A set of integrated English instructional materials based on cooperative learning approach for the Eighth Grade Students of SMP BOPKRI II Yogyakarta.

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ABSTRACT
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on
Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Sanata Dharma University.
Learning English required students to develop four English skills. They
were listening, speaking, reading, and writing. The insufficiency of various
English learning materials influenced the students’ achievement in SMP
BOPKRII II Yogyakarta. To develop the students’ achievement in learning
English, Cooperative Learning approach offered various teaching learning
activities. Therefore, this research was intended to present a set of Integrated
English Instructional Materials Based on Cooperative Learning approach for the
eighth grade students of SMP BOPKRI II Yogyakarta.
This research was aimed to solve these two research problems: (a) How is
a set of integrated instructional English materials based on Cooperative Learning

approach for the eighth grade of SMP BOPKRI II designed?, and (b) What does
the designed material look like?
To answer the first question, the researcher implemented the cycle of
Research and Development as stated by Borg and Gall (1986) and adapted
Kemp’s instructional model (1977). There were five steps in designing the
materials. The first step was data and information collection. The researcher
conducted interview and distributed questionnaires. The second step was
planning. Goals, general purposes, and topics were stated, learning objectives
were specified, and subject contents were listed. Besides, teaching learning
activities and materials were selected. The third step was developing preliminary
form of product. In this step, the researcher designed the materials based on the
results of the needs survey and in accordance with the planning. The fourth step
was preliminary field testing. The designed materials were evaluated by the
English teacher of SMP BOPKRI II Yogyakarta and three other English teachers.
Comments, feedback, and suggestions on the designed materials were obtained
through post-design questionnaires. The last step was main product revision. The
researcher revised and improved the design based on the evaluation from the
respondents.
The second research problem was answered by presenting the final version
of the designed materials. The materials consisted of four units. They were “Let’s

Save the Animals”, “Let’s Go to the Match!”, “Let’s Imagine”, and “Let’s Do
It!”. Each unit consisted of three parts, pre-activity: (a) Let’s Get Started, main
activity: (a) Let’s Listen and Speak!, (b) Let’s Read and Write!, and (c) Let’s Have
Some Fun!, and the last part was post-activity: (a) Reflection and Review. Based
on the results of preliminary field testing, the data presentation showed the
average point of the degree of agreement for the material design was from 3 up to
3,75 out of scale range 1 up to 4. It indicated that the designed materials were
appropriate for the eighth grade students of junior high school and acceptable to
be implemented in SMP BOPKRI II Yogyakarta.
Keyword: cooperative learning, integrated materials, material design.

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ABSTRAK
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on

Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Belajar Bahasa Inggris menuntut siswa untuk mengembangkan empat
kemampun dalam Bahasa Inggris. Empat kemampuan tersebut adalah
mendengarkan, berbicara, membaca, dan menulis. Ketidakcukupan bahan
pembelajaran Bahasa Inggris di SMP BOPKRII II Yogyakarta mempengaruhi
prestasi siswa. Untuk mengembangkan prestasi siswa dalam belajar bahasa
Inggris, pendekatan pembelajaran kooperatif menawarkan berbagai kegiatan
belajar mengajar. Oleh karena itu, penelitian ini dimaksudkan untuk menyajikan
seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan pembelajaran
kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta.
Penelitian ini bertujuan untuk memecahkan dua rumusan masalah: (a)
Bagaimana seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan
pembelajaran kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta
dirancang?, dan (b) Seperti apa penyajian materi tersebut?
Untuk menjawab rumusan masalah yang pertama, peneliti menerapkan
siklus Penelitian dan Pengembangan seperti yang dinyatakan oleh Borg dan Gall
(1986) dan menggunakan model pembelajaran Kemp (1977). Terdapat lima
langkah dalam merancang materi. Langkah pertama adalah pengumpulan data dan
informasi. Peneliti melakukan wawancara dan menyebarkan kuesioner untuk

