AN ANALYSIS OF EYL TEACHING METHOD USED BY THE TEACHER AT SD MUTIARA HARAPAN LAWANG

1 CHAPTER I INTRODUCTION

This chapter presents background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

English is one of the international languages used as a means of communication in the international relationship among countries and is widely used in all branches of knowledge (Sukarno, 2008). This globalization era claims people to get a better understanding of English both in spoken and written form. This demand makes parents compete to enrol their children into an international school or national plus where the language used is mostly English.

Teaching English for young learners is vital since young learners have more opportunities than adults, they are learning all the time without worrying about anything; their parents, friends and teachers all of them help the children in learning (Sabilah, 2009). It means that young learners have more time, opportunity and also more advantages in learning. Therefore, the basic skill must be given since they were young, and elementary school is the place where they can get the knowledge about English language.

Teaching English in elementary school is the same as teaching English for young learners since young learners are students who are 7-12 years old. It is supported by Brezinova (2009) who states that young learners are usually described as learners aged between 6 to 10 or 11 years old. In these years, they are

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very curious, active, and imaginative. Sukarno (2008: 57) states that the English teachers in elementary school are not only required to teach English to young learners (as one of the lessons) but also to become material designers. In line with Sukarno, Halimi (2014:1) states:

Young learners are not little adults. They have very different needs, interest, and abilities from adult learners. Teaching English as a foreign language (EFL) to young learners requires that teachers have a thorough understanding of young learners’ development, needs, and characteristic. Commonly speaking, the are some problems occuring in the teaching and learning process. It happens when the expectation is not in line with the reality. Some previous researchers found that there were some problems in teaching. Azizah (2014), for example, found that the teacher’s problems were that the students rarely used English language in teaching and learning process and the school facilities were limited. Moreover, Hendratami (2013) also found out that there were some problems in English teaching and learning, in that the students were talking each other during teaching and learning activities, the students were shy or afraid to come forward, and the students forgot materials that they had just learned easily.

In relation to the teaching problems mentioned above, it becomes essential for the teacher to select and use the most appropriate teaching method to solve the teaching problems. The methods of teaching English for young learners are many and various and innovative for every century; therefore, the teachers should get new innovation in teaching, make the learning process more fun and comfortable, make the student more attractive and confident to express what they feel. Freeman (1990) and Zainuddin (2011) state that there are eight methods and approaches of teaching; Grammar-translation method, Direct Method, Audio-lingual method,

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Suggestopedia, Silent way, Total Physical Response, Natural Approach, and Communicative Approach.

In order to support this research, the researcher uses some previous researches as a guide to establish the framework of the study. Wijayanti (2008) found that the teacher at SMAN 02 Batu implemented four methods. They were audio-lingual, direct method, grammar-translation method and also STAD (Students Team Achievement Division). Maulidah (2014) found that in SMP Al-Izzah Islamic Boarding House School the teacher implemented three methods; audio-lingual method especially for listening subject; direct method especially for speaking and reading skill; and STAD especially for writing skill. The teacher applied those methods through three stages; they were pre-teaching, whilst teaching, and post teaching activities. Upon the application of the methods, the students gave positive perception of the method used by the teacher and they perceived that those methods could make them understand the material easily and make them enjoy in the teaching learning process.

Based on the previous studies and the reasons that teaching methods influence teaching and learning process, the researcher is interested to conduct a research about the English teaching method used for young learners at SD Mutiara Harapan Lawang. The researcher chooses elementary school because English at SD Mutiara Harapan is taught as a compulsory subject for the students in all grades. It is different from most schools that teach English as an optional or additional subject. Moreover, the researcher chooses SD Mutiara Harapan because in this school, English is a second language used in teaching learning processes. Teachers’ creativities and abilities in managing students should amaze the

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students and also the researcher. It is quite interesting since the teacher should have more than interesting methods or techniques but also media to teach English.

The major differences between this research and the previous researches quoted above lie in the subject of the research and the research problem being investigated. So far, it is rarely found researches which investigated the students’ responses toward the teacher’s method used in teaching English for young learners based on digital library of University of Muhammadiyah Malang. Therefore, in this research, the researcher attempts to investigate the students’ responses toward the teacher’s method used in teaching in order to know whether or not the method is suitable with the need of the students. Briefly, this research focuses on analyzing the method used by the teacher in teaching English for English young learners and investigating the students’ responses toward the methods.

1.2Statement of the Problems

Based on the explanation above, the research problems are formulated as follows:

1. What method does the teacher use in teaching English for young learners at SD Mutiara Harapan Lawang?

2. How does the teacher implement the method of teaching English for young learners at SD Mutiara Harapan Lawang?

3. How do the students respond towards the teacher’s method in teaching English for young learners at SD Mutiara Harapan Lawang?

