A set of integrated english instructional materials based on a cooperative learning approach for the Sixth Grade Students of SD Kanisius Kanutan.

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xvii ABSTRACT

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Sanata Dharma University.

In learning English, the students have to acquire four English skills. Those skills are listening, speaking, reading, and writing. There was a need for the sixth grade students of Elementary School to enhance their ability in learning the four English skills since it would really help them to master English. To respond to the problem, a study was conducted. The study was intended to design a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. Since the designed materials were based on Cooperative Learning approach, hopefully it could increase the students’ social skills.

The study discussed two problems. Those problems were (1) How is a set of integrated English instructional materials based on a cooperative learning approach for the sixth grade students of SD Kanisius Kanutan designed? (2) What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

To answer the first question, the writer applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) specifying subject contents, (5) selecting learning activities and resources, (6) evaluating designed materials. To answer the second question, the writer presented the instructional design materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan. The materials consisted of eight units. Each unit consisted of four sections, namely Let’s get started!, Let’s do it together, Let’s play together, and What have you learnt?.

The materials evaluation results showed that the mean ranged from 3.8 to 4.4 in the scale of 5.00. It showed that the designed materials were good and acceptable to be used for the sixth grade students of SD Kanisius Kanutan.

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xviii ABSTRAK

Wicaksono, Fredericus Joko. (2008) A Set of Integrated English Instructional Materials Based on A Cooperative Learning Approach for the Sixth Grade Students of SD Kanisius Kanutan. Yogyakarta: Universitas Sanata Dharma.

Dalam mempelajari bahasa Inggris, para siswa harus mempelajari empat keterampilan dalam bahasa Inggris. Keempat keterampilan tersebut adalah mendengarkan, berbicara, membaca dan menulis. Para siswa kelas enam Sekolah Dasar mempunyai kebutuhan untuk meningkatkan kemampuan mempelajari keempat keterampilan bahasa Inggris karena hal ini akan membantu siswa untuk menguasai bahasa Inggris secara keseluruhan. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran bahasa Inggris terintegrasi berdasarkan Cooperative Learning Approach untuk siswa kelas enam SD Kanisius Kanutan. Materi pembelajaran yang berdasarkan Cooperative Learning Approach ini juga diharapkan dapat membantu meningkatkan keterampilan sosial para siswa.

Terdapat dua masalah yang dibahas dalam penelitian ini. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan yang berdasarkan Cooperative Learning Approach tersebut?

Untuk melakukan studi ini, penulis mengimplementasikan Research and Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R&D Method. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision.

Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah dari model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran bahasa Inggris terpadu untuk siswa kelas enam SD Kanisius Kanutan berdasarkan Cooperative Learning Approach yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu Let’s get started!,Let’s do it together, Let’s play together, dan What have you learnt?.

Dari hasil evaluasi rancangan materi didapatkan nilai rata-rata yang berkisar antara 3,8 – 4,4 pada skala 5.00. Hal itu menunjukkan bahwa rancangan materi pembelajaran tersebut cukup bagus dan bisa diterima serta digunakan bagi siswa kelas enam SD Kanisius Kanutan.

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BASED ON A COOPERATIVE LEARNING APPROACH FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Fredericus Joko Wicaksono Student Number: 031214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON A COOPERATIVE LEARNING APPROACH

FOR THE SIXTH GRADE STUDENTS OF SD KANISIUS KANUTAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Fredericus Joko Wicaksono Student Number: 031214098

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ii A Thesis on

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vii

ACKNOWLEDGEMENTS

Firstly, I would like to express my greatest gratitude and praise to Jesus Christ for His blessing and guidance during the process of completing my thesis. God makes everything happen at the right time.

My greatest gratitude and honor go to my major sponsor, JB. Gunawan, M.A. who has given me guidance, patience, and kindness, and courage to finish this thesis. I thank him for his advice, correction, and time to read my thesis thoroughly. My great thank goes to Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me time, knowledge, and guidance during the process of accomplishing this thesis.

I would like to express my gratitude to Caecilia Tutyandari, S.Pd., M.Pd., and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for their time to evaluate the materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers.

I deliver my best thanks to the sixth grade English teacher of SD Kanisius Kanutan, Mas G. Miantara, S.Pd., who has given me time, help, and willingness to evaluate my designed materials. I would like to express thanks to Mbak Ndaru and Bu Titik for their time to evaluate the materials. I also thank all of the sixth grade students of SD Kanisius for their willingness to help me conduct my research.

I also extend my deep gratitude to my parents, Bapak FX. Ngadiman and Ibu Y. Juminem. I thank them for their love, care, patience, support, and never

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viii ending prayer for me.

I would like to express my gratitude to all friends who had been so kind and helpful in the process of thesis accomplishment, especially for Gaby, Dedi “Kadal”, Jody ’04, Qyer, Arum, Tika, Dame, Yusta, and Iyas. My sweet thanks are also directed to “Warga mBebek”: Tri “Kebo”, Wisnu “Kenthi”, Aan, Yuli, and Yanris “Jempol”. I deliver my very best thanks to Ratri for her willingness and patient to read my thesis and give suggestions. I also thank to my “journey” friends: Ji’i, Lukas, Ardi, and Tony for sharing valuable knowledge.

I would like to give my deepest love and thank to my dearest one, Dik Yefin. I thank her for her never-ending love and support. She gives me motivation to always do my best.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNTYATAAN PERSETUJUAN PUBLIKASI ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

ABSTRACT ... xvii

ABSTRAK ... xviii

CHAPTER I. INTRODUCTION A. Background of the Study ... 1

B. Problem Formulation ... 3

C. Problem Limitation ... 3

D. Objectives of the Study ... 4

E. Benefit of the Study ... 4

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Page CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical description ... 8

1. Instructional Models ... 8

a. Kemp’s Model ... 8

b. Yalden’s Model ... 13

2. The Theory of Cooperative Learning ... 16

a. The Characteristics of Cooperative Learning ... 20

1) Positive Interdependence ... 21

2) Group Formation ... 20

3) Individual Accountability ... 21

4) Social Skills ... 21

5) Structuring and Structures ... 22

b. The Syllabus ... 24

c. The Teacher Roles in the Cooperative Classroom ... 25

1) The Teacher as Inquirer ... 25

2) The Teacher as Creator ... 26

3) The Teacher as Observer ... 26

4) The Teacher as Facilitator ... 26

5) The Teacher as Change Agent ... 27

d. The Learners’ Roles in the Cooperative Classroom ... 27

e. The Role of Instructional Materials ... 28 f. Type of Learning and Teaching Activities in