memperoleh data. Langkah kedua adalah perencanaan. Tujuan umum, topic, dan
tujuan khusus pembelajaran ditetapkan. Selain itu, aktifitas and materi
pembelajaran juga dipilih. Langkah ketiga adalah pengembangan bentuk awal
produk. Dalam langkah ini, peneliti merancang materi berdasarkan hasil survei
kebutuhan dan sesuai dengan tahap dalam perencanaan. langkah keempat adalah
uji lapangan awal. Rancangan materi dievaluasi oleh guru Bahasa Inggris SMP
BOPKRI II Yogyakarta dan tiga guru Bahasa Inggris lainnya. Komentar, kritik,
dan saran pada rancangan materi diperoleh melalui kuesioner pasca-desain.
Langkah terakhir adalah revisi produk utama. Peneliti merevisi dan memperbaiki
rancangan materi berdasarkan evaluasi dari responden.
Rumusan masalah yang kedua dijawab dengan menyajikan hasil akhir dari
perancangan materi yang terdiri dari empat unit. Keempat unit tersebut adalah
“Let’s Save the Animals”, “Let’s Go to the Match!”, “Let’s Imagine”, and “Let’s
Do It!”. Setiap unit terdiri dari tiga bagian, yakni pra-kegiatan: (a) Let’s Get
Started, kegiatan utama: : (a) Let’s Listen and Speak!, (b) Let’s Read and Write!,
and (c) Let’s Have Some Fun!, dan pasca-kegiatan: (a) Reflection and Review.
Berdasarkan hasil uji lapangan awal, data presentasi menunjukkan hasil rata-rata
terhadap rancangan materi adalah dari 3 sampai dengan 3,75 dari rentang skala 1
sampai 4. Hal ini menunjukkan bahwa materi yang dirancang telah sesuai untuk
siswa kelas VIII SMP dan dapat diterima untuk diterapkan di SMP BOPKRI II

Yogyakarta.
Kata Kunci: cooperative learning, integrated materials, material design.

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A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR THE EIGHTH GRADE STUDENTS
OF SMP BOPKRI II YOGYAKARTA

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

By
Triana Sari
Student Number: 071214104

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 INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH

FOR THE EIGHTH GRADE STUDENTS
OF SMP BOPKRI II YOGYAKARTA

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

By
Triana Sari
Student Number: 071214104

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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Be Joyful in Hope,
Patient in Affliction,
and Faithful in Prayer.
(Roman 12:12)

I dedicate this thesis to:
 My Saviour Jesus Christ
 Beloved Parents, Brothers, and Sisters
 and My Best 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 the
references, as a scientific paper should.

Yogyakarta, 26 August 2013
The Researcher

Triana Sari
071214104

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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
: Triana Sari
Nomor Mahasiswa : 071214104
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perspustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON COOPERATIVE LEARNING APPROACH
FOR THE EIGHTH GRADE STUDENTS
OF SMP BOPKRI II 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 sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 26 Agustus 2013
Yang menyatakan

