurricular class are the students from all grades,
which are grade VII, VIII, and IX. This Extracurricular English class focuses on
speaking skills. The method usually used in this extracurricular class is
Communicative Language Teaching (CLT). Teacher usually uses games,
dialogues, small talk, and conversation, which make students interested in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
learning English. The participants who join this extracurricular class have
different background and knowledge. They also have different characteristics.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts. The first part is theoretical
description and the second part is theoretical framework. Theoretical description
describes some related theories which the writer needs to answer the problem
formulation. It means that those theories are needed as the base for designing the
materials. Theoretical framework describes how those related theories can answer
the research questions. It means how those theories will be put into the process of
designing the instructional speaking materials for an Extracurricular English class
of SMP Budya Wacana Yogyakarta.
A. Theoretical Description
There are some relevant theories used to design these instructional
speaking materials. There are Kemp’s instructional design model, theories of
cooperative learning, teaching speaking, and characteristics of middle school
learners.
1. Kemp’s Instructional Model (Kemp, 1977)
Kemp divides his instructional model into eight parts. Those eight parts
are flexible. Teachers using his instructional model can start from any part. But
for whole, teacher should do all parts in that instructional model. Kemp defines
the parts of his instructional model as follows.
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11
Step 1. Defining Goals, Topics, and General Purposes
Kemp starts his instructional design planning with the recognition of the
broad goals of the school system or institution. Those broad goals may be derived
from three sources; they are society, students, and subject areas. Kemp (1977)
also says that statements of goals should be flexible. It means the materials
designers should pay attention to the changes of the learners’ needs and interests,
as well as changes in society and institutions. After defining the goals, teachers
have to select and list some major topics. Topics are usually sequenced based on a
logical organization, most often from simple to complex levels or from concrete
to abstract levels. The next responsibility of teachers is deciding to select one or
more purposes to represent a topic. A single topic can serve more than one
purposes.
Step 2. Recognizing Learner Characteristics
The important aspect in teaching-learning process is recognizing the
learners’ characteristics and respecting them as an individual learner. In order to
serve both individuals and groups, we must obtain information about the learners’
capabilities, needs, and interests. In finding out the learners’ characteristics, there
are two factors we should consider; they are academic and social factors.
Academic factors include number of students, academic background, level of
intelligence, grade-point average, reading level, scores on standardized
achievement and aptitude test, study habits, ability to work alone, background in
the subject or topic, motivation for studying the subject, expectations of the
course, vocational and cultural aspirations. Social factors include age, maturity,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
attention span, special talents, physical and emotional handicaps, relations among
students, socioeconomic situation.
Besides those two factors, we also should consider learning conditions and
learning styles. According to Kemp (1977:19), learning conditions refer to groups
of factors that can affect a person’s ability to concentrate, absorb, and retain
information. Dunn and Dunn (1975) classifies the four learning conditions: the
physical environment (light, sound, temperature, and arrangement of furniture),
the emotional environment (individual motivation, persistence in a task, and
taking responsibility), the sociological environment (response to an authority,
preference for individual or group work, etc), and a student’s own psychological
makeup (sensory strengths and weakness, need for food, restlessness or need for
mobility, daily use of time or biorhythm for efficient functioning). Learning styles
are related to the certain methods of learning which are more appealing and
effective for each student. DeNike et al.(1975) on their presentation related to
educational cognitive style states a method called cognitive style mapping
provides a framework for describing and diagnosing each individual’s way of
searching for meaning.
Step 3. Specifying Learning Objectives
Specifying learning objectives is difficult but essential. All objectives must
be stated in terms of activities that will be best promoting learning. According to
Kemp, there are three major categories; cognitive, psychomotor, and affective.
They are generally called domain. Cognitive domain is a domain we give most
attention to in educational programs. Bloom and his associates (1965) have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
developed taxonomy for the cognitive domain. It includes knowledge,
comprehension, application, analysis, synthesis, and evaluation. Psychomotor
domain includes gross bodily movements, finely coordinated movements,
nonverbal communication, and speech behaviour. Psychomotor behaviours
generally are easy to observe, describe, and measure. Affective domain involves
objectives concerning attitudes, appreciations, values, and all emotions (enjoying,
respecting, conserving, etc). Krathwohl and his associates (1964) have organized
the affective domain into five levels; they are receiving, responding, valuing,
organizing, and characterizing by a value complex.
The difficult part in writing objectives is selecting the appropriate action
verb to describe the required student behaviour. Kemp (1977:34) discovers that
objectives are beneficial because they form the framework for any instructional
program built on a competency base and inform the students what will be required
for them. Objectives also help to think in specific terms, to organize, and to
sequence the subject matter.
Step 4. Organizing Subject Content
According to Kemp (1977), many teachers thought that subject content is
the traditional starting point for teaching. Textbook, which is as the primary
instructional resource, often determines objectives, content, and teaching
sequence. Kemp (1977:44) states that subject content is “the selection and
organizing the specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors of any topic.”
Selecting subject content can be from answering questions such as; the things
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
which are specifically must be taught or learned in the topic; the facts, the
concepts, and principles, relating to the topic; the steps involved in necessary
procedures relating to the topic; and the techniques required in performing
essential skills.
Step 5. Developing Pre-Assessment
Kemp (1977:50) defines that after teachers examine the learning
objectives and the subject contents, there are two questions which should
considered; (1) is the student prepared to study the topic or unit? And (2) is the
student already competent in some of the stated objectives? To answer those two
questions, there are two kinds of tests; prerequisite testing and pretesting.