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Page

Cooperative Classroom ... 29

1) Types of Learning in Cooperative Classroom .. 29

2) Types of Activities in Cooperative Classroom . 30 3. Integrated Materials... 33

B. Theoretical Framework ... 35

CHAPTER III. METHODOLOGY A. Method ... 40

B. Research Participants... 44

C. Research Instruments... 45

1. Questionnaire ... 45

2. Interview... 46

D. Data Gathering Techniques ... 47

E. Data Analysis Techniques ... 48

1. Participants’ Needs ... 48

2. Evaluation on the Design ... 49

a. Descriptive Statistics of Respondents’ Opinion on the Designed Materials... 49

b. Respondents’ Comments and Suggestions ... 51

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xii

Page CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. The Designing Process of Integrated English Instructional

Materials Based on Cooperative Learning ... 53

1. Conducting Needs Survey ... 53

a. Students’ Needs Based on the Interview with the Teacher ... 54

b. Students’ Needs Based on the Questionnaire for the Students ... 55

2. Considering Goals, Topics, and General Purposes ... 58

3. Specifying Learning Objectives ... 60

4. Subject Content ... 61

a. Let’s Get Started! ... 62

b. Let’s Do It Together ... 62

c. Let’s Play Together ... 62

d. What Have You Learnt? ... 62

5. Teaching/Learning Activities, Resources ... 63

a. Let’s Get Started! ... 63

b. Let’s Do It Together ... 64

c. Let’s Play Together ... 64

d. What Have You Learnt? ... 65

6. The Designed Materials Evaluation ... 65

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xiii

Page

1. Preliminary Field Testing ... 66

a. The Discussion of the Designed Materials ... 67

b. Respondents’ Comments and Suggestions on the Designed Materials ... 68

2. Final Product Revision ... 69

C. Presentation of the Designed Materials ... 70

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 73

B. Suggestions ... 76

1. Suggestions for English Teacher ... 76

2. Suggestions for Students ... 76

3. Suggestions for Future Researchers ... 77

REFERENCES ... 78

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xiv

LIST OF TABLES

Table Page

3.1. The Description of the Respondents of the Preliminary Field Testing

(Blank) ... 45

3.2. The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ... 50

4.1. The List of 8 Top Topics ... 58

4.2. The Goals and General Purposes of the Designed Materials ... 58

4.3. The Topics ... 59

4.4. The Indicators of the Students’ Performance in Each Skill ... 60

4.5. The Description of the Respondents of the Preliminary Field Testing 66 4.6. The Result of the Preliminary Field Testing Questionnaire... 67

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ... 12

2.2 Yalden’s Instructional Design Model ... 13

2.3 The Writer’s Instructional Design Model ... 38

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xvi

LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian ... 80

Appendix B: Surat Keterangan ... 81

Appendix C: The Result of the Interview on the Needs Survey ... 82

Appendix D: Questionnaire on the Needs Survey ... 85

Appendix E: Basic Competencies in Each Unit ... 90

Appendix F: The Result of the Questionnaire on the Needs Survey ... 94

Appendix G: Indicators in Each Topic... 97

Appendix H: Syllabus ... 106

Appendix I: Topics, Sections, and Subsections of the Designed Materials ... 131

Appendix J: Questionnaire on the Evaluation ... 134

Appendix K: The Result of the Preliminary Field Testing ... 138

Appendix L: General Description of the Designed Materials ... 139

Appendix M: Lesson Plan Unit 2 ... 146

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xvii ABSTRACT

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xviii ABSTRAK

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1 CHAPTER I INTRODUCTION

This chapter is divided into six parts. The first part is the background of the study, which reveals the writer’s reason for conducting the study. The second part is the problem formulation, which conveys the problems that will be discussed in the study. The third part is the problem limitation. This part gives a clear border of the study being discussed. The fourth part is the objectives of the study, which shows the aims of the study. The fifth part is benefits of the study. This part reveals the advantages of the study that order researchers may gain through reading the study. The last part is definition of terms that clarifies the terms used in the study.

A. Background of the Study

A class consists of students with different and various personalities. The students have their own socio-cultural background, knowledge, personality, motivation, and creativity in learning. Considering these differences, there is also a different method and strategy to formulate the teaching learning process. A teacher as a person who handles teaching learning process in the classroom should understand the various students’ characteristics. In order to maximize the students’ learning characteristics, the teacher needs interaction and cooperation to teach English in the classroom.

SD Kanisius Kanutan needs English instructional materials for the sixth grade students because there are limited materials in Elementary School level.

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Based on an informal interview with an English teacher of SD Kanisius Kanutan, the integrated English instructional materials are suitable for the sixth grade students since the students are ready and able to develop English skills and elements. In this study, the writer uses integrated materials because in the Elementary School, the English subject is taught in a single session. There is no reading session or writing session, but the teachers teach the four English skills in a single hour. Furthermore, in a week there is only one 80-minute meeting. Therefore, the students should learn English skills in those limited hours in the classroom.

SD Kanisius Kanutan is located in a rural area. The location of the school can influence students’ background knowledge, teaching-learning style, students’ competence, and the whole teaching-learning process. The teaching-learning process in this school is generally teacher-centered and the characteristics of the sixth grade students are active and highly motivated.

The writer uses theory of Cooperative Learning since it maximizes the use of cooperation activities in pairs and in a small group of learning in the classroom. The students are grouped so that they work together. In the group, the students are able to maximize their knowledge, cooperation ability, and performance in learning. By working together, the problems can be solved easier. Cooperative Learning promotes the students’ desire to master the English lesson. Based on the characteristics and background of SD Kanisius Kanutan, the writer believes that designed materials based on Cooperative Learning are appropriate for the sixth grade students of SD Kanisius Kanutan. The writer also believes that Cooperative Learning activities enhance the students to be active in learning English.

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B. Problem Formulation

The problem formulation of the study is presented as follows.

1. How is a set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan designed?

2. What does the designed set of integrated English instructional materials based on a Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan look like?

C. Problem Limitation

In order to make the study specific, there are some limitations in this study. First, the study was about developing materials. The main concern of the study was not to implement or evaluate materials, but it focused on developing materials that facilitated the teaching learning-processes. Second, the study employed Cooperative Learning in designing the materials. Cooperative Learning gave opportunity to the students to maximize their learning process through groups learning. Third, the study was designed for the sixth grade students of SD Kanisius Kanutan. The reason for choosing the sixth grade students was that they needed English materials which were also appropriate with their characteristics. Fourth, the study was conducted in SD Kanisius Kanutan. It was chosen as the setting of the study because the students there needed more opportunities and facilities to learn English.

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D. Objectives of the Study

Considering the problems that are stated in the problem formulation, there are two main objectives of the study. These objectives are presented as follows: 1. The study tries to find out how a set of integrated English instructional

materials based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan is designed.

