A set of supplementary pronunciation materials using cooperative language learning for SMA YPPK Adhi Luhur students at grade X in Nabire.

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A SET OF SUPPLEMENTARY PRONUNCIATION
MATERIALS USING COOPERATIVE LANGUAGE
LEARNING FOR SMA YPPK ADHI LUHUR STUDENTS
AT GRADE X IN NABIRE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Erfiani Refki Supardjo
Student Number: 061214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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A SET OF SUPPLEMENTARY PRONUNCIATION
MATERIALS USING COOPERATIVE LANGUAGE
LEARNING FOR SMA YPPK ADHI LUHUR STUDENTS
AT GRADE X IN NABIRE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Erfiani Refki Supardjo
Student Number: 061214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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Going the Extra Miles!

Man Jadda Wajada
(Siapa yang bersungguh-sungguh akan sukses)
Man Shabara Zhafira
(Siapa yang bersabar akan beruntung)
Man Sara Ala Darby Washala
(Siapa yang berjalan di jalan-Nya akan sampai ke tujuan)
(Fuadi, A. 2011. Ranah 3 warna:132)

I dedicate this thesis to:
Allah SWT
My beloved mom (Sri wahyuni)
My beloved dad (Suparjo)
My beloved brother (Erdhito Rezki Supardjo)
My beloved sister (Erzenna Rehmi Supardjo)
My Boyfriend
All my families and friends

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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 references, as a scientific paper should.

Yogyakarta, 5 June 2013
The writer,

Erfiani Refki Supardjo
061214098

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ABSTRACT
Supardjo, Erfiani Refki. 2013. A Set of Supplementary Pronunciation Materials
Using Cooperative Language Learning for SMA YPPK Adhi Luhur Students at
Grade X in Nabire. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
English becomes one of the important subjects which are taught in Senior
High School. In learning language, the learners need to have competence in all
skills and aspects. Pronunciation is commonly held to be the most difficult of all
tasks in language learning, especially in learning English. However, teachers
sometimes do not have enough supplementary materials to teach pronunciation.
Thus, a set of supplementary pronunciation materials is needed to help students to
develop their pronunciation ability. Cooperative Language Learning is one of the
most appropriate methods which can be applied to teach pronunciation since CLL

offers tasks and activities which can give many opportunities to communicate
with teachers and other students.
This study was conducted to design a set of Supplementary Pronunciation
Materials Using Cooperative Language Learning for SMA YPPK Adhi Luhur
Students at Grade X in Nabire. The objective of this study was to answer two
questions which were stated in problem formulation. The questions were (1)
How is a set of supplementary pronunciation materials using Cooperative
Language Learning for SMA YPPK Adhi Luhur students at grade X in Nabire
designed? (2) What does a set of supplementary pronunciation materials using
Cooperative Language Learning for SMA YPPK Adhi Luhur students at grade X
in Nabire look like?
The method of this study was Research and Development (R&D). The
data were obtained by giving questionnaires and interviewing one of the
respondents. The data from questionnaires and interview checklist were analyzed
by using a descriptive data analysis and Linkert Scale.
To answer the first question of this study, the writer used seven steps
adapted from Kemp’s Model. To answer the second question, the writer designed
and presented the final version of the designed materials after making some
revisions and developments. The final version of the designed materials consisted
of seven units. The units are (1) /r/, (2) /s/, (3) /θ/, (4) /v/, (5) /t∫/, (6) /au/, and (7)

/i:/. The result of statistical data of evaluation showed that the grand mean was
3.41 from the highest scale of 5. It means that the respondents considered that the
supplementary pronunciation materials were acceptable for the SMA YPPK Adhi
Luhur Students at Grade X in Nabire, though it still had many weaknesses and
needed revisions and improvements.
Keywords: pronunciation, CLL, Kemp’s model

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ABSTRAK
Supardjo, Erfiani Refki. 2013. A Set of Supplementary Pronunciation Materials
Using Cooperative Language Learning for SMA YPPK Adhi Luhur Students at
Grade X in Nabire. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