Triana Sari

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ABSTRACT
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on
Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Sanata Dharma University.
Learning English requires students to develop four English skills. They are
listening, speaking, reading, and writing. The insufficiency of various English
learning materials influenced the students’ achievement in SMP BOPKRII II
Yogyakarta. To develop the students’ achievement in learning English,
cooperative learning approach offered various teaching learning activities.
Therefore, this research was intended to present a set of integrated English
instructional materials based on cooperative learning approach for the eighth
grade students of SMP BOPKRI II Yogyakarta.
This research was aimed to solve these two research problems. They are
(a) How is a set of integrated instructional English materials based on cooperative
learning approach for the eighth grade of SMP BOPKRI II designed?, and (b)
What does the designed material look like?
To answer the first question, the researcher implemented the cycle of
Research and Development as stated by Borg and Gall (1986) and adapted
Kemp’s instructional model (1977). There were five steps in designing the
materials. The first step was data and information collection. The researcher
conducted interview and distributed questionnaires. The second step was
planning. Goals, general purposes, and topics were stated, learning objectives
were specified, and subject contents were listed. Besides, teaching learning
activities and materials were selected. The third step was developing preliminary
form of product. In this step, the researcher designed the materials based on the
results of the needs survey and in accordance with the planning. The fourth step
was preliminary field testing. The designed materials were evaluated by the
English teacher of SMP BOPKRI II Yogyakarta and three other English teachers.
Comments, feedback, and suggestions on the designed materials were obtained
through post-design questionnaires. The last step was main product revision. The
researcher revised and improved the design based on the evaluation from the
respondents.
The second research problem was answered by presenting the final version
of the designed materials. The materials consisted of four units. They were “Let’s
Save the Animals”, “Let’s Go to the Match!”, “Let’s Imagine”, and “Let’s Do
It!”. Each unit consisted of three parts, pre-activity: (a) Let’s Get Started, main
activity: (a) Let’s Listen and Speak!, (b) Let’s Read and Write!, and (c) Let’s Have
Some Fun!, and the last part was post-activity: (a) Reflection and Review. Based
on the results of preliminary field testing, the data presentation showed the
average point of the degree of agreement for the material design was from 3 up to
3,75 out of scale range 1 up to 4. It indicated that the designed materials were
appropriate for the eighth grade students of junior high school and acceptable to
be implemented in SMP BOPKRI II Yogyakarta.
Keywords: cooperative learning, integrated materials, material design
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ABSTRAK
Sari, Triana. 2013. A Set of Integrated English Instructional Materials Based on
Cooperative Learning Approach for the Eighth Grade Students of SMP BOPKRI
II Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Belajar Bahasa Inggris menuntut siswa untuk mengembangkan empat
kemampuan dalam Bahasa Inggris. Empat kemampuan tersebut adalah
mendengarkan, berbicara, membaca, dan menulis. Ketidakcukupan bahan
pembelajaran Bahasa Inggris di SMP BOPKRII II Yogyakarta mempengaruhi
prestasi siswa. Untuk mengembangkan prestasi siswa dalam belajar Bahasa
Inggris, pendekatan pembelajaran kooperatif menawarkan berbagai kegiatan
belajar mengajar. Oleh karena itu, penelitian ini dimaksudkan untuk menyajikan
seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan pembelajaran
kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta.
Penelitian ini bertujuan untuk memecahkan dua rumusan masalah, yaitu
(a) Bagaimana seperangkat materi Bahasa Inggris terpadu berdasarkan pendekatan
pembelajaran kooperatif untuk siswa kelas VIII SMP BOPKRI II Yogyakarta
dirancang?, dan (b) Seperti apa penyajian materi tersebut?
Untuk menjawab rumusan masalah yang pertama, peneliti menerapkan
siklus Penelitian dan Pengembangan seperti yang dinyatakan oleh Borg dan Gall
(1986) dan menggunakan model pembelajaran Kemp (1977). Terdapat lima
langkah dalam merancang materi. Langkah pertama adalah pengumpulan data dan
informasi. Peneliti melakukan wawancara dan menyebarkan kuesioner untuk
memperoleh data. Langkah kedua adalah perencanaan. Tujuan umum, topic, dan
tujuan khusus pembelajaran ditetapkan. Selain itu, aktifitas and materi
pembelajaran juga dipilih. Langkah ketiga adalah pengembangan bentuk awal
produk. Dalam langkah ini, peneliti merancang materi berdasarkan hasil survei
kebutuhan dan sesuai dengan tahap dalam perencanaan. langkah keempat adalah
uji lapangan awal. Rancangan materi dievaluasi oleh guru Bahasa Inggris SMP
BOPKRI II Yogyakarta dan tiga guru Bahasa Inggris lainnya. Komentar, kritik,
dan saran pada rancangan materi diperoleh melalui kuesioner pasca-desain.
Langkah terakhir adalah revisi produk utama. Peneliti merevisi dan memperbaiki
rancangan materi berdasarkan evaluasi dari responden.
Rumusan masalah yang kedua dijawab dengan menyajikan hasil akhir dari
perancangan materi yang terdiri dari empat unit. Keempat unit tersebut adalah
“Let’s Save the Animals”, “Let’s Go to the Match!”, “Let’s Imagine”, and “Let’s
Do It!”. Setiap unit terdiri dari tiga bagian, yakni pra-kegiatan: (a) Let’s Get
Started, kegiatan utama: : (a) Let’s Listen and Speak!, (b) Let’s Read and Write!,
and (c) Let’s Have Some Fun!, dan pasca-kegiatan: (a) Reflection and Review.
Berdasarkan hasil uji lapangan awal, data presentasi menunjukkan hasil rata-rata
terhadap rancangan materi adalah dari 3 sampai dengan 3,75 dari rentang skala 1
sampai 4. Hal ini menunjukkan bahwa materi yang dirancang telah sesuai untuk
siswa kelas VIII SMP dan dapat diterima untuk diterapkan di SMP BOPKRI II
Yogyakarta.
Kata Kunci: cooperative learning, integrated materials, material design
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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to the One and the
only One my Jesus Christ for the guidance to lead me walk on the best way, for
the blessing to always be grateful for every single thing I have got, and for His
existence to make me believe to stay through the hardest time.
My sincere gratitude goes to Agustinus Hardi Prasetyo, S.Pd., M.A., for
his guidance, kindness, patience, and attention to be my advisor in assisting me
during the research completion. What he has given me is really beneficial for
improving my ability and competence throughout my study. Deepest gratitude
also goes to all the PBI lecturers and staff, for the invaluable chances and
moments for me to learn English in Sanata Dharma University.
I am deeply grateful to the English teacher of SMP BOPKRI II
Yogyakarta, Ariaty Puji Lestari, S.Pd., for being involved patiently and
sincerely in every phase of designing the materials. Furthermore, my sincere
thanks also go to the students of SMP BOPKRI II Yogyakarta grade VIII for
participating enthusiastically in the phase of need survey processing.
I would like to present my deepest gratitude to my parents, Bapak Alip
Setiyadi and Ibu Tudjinah, for their love, advice and patience they have always
given to me. My sincere gratitude is also addressed to my brother and his wife,
Mas Suryo and Mbak Vivi, and my sister and her husband, Mbak Putri and Mas
Danang, for motivating me to always do the best fighting for my future. My