5 1.3Purposes of the Study

This study is conducted to answer the research problems. Therefore, the purposes of this study are stated as follows:

1. To find out the method use by the teacher in teaching English for young learners at SD Mutiara Harapan Lawang.

2. To investigate the way the teacher implements the method of teaching English for young learners at SD Mutiara Harapan Lawang.

3. To investigate the students’ response towards the teachers’ method in teaching English for young learners at SD Mutiara Harapan Lawang.

1.4Significance of the Study

The result of this study is expected to give the contribution to enrich the teaching method in teaching English for young learners, as follows:

1. For readers and learners

Hopefully, the result of this study can give an additional knowledge to the students about the methods used in teaching English for young learners and is also expected to be able to help students deepen and strengthen their understanding in learning English.

2. For lecturers

This study is expected to become additional information about various methods in teaching English and improve the lecturers’ skill in teaching English for young learners, especially in SD Mutiara Harapan, Lawang.

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It is expected that the next researchers use this study as an additional reference about teaching and learning study for young learners and is able to attract their attention in order to conduct further researches on the appropriate teaching method for young learners.

1.5 Scope and Limitation

The scope in this study is on investigating the methods used by the teacher in teaching English and the students’ response towards the method. The limitation of the study is on the students of the 3rd grade and the teacher who teaches them at SD Mutiara Harapan Lawang.

1.6 Definition of the Key Terms

To make the readers understand the terms used in this study easily, several definitions of the key terms are presented as follows:

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000).

Method is “an overall plan for the orderly presentation of language material, no part of which contradict and all of which are based upon the selected approach” (Richard and Rodgers, 2001).

English for young learners are usually described as learners aged between 6 to 10 or 11 years old. In this years, they are very curious, active, and imaginative ( Brezinova, 2009).

AN ANALYSIS OF EYL TEACHING METHOD USED BY THE TEACHER AT SD MUTIARA HARAPAN LAWANG

THESIS

By:

NOVA ANGGRA DWI JAYANTI 201110100311107

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

AN ANALYSIS OF EYL TEACHING METHOD USED BY THE TEACHER AT SD MUTIARA HARAPAN LAWANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

NOVA ANGGRA DWI JAYANTI 201110100311107

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

i

This thesis written by Nova Anggra Dwi Jayanti was approved on 31 October 2015

By:

Advisor II, Advisor I,

ii

This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on 31 October, 2015.

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes.

Examiners: Signatures:

1. Bayu H. Wicaksono, S.Pd., M.Ed., Ph.D 1.……….

2. Teguh H. Saputro, S.Pd., M.A 2………..

3. Dr. Hartono, M.Pd 3………..

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MOTTO AND DEDICATION

MOTTO

FAINNAMA’AL USRI YUSRO, INNAMA’AL USRI YUSRO Verily, with every difficulty there is relief

(QS: Al-Insirakh: 5-6)

Beauty is nothing without Brain. Do Good and Good will come to you.

-anonim-

DEDICATION The researcher dedicated this thesis to_: Wegig Priyo Santoso and Sri Hartatik, You are the best parents ever, I believe in parents blessing

Johan Prasetyo Wijaya and Dewi Yulia Brother and Sister, Ferri Bagus Setiawan

The One, All of my friends Your spirit is still alive to guide me

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ORIGINALITY DECLARATION

The undersigned:

Name : Nova Anggra Dwi Jayanti Student ID number : 201110100311107

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare the work presented in this thesis was carried out by my self and does not incorporate without acknowledment any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously pubihsed or written by another person where due reference is made in the text.

Malang, 31 October,2015

v

AN ANALYSIS OF EYL TEACHING METHOD USED BY THE TEACHER AT SD MUTIARA HARAPAN LAWANG.

ABSTRACT

English becomes one of the main subjects in Elementary school, which was taught from the first up to sixth grade. There are many teaching methods that can be applied in teaching English for young learners. By and large, young learners love to try and learn new things. Therefore, the teacher has a big job to determine the best teaching method used in learning process to make the students understand the material easily. By having various methods, it does not only make the teacher more easily to deliver the materials but also make the students more active and interested in learning English. In this research, the researcher attempts to find out the method used by the teacher, the way the teacher implements the method and how the students’ response towards the teacher method in teaching English for young learners at 3rd grade student of SD Mutiara Harapan Lawang.

The researcher used descriptive-qualitative research with an English teacher and the students in the 3rd grade of SD Mutiara Harapan Lawang as a research subject. In collecting the data, the researcher used two kinds of instruments there were observation and interview.