Universitas Sanata Dharma.
Bahasa Inggris menjadi salah satu mata pelajaran penting yang diajarkan
di Sekolah Menengah Atas (SMA). Dalam belajar bahasa, kita harus memiliki
kemampuan dalam semua ketrampilan dan semua bidang. Pengucapan biasanya
dianggap sebagai aspek yang paling susah diantara aspek-aspek lainnya. Akan
tetapi, kadang-kadang tidak memiliki materi tambahan yang cukup untuk
mengajar pronunciation. Oleh karena itu, seperangkat materi tambahan
pronunciation sangat dibutuhkan untuk membantu siswa dalam mengembangkan
kemampuan pengucapan bahasa Inggris mereka. Cooperative Language Learning
adalah salah satu metode yang paling cocok untuk diaplikasikan dalam mengajar
pengucapan bahasa Inggris karena CLL memberikan latihan dan aktivitas yang
dapat memberikan banyak kesempatan untuk berkomunikasi dengan guru dan
siswa lainnya.
Studi ini dilaksanakan untuk merancang seperangkat materi tambahan
pronunciation menggunakan Cooperative Language Learning untuk siswa SMA
YPPK Adhi Luhur kelas X di Nabire. Studi ini bertujuan untuk menjawab dua (2)
pertanyaan yang ada dalam perumusan masalah. Pertanyaan-pertanyaan tersebut
adalah (1) Bagaimana seperangkat materi tambahan pronunciation menggunakan
Cooperative Language Learning untuk siswa SMA YPPK Adhi Luhur kelas X di
Nabire dirancang? (2) seperti apakah seperangkat materi tambahan pronunciation

menggunakan Cooperative Language Learning untuk siswa SMA YPPK Adhi
Luhur kelas X di Nabire tersebut?
Metode studi ini adalah Research and Development (R&D). Datanya
diperoleh dengan memberikan kuesioner dan mewawancarai salah satu responden.
Data yang diperoleh dari kuesioner dan wawancara dianalisa menggunakan
sebuah ilmu analisa deskriptif dan pengukuran Linkert.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi 7 langkah
dari model Kemp. Untuk menjawab pertanyaan kedua, penulis merancang dan
menyajikan bentuk akhir dari rancangan materi ini setelah melakukan beberapa
perbaikan dan pengembangan. Bentuk akhir dari rancangan ini terdiri dari tujuh
(7) unit. Ketujuh unit tersebut adalah (1) /r/, (2) /s/, (3) /θ/, (4) /v/, (5) /t∫/, (6) /au/,
dan (7) /i:/. Hasil data statistik dari evaluasi menunjukkan bahwa angka grand
mean adalah 3,41 dari skala tertinggi 5. Hal ini menunjukkan bahwa responden
menganggap rancangan materi ini sudah cukup baik dan dapat diterima untuk
mengajar siswa SMA YPPK Adhi Luhur kelas X di Nabire, meskipun masih
banyak kekurangan dan masih membutuhkan perbaikan dan pengembangan.
Kata Kunci: pronunciation, CLL, Kemp’s model
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Erfiani Refki Supardjo

Nomor Mahasiswa

: 061214098

Menyatakan bahwa saya bersedia memberikan karya ilmiah saya yang berjudul:
A SET OF SUPPLEMENTARY PRONUNCIATION
MATERIALS USING COOPERATIVE LANGUAGE
LEARNING FOR SMA YPPK ADHI LUHUR STUDENTS
AT GRADE X IN NABIRE
kepada perpustakaan Universitas Sanata Dharma beserta perangkat yang
diperlukan (bila ada) demi pengembangan ilmu pengetahuan. Dengan demikian,
saya memberikan hak kepada Perpustakaan sanata Dharma untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pantgkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta izin kepada saya
atau member royalty kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal: 5 Juni 2013
Yang menyatakan:

(Erfiani Refki Supardjo)

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ACKNOWLEDGEMENTS

First of all, I would like to give my praise and greatest gratitude to Allah
SWT for giving me the blessing, guidance, strengths, health and patience, so that
I could finish my thesis.
I would like to express my deepest gratitude to C. Tutyandari, S.Pd.,
M.Pd. as my sponsor, for her patience, guidance, criticism, and encouragement. I
really thank her for her assistance during the writing process of my thesis.
My special gratitude goes to Christina Lhaksmita Anandari, S.Pd.,
M.Ed. and Adesti Komalasari, S.Pd., M.A. for the willingness to give feedbacks
and suggestions for my designed materials. I also express my gratitude to all of
the lecturers and staffs of English Language Education Study Program for their
help, guidance, and assistance during my study. I also express my gratitude to the
librarians of Sanata Dharma University who provided the books and materials I
need for my thesis.
My appreciation goes to Romo Vincent, the headmaster of SMA YPPK
Adhi Luhur Nabire, who gave me permission to conduct my study. My sincere
gratitude is addressed to Gemma Holliani Cahya, S.Pd., Juliana Tando, S.S.,
Ferdinand T.J.S.A, S.J, who gave me guidance, evaluation, and suggestions to
my designed materials. My thankfulness also goes to the tenth grade students of
SMA YPPK Adhi Luhur Nabire at class X Cornelius Van Drebbel, who were
willing to be my respondents.