Prerequisite testing is conducted to determine whether students have the
appropriate background preparation for the topic. This test can be a testing
performance, reviewing student’s related or previous work, interviewing the
student, or observing the student. While, pretesting is conducted to determine
which objectives that the students have already have achieved. In pretesting, we
can use a pretopic questionnaire or oral questioning to the class. The results of
pre-assessment will affect the instructional planning. It may be necessary to
eliminate, modify, or add objectives to the program.
Step 6. Planning the Teaching/Learning Activities and Resources
In this step, the planning team should determine the most appropriate
instructional methods and resources in order to accomplish each objective. We
must determine the most efficient and effective methods and then select materials
to provide learning experiences which will utilize the content associated with each
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
objective. According to Kemp (1977:57), there are three teaching/learning
patterns; presentation to a group, individualized learning, and teacher-student
interaction. They are the basic methods of teaching and learning. But
unfortunately, today teachers no longer pay attention to those three patterns in
structuring the instructional program because they consider about the efficiency
for the learners.
After determining the teaching/learning patterns and activities, teachers
must select the supporting materials (instructional resources) which can motivate
students and effectively explain and illustrate subject content. Selecting media is
the step after selecting the instructional resources. Kemp (1977:74) explains that
selecting media can be complicated for three reasons; first, there are many
audiovisual resources; second, there are no clear guidelines to make a selection;
and third, few educators have had broad enough experiences for selecting an
appropriate medium or combination of media. The decision of selecting the media
depends on preparation and use factors.
Step 7. Considering Support Services
Support services include funds (budget), facilities, equipment, and
personnel whose time must be scheduled for participation in the instructional plan.
Careful consideration is really needed during the appropriate planning step.
Financial support is divided into two parts; during development and during
implementation of the program. Facilities for an instructional program may be
required for the following activities; presentations to groups, independent study
stations, small-group meeting rooms, a resource centre, staff meeting rooms and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
workrooms. Equipment that will be used should be reasonable in terms of what
funds are available, the complexity of the equipment, and upkeep. Time allocation
is the most difficult element to deal with any new program. Time here deals with
schedule of staff orientation, training, and students.
Step 8. Evaluating Students’ Achievement
In this step, we measure the learning outcomes relating to the objectives.
To measure the students’ achievement, teachers should have standards of
achievement. Kemp (1977:92) underlines the statement that the standard is “the
criteria specified by learning objectives”. Evaluation can be through paper-andpencil testing, checking performance and psychomotor objectives, checking the
affective domain, and testing with audiovisual or other materials. There are two
phases in the evaluation of learning; formative evaluation, which takes place
during development and tryouts; and summative evaluation, which is concerned
with evaluating the degree of students’ final achievement.
The steps of Kemp’s instructional model are presented in Figure 2.1.
Figure 2.1. Kemp’s Instructional Model (Kemp, 1977:9)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
Many planners and teachers have implemented Kemp’s instructional
model because of its flexibility. They do not have to start always with the first
step in designing the instructional program. Kemp suggests teachers to revise in
each step to obtain better performance for the next opportunities.
2. Cooperative Language Learning (CLL)
a. The Theory of Cooperative Language Learning (CLL)
Olsen and Kagan (1992) states that “cooperative learning is group learning
activity organized so that learning is dependent on the socially structured
exchange of information between learners in groups and in which each learner is
held accountable for his or her own learning and is motivated to increase the
learning of others”. From that definition, the writer concludes that cooperative
learning has close definition with cooperative activities involving pairs and small
groups of learners. This is one development in education that during this time,
teaching and learning activities are more related to teacher-fronted, fostered
competition rather than cooperation, and favored majority students.
Suprijono (2009) defines that cooperative learning is a social based
learning. Practically, cooperative learning describes the whole social process in
learning and covers the collaborative meaning. Collaborative here means a
philosophy
of
self-responsibility
and
social-responsibility.
Students
are
responsible for their own learning and try to find some information to answer the
questions. Upon group learning, st
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucyana Wirati
Student Number: 071214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucyana Wirati
Student Number: 071214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“For I know the plans I have for you,”
declares the LORD, “plans to prosper you,
and not to harm you, plans to give you
hope and a future.” ~Jeremiah 29:11
“Faith is taking the first step even when you
don’t see the whole staircase.”
(Martin Luther King Jr.)
“Selalu ada keajaiban dan harapan ketika kita
percaya dan mau bekerja keras.”
~Lucyana Wirati
I dedicate this thesis to
my beloved Bapak and Ibuk,
my beloved Frans and Videl,
my beloved Banu
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 February 2012
Lucyana Wirati
0 7 1 2 1 4 10 9
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Lucyana Wirati
: 071214109
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF INSTRUCTIONAL SPEAKING MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR EXTRACURRICULAR ENGLISH CLASS OF
SMP BUDYA WACANA YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya atau
memberikan royalti kepada saya selama tetap mencantumkan nama saya selaku
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Februari 2012
Yang menyatakan
(Lucyana Wirati)
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ABSTRACT
Wirati, Lucyana. (2012). A Set of Instructional Speaking Materials Based on
Cooperative Learning Approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta. Yogyakarta: English Education Study Program, Sanata
Dharma University.
School is one of the places where children can learn about social skills.
Moreover at school, there are many students with different social background,
ethnic, character, personality, and so on. Because of those differences, school can
be considered as a place where children’s social skills built. Education in
Indonesia employs Kurikulum Satuan Tingkat Pendidikan (KTSP) for their
curriculum. KTSP emphasizes the character building. Some aspects of character
building tend to improve the students’ social skills. To respond that problem, this
study was conducted. The study was intended to design a set of Instructional
Speaking Materials Based on cooperative learning approach for Extracurricular
English Class of SMP Budya Wacana Yogyakarta.