The findings showed that: (1) the teacher used five kinds of teaching methods. Those methods were demonstration method, question-answer method, role-play method, art method and playing method; (2) in implementing those teaching methods, the teacher applied them based on the teaching objectives that were used in some activities such as greeting to open and close the class, presenting the material, giving reflection, reinforcement, and evaluation; (3) the students gave five responses towards the teacher’s methods such as open-ended or students’ initiative, silence, confusion (work-oriented), choral response, and using English.

Key Words: Method, English for Young Learners

Advisor I, The Researcher,

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ACKNOWLEDGEMENTS

Alhamdulillahirrabbil‘alamin,. After going through a long and challenging journey, the researcher finally arrives at her most intended goal that is to finish this thesis successfully. Accordingly, it is a precise time for the researcher to express her gratitude to all people who are engaged in this long and winding road. But most of all, firstly, the researcher would like to deliver her best gratitude to Allah SWT for giving her guidance and blessing so that the researcher is able to finish this thesis in time. Moreover, praises are also offered to the beloved Prophet, Muhammad SAW, as the best role model ever to all people around the world, especially Muslims.

Secondly, the researcher warmly gives her uncountable thanks an appreciation to her first advisor, Dr. Hartono, M.Pd who has constantly given her guidance, suggestion, advice and support to finish this thesis as soon as possible. Then, the researcher would like to convey her great gratitude to her kind second advisor, Rinjani Bonavini, M.Ed., Ph.D who has given her support, suggestion, advice, and helpful correction to construct an improvement during the writing process. Special thanks are also dedicated to the researcher’s academic counsellor, Santi Prastiyowati., M.Pd who has continually given her advice throughout her study. The researcher also extends her gratitude to all lecturers of English Department of University of Muhammadiyah Malang who have taught and given their knowledge patiently during her study.

Thirdly, great, special, and huge gratitude are addressed to the researcher’s adored family and relatives: her strongest father, Wegig Priyo Santosa, her dearest and patient mother, Sri Hartatik, her best sister and brother, Dewi Yulia and Johan

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Prasetyo Wijaya, her fiance, Ferri Bagus Setiawan, and also her lovely Grandma, Kastami. Many thanks are presented for all their endless love, unlimited prayer, care, support, and everything. The researcher will always do her best for making them proud and happy. Special gratitude is delivered to Mrs. Francisca as the head master of SD Mutiara Harapan and also Mrs. Hetic and Mrs. Retno who had given her a permission and guidance to conduct this research.

Finally, so much thanks are also delivered to all of the researcher’s friends: Misykatul, Anggita, Astri, Erika, Titia, Jundullah, Gianina, Naila, and Yudistira, and many others for their unlimited supports and prayers. Those will be the researcher’s greatest and unforgettable experience for the rest of her life.

Malang, November 1, 2015 The Researcher,

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TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ORIGINALITY DECLARATION ... iv

ABSTRACT ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF FIGURES ... xi

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION 1.1Background of Study ... 1

1.2Statement of Problems ... 4

1.3Purpose of Study ... 5

1.4Significance of Study ... 5

1.5Scope and Limitation ... 6

1.6Definition of Key Terms ... 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1Teaching English to Young Learners ... 8

2.1.1 Recycle ... 9

2.1.2 Fun ... 10

2.1.3 Feedback ... 10

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2.2Characteristics of Young Learners ... 11

2.3Characteristics of English Teacher for Young Learners ... 12

2.3.1 Loving Children ... 12

2.3.2 Having excellent oral fluency ... 12

2.3.3 Knowing child psychology ... 13

2.3.4 Thinking like a child ... 13

2.3.5 Mastering various teaching technique ... 13

2.3.6 Being animated, lively and enthusiastic ... 13

2.3.7 Having sense of humor ... 13

2.3.8 Mastering non-verbal language ... 14

2.3.9 Being patient ... 14

2.3.10 Being a special person ... 14

2.4Method ... 14

2.5Kinds of Method ... 15

2.5.1 Demonstration method ... 15

2.5.2 Role Play Method ... 15

2.5.3 Art Method ... 16

2.5.4 Question and Answer method ... 16

2.5.5 Field trip method ... 17

2.5.6 Playing method ... 17

2.6The Way to Implement Teaching Method ... 17

2.7 Students’ Responses ... 18

CHAPTER III RESEARCH METHODOLOGY 3.1Research Design ... 22

3.2Research Subject ... 23

3.3Data Collection ... 23

3.3.1 Research Instrument ... 23

3.3.2 Procedures of Data Collection ... 26

3.4Data Analysis ... 26 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

x

4.1Research Findings ... 28 4.1.1 Teaching method used to Teach English

for Young Learners ... 28 4.1.2 The Implementation of the Teaching Method ... 29 4.1.3 Students’ Responses toward the implementation of teaching