2. The study also tries to present the designed set of instructional materials based on Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

Those objectives of the study will become the goal of the study through the discussion in the following chapter.

E. Benefits of the Study

The instructional materials based on Cooperative Learning approach give an opportunity for the students to have different ways in their styles of study. The designed materials encourage the students to learn English because the students learn through something that makes them interested in English. The students can be more successful in learning English because the success can improve their self-confidence. Furthermore, it will encourage the students to be proactive. The study is expected to give positive contribution to English Language Teaching, especially for the students, English teachers, and other researchers.

For EFL Students, this study provides materials that are useful to learn English based on cooperative learning approach. The students are encouraged to study English using their styles. Through the designed materials, the students find

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it easier to understand the material given. The materials motivate the students to learn and to interact with their friends.

For English teachers, this study provides the benefits of teaching English based on the Cooperative Learning approach for the sixth grade students of Elementary School. By reading the study, the English teachers may have more references of teaching-learning method that can be applied in class. It is also hoped that the Elementary School English teachers may broaden their knowledge about English language teaching through the study.

For other researchers, this study can be used as the reference to conduct research and write scientific paper related to the topic. It also gives description about designing integrated instructional materials based on cooperative learning approach in teaching English for the sixth grade students of Elementary School. Through the study, other researchers may gain beneficial information that can be used to support their research.

F. Definition of Terms

This section presents some key words in the study. In order to avoid the different perceptions to these key words, here, some related terms are discussed. 1. Integrated

Integrated is a combination of four skills in learning language in the same time. It is meant to make students develop their language competence actively (Oxford, 2001: 2). Since the English subject is taught in an integrated way in Elementary School, the English skills and elements are taught in an integrated manner. This study tries to integrate four skills: listening, speaking, reading, and

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writing. So, in this study, an integrated material is a set of materials that integrate listening, speaking, reading, and writing skills.

2. Instructional Materials

According to Briggs and Gagne (1979: 3), instruction is a set of events which affect learners in such a way that learning is facilitated. Instructional materials mean materials used for instruction. Savignon (1997: 132), states that a set of instructional materials can be resources in pursuing the language activities at hand. In this study, instructional materials refers to a set of units used by the teachers or instructors and the students as the focus of discussing in teaching learning process in order to develop students’ skills in English.

3. Cooperative Learning

Cooperative Learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others (Olsen and Kagan, 1982: 8). In this study, Cooperative Learning means a way in which the students work together with their group, help each other, discuss, and argue each other in order to achieve a certain goal. Here, the students are responsible on their own learning with the guidance of their teacher, so that it would be beneficial for everybody in the classroom. The writer believes that the students learn best when they are involved in the process.

4. Sixth Grade Students of Elementary School

The instructional materials are made for the sixth grade students of Elementary School. In Indonesia, the students age between ten up to thirteen years

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old. In this study, sixth grade students is a group of students age between ten up to thirteen years old who are now learning in the sixth grade of SD Kanisius Kanutan for whom the materials are designed.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two parts; they are theoretical description and theoretical framework. Theoretical description describes some related literature that is needed to design the materials. Theoretical framework puts the concept of theoretical description as the base to formulate process in designing materials based on the Cooperative Learning approach for the sixth grade students of SD Kanisius Kanutan.

A. Theoretical Description

There are some theories involved in designing instructional materials. These theories try to give general view that can be used in real learning-teaching process. This section will be divided into two parts; they are instructional model, and Cooperative Learning.

1. Instructional Models

There are two instructional models used in the study. They are Kemp’s model and Yalden’s model. The brief explanation of the theory will be elaborated in the following discussion.

a. Kemp’s Model (Kemp, 1977)

According to Kemp, there are eight parts in designing an instructional design. The eight parts are flexible process. The teacher can start from any parts that are ready then move back or forth to the other parts. Eventually, however, the teachers should do most of the eight parts in the instructional design.

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Kemp defines the instructional materials as follows. Step 1. Defining Goals, Topics, and General Purposes

Instructional design planning starts with the recognition of the broad goals of the school system or institution. The goals may be derived from society, students and subject areas. After that, the teacher should list the major topics to be treated within the content area. The teacher expresses explicitly the general purposes for the chosen topics.

Step 2. Finding out Learner Characteristics

In teaching-learning process, the students are regarded as individuals and groups. In order to serve both individuals and groups, we must obtain information about the learners’ characteristics. There are two factors that should be considered in finding out the learners characteristics; those are academic and social factors. Academic factors include academic background, level of intelligence, number of students, reading level, study habit, grade-point average, scores on standardized achievement and aptitude tests, ability to work alone, motivation for studying the subject, background in the subject or topic, expectations of the course, vocational and cultural aspirations. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students and socioeconomic situation. Other factors, such as learning conditions and learning styles, should be taken into account in designing process. According to Kemp (1977: 19), learning conditions refer to “groups of factors that can affect a person’s ability to concentrate, absorb, and retain information.”

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Step 3. Specifying Learning Objectives

Learning objectives must be stated in terms of activities that will best promote learning. Kemp (1977: 24) states that learning objectives can be categorized into three categories; those are cognitive, psychomotor, and affective. However, cognitive domain is mostly used in educational program. Cognitive domain includes objectives concerning knowledge, comprehension, application, analysis, synthesis, and evaluation. In planning process, the planner should consider the action verb that will be used in specifying the learning objectives because each verb relates to certain level of objectives.

Step 4. Organizing Subject Content

A student’s learning experiences must involve subject content. According to Kemp (1977: 44), subject content is “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topics.” Subject content must be related to the objectives and the learners’ needs. Subject contents support the objectives.

Step 5. Developing Pre-Assessment

According to Kemp (1977: 50), pre-assessment will answer these questions: (1) is the student prepared to study the topic or unit? And (2) is the student competent in some of the stated objectives? To answer those two questions, a test is needed. There are two kinds of tests, namely prerequisite testing and pretesting. Prerequisite testing aims to gain information whether the students have appropriate preparation for the topic. The results of prerequisite testing will let the

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teacher know who are ready to learn the topic, who needs the remedial or even who are not ready yet and should start from the beginner level.

Step 6. Planning the Teaching/Learning Activities and Resources

The teacher must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. The planner should also select the media to support teaching-learning activity. According to Kemp (1977: 74), there are three reasons why selecting media is complicated. First, there are many audiovisual resources from which to choose. Second, there are no clearcut guidelines for making a selection. Third, few educators have had broad enough experiences with the resources available to have a sound basis for selecting an appropriate medium or combination of media for communicating content or providing student experiences, in terms of an objective within the chosen teaching/learning pattern. Step 7. Organizing Support Services

Support services include fund/budget, facilities, equipment, time and schedule. The planner should organize support services carefully. Budget or funds can be divided into two sections. Those are budget during development, which covers all budgets that the planner needed during the preparation of the program, and budget during implementation which covers all budgets needed when the planner implements the program.