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My special regards and gratitude are presented to my beloved parents, Ibu
Sri Wahyuni and Bapak Suparjo as well as my beloved brother, Erdhito Rezki
Supardjo, and my beloved sister Erzenna Rehmi supardjo, who always gave
me support, encouragement, motivation, and prayers during my study. I also
express special gratitude to Pakde Hadi Umar Slamet and Bude Kasiyaminah,
who gave me motivation and a place to stay during my study.
I sincerely express my special gratitude to my boyfriend, Abud Aryanto,
who always supports me during the writing process of my thesis. I express my
gratitude for the motivation, prayers, great love, cares, and for being a good
listener for me.
My deepest gratitude is directed to my special one, Antonius Fernandes,
who always gave me supports and help me in conducting my study. I also say
gratitude to my niece, Angelia Selma Ananda, who helps me searching for my
supporting design materials. I also express my gratitude to my best friends, Tiwi,
Anneis, Ade, Lani and Nike, for every precious time we have shared together
and for the support during my study in Sanata Dharma University. I also express
thanks to my senior high school friends, Nery, Yoyo, Cory, Tito, Rio, Anis,
Emil, Dian, Si Kembar, Hengky, Chumex, and other friends that I cannot
mention one by one. I appreciate the unforgettable moment we spent together. I
hope, our friendship will be everlasting.
May God always bless us forever.

Erfiani Refki Supardjo

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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………..

i

APPROVAL PAGES …………………………………………………..

ii

DEDICATION PAGE ………………………………………………….

iv

STATEMENT OF WORK’S ORIGINALITY …………………………

v

ABSTRACT ……………………………………………………………

vi

ABSTRAK ………………………………………………………………

vii

PERNYATAAN PERSETUJUAN PUBLIKSASI………………………..

viii

ACKNOWLEDGEMENTS …………………………………………...

ix

TABLE OF CONTENTS ……………………………………………...

xi

LIST OF FIGURES ……………………………………………………

xiv

LIST OF TABLES ……………………………………………………

xv

LIST OF APPENDICES ………………………………………………

xvi

CHAPTER I. INTRODUCTION ……………………………………...

1

A. Background of the Study …………………………………………..

1

B. Problem Identification ……………………………………………..

5

C. Problem Formulation ………………………………………………

6

D. Problem Limitation ………………………………………………...

6

E. Research Objectives ………………………………………………..

6

F. Research Benefits …………………………………………………..

7

G. Definition of Terms ………………………………………………...

8

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CHAPTER II. REVIEW OF RELATED LITERATURE ……………...

10

A. Theoretical Description …………………………………………….

10

1. Instructional Design Models ……………………………………

10

a. Kemp’s Model ……………………………………………...

10

2. Teaching Pronunciation ………………………………………..

14

a. Types of Pronunciation ……………………………………..

14

b. Why Teaching Pronunciation? ………………………………..... 15
c. How to Teach Pronunciation? ………………………………

16

3. Cooperative Language Learning ……………………………….

18

4. School-based Curriculum ……………………………………….

23

B. Theoretical Framework ……………………………………………..

25

CHAPTER III. METHODOLOGY ……………………………………

29

A. Research Method …………………………………………………..

29

B. Research Participants ………………………………………………

32

C. Research Instruments ………………………………………………

35

D. Data Gathering Techniques ………………………………………..

37

E. Data Analysis Technique …………………………………………..

38

F. Research Procedures …………………………………………….....

41

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Elaboration of Steps in Designing the materialls…………………

43

1. Identifying Entry Behaviors and Learners’ Characteristics …..

44

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2. Formulating Goals, Topics, and General Purposes ……………..

57

3. Specifying Learning Objectives ………………………………..

59

4. Listing Subject Contents ……………………………………….

61

5. Developing Pre-assessment ……………………………………

64

6. Selecting Teaching and Learning Activities and Resources ……..

65

7. Evaluating the Materials ………………………………………

67

8. Revising the Materials ………………………………………..

68

B. Findings of the Evaluation of the Designed Materials …………..

68

1. Description of Respondents ………………………………….

68

2. Description of the Data ………………………………………

69

3. Respondents’ Opinions and Suggestions…………………….

71

C. Discussion of the Result of the Analysis and Evaluation ………..

73

1. The First Evaluation Result ………………………………….

73

2. The Second Evaluation Result ………………………………

74

D. Presentation of the Final Version of Designed Materials ………..

75

CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ………………………………………………………..

78

B. Suggestions ………………………………………………………

80

REFERENCES ……………………………………………………...

82

APPENDICES ………………………………………………………

84

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LIST OF FIGURES

Page
Figure 2.1. The Writer’s Model ……………………………………………

27

Figure 3.1. R & D Cycle and The Writer’s Model ………………………...