The study discussed two problems, which were (1) How is a set of
Instructional Speaking Materials Based on Cooperative Learning Approach for
Extracurricular English Class of SMP Budya Wacana Yogyakarta designed? (2)
What does the designed set of Instructional Speaking Materials Based on
cooperative learning approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta look like?
In this study, the writer employed five steps of Research and Development
(R&D) as research method. Those steps were (1) research and information
collecting, (2) planning, (3) developing preliminary form of product, (4)
preliminary field testing, and (5) final product revision. Then, the writer combined
those steps with the instructional design model adapted from Kemp’s.
To answer the first question, the writer applied six steps of instructional
design model, which were adapted from Kemp’s model. Those steps were (1)
identifying learners’ characteristics, (2) considering goals, topics, and general
purposes, (3) specifying learning objectives, (4) listing subject contents, (5)
selecting teaching learning activities and resources, and (6) materials evaluation
and revision. To answer the second question, the writer presented the Instructional
Speaking Materials which consisted of four units. Each unit consisted of three
sections, namely Let’s Get Ready!, Let’s Practice Together!, and Let’s
Review!. The activities offered in the designed materials were aimed to improve
the students’ speaking and social skills.
In the end of the study, the writer obtained the evaluation from the
respondents regarding the designed materials. The materials evaluation results
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
showed that the mean was 4.7 on the scale of 5. It described that the designed
materials were good and appropriate for Extracurricular English Class of SMP
Budya Wacana Yogyakarta.
Key words: instructional materials, speaking materials, cooperative learning
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ABSTRAK
Wirati, Lucyana. (2012). A Set of Instructional Speaking Materials Based on
Cooperative Learning Approach for Extracurricular English Class of SMP Budya
Wacana Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Sekolah adalah salah satu tempat di mana anak-anak dapat belajar
mengenai keterampilan sosial. Selain itu di sekolah ada banyak siswa dengan
perbedaan latar belakang sosial, etnis, karakter, kepribadian, dan sebagainya.
Karena adanya perbedaan itulah sekolah dapat dipertimbangkan sebagai tempat di
mana keterampilan sosial anak dapat dibentuk. Pendidikan di Indonesia
menggunakan Kurikulum Satuan Tingkat Pendidikan (KTSP) sebagai kurikulum.
KTSP menekankan pembentukan karakter. Beberapa aspek dalam pembentukan
karakter mengacu pada peningkatan keterampilan sosial siswa. Untuk menanggapi
permasalahan tersebut, maka sebuah penelitian dilakukan. Penelitian ini dilakukan
untuk merancang materi pembelajaran instruksional untuk berbicara berdasarkan
Cooperative Learning Approach untuk kelas ekstrakurikuler Bahasa Inggris di
SMP Budya Wacana Yogyakarta.
Terdapat dua permasalahan dalam penelitian ini, yaitu (1) bagaimana satu
set materi pembelajaran instruksional untuk berbicara berdasarkan Cooperative
Learning Approach untuk kelas ekstrakurikuler Bahasa Inggris di SMP Budya
Wacana Yogyakarta dirancang? (2) seperti apakah penyajian satu set materi
pembelajaran instruksional untuk berbicara berdasarkan Cooperative Learning
Approach untuk kelas ekstrakurikuler Bahasa Inggris di SMP Budya Wacana
Yogyakarta?
Dalam penelitian ini penulis menggunakan lima tahap Research and
Development sebagai metode penelitian. Lima tahap tersebut yakni (1) research
and information collecting, (2) planning, (3) developing preliminary form of
product, (4) preliminary field testing, dan (5) final product revision. Kemudian
penulis menggabungkan tahap tersebut dengan instructional design model
adaptasi dari Kemp.
Untuk menjawab permasalahan yang pertama, penulis menggunakan enam
langkah instructional design model yang telah diadaptasi dari milik Kemp.
Langkah tersebut adalah (1) mengidentifikasi karakteristik pelajar, (2)
mempertimbangkan standar kompetensi, topik, dan kompetensi dasar, (3) merinci
indikator, (4) mendaftar konten subyek, (5) memilih aktivitas belajar mengajar
dan sumber bahan, dan (6) evaluasi serta revisi materi. Untuk menjawab
permasalahan yang kedua, penulis memperkenalkan materi pembelajaran Bahasa
Inggris untuk berbicara yang terdiri dari 4 unit. Setiap unit terdiri dari 3 bab yang
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bernama Let’s Get Ready!, Let’s Practice Together!, and Let’s Review!.
Segala aktivitas yang ada dalam materi pembelajaran ini bertujuan untuk
meningkatkan keterampilan berbicara dan sosial siswa.
Di akhir penelitian, penulis mendapatkan evaluasi dari responden
mengenai materi pembelajaran. Hasil dari evaluasi tersebut menunjukkan bahwa
materi tersebut memiliki rata-rata 4.7 dari skala 5. Hal itu menggambarkan bahwa
materi pembelajaran baik dan tepat untuk kelas ekstrakurikuler SMP Budya
Wacana Yogyakarta.
Kata kunci: materi instruksional, materi berbicara, pembelajaran kooperatif.
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ACKNOWLEDGEMENTS
First of all, I would like to send my greatest gratitude and praise to my
beloved Jesus Christ for His guidance as long as I live. I thank Him for His
endless love and grace. He always makes me believe that miracle happens
anytime. “Let Thy will be done.”
My greatest gratitude and honor also go to my advisor, Bapak Agustinus
Hardi Prasetyo, S. Pd., M. A., for his guidance, attention, support, and
motivation during the accomplishment of the thesis. I really thank him for his
patience, kindness, even laughter in every thesis consultation time.