Step 8. Evaluating Students’ Achievement

In evaluation step, the teacher is ready to measure the learning outcomes relating to the objectives. In order to measure students’ achievement, the teacher should determine standards of achievement. The measurement can be in the form

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of evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during development and tryouts, while summative evaluation takes place at the end of the course. Evaluation also refers to the evaluation of the program. It aims to know how well the program serves the objectives. According to Kemp (1977: 98), there are several ways to evaluate the developed program, namely (1) test results, (2) reactions from students, (3) observations of students at work, (4) suggestions from colleagues. The steps of Kemp’s model are presented in Figure 2.1.

Evaluation

Evaluation

Goals, Topics, and General

Purposes

Learner

Character-istics

Pre-Assessment

Revise

Teaching/ Learning Activities, Resources Support

Services

Subject Content

Learning Objectives

Figure 2.1. Kemp’s Instructional Model (Kemp, 1977: 9)

Kemp has given important information in constructing the instructional materials. However, the researcher will not stick to one kind of instructional materials model. The next model of instructional materials is Yalden’s model.

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b. Yalden’s Model (Yalden, 1987)

Yalden considers seven stages in designing materials. The stages will be described in the following figure.

Figure 2.2. Yalden’s Instructional Model (Yalden, 1987: 88)

There are seven steps in planning a syllabus based on Janice Yalden (1987). The seven stages will be elaborated in this following explanation. The short explanation will be given for each stage.

Stage 1. Needs Survey

When a needs survey is being undertaken there is potentially a great deal of information to be gathered (Yalden 1987: 101). This means that a needs survey is important to be conducted to understand who are the learners. Needs survey is done to identify as much as possible of the learners’ needs in the designing of the program in order to establish acceptable objectives.

Stage 2. Description of Purpose

The second stage is conducted after the designer did the needs survey because the information from needs survey becomes the basis in developing the purpose of the program. It is the stage where the designer clarifies the purpose of the language program. This will establish the foundation for the major decision facing the language course designer in the next stage.

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Stage 3. Selection of Development of Syllabus Type

There is no single model of syllabus design that is universally agreed upon. The designer can combine more than one syllabus in order to make the course design more reliable. A modification of existing structural syllabuses to a completely learner-centered approach is one of the solutions.

Stage 4. Production of Proto Syllabus

This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). However, in order to gain the description of the syllabus content, the researcher should work to select the most effective syllabus. The designer should describe and determine the content of the syllabus. Stage 5. Production of Pedagogical Syllabus

This stage describes the pedagogical syllabus, which is providing a chosen repertoire of words and phrases based on the function and the topics. The designer develops the teaching learning approaches. The designer also implies the syllabus into the teaching and learning activities.

Stage 6. Development and Implementation of Classroom Procedure

The sixth stage is development and implementation of classroom procedure. In this stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of the lesson plans, and preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as creation of teaching materials.

Stage 7. Evaluation

The last stage is evaluation. The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then,

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this is labeled as the recycling stage because the whole cycle can be begun again at this point.

From the two instructional models above, the writer would not use all of those steps, however some steps will be used and the others will not be used. The writer will combine from the two instructional models. From Yalden’s model, the writer takes first step, namely need survey. In Cooperative Learning, needs survey is very important because it will be used to decide which materials will be developed. Furthermore, needs survey will be used to know what the students’ needs for their learning. Kemp’s second step is not be used because it can be included in needs survey. The writer combined this step with Kemp’s first step, because Goals, Topics, and General Purposes determine the track of Cooperative Learning goals. Kemp’s third step is used for determine learning objectives of the designed materials based on Cooperative Learning. Subject Content is used for the next step because this step determines the applying Cooperative Learning principles in instructional designed materials. The next step is taken from Kemp’s sixth step. The main activities in this materials design are applying Cooperative Learning methods; they are Student Teams Achievement Division (STAD), jigsaw, and some other Cooperative Learning methods. The final step is evaluation. Both Kemp and Yalden use evaluation as the final step for their model. The writer takes this step because it is used for measuring the outcome of the materials designed. It is very important to obtain evaluation values in order to revise the designed materials.

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2. The Theory of Cooperative Learning

Richard & Rodgers (2001: 192) states that Cooperative Learning (CLL) is part of a more general instructional approach which is also known as Collaborative Learning (CL). Cooperative Learning is an approach to teach that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Through group work organized, it promotes students’ academic achievement. Educators are concerned that traditional models of classroom learning are teacher-fronted, fostered competition rather than cooperation, and favoured majority students. They believed that minority students might fall behind higher-achieving students in this kind of environment.

Cooperative Learning advocates draw heavily on the theoretical work of developmental psychologists Jean Piaget and Lev Vygotsky, both of whom stress the central role of interaction in learning. The word cooperative in Cooperative Learning emphasizes another important dimension of CLL: It seeks to develop classrooms that foster cooperation rather than competition in learning (Richard & Rodgers, 2001: 192).

According to Slavin (1995: 2), Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic background. Thus we can note that Cooperative Learning is a learning method which focuses on students group work. The students work in groups to achieve the academic objectives together.

Richards and Rodgers (2001: 195) argues that since Cooperative language learning is an approach designed to foster Cooperation rather than competition, to develop critical thinking skills, and to develop communicative competence

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through socially structured interaction activities, these can be regarded as the overall objectives of Cooperative language learning. Cooperative or collaborative learning essentially involves students learning from each other in groups. However it is not the group configuration that makes Cooperative learning distinctive; it is the way that students and teachers work together that is important (Freeman, 2000: 164).

Since the materials design in this study are based on Cooperative Learning approach, the writer wants to find whether this approach is appropriate or not to be used for language teaching learning. Here is the answer of this matter:

Cooperative Language Learning (CLL) does not assume any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus, we find Cooperative Language Learning used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary (Richards and Rodgers, 2001: 195).

Based on the argument above, the writer is encouraged to use Cooperative Learning in designing the materials. In addition, this approach is appropriate to be used at any level of learning. Cooperative Learning does not depend on a specific type of syllabuses; however it can use any particular syllabus since the activities are based on the characteristics of Cooperative Learning. Furthermore, Cooperative Learning is appropriate to be used in teaching the four skills, grammar, pronunciation, and vocabulary. It means that Cooperative Learning is also appropriate to be used in teaching those English skills and elements in integrated way.