34

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LIST OF TABLES

Page
Table 3.1. The Sample of Feedback of Evaluation …………….

40

Table 4.1. Result of the Interview ………………………………

44

Table 4.2. Result of the Questionnaire …………………………

50

Table 4.3. List of Topics ………………………………………..

58

Table 4.4. List of General Purposes …………………………….

59

Table 4.5. List of Indicators ……………………………………

60

Table 4.6. List of Skills in subject Content …………………….

62

Table 4.7. List of Activities …………………………………….

65

Table 4.8. List of Resources ……………………………………

67

Table 4.9. Description of the Respondents …………………….

68

Table 4.10. Description of the Evaluation Data ……………….

70

Table 4.11. The Revision of the Topics ………………………..

73

Table 4.12. The Revision of Basic Competence ……………….

74

Table 4.13. Description of Units in the Designed materials….....

76

Table 4.14. Description of Time Allocation for Each Unit ….....

76

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LIST OF APPENDICES

Page
Appendix A: Letter of Permission …………………………………

85

Appendix B: Questionnaire and Interview Checklist ……………..

87

Appendix C: Questionnaire of Evaluation ………………………..

92

Appendix D: Syllabus Design …………………………………….

95

Appendix E: Lesson Plans ………………………………………..

99

Appendix F: General Description …………………………………

114

Appendix G: The Raw Data of the Respondents’ Evaluation ………

119

Appendix H: Presentation of the Materials ……………………….

121

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CHAPTER I
INTRODUCTION

The writer designs a set of supplementary pronunciation materials using
Cooperative Language Learning for SMA YPPK Adhi Luhur students at grade X
in Nabire. This chapter is presented to give the outline of the study. It discusses
the background knowledge of this study, problem formulation, problem
identification, problem limitations, research objectives, research benefits, and
definition of terms.
A. Background of the Study
In learning language, the learners need to have four language skills:
reading, writing, speaking, and listening. The learners also need to have
competence in other elements of language, such as grammar, pronunciation, and
vocabulary. Pronunciation is commonly held to be the most difficult of all tasks in
language learning, especially in learning English. “The way we pronounce
English words depends on how the words are heard in our ears. Therefore, it is
important to listen to the right pronunciation of English language” (Roring, 1985).
Bad English pronunciation may confuse people even if we use English
grammar correctly. We can use simple words and simple grammar structures that
make people understand us but we cannot use "simple pronunciation". On
the other hand, good English pronunciation will make people understand us easily
and be willing to listen to us. It means that pronunciation is important in

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communication because the better someone’s pronunciation is the better
communication can be achieved.
A good way in learning pronunciation is when learners can interact with
others who have better pronunciation. Therefore, Cooperative Language Learning
is needed in pronunciation classes. According to Olsen and Kagan (1992: 1),
Cooperative Language Learning (CLL) offers ways to organize group work to
enhance learning and increase academic achievement. CLL is carefully structured
and organized so that each learner interacts with others and all learners are
motivated to increase each other’s learning.
According to La Forge (1983), in CLL class, there are two distinct and
fundamental kinds of interactions. They are interactions between learners and
interactions between learners and teachers (knower). Interactions between learners
are unpredictable in content but typically involve exchanges of information.
Learner exchanges deepen in intimacy as the class becomes a community of
learners. The desire to be part of this growing intimacy pushes learners to keep
pace with the learning of their peers.
Learners are initially dependent upon the teachers. The learner tells the
teacher what he or she wishes to say in the target language, and the teacher tells
the learner how to say it. Gradually, the learner can be able to speak a word or
phrase directly in the foreign language, without translation. More and more direct
communication can take place after many sessions, or many years. It helps the
learner achieves fluency in the spoken language. At that point, the learner can be
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CLL can be used in teaching content classes, ESP, the four skills,
grammar, pronunciation, and vocabulary. Bassano and Christison (1988) identify
four kinds of benefits associated with CLL classroom management. First, CLL
can assist in classroom environment and social tasks—for example, arranging the
classroom, distributing materials, or generating advice on critical accidents.
Second, CLL can be useful in selecting content and setting goals. Third, CLL can
help in developing materials such as flashcards and posters. And finally, CLL can
assist in monitoring progress and evaluating tasks.
They also recognize three other benefits. CLL classes are more relaxed
and enjoyable than traditional classes. CLL can help address the needs of
heterogeneous classes. The most important, CLL offers a wide variety of
techniques, strategies, and considerations of teachers. One of the techniques is
group discussion. The activity is various and some of them are reading the
phonetic transcription, reading text or poets which are full of spirit, and sing
songs.
SMA YPPK Adhi Luhur is one of the schools which are run by Jesuit
congregation. It is located in Merdeka St, Nabire. Students in this school are from
Nabire and other cities in Papua. Most of them are from the Hinter Land of Papua.
It has some facilities, such as a library and language laboratory. This school has
English Cocqiez Society as an extracurricular activity.
Pronunciation is needed to be taught in SMA YPPK Adhi Luhur because
pronunciation is important for students in developing their English especially in
speaking and in communicating with others especially foreigners as described at