I would like to give my gratitude to the Head of English Education Study
Program, Ibu Caecilia Tutyandari, S. Pd., M. Pd. for her guidance and care
during my study in Sanata Dharma University. My next gratitude is also for my
examiners, Bapak Drs. Barli Bram, M. Ed., Ph. D. and Ibu Henny Herawati,
S. Pd., M. Hum., for their suggestions, guidance, and support. I also would like to
thank all English Education Study Programs lecturers (especially for those
who ever taught me) and staff (Mbak Dhanniek and Mbak Tari). I really thank
them for their guidance and patience.
My gratitude also goes to Ibu Yuseva Ariyani Iswandari, S. Pd., M. Ed.
and Ibu Adesti Komalasari, S. Pd., M. A. for their time, guidance, and
knowledge to evaluate my materials.
I also would like to give my gratitude to the coordinator of extracurricular
English class, Ibu Dianing Widiasi, S. Pd. for her guidance, support, motivation,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
patience, and kindness. Because of her, I could finish my research in SMP Budya
Wacana Yogyakarta. I also thank her for her time to evaluate my materials. My
gratitude also goes to Mbak Rimas Sunaring Negari, S. Pd., for being my
materials evaluator and good sister. I also thank the participants of Extracurricular
English Class (Lidya, Fanuel, Naomi, Shirley, Nia, Farika, Via, Dyah, Denny,
Sania, and Safira) for their time and support. They helped me a lot for the
research.
My deepest gratitute goes to my beloved parents, Bapak Victorius Joko
Wiratno and Ibuk Maria Immaculata for their endless love, care, prayer, and
support. I always do my very best to make them proud of me. I also thank Dek
Fransiscus Sujatmiko P.W. and Dek Videlia S. Triasyoga for their warmth,
love, prayer, and never ending support.
I would like to give my deep love to Banu Pratistha for his love, support,
and prayer. Struggling to live every single day with him is always be the
meaningful moments in my life. I thank him for his endless patience and his
presence for me, for better for worse.
My next gratitude is given to ciin Nidya Kusuma Pudyastiwi for being
my best friend. I thank her for her presence, laughter, and tears. She is the most
trustworthy friend since the first I met her. I also thank her sister, Mbak
Kristianti Kusuma Wardani, for her care, prayer, and support.
I would like to thank my beloved cousins, Mas Robertus Vembry
Mahartantyo and Mas Ignatius Dicky Yosa for their care, prayer, and support.
They taught me to struggle and believe that everything is possible.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I also thank Parinama Samedhana English Course staff (Atha, Gabey, and
Adit) for the great moments in Bali. Struggling with them for almost one year in
SPD became my memorable experiences. Next, I would like to thank PBI friends,
Eyik, Vita, Mei, and Lita, for being my loyal friends since the first semester in
PBI. I also thank Dwi Yulianto Nugroho, for giving me information about the
research permit administration. My next gratitude belongs to Bu Ika and Mbak
Yuli, my boarding house’ friends, for their support and prayer so that I feel
motivated to accomplish the thesis soon.
I would like to give my next gratitude to Mbak Dhyana “Meeta”
Paramita for her care and support. I thank her for helping me ‘moving on’ and
teaching me to stick with my goals and dreams. Keep in faith! I also thank
Alfonsus Rinardi, Tiyas, Yohana, and Selvi Yovina for their support and
friendship.
The last but not least, I would like to thank my Senior High School friends
in Stece 1 (Ayu, Karika, and Anin), my dormitory mates (Gaudi, Piwi, Ivon,
and Kak Nonok), and my little sister, Katerin Allodia Riadi. I thank them for the
true friendship since seven years ago, for better for worse.
Lucyana Wirati
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………….......
i
APPROVAL PAGES ………………………………………………………...
ii
DEDICATION PAGE………………………………………………………..
iv
STATEMENT OF WORK’S ORIGINALITY ………………………………
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS.........................................................
vi
ABSTRACT……………………………………….........................................
vii
ABSTRAK …………………………………………………………………….
ix
ACKNOWLEDGEMENTS ………………………………………………….
xi
TABLE OF CONTENTS …………………………………………………… xiv
LIST OF TABLES …………………………………………………………... xvii
LIST OF FIGURES …………………………………………………………. xviii
LIST OF APPENDICES.................................................................................
xi x
CHAPTER I. INTRODUCTION
A. Research Background …………………………………………… 1
B. Research Problem........................................................................... 4
C. Problem Limitation ……………………………………………... 4
D. Research Objectives …………………………………………….. 5
E. Research Benefits ……………………………………………….. 5
F. Definition of Terms ……………………………………………... 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ……………………………………........ 10
1. Kemp’s Instructional Model................................................... 10
2. Cooperative Language Learning (CLL)................................. 17
a. The Theory of Cooperative Language Learning (CLL).... 17
1) Positive Interdependence.............................................
xi v
19
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2) Group Formation.......................................................... 19
3) Individual Accountability............................................
20
4) Social Skills.................................................................. 20
5) Structuring and Structures............................................. 21
b. The Activities of Cooperative Language Learning (CLL).. 21
1) Make A Match............................................................... 21
2) Think-Pair-Share............................................................ 22
3) Numbered Heads........................................................... 22
4) Two Stay-Two Stray...................................................... 22
5) Jigsaw............................................................................. 23
c. Affective Development in the Cooperative Classroom...... 24
d. Teacher Roles in Cooperative Language Learning (CLL).. 25
1) The Teacher as Inquirer................................................... 25
2) The Teacher as Creator................................................... 26
3) The Teacher as Observer................................................. 27
4) The Teacher as Facilitator.............................................. 27
5) The Teacher as Change Agent........................................ 27
e. Learner Roles in Cooperative Language Learning (CLL)... 28
f. The Role of Instructional Materials in Cooperative
Language Learning.............................................................. 28
3.