The sixth grade students of SD Kanisius Kanutan are the students aged between ten up to thirteen years old. They have some characteristics and some

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activities that they can do. First, since they are still children, they need to feel secure and pleasure. A teacher should be sensitive to their needs and mood. The children moods are easy to change. Their moods can change by particular teaching activities and strategies. Second, their knowledge of the world is growing. They expect to absorb as many as knowledge they can. It gives opportunity to the teacher to serve more topics. For example, the teacher gives simulation about browsing internet to get information of Javanese culture. Third, they are more cooperative with peers so that they can study in a group work. Based on this characteristic, the students need variety of grouping in class, for example, individual work, in pairs, in group, and as class. Fourth, their intellectual, motor, and social skills are developing. Its implication is that the students can be challenged more by giving activities that challenge them. Fifth, they are developing their own strategies in learning. The implication of this matter is that they will not all react in the same way to the same task or topic.

The sixth grade students of SD Kanisius Kanutan consist of heterogeneous children. They consist of male and female students. There are variation levels of knowledge, some of them are excellent but there are also poor understanding levels in English. Some of them are active; however, some of them are passive. Some of them are accustomed to work in groups and some of them are familiar to work individually. Some of them are from low-end economically family and a few of them are from medium economically family. Most of them are Javanese and they have similar socio-culture circumstances. Furthermore, this school has a family atmosphere because this school is a private school and it belongs to Kanisius Foundation. This foundation has a characteristic in their working, which

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is creating family atmosphere in working. This atmosphere helps the students to work and learn together to achieve the goals of academic study. Based on the situation and condition of SD Kanisius Kanutan students, the writer observes that cooperative learning is appropriate to be used in designing instructional materials. Based on the situation, condition and characteristics of the SD Kanisius Kanutan students, there are some reasons that can convince it, as stated by Slavin (1995: 2-3):

“Cooperative learning works well in classes that are heterogeneous, including classes for the gifted, special education classes, and even classes for the severely and profoundly “average,” it is especially needed in classes with a wide range of performance levels. Cooperative learning can help make diversity a resource rather than a problem. As schools are moving away from ability grouping toward more heterogeneous grouping, cooperative learning becomes increasingly important. Further, cooperative learning has wonderful benefit for relationships between students of different ethnic backgrounds and between mainstreamed special education students and their classmates, adding another critical reason to use cooperative learning in diverse classroom.”

Sometimes friends’ explanation can be understood easier than the teacher’s explanation. Through teams’ activities, students are motivated to be active in the class activities during the teaching-learning process. The teacher here is only the facilitator of the process; he or she can make the students’ achievement and performance to be maximum. A student who has better knowledge and understanding among his or her classmates can help the others.

Cooperative Learning theory is group base learning and focus on group work. It requires students’ interaction in the groups and promotes the students to be active. This approach is appropriate for teaching language. It is also appropriate for any level of learning and it can be used to teach the four skills and

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English elements. Furthermore, the characteristics and background of SD Kanisius Kanutan students support this approach to be applied. The students need variation of teaching learning process in order to reach better achievement in learning English.

a. The Characteristics of Cooperative Learning

This part discusses the characteristics of Cooperative Learning. The characteristics of Cooperative Learning also become the main elements that can determine the success of the materials design applied. According to Olsen and Kagan (1992), as cited by Richard and Rodgers (2001: 196) there are five key elements of successful group-based learning in Cooperative Learning. The descriptions of those elements are as follows.

1) Positive Interdependence

Positive interdependence occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It is created by the structure of Cooperative Learning tasks and by building of spirit of mutual support within the group. It means that one member of the group should be responsible to himself and also to the group he belongs to. If one member of a group cannot finish the work, the others should help so that all the works can be finished. The success of a group is determined by all members of that group. For example, a group may produce a narrative essay and the scores for members of a group might be averaged.

2) Group Formation

Group formation is an important factor in creating positive interdependence. Factors involved in setting up groups include:

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- deciding on the size of the group. This will depend on the tasks they have to carry out, the age of the learners, and time limits for the lesson. Typical group size is from two to four.

- assigning students to form groups: Groups can be teacher-selected, random, or students-selected, although teacher selected is recommended as the usual mode so as to create groups that are heterogeneous on such variables as past achievement, ethnicity, or sex.

- student roles groups: Each group member has a specific role to play in a group, such as noise monitor, turn-taker monitor, recorder, or summarizer.

3) Individual Accountability

Individual accountability involves both group and individual performance 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 another group. Students may be made individually accountable by assigning each student a grade on his or her own portion of the team project or by the rule that the group may not go on to the next activity until all members finish the task (McDonnel, 1992: 13).

4) Social Skills

Social Skills determine the way students interact with each other as teammates. Usually some explicit instruction in social skills is needed to ensure successful interaction. Social skills behaviour may not occur spontaneously with all students and teaching them can have a profound impact on attentiveness, morale, and motivation (McDonell, 1992: 14).

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5) Structuring and Structures

Structures are generic, content-free ways of organizing student interactions with content and with each other. Structuring and structures refer to ways of organizing student interaction and different ways students are to interact (McDonell, 1992: 14). The teacher has opportunity to lead the students to interact with the content and classmates, especially group members.

Although Cooperative Learning is group based learning, it does not mean the students do not have personal performance. Each student has responsibility to the group and also has self responsibility. In a group, a student has specific roles and each student must perform his or her roles in the group. Since there is interaction among the students in the group or in the classroom, the students’ social affection will grow up. Furthermore, the group members consist of heterogeneous students on such variables as past achievement, ethnicity, or sex. It means that each student must interact with other members of the group.

According to Slavin (1995: 12) there are six principal characteristics of Cooperative Learning. They are group goals, individual accountability, equal opportunities for success, team competition, adaptation to individual needs, and task specialization. The descriptions of those characteristics are as follows.

1) Group Goals

Most Cooperative Learning methods use some form of group goals. In the Student Team Learning methods, these may be certificates or other recognition given to teams that meet a preset criterion. In the Johnson’s methods, group grades are often given.

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2) Individual Accountability

Individual accountability is achieved in two ways. One is to have group scores be the sum or average of individual quiz scores or other assignments, as in the Student Team Learning models. The other is task specialization, whereby each student is given a unique responsibility for part of the group task. Each student in a group has responsibility to take part in doing a task for part of the group task to achieve academic objectives together.

3) Equal Opportunities for Success

A characteristic unique to the Student Team Learning methods is the use of scoring methods that ensure all students an equal opportunity to contribute to their teams. These methods consist of improvement points, competition with equals, or adaptation of tasks to individual performance levels. This means that each student has the same opportunity to contribute maximum points for his or her team. 4) Team Competition

Early studies of Student Teams Achievement Division (STAD) and Teams Games Tournaments (TGT) used competition between teams as a means of motivating students to cooperate within teams. The aim of team competition is to encourage the students to try harder. Each student should support and give maximum contribution for the team to achieve the group’s goals.