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the beginning of the background study. CLL is a good way in teaching
pronunciation for students of SMA YPPK Adhi Luhur because it enhances them
to work in groups and to have good social skills. Students do not merely have
social skills but also positive interdependence. In addition, students can also
develop their English in speaking and listening.
Senior high school students at grade X have to develop pronunciation
because it can influence their speaking ability and communicative competence. If
they have no competence in pronouncing words, people who are invited to talk
will not get the message of the speech.
Nabire is a small city in Papua. It is located in the West side of Papua,
along the Cendrawasih bay. The population of this city is more than 40.000
people. People there are not only from the local area but also from the other
islands of Indonesia, such as Java, Sumatra, Sulawesi, Kalimantan, dan Bali. Only
few local people have opportunity to get education, so only a few of them –those
who are well-educated– can get positions in government offices. It is caused by
many factors. Some of them are by limited schools and learning resources,
expensive tuition for school, and few professional teachers available. There,
pronunciation is taught as one of the elements to learn the target language.
Pronunciation is a supplementary material which is separated to other skills and
elements of language – speaking, listening, reading, writing, vocabulary and
grammar. There is no time allotted for pronunciation.

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B. Problem Identification
Many curriculum changes made by the government have confused
teachers in conducting teaching activities. Those curriculums provide variety of
teaching activities but teachers are doubtful in implementing the activities. Caused
by the curriculum change, they are still confused about the appropriate materials.
They should be able to create the enjoyable activities since students are required
to develop and improve their competence. They also should be able to design
interesting and suitable materials for students. As the result, many schools have
not implemented the new activities yet, whereas it is important to provide students
an opportunity in developing themselves.
English is one of the courses which is taught in senior high school. One of
the aims is to develop students’ communicative competence, both oral and written
competence. The competence is spelled out into receptive skills which are
listening and reading, and productive skills, which are speaking and writing. In
addition, there are some elements in English that students should learn. They are
vocabulary, grammar, and pronunciation. However, teachers tend to have less
attention to productive skills especially speaking than other skills. For this reason,
pronunciation is needed to improve students’ speaking ability. In this study, the
writer offers mostly in the pronunciation materials because it supports speaking
ability and some reading materials to supplement it.
The pronunciation materials will be given between 15 to 35 minutes
because there is no time allotted for it. The materials will facilitate the students in

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pronouncing the certain words of English which will ease them in learning the
English skills.
C. Problem Formulation
This research is conducted to answer the problems identified previously.
They are:
1. How is a set of supplementary pronunciation materials using Cooperative
Language Learning for SMA YPPK Adhi Luhur students at grade X in Nabire
designed?
2. What does a set of supplementary pronunciation materials using Cooperative
Language Learning for SMA YPPK Adhi Luhur students at grade X in Nabire
look like?
D. Problem Limitation
The limitations of this study are about the subjects, materials design,
topics, and the implementing of the designed materials. The subjects of this study
are limited to students at grade X of SMA YPPK Adhi Luhur in Nabire, Papua.
The materials that will be designed focus on a set of supplementary pronunciation
designed materials which provide speaking and reading sessions. The topics
chosen are based on the students’ interests and needs. At the end of the study, the
designed materials will be presented without implementing them to find out their
effectiveness.
E. Research Objectives
This study is conducted to answer the questions stated in the problem
formulation. Thus, the objectives of the research are:

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1. To find out how a set of supplementary pronunciation materials using
Cooperative Language Learning for senior high school students at grade X of
SMA YPPK Adhi Luhur in Nabire, Papua is designed.
2. To present a set of supplementary pronunciation materials using Cooperative
Language Learning for SMA YPPK Adhi Luhur students at grade X in
Nabire, Papua.
F. Research Benefits
The benefits of this research are:
1. Senior High School Students in Nabire
a. Students can use the materials to improve their pronunciation mastery and
communicative ability.
b. Students can use the materials to facilitate them in pronouncing new words by
looking at the phonetics transcription in English dictionary.
2. Senior High School Teachers in Nabire
a. Teachers can give more portions for pronunciation.
b. Teachers can improve their teaching techniques by using these materials as
supplementary teaching materials.
c. Teachers can use the materials to improve students’ pronunciation mastery
and communicative ability.
3. Other Researchers
This study facilitates the other researchers to make further research e.g.
designing a set of pronunciation materials using another technique in the same
place.