Teaching Speaking................................................................... 28
4.
Characteristics of Middle School Learners
(Junior High School Students/SMP)....................................... 29
B. Theoretical Framework …………………………………………. 31
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ……………………………………….............. 36
1. Research and Information Collecting..................................... 37
2. Planning.................................................................................. 37
3. Developing Preliminary Form of Product.............................. 38
4. Preliminary Field Testing....................................................... 38
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5. Final Product Revision........................................................... 38
B. Research Setting ………………………………………………... 39
C. Research Participants/Subjects.......................................................
40
D. Instruments and Data Gathering Technique..................................... 43
1. Research Instruments................................................................. 43
a. Questionnaires....................................................................... 43
b. Interviews.............................................................................. 43
c. Field Notes............................................................................ 44
2. Data Gathering Technique.......................................................... 45
E. Data Analysis Technique................................................................... 46
F. Research Procedure........................................................................... 49
CHAPTER IV. RESEARCH RESULTS AND FINDINGS
A. The Designing Process...................................................................... 51
1.
Identifying Learners’ Characteristics........................................ 52
2.
Considering Goals, Topics, and General Purposes................... 64
3.
Specifying Learning Objectives................................................ 69
4.
Listing Subject Contents........................................................... 75
5.
Selecting Teaching Learning Activities and Resources............ 77
6.
Materials Evaluation and Revision............................................ 79
B. Results and Discussions on the Evaluation..................................... 80
1. Preliminary Field Testing.......................................................... 80
2. Final Product Revision.............................................................. 87
C. Presentation of the Designed Materials............................................ 87
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions....................................................................................... 91
B. Recommendations.............................................................................. 93
REFERENCES ………………………………………………………………
95
APPENDICES..................................................................................................
98
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
3.1. Task- and Group Related Social Skills......................................................
20
3.2. The Description of the Respondents of Post-Design Survey (Blank).....
42
3.3 The Format of Descriptive Statistic of the Respondents’ Opinion
(Blank)......................................................................................................... 48
4.1. The Results of the Questionnaires on Needs Survey (Questions Part A)...
54
4.2. The Results of the Questionnaires on Needs Survey (Questions Part B)...
56
4.3. The Results of Questionnaires Part A (in order)......................................... 61
4.4. Basic Competencies for Designed Speaking Materials Based on the
Cooperative Learning Approach for Extracurricular English Class of
SMP Budya Wacana Yogyakarta................................................................. 66
4.5. Indicators for Designed Speaking Materials Based on the
Cooperative Learning Approach for Extracurricular English Class of
SMP Budya Wacana Yogyakarta................................................................. 70
4.6. The Descriptions of the Respondents of Post Design Survey..................... 81
4.7. The Results of Materials Evaluation Questionnaires (Post-Design Survey) 82
4.8. The Results of Materials Evaluation Questionnaire
(based on Implementation).......................................................................... 85
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1. Kemp’s Instructional Model (Kemp, 1977: 9)..........................................
16
2.2. The Writer’s Adopted Instructional Model..............................................
35
2.3. The Writer’s Research Method................................................................
39
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix A : Research Permit Statement (Local Secretary)
Surat Keterangan Izin Penelitian (Sekretaris Daerah).............. 98
Appendix B
: Research Permit Statement (Permit Bureau)
Surat Keterangan Izin Penelitian (Dinas Perizinan)...........
Appendix C
99
: Questionnaire on the Needs Survey.......................................... 100
Appendix D1 : Questionnaire on the Post-Design Survey
(Materials Evaluation Questionnaire)..................................... 102
Appendix D2 : Questionnaire on the Post-Design Survey (Materials
Evaluation Questionnaire)
for English Extracurricular Class Coordinator....................... 105
Appendix E
: The Results of Post Design Survey........................................ 109
Appendix F
: The Field Notes of The Observation...................................... 111
Appendix G : The Field Notes of The Implementation................................ 114
Appendix H : The Results of Interview to the Participants of
English extracurricular class of
SMP Budya Wacana Yogyakarta (The Implementation)....
125
Appendix I
: Lesson Plans............................................................................. 128
Appendix J
: Topics, Sections, and Subsections
of the Designed Materials........................................................174
Appendix K : Presentation of the Designed Materials.................................... 176
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter is divided into six parts. The first part is research background,
which tells the writer’s reasons to conduct the study. The second part is the
research problem, which contains some questions related to aim of the study. The
third part is the problem limitation, which limits the scope of the study, so that the
study will be limited into specific scope. The fourth part is the research objectives,
which tells the aims of the study. The fifth part is the research benefits, which
reveals the advantages and the contributions for education. The last part is
definition of terms which explains some terms in the study.
A. Research Background
Besides family, school is one of the places where children can learn about
social skills. It is because at school, there are many students with different social
background, ethnic, character, personality, and so on. That statement is supported
by Dewey’s theory that school is society miniature. Dewey (1938) also says that
education and learning are social and interactive process. So, it can be said that
school is a place where social skills should be taken place and built. School is not
only a place for gaining knowledge, but also for learning how to live.
Based on those statements, the writer concludes that it is a job for teacher
to unite those differences and apply some approaches in teaching which can build
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
the social skills between students. Teachers have to know some techniques to
teach students how to cooperate and help each other to understand materials.
Education in Indonesia employs Kurikulum Tingkat Satuan Pendidikan
(KTSP) which emphasizes character building. Education will be good if it teaches
not only academic, but also social skills. Megawangi (2004) in her book entitled
Pendidikan Karakter classifies 9 character building behaviors in education. Five
of those nine character building behaviours emphasize social skills needed in
education. They are (1) emerging responsibility, discipline, and independence, (2)
developing respect and politeness, (3) developing caring and cooperation, (4)
emerging confidence, creative, and never give up, and (5) building attitude of
fairness and leadership. All of those five points convince the writer to develop the
materials which can build social skills between students.