5) Task Specialization

Each task has its function to develop each student’s performance. Each group member has responsibility to the group’s improvement such as in solving the task given by the teacher. A key element of Jigsaw, Group Investigation, and

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other task-specialization methods is the assignments of a unique subtask to each group member.

6) Adaptation to Individual Needs

There are many Cooperative Learning methods. Most Cooperative Learning methods use group paced instruction, but two—TAI (Team Accelerated Instruction) and CIRC (Cooperative Integrated Reading ad Composition)—adapt instruction to students’ individual needs. The teacher should choose appropriate activities in order to achieve the academic objectives.

In this study, most principles of Cooperative Learning become the principles to determine teaching learning activities. The writer believes that each student has his/her own needs in learning English. For example, student A needs materials that support his reading ability; however student B needs materials that improve listening ability. In this case, the writer will give opportunity to all students to obtain what they need from learning English by providing materials that are really needed.

b. The Syllabus

According to Richard and Rodgers (2001: 195), Cooperative Language Learning does not use any particular form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via Cooperative Learning. One thing that defines Cooperative Language Learning is the systematic and carefully planned use of group based procedures in teaching as an alternative to teacher-fronted teaching. Cooperative Learning emphasizes on the teaching

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learning activities that are group work and interaction of the learners in a cooperative manner.

Based on Richard and Rodgers’ argumentation, Cooperative Learning is flexible in using syllabus since the principles and characteristics of Cooperative Learning can be applied in the materials design. This means that the writer has large opportunity to develop the materials using the syllabus used later. The writer used 2006 Curriculum as usually known as Kurikulum Tingkat Satuan Pendidikan (KTSP).The writer uses KTSP because SD Kanisius Kanutan use this curriculum as the basis for developing the syllabus in order to achieve the objectives. By using the syllabus, the materials are ready to be used to achieve the objectives of English subject.

c. The Teacher Roles in the Cooperative Classroom

In Cooperative Learning classroom, teachers have some significant roles to encourage the students in learning English. Teachers are sources of learning for the students. However, teachers do not merely become the centre of teaching learning activities. Teachers have their own roles in Cooperative Learning.

1) The Teacher as Inquirer

According to River (1987) as cited by Mc.Donell (1992: 164), the teacher must inquire the following questions about the learners: what is the age of the learner?, what is the language proficiency level?, what are previous learning experiences, interests, abilities, and needs?. By knowing such questions, the teacher can manage his/her class based on the circumstances and condition that

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he/she really knows. From the description above, both of teacher and learners have the same responsibility in responding the circumstances and condition during the teaching learning process.

2) The Teacher as Creator

According to Johnson et al. (1984) as cited by Mc.Donell (1992: 165), the teacher’s duty as creator lies on creating the social climate, setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning the students to groups and roles, and selecting materials and time. Teachers create and prepare many things to make teaching learning process in the classroom really ready and conducive especially for the learners.

3) The Teacher as Observer

McDonell (1992: 167) states, “Observation is the basis of decision making about learners progress.” The teacher can observe and monitor many aspects of his learners, so that the teacher knows the progress of his learners in learning during learning process. Beside that, the teacher can know the strengths and weaknesses of the learners, how success his teaching strategies, and so on.

4) The Teacher as Facilitator

The teachers as facilitator mean that teachers should facilitate, encourage, and support the students to learn actively. The teacher roles as a facilitator in Cooperative classroom can be done by giving suggestion to the groups, encourage and support teams to solve teams’ problems, giving feedback, giving available sources, and observing the students’ work. Hence, it is the students who learn and it is the teacher’s duty to help them learning (Mc.Donell, 1992: 169).

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5) The Teacher as Change Agent

In a classroom, teachers are responsible to control teaching learning process. The teachers also have rights to change the classroom when the process of teaching learning such as the activities and strategies in the classroom are far from the objectives because of circumstances and condition change. Bissex and Bullock (1987) as cited by Mc.Donell (1992: 170) states “when teachers allow the classroom to become a place of inquiry, where questions are explored in meaningful context and teachers and students collaborate to seek answers, then teachers have a redefined role as teacher-researcher.”

In Cooperative Learning, the teacher is not the only one person who takes control of all the reaching learning process absolutely. However, the teacher has rights to change the strategies and activities used in the classroom when the situation changes. The teacher also has responsibility to create objectives and materials in order to achieve the academic goals. It means that teacher roles both in the classroom and outside the classroom are needed. Nevertheless, the teacher is not the center person in the classroom. Conversely, the students are as the center of learning in the teaching learning process.

d. The Learners’ Roles in the Cooperative Classroom

According to Richard and Rodgers (2001: 199), the primary role of the learner is as a member of group who must work collaboratively on tasks with other group members. Each learner must cooperate with other group members to achieve the goals of group work. As a member of a group, each member has the responsibility to encourage other group members in learning and to learn from

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them. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills. Therefore, learning is something that requires students’ direct and active involvement and participation.

As a member of a group, a student has to be active both in a group and in a classroom. There is a kind of giving and receiving cycle among the students. Through the students’ interaction in the group, the students can give and receive suggestion, advice, support, and help each other in order to achieve the group goals. Furthermore, through this role, the students are challenged to improve their affective and social sense in the group learning activities.

e. The Role of Instructional Materials

Richard and Rodgers (2001: 200) state that materials play an important part in creating opportunities for students to work cooperatively. The same materials can be employed as are used in other types of lesson but variations are required in how the materials are used. Materials are specially designed for Cooperative Language Learning, and these materials can be modified from existing materials, or borrowed from other disciplines. The materials are also designed based on needs analysis.

In this study, the writer also adapts Content-Based Instruction (CBI) theory in developing pre-activity in order to stimulate the students’ knowledge about the topic. Jack C. Richards and Theodore S. Rodgers argue that CBI seeks to build on students’ knowledge and previous experience. Students do not start out blank slates but are treated as bringing important knowledge and understanding to the

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classroom. The starting point in presenting a theme-based lesson is what the students already know about the topic. In the materials design, this part are used as a starter to enter the main materials, namely Let’s get started!.

In developing the materials, the writer uses reflection or follow-up activity in the end of each unit. Nunan (2003: 13) says that the follow-up phase also provides lots of scopes. The teacher can give feedback to the students, debrief them on some aspect of the preceding task, or encourage them to reflect on what they have learned and how well they are doing. The follow up activities are in the form of writing or answering questions about what the students have learned from the unit.

f. Types of Learning and Teaching Activities in Cooperative Classroom There are some types of learning and teaching activities used in Cooperative Learning. In types of learning, the writer informs some types of learning and groups’ formation. The next part will discuss about some classroom activities that can be applied in Cooperative classroom.