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G. Definition of Terms
This section presents several definitions of several terms dealing with what
the writer intends to discuss in the study.
1. Pronunciation
“Pronunciation is a two fold process. It involves the recognition of
sounds as well as the production of sounds” (Syafei: 1988). In this study, the
writer focuses on designing a set of materials in teaching pronunciation which
enhance students to improve their pronunciation mastery.
Pronunciation, in this study, means that how students can produce the
right English sounds.
2. Cooperative Language Learning (CLL)
“Cooperative Language 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). In this study, Cooperative Language Learning will help
teachers and students in applying the supplementary pronunciation materials in
the class. Cooperative Language Learning will encourage the students using their
oral communication to interact with others actively in order to improve their
pronunciation competence and social achievement.
Cooperative Language Learning in this study emphasizes more on the
group activities. It gives chance to students to interact with teacher and other
students more often than they work individually.

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3. Supplementary Pronunciation materials
“Materials are anything which is used to help to teach language learners.
Materials can be in form of a textbook, a workbook, a cassette, a CD-Rom, a
video, a photocopied handout, a newspaper, a paragraph written on a whiteboard”
(Tomlinson: 1998).
Pronunciation materials are materials which are made by the teacher and
used as a guide to teach pronunciation using a specific method. Supplementary
pronunciation materials are pronunciation materials which are made and used as a
facilitator in teaching speaking and reading.
Pronunciation materials here are using CLL. In CLL, the materials
which can be used are phonetic transcriptions, conversations, texts, poets and
songs. In this study, the pronunciation materials are supplementary which will
help the students to be able to pronounce English in order to improve their
communicative ability.
4. School-based Curriculum
According to Masnur Muslich in his book “KTSP: Pembelajaran
Berbasis Kompetensi dan Kontekstual”, school-based curriculum is a curriculum
which gives freedom for teachers and school to its developments. It suggests
providing competence-based learning and contextual approach. This is an
operational curriculum which is arranged and held by each school. In this study,
the writer will refer to the curriculum used by SMA YPPK Adhi Luhur.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer will present some theories supporting the
designing of materials for the tenth grade of senior high school. This part contains
two (2) subparts. The first is theoretical description which contains some citations
from the relevant theories and the second is theoretical framework which contains
summary and synthesis of the writer about the relevant theories which will help
the writer to solve the research problem.
A. Theoretical Description
In the theoretical description, the writer will present the instructional
design models adapted from Kemp and Yalden, teaching pronunciation,
Cooperative Language Learning and school-based curriculum. All are related to
the literature needed to design a set of supplementary pronunciation materials
using Cooperative Language Learning for SMA YPPK Adhi Luhur students at
Grade X in Nabire.
1. Instructional Design Models
In teaching English, many models of instructional design can be used by
teachers in creating learning materials. In this study, the writer will present two
models, Kemp’s Model and Yalden’s Model.
a. Kemp’s Model
According to Kemp (1977: 6-8) in his book “Instructional Design”,
instructional process is composed of many interrelated parts and functions that
10

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must operate in a coherent manner in order to achieve success. He also states that
machines and materials which are the resources of instruction are called
instructional technology, and the approach and procedure is called instructional
design. It can be applied on any educational level from elementary to college.
Kemp’s model is designed to supply answers to three questions as the essential
elements of instructional technology:
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation)
The design plan of Kemp consists of eight parts―considering goals,
listing topics, stating the general purposes; enumerating the important
characteristics; specifying the learning objectives; listing the subject content;
developing pre-assessment; selecting teaching/learning activities and instructional
resources; coordinating support services; and evaluating students’ learning. The
steps of Kemp’s Model:
1. Identifying learners’ characteristics
This step tells about obtaining information about the learners’ capabilities,
needs and interests. The selection of topics and the level at which topics are
introduced; the choice and sequencing of objectives, the depth of treatment, and
the variety of learning activities should be affected by learners’ capabilities,
needs, and interests. The characteristics of the students can be based on academic
factors, social factors, learning conditions and learning styles.