One of language teaching approaches which support the aim of KTSP is
Cooperative Language Learning (CLL). The main purpose of cooperative learning
is inviting the students to learn in groups.
Cooperative learning is group learning activity organized so that learning is
dependent on the socially structured exchange of information between learners in
groups and in which each learner is held accountable for his or her own learning
and is motivated to increase the learning of others. (Olsen and Kagan 1992, p.8)
What Olsen and Kagan (1992) define makes the writer believe that
cooperative learning can be a good way to motivate students to learn in groups.
Learning in groups here means not only exchanging information each other, but
also helping each other to learn and increase their social skills.
Cooperative Learning Approach is seldom found in schools because it
seems unfair for some students. Middlecamp (1997) states that when teachers put
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
students into groups, many of the hard working students do all of the work and the
lazy students do nothing but still receive the same grade. It is not fair for those
who work hard. All group members may not participate equally. But, that
disadvantage of using cooperative learning in class is not equal with the advantage
of using cooperative learning. The writer concludes that as far as the
implementation of cooperative learning tasks in class use fair work division and
assessment, cooperative learning approach can be the appropriate approach to help
students improve both academic and social skills.
Cooperative skills are good for working world and society. Cooperative
learning is a mutual learning because students will help and encourage each other
(peer tutoring). By teaching their friends, students will master more than keep the
knowledge inside. Students will internalize the knowledge they get.
Based on the situation above, the writer would like to design and develop
the materials based on Cooperative Learning Approach. The writer chooses
extracurricular English class of SMP Budya Wacana Yogyakarta because of some
considerations. Based on informal interview with one of teachers in SMP Budya
Wacana Yogyakarta, the class usually uses method like in usual teaching and
learning process in classroom. They seldom use cooperative learning for the
teaching and learning process. The students’ characteristics are individualist and
they like learning by themselves, not in groups. It focuses on speaking skills.
Then, the writer would like to present the speaking materials based on cooperative
learning which is good for teaching and learning skills. The writer chooses
extracurricular class because (1) the scope is smaller, (2) the students who join the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
class are those who are interested more in learning English, (3) it is measureable
and observable, and (4) the materials developed is additional materials as
enrichment from classroom learning.
B. Research Problem
The problem formulations of the study based on the background of the
research are presented as follows:
1. How is a set of instructional English speaking materials based on the
cooperative learning approach for extracurricular English class of SMP
Budya Wacana Yogyakarta designed?
2. What does the designed set of the instructional English speaking
materials look like?
C. Problem Limitation
The writer makes some limitations to limit the scope of the study. First,
this study is about developing and implementing the materials. Developing
materials here means the writer adapts and explores the existing materials then
adjusts them with cooperative learning approach. The purpose of the
implementation of the materials is as a trial for the teaching and learning process.
The trial is to make sure that cooperative learning really works at extracurricular
English class of SMP Budya Wacana Yogyakarta. Second, the writer chooses
extracurricular English class in SMP Budya Wacana Yogyakarta. This
extracurricular focuses on encouraging students to speak in English. The method
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
which is usually used is Communicative Language Teaching (CLT). The writer
has done informal interview with the coordinator of the extracurricular class. So,
the writer has some understanding about the students’ characteristics, needs, and
background. Third, the writer focuses on speaking skills based on the principles of
extracurricular English class in SMP Budya Wacana Yogyakarta. Fourth, a set of
speaking materials is based on cooperative learning approach. This approach is
considered as a good way to implement because it emphasizes groups learning.
The students help each other to solve the problem in learning English.
D. Research Objectives
There are two main objectives of the study. These objectives are presented
as follows:
1. The study tries to find out how a set of instructional English speaking
materials based on the cooperative learning for extracurricular
English class of SMP Budya Wacana Yogyakarta is designed.
2. The study tries to present the designed speaking materials.
E. Research Benefits
This designed material is based on Cooperative Learning Approach.
Cooperative learning encourages the students to learn together in groups and solve
the problem. The students will help, encourage, and respect each other. This will
be like mutual learning. The students also learn how to be responsible with
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
themselves and others. The students will be more confident in practicing their
English. Based on the materials given, the students will feel easy to learn English.
Not only for the students, having this set of designed material also has
benefits for the English teachers. Teachers can see the advantages of cooperative
learning approach for their teaching-learning process. Teachers also can adapt and
have more materials references so that their teaching will be not too boring in the
classroom. The most important thing that should be known by the teachers are that
the students like the implementation of this cooperative learning approach. Two
units of the four units in these designed materials were successfully implemented
in extracurricular class of SMP Budya Wacana Yogyakarta. It was proved that the
students were excited in cooperating and helping each other in groups. They
shared their ideas and exchanged information in groups.
For other researchers, this study can be the reference for the same topic in
designing materials based on cooperative learning approach. The review of related
literature also can be the reference for supporting the research.
F. Definition of Terms
This part defines some specific terms related to the study. It has an aim to
avoid different perceptions about some terms which are discussed.