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gratitude also goes to the big Sarwoko family, for the precious time we have
shared together, I am so proud of being a little part of this family.
I also extend my sincere thank to my beloved friends, Nissa, Wening,
Mita, Fendi, Wendy, Clara, Kinjenk, and Rara for always helping and
accompanying me in either pleasing or sad moments, finally we have done it,
friends! Although I am the last, I promise to end our entire struggle through the
years nicely. I just cannot wait to see our next phase of life! Then, my gratitude
also goes to my OMK and Fidelis Bintaran friends, Girang, Yoyok, David, Adi,
Wisnu, Adib, Tyas, Gita, Indra, Mbak Ria and others for their support and
prayers.
My gratitude also goes to, Anita, Rieta Anggraini, S.Pd., Fendika Aji
Prawisma, S.Pd., and Ch. Anita Susilastiwi, S.Pd. for being the evaluators of
my designed materials. My sincere thank is also addressed to Dwi Yulianto
Nugroho, S.Pd. for his willingness to read my thesis and give corrections on it.
Last but not least, I would like to express my sincere thanks all the good people
around me, for bringing the good mood in finishing this research and encouraging
me to always appreciate how precious my life is.
Finally, I thank all of the people, whose names cannot be mentioned one
by one, for helping me in many ways. May God bless them all.

Triana Sari

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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 .................................. vi
ABSTRACT ................................................................................................... vii
ABSTRAK ..................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................ ix
TABLE OF CONTENTS ................................................................................ xi
LIST OF FIGURES ........................................................................................ xiii
LIST OF TABLES ........................................................................................... xiv
LIST APPENDICES ....................................................................................... xv
CHAPTER I. INTRODUCTION .................................................................... 1
A. Research Background ............................................................ 1
B. Research Problems ................................................................. 4
C. Problem Limitation ................................................................ 5
D. Research Objectives ................................................................ 5
E. Research Benefits .................................................................. 6
F. Definition of Terms ............................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ................................ 9
A. Theoretical Description .......................................................... 9
1. Kemp’s Instructional Model ............................................... 9
2. Integrated Materials............................................................ 13
3. Materials Development ...................................................... 14
4. Cooperative Learning ......................................................... 15
a. Elements of Cooperative Learning ................................. 15
b. Types of Cooperative Learning ...................................... 18
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c. Teacher’s Roles in Cooperative Learning Class ............. 20
d. Learners’ Roles in Cooperative Learning Class .............. 20
e. Syllabus ........................................................................ 21
B. Theoretical Framework .......................................................... 22
CHAPTER III. METHODOLOGY ................................................................. 26
A. Research Method ................................................................... 26
B. Research Setting ..................................................................... 29
C. Research Participants .............................................................. 30
D. Instruments and Data Gathering Technique ............................ 31
E. Data Analysis Technique ........................................................ 33
F. Research Procedures .............................................................. 35
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ......................... 37
A. The Process of Designing the Integrated Materials .................. 37
1. Research and Information Collecting ................................. 37
2. Planning ............................................................................ 41
3. Developing Preliminary Form of Product .......................... 53
4. Preliminary Field Testing .................................................. 54
5. Main Product Revision ...................................................... 58
B. The Brief Description of the English Materials ....................... 60
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ..................... 65
A. Conclusions ............................................................................ 65
B. Recommendations................................................................... 67
REFERENCES ................................................................................................ 69
APPENDICES ................................................................................................. 71

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LIST OF FIGURES
Figure
2.1 Kemp’s Instructional Design Model ........................................................... 12
3.1 The Steps of Designing the Materials in this Research ............................... 30