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2. Formulating goals, topics and general purposes
Broadly stated goals of all educational programs may be delivered from
society, students, and subject as the sources. Statements of goals should recognize
changes in learners’ needs and interests, as well as changes in the needs of society
and its institutions. Topics would become the scope of the course or program, the
basic for the instruction. Topics are usually used according to a logical
organization from simple to complex. General purposes are broader than
objectives. The planners’ own aims or purposes for the topic or unit are usually
expressed. Teachers or the members of teaching team have responsibility to select
one or more purposes to represent a topic to be taught.
3. Specifying learning objectives
Learning objective can be group into three major categorize, cognitive,
psychomotor, and affective. Cognitive domain is domain which have most
attention to in educational programs because it includes objectives concerning
knowledge, information, and thinking.
4. Listing subject contents
The content of the design must closely relate to the objectives and the
students’ needs. For many teachers, subject content is the traditional starting point
for teaching. Content in most subject areas is dynamic and changing. Subject
content comprises the selection and organizing of the specific knowledge, skills,
and attitudinal factors of any topic.

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5. Developing pre-assessment
This step is taken to determine the student’s background and present level
of knowledge about the topic. In order to plan learning activities, it is important to
find out specifically to what extent each student has acquired the necessary
prerequisites for studying the topic and what the student may have already
mastered about the topic.
6. Selecting teaching and learning activities and resources
The selection of instructional materials is closely associated with the
planning of teaching and learning activities and both of which should be
considered together. The instructional designers should be able to provide the
professional guidance necessary for instructional resources.
7. Coordinating support services
Support services here include budget, personnel, facilities, equipment, and
schedule to carry out the instructional plan. Support services must be considered
at the same time instructional plans are being made and materials, being selected.
8. Evaluation
This step is to measure the learning outcomes relating to the objectives.
This evaluation can be held by using tests or examination. One way to determine
whether an instructor is teaching for high-level objectives is to examine the final
examination or other evaluation instrument. If the teacher is really attempting to
measure the outcomes specified by the objectives, this will be reflected in the
testing.

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2. Teaching Pronunciation
The acquisition of a good pronunciation in the target language is
commonly held to be the most difficult task in language learning.
A good pronunciation must be intelligible. It means that every word that we
pronounce must be understood by a listener at a given time in a given situation. It
is why pronunciation is important in learning target language for communication
needed. This part will present everything about teaching pronunciation: the types
of pronunciation, why teachers should teach pronunciation, and how to teach
pronunciation.
a. Types of Pronunciation
According to Daniel Jones (1958: 3-5) in his book “The Pronunciation of
English”, there are six (10) types of pronunciation.
1. There is no exactly alike pronunciation from two people because it can be
happened because of various causes, such as locality, social surroundings, etc.
2. “Ability to speak in standard way might be considered advantageous by some
of those whose home language is a distinctly local form of speech.” A
standard pronunciation would also be useful to the English foreign learner.
3. To devise and recommend standards, attempts have been made, but it cannot
be said that any standard exists.
4. Each individual has their own style of speech.
5. Phonetics is the science dealing with such matters. “In it is given a fairly
detailed description of one form of English pronunciation which, though not a
standard, can at least be said to be easily understood throughout the English

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speaking world”. ‘Received Pronunciation’ is the term which is used to
describe the ‘widely understood pronunciation’.
6. In the majority of cases, “the differences are not such as would cause them to
be unintelligible in any part of the English-speaking world.”
7. ‘Good’ speech is a way of speaking which is clearly intelligible to all ordinary
people. ‘Bad’ speech is a way of talking which is difficult for most people to
understand.
8.

A person may speak with sounds very different from those of his hearers and
yet be clearly intelligible to all of them because of the accent.

9. A dialect speaker may speak ‘well’ or ‘badly’. They are adequate for
communicating with others speaking the same dialect, unless he mumbles his
words.
10. The view has sometimes been expressed that for speech to be ‘good’ it must
not only be clearly intelligible but also ‘pleasing’ to the hearer.
b. Why Teaching Pronunciation?
According to Syafei (1988) in his book “English Pronunciation: Theory
and Practice”, pronunciation teaching is very important because if a non native
speaker has a very bad pronunciation, he/she will not be able to communicate
orally no matter how good his/her control of English grammar and vocabulary
might be. He also states that there are two fundamental principles in the general
strategy of teaching pronunciation. The first, teaching pronunciation has to be
integrated with other skills (listening, speaking, reading, and writing), and with
other aspects of language (grammar, lexis, style, function, and discourse). The

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second, pronunciation has to be isolated for practice of specific items and
problems.
According to Poedjosoedarmo (2003: 1), there are two reasons why
pronunciation is taught. The first is “to improve intelligibility”. The second, at for
more advanced level, is “to allow students to create a favorable impression in
situations such as job interviews”. He also stated that there are seven features of
pronunciation which can cause confusion. They are using the wrong sound,
leaving sounds out, adding sounds, putting stress on the wrong syllable in a word,
putting stress on the wrong word in a sentence, using the wrong intonation
pattern, or making combination of these problems.
Pronunciation is important in learning the target language because people
will not understand what we say if we are not good at pronunciation. It also can
hamper our communication with others because it is related with speaking ability.
So, that is why the teacher needs to teach pronunciation to the students.
c. How to Teach Pronunciation?
According to Syafei (1988), there are three techniques in learning
pronunciation. The first technique is “the oral production based on imitation”. In
some students, imitation is not enough so they have to learn with another way, for
example produce oral sounds in front of the mirror, so they can see what speech
organ which is used when they produce sounds. The second technique is
“comparing the sounds which are learned with the sounds which are nearest of the
students’ native language”. The way to do this technique is to see the position of
the tongue. When the tongue is placed in the correct position, the sounds which