1) Types of Learning in Cooperative Classroom

According to Johnson et al., (1994: 4-5) as cited by Richard and Rodgers (2001: 196), there are three types of cooperative learning groups. First is Formal Cooperative Learning groups. These are established for a specific task and involve students working together to achieve shared learning goals. Second is Informal Cooperative Learning groups. These are ad-hoc groups that last from a few minutes to a class period and are used to focus student attention or to facilitate learning during direct teaching. Third is Cooperative base groups. These are long

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terms, lasting for at least a year and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed academically.

2) Types of Activities in Cooperative Classroom

There are many activities that can be used based on Cooperative Learning, for example Students Teams Achievement Division (STAD), Teams Games Tournaments (TGT), Jigsaw, Cooperative Integrated Reading and Composition (CIRC). In this study, the writer will use STAD and Jigsaw which are considered appropriate for the students. The description of STAD and Jigsaw which are based on Slavin’s theory (1995) are as follows.

a) Student Teams Achievement Division (STAD)

According to Slavin (1995: 71-73), STAD consists of five major components. Those five components are class presentations, teams, quizzes, individual improvement scores, and recognition. The explanation of each part is as follows.

1. Class Presentations

Materials in STAD are initially introduced in a class presentation. This is most often direct instruction or a lecture-discussion conducted by the teacher, but could include audiovisual presentations. Class presentations in STAD differ from usual teaching only in that they must be clearly focused on the STAD unit. In this way, students realized that they must pay careful attention during the class presentation, because by doing so will help them do well on the quizzes, and their quiz scores determine their team scores.

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2. Teams

Teams are composed of four or five students who represent a cross-section of the class in terms of academic performance, sex, and race or ethnicity. The major function of the team is to make sure that all team members are learning, and, more specifically, to prepare its members to do well on the quizzes. After the teacher presents the material, the team meets to study worksheets or other material. Most often, the study involves students discussing problem together, comparing answers, and correcting any misconceptions if teammates make mistakes.

The team is the most important feature of STAD. At every point, an emphasis is placed on team members doing their best for team and on the team doing its best to help its members. The team provides the peer support for academic performance that is important for learning, and it provides the mutual concern and respect that are important for such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students.

3. Quizzes

After approximately one to two periods of teacher presentation and one to two periods of team practice, the students take individual quizzes. Students are not permitted to help one another during the quizzes. Thus, every student is individually responsible to know the materials.

4. Individual Improvement Scores

The idea behind the individual improvement scores is to give each student a performance goal that can be attained if he or she works harder and performs better than in the past. Any student can contribute maximum points to his or her

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team in this scoring system, but no student can do so without doing his or her best work. Each student is given a “base” score, derived from the student’s average past performance on similar quizzes. Students then earn points for their team based on the degree to which their quiz scores exceed their base scores.

5. Team Recognition

Team may earn certificates or other rewards if their average scores exceed a certain criterion. Students’ team scores may also be used to determine up to 20 percent of their grades. Each member of a group gives contribution to the group’s achievement.

b) Jigsaw

Slavin (1995: 6) states that Jigsaw II is an adaptation of Elliot Aronson’s (1978) Jigsaw Technique. In this technique, students work in the same four-member, heterogeneous teams as in STAD and TGT. The students are assigned chapters, short books, or other materials to read, usually social studies, biographies, or other expository material. Each team member is randomly assigned to become an “expert” on some aspect of the reading assignment. In Jigsaw, every member has the same opportunity to work in a group racially and culturally mixed. In order to know the whole content of a source, the success of a team is determined by interaction among the group members because a member should share and give explanation about what has been learned from the source. When the group is discussing a kind of topic, there are interaction and cooperation among group members to achieve academic objectives.

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3. Integrated Materials

Basically, the students cannot learn English separately. This means that the students cannot learn the speaking skill while the other skills are not being used. For example, when the students are listening to a recorded fairy tale and the students should answer the available questions, the students should take notes to obtain information from the recording in order to answer those questions. In this case, the students learn listening and writing skill at the same time. Moreover, when the students are asked to present and share what they have learned, the students should present it in the form of speaking. This example shows the important side of integrated materials in learning English especially for the Elementary School students.

One of the most crucial of strands in learning language consists of the four primary skills of listening, reading, speaking, and writing. This strand also includes knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal ESL/EFL communication when the skills are interwoven during instruction. This is known as the integrated skills approach (Oxford, 2001). Moreover, she explains her opinion about term “integrated” using an example, which explains that “integrated” is a combination of four skills in learning a language, in this case, English in the same time. It is meant to help students develop their language competence actively, as cited below.

If the teacher is creative, a course bearing a discrete-skill title might actually involve multiple, integrated skills. For example, in a course on intermediate reading, the teacher probably gives all of the directions orally in English, thus causing students to use their listening ability to understand the assignment. In this course, students might discuss their readings, thus

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Angga : That is wonderful. We are lucky to see one of our National heroes here; especially Prince Diponegoro.

Iwan : I know him from my grandfather’s story. He was very brave against colonialist. My grandfather was also a soldier.

Angga : Wow, great. You must be proud of him. Iwan : Yes, of course.

Angga : Do you know where he come from? Iwan : Prince Diponegoro was born in Jogja right?

Angga : Yes, he was from Jogja. Do you know the tactic he used to against the colonialist? Angga : Guerrilla, right?

Iwan : Yes, you are right. This tactic was really successful at that time. The colonizer was very afraid of this tactic. However he was arrested in a negotiation and he was sent to Sulawesi till he died. He is a national hero.

Angga : So, what is a national hero?

Iwan : A national hero is somebody who fights for this country to be better; anybody who has a great achievement for this country such as in science and technology, education, social, health, surroundings, etc. This person can be called a hero.

Questions and answers

1. Where are Angga and Iwan?

They are in Jogja Kembali museum. 2. What they see in that place?

They see the picture of Prince Diponegoro. 3. Who is Prince Diponegoro enemy?

Prince Diponegoro enemy is the colonizer. 4. Who is very proud to his grandfather?

Iwan is vert proud to his grandfather. 5. Where is Prince Diponegoro from?

Prince Diponegoro is from Jogja. 6. What is Prince Diponegoro’s tactic?

His tactic is guerrilla.

7. Can teachers be heroes? Why?

Yes, they can. Because they also fight in education to make educated young generation.

2. Let’s discuss

Divide the students into groups; each group consists of four students. Ask them to discuss the sentences. Ask them to pay attention to the similarities and differences of each sentence.