methods ... 32 4.2Discussion ... 36 CHAPTER V CONCLUSION AND SUGGESTION

5.1Conclusion ... 39 5.2Suggestions ... 40

xi

LIST OF FIGURES

Figure Day 1 ... 70 Figure Day 2 ...71 Figure Day 3 ...72

xii

LIST OF TABLES

xiii

LIST OF APPENDICES

Appendix 1 Interview guide ... 45

Appendix 2 Observation Checklist I ... 46

Appendix 3 Observation Checklist II ... 48

Appendix 4 Observation Checklist III ... 50

Appendix 5 The Result of Interview Guide I ... 51

Appendix 6 Transcription ... 53

Appendix 7 Observation Checklist Result SP 1 ... 55

Appendix 8 Observation Checklist Result SP 2 ... 61

42

REFERENCES

Arindawati, A. E. & Hasbullah Huda. 2004. “Beberapa Alternatif Pembelajaran di Sekolah Dasar”. Malang: Banyumedia Publishing.

Ary, Donald. 2010. “Introduction to Research In Education (Eight Edition)”. USA: Wadsworth Group a Devision of Thompson Learning Inc.

Azizah, Wima Nur. 2014. “Teaching Method used by the English teacher in teaching speaking skill for the second grade students at SMA Muhammadiyah 3 Batu”. Malang: Unpublished Thesis of UMM.

Brezinova, Jana Bc. 2009. “Interactive Whiteboard in Teaching English to Young Learners”. Master Thesis. Faculty of Education Masaryk University in BRNO.

Brown, H. Douglas. 2000. “Principle by Language Learning and teaching 4th Edition”. United State: San Francisco State University.

Choudron, Craig. 1988. “Secondary Language Classroom”. USA: Cambridge University Press.

Cohen, Louis, et.al. 2007. “Research Methods in Education 6th Edition”. New York: Taylor & Francis e-Library.

Davies, Paul. 2000. “Success in English Teaching”. New York: Oxford University Press.

Fraenkel, Jack R. & Wallen, Norman E. 2009. “How to Design and Evaluate Research 7th Edition”. New York: McGraw-Hill Co.

Halimi, Sasilia. 2010. “Becoming a creative teacher: A Manual for Teaching English to Indonesian Elementary Students”. LBI FIB: Universitas Indonesia.

Hendratami, Hana Radita. 2013. “An Analysis of teaching method to teach English for young learners at SDN 2 Surodadakan Trenggalek”. Malang: Unpublished Thesis of UMM.

Larsen-Freeman, D. 2000. “Techniques and Principles in Language Teaching”. New York: Oxford University Press.

43

Maulidah, Nurul. 2014. “The Methods Used in Teaching English in Second Grade in The International Class at SMP Al-Izzah Islamic Boarding School Batu”. Malang: Unpublished Thesis of UMM.

Powell, Russell A & Symbaluk G. Dianne. et.al. 2009. “Introduction to Learning and behavior 3rd Edition”. USA: Wadsworth, Cengange Learning.

Richards, Jack C. & Theodore S. Rodgers. 2001. “Approach and Methods in language Teaching 2nd Edition”. United States of America: Cambridge University Press.

Sabillah, Fardini. 2004. “Teaching English to Young Learners. It’s Policy, Framework, and Activity Based-Teaching”. Malang: Unpublished Book Guidance of UMM.

Scott, Wendy A & Lisbeth H. Yteberg. 2002. “Teaching English to Children”. New York: Longman Inc.

Shin, Joan Kang. 2006. “Ten Helpful Ideas for Teaching English to Young Learners”. English teaching Forum (2). United States.

Sukarno. 2008. “Teaching English to Young Learners and Factors to consider in designing the materials”. Jurnal Ekonomi & Pendidikan, Vol. 5 no. 1 (April 2008): faculty of languages and Arts Yogyakarta State University.

Wijayanti, Dyan Novia. 2008. “The Methods of Teaching English used by Student Teachers of the Eight Semesters of the English Department of University of Muhammadiyah Malang at SMAN 02 Batu”. Malang: Unpublished Thesis of UMM.