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are pronounced are correct. The third technique is creating relaxed atmosphere in
the classroom. If the students feel relaxed and feel that they are at home, they will
find ease in imitating the sounds which are strange to them.
According to Paulston & Bruder (1976:82-83), the difficulties of
responsibility as a criterion for the goal of teaching pronunciation are influenced
by such variables factors as willingness to understand, quietness of the
surroundings, familiarity and experience with the speaker, etc. They also stated
that the pronunciation materials for the beginners focused on the control of the
segmental phonemes, statement and question intonation for simple utterance, and
stress and rhythm patterns for simple utterance. While for intermediate and
advanced levels, the pronunciation practice focused on the allophonic variants,
intonation patterns of complex sentences, contrastive stress patterns, and the
effective devices by which native speakers indicate the emotion. Children learn
pronunciation by imitation. For adults, pronunciation can be learned as well
imitation remains the basic technique of learning the sound system of the target
language.
They also state that there are five (5) the basic steps of pronunciation
lesson.
1. First is selecting and presenting the sound features to be taught.
2. Second is recognizing the new sound and discriminating the similar sounds.
3. Third is producing the sound feature in words and phrases.
4. Fourth is producing the sound feature in a communicative situation.

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5. The last, the students are also taught the basic rules for the variety of spellings
of the sound. (1976:94-95)
3. Cooperative Language learning
According to Olsen and Kagan (1992: 8-14), Cooperative Language
Learning (CLL) is an approach which offers ways to organize group work that
makes maximum use of cooperative activities of learners in the classroom to
enhance learning and increase academic achievement. There are five (5) key
elements of successful group-based learning in CLL. They are:
a. Positive Interdependence
Positive interdependence occurs when the gains for one individual are
associated with gains for others. It means that when group member feels that what
helps one member helps others and what hurts one member hurts all.
b. Team Formation
It is an important factor in creating positive interdependence. Factors
involved in setting up group include: deciding the size of the group, assigning
students to groups, and students’ role in group.
c. Accountability
It involves both group and individual performance, for example, by
assigning each student a grade on his or her portion of a team project or by calling
on a student at random to share with the whole class, with group members, or with
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d. Social Skills
It determines the way students interact with each other as teammates.
Usually some explicit instruction in social skills is needed to ensure successful
interaction among them.
e. Structures and structuring
It refers to ways of organizing students’ interaction with content and each
other.
Johnson, Johnson, and Holubec (1994) state that Cooperative learning
sought raise the achievement of all students; help the teacher build positive
relationships among students; give students the experiences for healthy social,
psychological, and cognitive development; and replace the competitive
organizational structure of most classrooms and schools with team-based, high
performance organizational structure. A central premise of CLL is that learners
develop communicative competence in a language by conversing in socially or
pedagogically structured situations. They also state that cooperative learning is the
instructional use of small groups through which students work together to
maximize their own and each other’s learning.
From the perspective of second language teaching, McGroarty (1989)
offers six primary advantages for students acquiring English in CLL class:
1. Increased frequency and variety of second language practice through different
types of interaction.

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2. possibility for development or use of the first language in ways that support
cognitive development and increased second language skills;
3. opportunities to integrate language with content-based instruction;
4. opportunities to include a greater variety of curricular materials to stimulate
language as well as concept learning;
5. freedom for teachers to master new professional skills, particularly those
emphasizing communication; and
6. Opportunities for students to act as resources for each other, thus assuming a
more active role in their learning.
Bassano and Christison (1988) identify four kinds of benefits associated
with CLL classroom management. First, CLL can assist with classroom
environment and social tasks—for example, arranging the classroom, distributing
materials, or generating advice on critical accidents. Second, CLL can be useful in
selecting content and setting goals. Third, CLL can help in developing materials
such as flashcards and posters. And the last, Fourth, CLL can assist in monitoring
progress and evaluative tasks.
They also recognize three other benefits. CLL classes are more relaxed
and enjoyable than traditional classes. CLL can help address the needs of
heterogeneous classes. And the most important, CLL offers a wide variety of
techniques, strategie