1. Cooperative Learning
The writer considers cooperative learning as an approach for conducting the
study. Cooperative Learning is a successful approach in which small teams, each
with students of different levels of ability, use a variety of learning activities to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
improve their understanding of a subject. Each member of a team is responsible
not only for learning what is taught but also for helping teammates learn, creating
an atmosphere of achievement. Students work through the assignment until all
group members successfully understand and complete it. Olsen describes “it
offers ways to organize group work to enhance learning and increase academic
achievement. CL is not general, free discussion; nor are all types of group work
necessarily cooperative. Cooperative learning is carefully structured – organized
so that each learner interacts with others and all learners are motivated to increase
each other’s learning” (as cited in Kessler, 1992, p.1)
In this study, cooperative learning means the students with different abilities
work in a group and they help each other to solve some problems related to the
subject learned. Each student has responsibility to think and to share their
opinions. In the end of the discussion they will make conclusions. The students
learn academic and social aspects based on this experience. They will find
themselves improved during the process.
2. Speaking
Based on Chaney (1998), speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts. Richards (1990) stated that the mastery of speaking skills in English is a
priority for many second or foreign language learners. Teachers and textbooks use
various approaches from direct approaches focusing on specific features of oral
interaction (for example, turn-taking, topic management, questioning strategies) to
indirect approaches creating conditions for oral interaction through group work,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
task work, and other strategies. In this study, the writer would like to convince the
students that speaking is the most important skills which need to be learned more.
It is very significant in learning the language.
3. Instructional Materials
According to Briggs and Gagne (1979:3), instruction is a set of events
which affect learners in such a way that learning is facilitated. Instructional
materials mean materials used for instruction. In this study, instructional materials
refer to a set of units used by teachers or instructors and the students as the focus
of discussing in teaching learning process in order to develop students’ skills in
English.
4. Extracurricular Class in SMP Budya Wacana Yogyakarta
Thomas (1978) stated that extracurricular activity is an activity which is
carried out after formal class in order to add time, as a complement subject. It is
not a part of required curriculum and outside the regular course of the study, but
under the supervision of the school (Neuveldt, 1997). But, in this study,
Extracurricular English class in SMP Budya Wacana Yogyakarta tends to be more
like “English Speaking Club”. It is held on Saturdays at 7.30 AM. It lasts for 1.5
hour. The participants of this extracurricular class are the students from all grades,
which are grade VII, VIII, and IX. This Extracurricular English class focuses on
speaking skills. The method usually used in this extracurricular class is
Communicative Language Teaching (CLT). Teacher usually uses games,
dialogues, small talk, and conversation, which make students interested in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
learning English. The participants who join this extracurricular class have
different background and knowledge. They also have different characteristics.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts. The first part is theoretical
description and the second part is theoretical framework. Theoretical description
describes some related theories which the writer needs to answer the problem
formulation. It means that those theories are needed as the base for designing the
materials. Theoretical framework describes how those related theories can answer
the research questions. It means how those theories will be put into the process of
designing the instructional speaking materials for an Extracurricular English class
of SMP Budya Wacana Yogyakarta.
A. Theoretical Description
There are some relevant theories used to design these instructional
speaking materials. There are Kemp’s instructional design model, theories of
cooperative learning, teaching speaking, and characteristics of middle school
learners.
1. Kemp’s Instructional Model (Kemp, 1977)
Kemp divides his instructional model into eight parts. Those eight parts
are flexible. Teachers using his instructional model can start from any part. But
for whole, teacher should do all parts in that instructional model. Kemp defines
the parts of his instructional model as follows.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Step 1. Defining Goals, Topics, and General Purposes
Kemp starts his instructional design planning with the recognition of the
broad goals of the school system or institution. Those broad goals may be derived
from three sources; they are society, students, and subject areas. Kemp (1977)
also says that statements of goals should be flexible. It means the materials
designers should pay attention to the changes of the learners’ needs and interests,
as well as changes in society and institutions. After defining the goals, teachers
have to select and list some major topics. Topics are usually sequenced based on a
logical organization, most often from simple to complex levels or from concrete
to abstract levels. The next responsibility of teachers is deciding to select one or
more purposes to represent a topic. A single topic can serve more than one
purposes.
Step 2. Recognizing Learner Characteristics
The important aspect in teaching-learning process is recognizing the
learners’ characteristics and respecting them as an individual learner. In order to
serve both individuals and groups, we must obtain information about the learners’
capabilities, needs, and interests. In finding out the learners’ characteristics, there
are two factors we should consider; they are academic and social factors.
Academic factors include number of students, academic background, level of
intelligence, grade-point average, reading level, scores on standardized
achievement and aptitude test, study habits, ability to work alone, background in
the subject or topic, motivation for studying the subject, expectations of the
course, vocational and cultural aspirations. Social factors include age, maturity,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
attention span, special talents, physical and emotional handicaps, relations among
students, socioeconomic situation.
Besides those two factors, we also should consider learning conditions and
learning styles. According to Kemp (1977:19), learning conditions refer to groups
of factors that can affect a person’s ability to concentrate, absorb, and retain
information. Dunn and Dunn (1975) classifies the four learning conditions: the
physical environment (light, sound, temperature, and arrangement of furniture),
the emotional environment (individual motivation, persistence in a task, and
taking responsibility), the sociological environment (response to an authority,
preference for individual or group work, etc), and a student’s own psychological
makeup (sensory strengths and weakness, need for food, restlessness or need for
mobility, daily use of time or biorhythm for efficient functioning). Learning styles
are related to the certain methods of learning which are more appealing and
effective for each student. DeNike et al.(1975) on their presentation related to
educational cognitive style states a method called cognitive style mapping
provides a framework for describing and diagnosing each individual’s way of
searching for meaning.
Step 3. Specifying Learning Objectives
Specifying learning objectives is difficult but essential. All objectives must
be stated in terms of activities that will be best promoting learning. According to
Kemp, there are three major categories; cognitive, psychomotor, and affective.