Zainuddin, et al. 2011. “Methods/Approaches of Teaching ESOL: A Historical Overview”. Fundamentals of Teaching English to Speakers of Other Languages In K-12 Mainstream Classrooms. 3rd edition. Kendall Hunt Publishing Co.

x

4.1Research Findings ... 28 4.1.1 Teaching method used to Teach English

for Young Learners ... 28 4.1.2 The Implementation of the Teaching Method ... 29 4.1.3 Students’ Responses toward the implementation of teaching

methods ... 32 4.2Discussion ... 36 CHAPTER V CONCLUSION AND SUGGESTION

5.1Conclusion ... 39 5.2Suggestions ... 40

xi

LIST OF FIGURES

Figure Day 1 ... 70 Figure Day 2 ...71 Figure Day 3 ...72

xii

LIST OF TABLES

xiii

LIST OF APPENDICES

Appendix 1 Interview guide ... 45

Appendix 2 Observation Checklist I ... 46

Appendix 3 Observation Checklist II ... 48

Appendix 4 Observation Checklist III ... 50

Appendix 5 The Result of Interview Guide I ... 51

Appendix 6 Transcription ... 53

Appendix 7 Observation Checklist Result SP 1 ... 55

Appendix 8 Observation Checklist Result SP 2 ... 61

42

REFERENCES

Arindawati, A. E. & Hasbullah Huda. 2004. “Beberapa Alternatif Pembelajaran di Sekolah Dasar”. Malang: Banyumedia Publishing.

Ary, Donald. 2010. “Introduction to Research In Education (Eight Edition)”. USA: Wadsworth Group a Devision of Thompson Learning Inc.

Azizah, Wima Nur. 2014. “Teaching Method used by the English teacher in teaching speaking skill for the second grade students at SMA Muhammadiyah 3 Batu”. Malang: Unpublished Thesis of UMM.

Brezinova, Jana Bc. 2009. “Interactive Whiteboard in Teaching English to Young Learners”. Master Thesis. Faculty of Education Masaryk University in BRNO.

Brown, H. Douglas. 2000. “Principle by Language Learning and teaching 4th Edition”. United State: San Francisco State University.

Choudron, Craig. 1988. “Secondary Language Classroom”. USA: Cambridge University Press.

Cohen, Louis, et.al. 2007. “Research Methods in Education 6th Edition”. New York: Taylor & Francis e-Library.

Davies, Paul. 2000. “Success in English Teaching”. New York: Oxford University Press.

Fraenkel, Jack R. & Wallen, Norman E. 2009. “How to Design and Evaluate Research 7th Edition”. New York: McGraw-Hill Co.

Halimi, Sasilia. 2010. “Becoming a creative teacher: A Manual for Teaching English to Indonesian Elementary Students”. LBI FIB: Universitas Indonesia.

Hendratami, Hana Radita. 2013. “An Analysis of teaching method to teach English

for young learners at SDN 2 Surodadakan Trenggalek”. Malang:

Unpublished Thesis of UMM.

Larsen-Freeman, D. 2000. “Techniques and Principles in Language Teaching”. New York: Oxford University Press.

43

Maulidah, Nurul. 2014. “The Methods Used in Teaching English in Second Grade in The International Class at SMP Al-Izzah Islamic Boarding School Batu”. Malang: Unpublished Thesis of UMM.

Powell, Russell A & Symbaluk G. Dianne. et.al. 2009. “Introduction to Learning and behavior 3rd Edition”. USA: Wadsworth, Cengange Learning.

Richards, Jack C. & Theodore S. Rodgers. 2001. “Approach and Methods in language Teaching 2nd Edition”. United States of America: Cambridge University Press.

Sabillah, Fardini. 2004. “Teaching English to Young Learners. It’s Policy,

Framework, and Activity Based-Teaching”. Malang: Unpublished Book

Guidance of UMM.

Scott, Wendy A & Lisbeth H. Yteberg. 2002. “Teaching English to Children”. New York: Longman Inc.

Shin, Joan Kang. 2006. “Ten Helpful Ideas for Teaching English to Young Learners”. English teaching Forum (2). United States.

Sukarno. 2008. “Teaching English to Young Learners and Factors to consider in designing the materials”. Jurnal Ekonomi & Pendidikan, Vol. 5 no. 1 (April 2008): faculty of languages and Arts Yogyakarta State University.

Wijayanti, Dyan Novia. 2008. “The Methods of Teaching English used by Student Teachers of the Eight Semesters of the English Department of University of

Muhammadiyah Malang at SMAN 02 Batu”. Malang: Unpublished Thesis of

UMM.

Zainuddin, et al. 2011. “Methods/Approaches of Teaching ESOL: A Historical Overview”. Fundamentals of Teaching English to Speakers of Other Languages In K-12 Mainstream Classrooms. 3rd edition. Kendall Hunt Publishing Co.