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LIST OF TABLES
Table
4.1 The Goals and General Purposes of Materials ............................................ 44
4.2 The Topics and Subtopics of Materials ....................................................... 48
4.3 The Learning Indicators of Materials.......................................................... 49
4.4 The Description of Post-Design Questionnaire Respondents ...................... 56
4.5 Degree of Agreement ................................................................................. 57
4.6 The Result of Post-Design Questionnaire ................................................... 57

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APPENDICES
Appendix
A. Surat Ijin Penelitian ..................................................................................... 72
B. Pre-Design Questionnaire . .......................................................................... 74
C. The Result of Pre-Design Questionnaire ...................................................... 79
D. The Result of Interview with English Teacher ............................................. 83
E. Post Design Questionnaire ........................................................................... 87
F. The Result of Post Design Questionnaire ..................................................... 91
G. Syllabus ..................................................................................................... 95
H. Teacher’s Book ........................................................................................... 104
I. The Final Version of the Designed Materials ................................................ 138

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CHAPTER I
INTRODUCTION

This chapter covers six important parts: research background, research
problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
English has become the international language that people use in almost
around the world. It means that English has been considered as an international
language that is used in scientific and modern technology, trade, business world,
and many more. As foreign language, English has an important role in Indonesia.
Its role as a global communication tool motivates people in Indonesia to learn
English. By having the competence of English, people can get easier to acquire
knowledge as much as they can due to the globalization era that requires people to
be expert in English.
In Indonesia, English is taught at school as a compulsory subject started
from elementary schools. Moreover, there are many pre-schools that already
introduce English to the students. Realizing the fact that English takes important
role in Indonesian education, English learning has developed through its aspects
in learning process year by year. One of the developments is obviously seen
through the changing of curriculum in Indonesia. The government changed the
curriculum of education in Indonesia for several times. Now, most school has

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applied School-Based Curriculum (in Indonesia, it is called as Kurikulum Tingkat
Satuan Pendidikan or ‘KTSP’) since 2006.
Since English is considered as a Foreign Language (EFL) in Indonesia, the
researcher believes that learning English is not as easy as learning the Indonesian
language. Similar to what happens in SMP BOPKRI II Yogyakarta, there are still
some problems of teaching and learning English. The first problem comes from
the lack of supporting media to teach the students. The English teacher in this
school admitted that there was a limited number of supporting media in
accordance with the latest Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006. In
addition, the limitation of time in teaching and the situation that there was only
one English teacher in this school at that time also made the result of English
teaching and learning become not too satisfactory. The teacher also added that it
was sometimes difficult to manage the class and to attract the students’ attentions
towards the topic discussion.
Related to the problems of teaching and learning English, the condition of
students may also give effects in achieving the goals of teaching and learning.
Background of family, social life, personality, skill, motivation and many other
factors can influence students’ performance in learning at school. Considering the
differences of students’ characteristics and background of family, a teacher as a
main person who handles the process of teaching and learning should know the
most effective strategy that can be applied in class. Teacher should be able to
decide which classroom method and strategy that can run effectively to develop
the achievement of English learning. Yet, there are some teachers who still use

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conventional approach to teach English, they do not let students to be involved
actively with any learning activity. Some ways to make the effective teaching
learning are making the students active so they enjoy and feel comfortable being
involved in class and creating interaction and cooperation between teacher and
students so that the knowledge that the teacher wants to transform can be received
by the students.
There are some approaches that a teacher can apply in the class, one of
them is the cooperative learning approach. Kagan stated that, “Cooperative
learning is carefully structured-organized so that each learner interacts with others
and all learners are motivated to increase each other’s learning” (1992, p.1). From
the definition, it is clearly mentioned that cooperative learning could be one of the
effective approaches that involves all the students to take part actively while
studying in the class. Through this approach, students are active in the learning
process, because they will learn more through a process of constructing and
creating, working in a group and sharing knowledge. This approach is believed to
give chance for students to be involved in discussion; it has courage and critical
thinking and gives the responsibility to the students for their own learning.
Since the researcher has experienced Program Pengalaman Lapangan
(PPL) in SMP BOPKRI II Yogyakarta, she knows exactly the condition of the
school, the students, and of course the teacher. There is only one English teacher
in this school. The teacher handles six classes, and every day she teaches at least
two times. The limitation of the material and instrument might also be one of the
factors that make the students have low motivation in learning English. It is also