3. It’s time to do the quiz

Ask the students to answer the quiz by fill in the blanks with somebody, nobody, anybody, or everybody.

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38 4. Let’s write

Ask the students to work in the same group. Ask the students to decide or choose a teacher that they regard as a hero. Ask the students to see and read the example. Ask the students to start to write in groups. Guide the students in groups during the writing session.

5. Let’s Speak up

After each group has finished the writing, ask the student to prepare the presentation about their group work. Ask each group to present in front of the class. Guide the group presentation and ask the students to give applause after the end of each group presentation.

6. Let’s read Activity 1

Divide the class into four groups and named the group as Group A, B, C, and D. Distribute the texts into groups as many as the members of the group with the same name of the texts (eg. Group A gets text A). Ask the students to read the text carefully in group. Ask the students to discuss the text and to take note as many as information from the text

Text A, B, C, and D are attached in the end of this part. Activity 2

After the first activity done, ask three students in each group move to the other three groups. The rest of the students in each group stay in the group (eg, three students from group A; one moves to group B, the other one moves to group C and the rest moves to group D). So there are four new groups. In a new group, ask each student to share and give all information from his/her previous group. Ask all students to discuss and take notes that information so that all students understand about all texts (text A, B, C, and D)

Activity 3

Ask the students to answer the questions in the same group of activity 2. After finish, submit the answer sheet from each group.

C. LET_’S PLAY TOGETHER

1. Let’s play “Who is the superhero?” Activity 1

Arrange the students to make a group of four. Give direction how to play the game. Each student in each group takes turns giving clues about a superhero. Each student can give as many clues as needed.

Practice the example provided with the students. Each student who can answer correctly gets 10 points and who gets the most points is the winner.

Activity 2

Ask the students to discuss about the favourite heroes in their group. Ask them to decide one of their favourite hero. Ask them to give supporting reasons why their super hero is chosen as their favourite superhero. Ask the students to prepare a simple presentation about this. Lead the students to present group presentations.

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D. WHAT HAVE YOU LEARNT?

Ask each student to write a paragraph about his/her favourite hero. Give information that each student can write about his/her mother, father, brother/sister, relatives, or somebody else. Ask the students to write the reason why that person can be called a hero.

Quiz sheet unit 8

Fill in the blanks using nobody, somebody, anybody, or everybody. 1. We need ____________ as a volunteer.

2. ____________ stood up when the soldiers entered the hall. 3. ____________ gave a speech on heroism.

4. ____________ gave a standing ovation after the delivered speech. 5. ____________ is old enough to be a hero.

6. Can ____________ tell me where Pattimura come from?

7. I couldn’t find ____________ who knows about foreign heroes? 8. ____________ watched the heroic film yesterday.

9. ____________ called me a hero. I’m so happy.

10. There was a contest to create a new superhero. Did ____________ in class join it?

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40 Text A

Mahatma Gandhi

Mahatma Gandhi (October 2nd, 1869 – January 30th, 1948) was a political and spiritual leader of India. The name ‘mahatma’ means ‘great soul’. He believed in ahimsa or non-violence, which has inspired many people across the world. In India, Gandhi is honored as Father of Nation and his birthday is celebrated each year as a national holiday.

As a lawyer, Gandhi organized poor farmers and workers to campaign against poverty and discrimination. He also supported women’s rights, brotherhood among religions, and the independence of India from Britain. He was sent to prison for many years in both South Africa and India. People think of Gandhi as a hero because he remained committed to non-violence and truth.

(Taken from Smile 6) Text B

Prince Diponegoro

Prince Diponegoro was born on November 11th 1785 in Yogyakarta. He was the oldest son of Hamengku Buwana III with a mistress named R. A. Mangkarawati. His original name was Raden Mas Ontowiryo.

Prince Diponegoro refused his father’s desire to appoint him to be a king. He refused this because he realized his position as a son of a mistress, not a son of the consort of king. He was more interested in living in the society with many people. He preferred to live with his grandmother Ratu Ageng Tegalrejo in Tegalrejo than living in the palace.

Prince Diponegoro really hated to the VOC colonialism because VOC made his people suffered. He started to make confrontation to VOC. His efforts were supported by many people in Yogyakarta. Prince Diponegoro had many followers to against VOC. He had a special tactic in his confrontation that is guerilla. This tactic made VOC very afraid to him. Then, VOC made a tricky plan to arrest him in a negotiation. Finally, Prince Diponegoro was successfully arrested by VOC and he was sent to Manado until he died there.

(Adapted from http://opensource.opencrack.or.id) Text C

Mohammad Hatta

Mohammad Hatta (August 12, 1902 - March 14, 1980) was born in Bukittinggi, West Sumatra, Dutch East Indies (now Indonesia). He was Indonesia's first vice president, later also serving as the country's Prime Minister. Known as "The Proclamator", he and a number of Indonesians, including the first president of Indonesia, Sukarno, fought for the independence of Indonesia from the Dutch. Despite his efforts to gain Indonesian independence, he studied in the Netherlands from 1921 until 1932. Moreover, since his early education, he studied in Dutch schools in Indonesia.

Mohammad Hatta is often remembered as Bung Hatta ('Bung' is an affectionate title used to address colleagues, popular in the early 1900s and is still used by Indonesians). Hatta died in 14 March 1980 in Jakarta and was buried at the city's Tanah Kusir public cemetery. He was declared a "Proclamation Hero" by the Suharto government in 1986.

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Text D

President Soekarno

Soekarno is the first president of Indonesian Republic. He was commonly called Bung Karno. He was born in Blitar, East Java on June 6th 1901. He was graduated from HBS (Hoogere Burger School) in 1920 and he continued his study to THS (Technische Hoogeschool or High Technical School which now become ITB). He got his title engineer (Ir) on May 25th 1926.

Soekarno formulated Marhaenism and he founded PNI (Partai Nasional Indonesia) on July 4th 1927 which had goal to gain Indonesian independence. Then he was arrested by Dutch. In July 1930, PNI was dismissed by Dutch. After he was free in 1931, he joined with Partindo and he became the leader. Consequently, he was arrested again by Dutch. He was sent to Ende, Flores and four years later, he was moved to Bengkulu.

After passing hard and long struggles, finally Bung Karno and Bung Hatta proclaimed the independence of Indonesian Republic on August 17th 1945. He was chosen as a president in BPUPKI meeting. He also made the concept of Pancasila. He died in Jakarta on Sunday, June 21th 1970 after his health was getting worse.

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Kepustakaan Presiden Republik Indonesia. 2006. Presiden Soekarno. (http://kepustakaan-presiden.pnri.go.id/back_office/biography/index.asp?presiden= sukarno, accessed on August12, 2008).

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