They are generally called domain. Cognitive domain is a domain we give most
attention to in educational programs. Bloom and his associates (1965) have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
developed taxonomy for the cognitive domain. It includes knowledge,
comprehension, application, analysis, synthesis, and evaluation. Psychomotor
domain includes gross bodily movements, finely coordinated movements,
nonverbal communication, and speech behaviour. Psychomotor behaviours
generally are easy to observe, describe, and measure. Affective domain involves
objectives concerning attitudes, appreciations, values, and all emotions (enjoying,
respecting, conserving, etc). Krathwohl and his associates (1964) have organized
the affective domain into five levels; they are receiving, responding, valuing,
organizing, and characterizing by a value complex.
The difficult part in writing objectives is selecting the appropriate action
verb to describe the required student behaviour. Kemp (1977:34) discovers that
objectives are beneficial because they form the framework for any instructional
program built on a competency base and inform the students what will be required
for them. Objectives also help to think in specific terms, to organize, and to
sequence the subject matter.
Step 4. Organizing Subject Content
According to Kemp (1977), many teachers thought that subject content is
the traditional starting point for teaching. Textbook, which is as the primary
instructional resource, often determines objectives, content, and teaching
sequence. Kemp (1977:44) states that subject content is “the selection and
organizing the specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors of any topic.”
Selecting subject content can be from answering questions such as; the things
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
which are specifically must be taught or learned in the topic; the facts, the
concepts, and principles, relating to the topic; the steps involved in necessary
procedures relating to the topic; and the techniques required in performing
essential skills.
Step 5. Developing Pre-Assessment
Kemp (1977:50) defines that after teachers examine the learning
objectives and the subject contents, there are two questions which should
considered; (1) is the student prepared to study the topic or unit? And (2) is the
student already competent in some of the stated objectives? To answer those two
questions, there are two kinds of tests; prerequisite testing and pretesting.
Prerequisite testing is conducted to determine whether students have the
appropriate background preparation for the topic. This test can be a testing
performance, reviewing student’s related or previous work, interviewing the
student, or observing the student. While, pretesting is conducted to determine
which objectives that the students have already have achieved. In pretesting, we
can use a pretopic questionnaire or oral questioning to the class. The results of
pre-assessment will affect the instructional planning. It may be necessary to
eliminate, modify, or add objectives to the program.
Step 6. Planning the Teaching/Learning Activities and Resources
In this step, the planning team should determine the most appropriate
instructional methods and resources in order to accomplish each objective. We
must determine the most efficient and effective methods and then select materials
to provide learning experiences which will utilize the content associated with each
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
objective. According to Kemp (1977:57), there are three teaching/learning
patterns; presentation to a group, individualized learning, and teacher-student
interaction. They are the basic methods of teaching and learning. But
unfortunately, today teachers no longer pay attention to those three patterns in
structuring the instructional program because they consider about the efficiency
for the learners.
After determining the teaching/learning patterns and activities, teachers
must select the supporting materials (instructional resources) which can motivate
students and effectively explain and illustrate subject content. Selecting media is
the step after selecting the instructional resources. Kemp (1977:74) explains that
selecting media can be complicated for three reasons; first, there are many
audiovisual resources; second, there are no clear guidelines to make a selection;
and third, few educators have had broad enough experiences for selecting an
appropriate medium or combination of media. The decision of selecting the media
depends on preparation and use factors.
Step 7. Considering Support Services
Support services include funds (budget), facilities, equipment, and
personnel whose time must be scheduled for participation in the instructional plan.
Careful consideration is really needed during the appropriate planning step.
Financial support is divided into two parts; during development and during
implementation of the program. Facilities for an instructional program may be
required for the following activities; presentations to groups, independent study
stations, small-group meeting rooms, a resource centre, staff meeting rooms and
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workrooms. Equipment that will be used should be reasonable in terms of what
funds are available, the complexity of the equipment, and upkeep. Time allocation
is the most difficult element to deal with any new program. Time here deals with
schedule of staff orientation, training, and students.
Step 8. Evaluating Students’ Achievement
In this step, we measure the learning outcomes relating to the objectives.
To measure the students’ achievement, teachers should have standards of
achievement. Kemp (1977:92) underlines the statement that the standard is “the
criteria specified by learning objectives”. Evaluation can be through paper-andpencil testing, checking performance and psychomotor objectives, checking the
affective domain, and testing with audiovisual or other materials. There are two
phases in the evaluation of learning; formative evaluation, which takes place
during development and tryouts; and summative evaluation, which is concerned
with evaluating the degree of students’ final achievement.
The steps of Kemp’s instructional model are presented in Figure 2.1.
Figure 2.1. Kemp’s Instructional Model (Kemp, 1977:9)
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Many planners and teachers have implemented Kemp’s instructional
model because of its flexibility. They do not have to start always with the first
step in designing the instructional program. Kemp suggests teachers to revise in
each step to obtain better performance for the next opportunities.
2. Cooperative Language Learning (CLL)
a. The Theory of Cooperative Language Learning (CLL)
Olsen and Kagan (1992) states that “cooperative learning is group learning
activity organized so that learning is dependent on the socially structured
exchange of information between learners in groups and in which each learner is
held accountable for his or her own learning and is motivated to increase the
learning of others”. From that definition, the writer concludes that cooperative
learning has close definition with cooperative activities involving pairs and small
groups of learners. This is one development in education that during this time,
teaching and learning activities are more related to teacher-fronted, fostered
competition rather than cooperation, and favored majority students.
Suprijono (2009) defines that cooperative learning is a social based
learning. Practically, cooperative learning describes the whole social process in
learning and covers the collaborative meaning. Collaborative here means a
philosophy
of
self-responsibility
and
social-responsibility.
Students
are
responsible for their own learning and try to find some information to answer the
questions. Upon group learning, st