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supported by the family background which most of them come from middle-low
family that is lack of knowledge and not open-minded to the education of the
children to learn English. Here, the researcher attempts to design a set of
integrated English materials in order to help both teacher and students in SMP
BOPKRI II Yogyakarta to develop developing their mastering of English. The
principles of cooperative learning approach are used to develop the materials. The
researcher thinks that cooperative learning can help the students who have low
ability in learning foreign language to be more active by minimizing their anxiety
when learning English is processing. The instructional material hopefully can
guide the teacher and also the students to make English as fun as it is.
Furthermore, the social ability of the students can be built also through the
cooperative learning approach because this approach mainly requires the students
to work in groups, it is also one of the ways that can minimize the low students’
anxiety and give opportunities for students to speak up and learn English more.
However, the researcher does not intend to implement the designed materials in
an experimental research.

B. Research Problems
Based on the reasons stated in the introduction, the researcher poses the
following questions:
1. How is a set of integrated English instructional materials based on cooperative
learning approach for the eighth grade students of SMP BOPKRI II Yogyakarta
designed?

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2. What does a set of integrated English instructional materials based on
cooperative learning approach for the eighth grade students of SMP BOPKRI II
Yogyakarta look like?

C. Problem Limitation
The researcher focuses on designing a set of integrated English
instructional materials using cooperative learning approach for the eighth grade
students of SMP BOPKRI II Yogyakarta, Indonesia. Cooperative learning
approach is used in order to apply the materials into activities which are able to
increase the students’ motivation to learn English as foreign language. The
materials cover the four-basic English skills; listening, speaking, reading, and
writing which are adjusted to the competence of the students. The curriculum that
is used as the guidance in designing the materials is School-Based Curriculum or
in Indonesia it is called Kurikulum Tingkat Satuan Pendidikan (KTSP). The
activities are arranged based on the principles of cooperative learning that enable
students to learn and interact actively and cooperatively through groups learning.

D. Research Objectives
In line with the formulated problems, this research is aimed to:
1. To find out how a set of integrated English instructional materials based on
cooperative learning approach for the eighth grade students of SMP BOPKRI II
Yogyakarta is designed.

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2. To find out what a set of integrated English instructional materials based on
cooperative learning approach for the eighth grade students of SMP BOPKRI II
Yogyakarta looks like.

E. Research Benefits
It is expected that the findings of the research hopefully will contribute a
great deal of advantages for English teachers, students, and researchers.
1. English Teachers
English teachers, especially in SMP BOPKRI II Yogyakarta, will have
another reference to teach English. By having the integrated English instructional
materials, the teachers can apply various activities and technique to teach the
eighth grade students and help them to develop the understanding of English
through cooperative learning.
2. Students
The designed material is expected to enrich and develop the students’
competence in English (reading, listening, writing, and speaking) as well as the
language elements (grammar, vocabularies, and pronunciation). This material
covers the four competences of English using cooperative learning as the
approach which is believed that this approach can make the students be more
active in class, give the students more opportunities to get involve with the other
students, so that they can interact and improve the level of competence. Through
this design, the students hopefully can understand the English material easier and
get the benefits of cooperative learning approach.

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3. Other Researchers
This research provides useful information for other researchers related to the
study. It helps the other researchers to get more knowledge about how to design
and how to develop appropriate English instructional materials specially using
cooperative learning approach.

F. Definitions of Terms
There are some terms used in the title that need to be defined to avoid
misinterpretation since there are many available definitions. The researcher
provides as follow:
1. Integrated Materials
Integrated materials are materials that cover four important skills in
English language teaching, namely listening, speaking, reading, and writing.
Although in history the four skills were treated in separate segments of a
curriculum there is a recent trend toward skill integration (Brown, 2000). This
research tries to integrate those four skills: listening, speaking, reading, and
writing which are integrated with the same theme in each unit of designed
materials.
2. Instructional Material
Instructional material is defined as the material designed or planed by the
teachers for teaching instruction. It can be in the forms of printed materials,
computer-assisted instructions, and televised instructions (Dick & Reiser, 1989, p.
3). In this research, instructional material means the guidelines that are used as the

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source by the teacher and students in teaching and learning process in order the
reach the goal of teaching and learning process itself.
3. Cooperative Learning Approach
Cooperative learning is a means of grouping students in small, mixedability learning teams. According to Johnson and Johnson, “Cooperative learning
is the instructional use of small groups so that students work together to maximize
their own and each other’s learning” (2000). It gives positive effect to the students
especially they who have low ability in learning. The researcher believes that this
approach can be effective to be applied in the phenomena that happen in SMP
BOPKRI II Yogyakarta especially the students in the eighth grade.
4. Eighth Grade Students of Junior High School
In Indonesia, Junior High School is called as SMP (Sekolah Menengah
Pertama). The school consists of three grades, namely seventh grade, eighth
grade, and ninth grade. In this research, the students are in the eighth grade of
SMP BOPKRI II Yogyakarta. There are two classes in grade eight, which each
class consists of eighteen students of the ages 13 – 14 years old.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is divided into two parts; theoretical description and
theoretical framework. Theoretical description describes some related literature
needed to design material. Theoretical framework puts the researcher’s concepts
based on the theoretical description to formulate a framework in conducting this
study.
A. Theoretical Description
There are two problems in this study that have been formulated in chapter
one. Theoretical description helps the researcher to answer the first problem
formulation, how a set of integrated English instructional materials based in
communicative learning language approach for the eighth grade of BOPKRI II
Yogyakarta Junior High School is designed. The following theories provide
important information and principal as the base to be used in designing material.
1. Kemp’s Instructional Model
There are several instructional models used in designing English
instructional material. However, the researcher adapts the instructional model
specified by Jerrold E. Kemp (1977). In the theory, Kemp offers a model of
instructional design which is well-known as Kemp’s model. He states,
“Instructional design is the process of systematic planning that establishes a way
to examine instructional problems and needs, sets a procedure for solving them,
supplies, applies them then evaluates the result”. According to Kemp (1977, p. 8),
9

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a plan is designed to answer three essential questions: (1) What must be learned?
(Objectives), (2) What procedures or resources will work best to reach the desired
learning levels? (Activities and resources), and (3) How will we know when the
required learning has taken place? (Evaluation).
In order to answer those three questions, Kemp proposes a kind of
planning which consists of eight steps (1977, p. 8). Each element is connected in a
circular shape and it shows its flexibility of the model (Figure 2.1). The eight
steps are explained as follows:
a. Considering Goals, Topics, and General Purposes
Instructional design planning starts with identifying the broad goals of the
school system. The goals are obtained through society, students, and subject area.
After that, major topics within the content area should be listed. The topics are
arranged from the simplest level to the complex one. When the goals and topics
have been listed, general purposes are stated. General purposes are taken from the
chosen topics that will serve as students’ learning outcomes.
b. Analyzing Learner Characteristic
Learner characteristics affect the emphasis of instructional planning,
treatment, and variety of learning activities (Kemp, 1977). In order to produce an
appropriate and effective design for the learners, the material designer must
analyze the learner’s capabilities, need, lack, and interest first. The information
about learner characteristics is obtained through the needs analysis. The result of
needs analysis will determine the material design planning.

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c. Specifying Learning Objectives
Specifying learning objectives is essential in designing the instructional
materials. In this step, the designer specifies the learning objectives to be achieved
in terms of measurable students’ behavioural outcomes.
d. Listing Subject Content
Subject content is closely related to learning objectives and learners’
needs. It supports each objective of the materials. The designer decides the
contents which are suitable with the level of students’ competence so that the
students can achieve the learning objectives of each topic.
e. Developing Pre-assessment
Before selecting the teaching learning activities, the designer should
develop pre-assessment in order to determine the students’ background and
present level of knowledge about the topic. The aims of developing preassessment are to find out what the students really need and what topics they have
already mastered.
f. Selecting Teaching Learning Activities and Resources
In this step, the designer selects teaching learning activities and
instructional resources that will treat the subject content so students will
accomplish the objectives. The selection of teaching learning activities will give
impact for students in accomplishing the objectives of the subject content.
Material designer should know the strengths and weaknesses of various activity
and material sources. Teaching learning activities and resources can be selected
based on students’ characteristics and needs.

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g. Coordinating Support Services
As instructional material designers, they should coordinate such support
services as budget, personnel, facilities, equipment, and schedules to carry out the
instructional plan before evaluating the students’ learning.
h. Evaluating Students’ Learning
This is the last step of Kemp’s Instructional Model. In this step, the
designer evaluates students’ learning in terms of their accomplishment of
objectives, with a view to revising and re-evaluating any phases of the plan that
need improvement.
The following figure 2.1 illustrates the relationship of each step in the plan to
the other steps.
Goals, Topics,
General
Purposes

Evaluation

Support
Services

Revision

Teaching
Learning Activity
and Resources

Preassessment

Learners
Characteristic

Learning
Objectives

Subject
Content

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1997, p. 9)
Based on the figure, it shows that Kemp’s instructional design model is
like a circular shape that relates each other. The steps are interdependent so that

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one step will influence the other. According to Kemp (1977), developing an
instructional system is continuous process. Each step in the diagram always needs
a revision. Therefore, the changes in one element will influence other elements
because they are interdependent. This model has a flexibility process that enables
the designer to start with whichever element you are ready to start with and then
move back and forth to the other steps (Kemp, 1977, p. 9).
2. Integrated Materials
Learning English consists of four primary skills which are listening,
speaking, reading, and writing. It also includes associated or related skills such as
knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage.
Those language skills lead to optimal ESL or EFL communication when the skills
are interwoven during instruction. This is known as the integrated skill approach
(Oxford, 1990). According to Harmer (2007), four skills of language are divided
into two types. Productive skills are the terms form speaking and listening, which
students have to produce language themselves, and receptive skills are for reading
and listening, where meaning is extracted from the discourse. One skill cannot be
completely separated from other skills. According to Brown (2001), production
and reception are quite simply two sides of the same coin, which one cannot split
in two. Besides, one skill will reinforce each other. Although each skill has
different characteristics, integration can still utilize a strong, principled approach
to focus on separate skills.
Integrated skills of English enhance the focus on realistic communication,
which is essential in developing students’ competence in English. According to

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Brown (2001), integrated skills which are applied in class model the students the
real-life integration of language skill, get them to perceive the relationship among
several skills, and provide the teacher with a great deal of flexibility in creating
interesting and motivating lessons. Those four skills, according to Feez and Joyce
(2002), are often paired in terms of spoken and written language. The first pair is
listening and speaking (or oracy), and the second pair is reading and writing (or
literacy). Listening and speaking are paired up for the reasons that the skills which
support listening skill are complementary with the skills which support speaking.
On the other hand, reading skills are complementary with the skills which support
writing skills (Feez & Joyce, 2002).
3. Material Development
Materials development refers to anything which is done by the writer,
teachers or learners to provide sources of language input and to exploit those
sources in ways which maximize the likelihood of intake: in other words, the
supplying of information about and/or experience of the language in ways
designed to promote language learning (Tomlinson, 1998, p. 2).
According to Brown, there are three strategies in creating materials
including adopting, developing, and adapting (1994, p. 139). Adopting materials
involves deciding on the types of materials that are needed, locating as many
different sets of material types as possible, evaluating the materials, making use of
the material, and reviewing the materials on an ongoing basis. Developing
materials includes developing, teaching (field testing), and evaluating the
materials. Meanwhile, adapting covers all steps necessary in adopting materials,

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but must additionally incorporate phases that allow for analyzing what is worth
keeping in the materials, classifying the remaining materials, filling gaps from
other sources, and reorganizing all of this to fit the program in questions.
4. Cooperative Learning
There are some approaches used in English teaching and learning process,
Cooperative learning approach is presented as one of the effective approach that is
commonly used by teachers especially when teaching English for beginner or
intermediate. Johnson and Johnson state that cooperative learning exists when
students work together to accomplish shared learning goals (1999).
According to Slavin (1995), cooperative learning refers to a variety of
teaching methods in which students work in a small group to help one another
learn academic content. Thus, the essential thing in this approach is by grouping
students, they are expected to cooperate with their peers, discuss or argue the
lesson given together, help each other in order to achieve the goal of cooperative
learning itself. It is also supported by the statement from Artz and Newman that
cooperative learning is defined as small group of learners working together as a
team to solve a problem, complete tasks, or accomplish a common goal (1990, p.
448). Slavin (1995, p. 15) states that the most important goal of cooperative
learning is to provide students with the knowledge, concepts, skills, and

understandings they need to become happy and contributing members of society.
a. Elements of Cooperative Learning
There are many principles have been proposed for cooperative learning.
According to Johnson and Johnson (1994), there are five essential elements of

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successful group-based learning that underlie the implementation of cooperative
learning classroom:
1) Positive Interdependence

Positive interdependence is the first and the most important element of
implementing cooperative learning. The students must believe that they sink or
swim together. Positive interdependence occurs when a group member feels that
what one helps one member helps all and what hurts one member hurts all (Olsen
& Kagan, 1992). It occurs when gains of individuals or