Designing a set of english speaking materials for the first grade students of SMAN 4 Yogyakarta based on cooperative language learning theory - USD Repository

  

DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

FOR THE FIRST GRADE STUDENTS OF SMAN 4 YOGYAKARTA

BASED ON COOPERATIVE LANGUAGE LEARNING THEORY

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

SIWI HARTATI

Student Number: 03 1214 117

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  

DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

FOR THE FIRST GRADE STUDENTS OF SMAN 4 YOGYAKARTA

BASED ON COOPERATIVE LANGUAGE LEARNING THEORY

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

SIWI HARTATI

Student Number: 03 1214 117

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  A Thesis on A

DES SIGNING A A SET OF E NGLISH SP PEAKING MATERIA ALS

FOR T HE FIRST GRADE ST TUDENTS OF SMAN 4

  4 YOGYAKA KARTA

BASED D ON COO PERATIVE E LANGUA AGE LEARN NING THE EORY

By

SIW WI HARTAT TI

  

Student N Number: 031 1214117

A Approved by y

Dr. Retno M Muljani, M.P Pd.

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  IT (Anonym mous)

  Th his thesis s is dedic cated to: My la ate grandf father “kok ko” and m my grandm mother “mb bah rayi” Bap pak, Ibuk and Ade’ M a s Y Y u d h a

  

STATE EMENT OF F WORK’S ORIGINAL LITY

I honestly de

I eclare that th his thesis, w which I have written, doe es not contai in the work

o or parts of t the work of other people e, except tho ose cited in the quotatio ons and the r references, a as a scientifi c paper shou uld.

  

Yogyakart ta, Septembe er 25, 2009

The Writer

Siwi Hartati i

03 1214 117

  7

  

L LEMBAR P PERNYATA AAN PERS SETUJUAN N PUBLIKA ASI KARYA A ILMIAH

UNT TUK KEPE ENTINGAN N AKADEM MIS

Yang bertan Y nda tangan di i bawah ini, saya Mahas iswa Univer rsitas Sanata a Dharma: Nama : Siwi Har rtati

  Nomor M Mahasiswa : 03 1214 117

Demi penge D embangan il mu pengeta ahuan, saya memberikan n kepada Pe erpustakaan

Universitas U Sanata Dhar rma karya ilm miah saya ya ang berjudul l:

  

DE ESIGNING A SET OF E ENGLISH SP PEAKING M MATERIALS S

FOR R THE FIRST T GRADE S TUDENTS O OF SMAN 4 YOGYAKAR RTA

BAS SED ON COO OPERATIVE E LANGUA GE LEARN

ING THEOR RY

  

b beserta pera ngkat yang diperlukan ( (bila ada). D Dengan demi ikian saya m memberikan

kepada Per k rpustakaan Universitas Sanata D Dharma hak k untuk m menyimpan,

m mengalihkan n dalam ben ntuk media lain, menge elolanya dal lam bentuk pangkalan

d data, mendis stribusikan s secara terba atas, dan me mpublikasik kannya di in nternet atau

media lain m untuk kepe entingan ak kademis tanp pa perlu m meminta ijin dari saya

m maupun mem mberikan ro oyalti kepada a saya selam ma tetap men ncantumkan nama saya

sebagai penu s ulis. D Demikian pe ernyataan in i saya buat d dengan seben narnya.

  Dibuat di Yo D ogyakarta P Pada tangga al 25 Septem mber 2009 Y Yang menya atakan, S Siwi Hartati

  

ABSTRACT

Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the

First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language

Learning Theory. Yogyakarta: Sanata Dharma University.

  This research was conducted to design a set of English speaking materials

for the first grade students of SMAN 4 Yogyakarta based on cooperative language

learning theory. The aim of this study was not only to improve the students’

language proficiency but also to build the students’ personality.

  English is considered important as the first foreign language in Indonesia

to improve and develop science, technology, social life, culture, and education.

Based on the School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan),

students are demanded to be able to speak English communicatively in daily life

context. The fact is that most of the first grade students of SMAN 4 Yogyakarta

lack of self-confidence, tend to be passive, and are afraid of delivering their ideas.

Those unexpected conditions lead to students’ low language proficiency. This is

the reason why the writer chooses cooperative language learning theory in

designing the materials. Hopefully, the learners can improve their inter group

relations, their self esteem, their participation in class, their knowledge and skills

to solve the problem.

  There were two problems formulated in this study. The first problem was

how to design a set of English speaking materials for the first grade students of

SMAN 4 Yogyakarta based on cooperative language learning theory. Meanwhile,

the second problem was about the presentation of the designed materials.

  The first problem was solved by adapting and combining the instructional

design models proposed by Kemp and Yalden. The steps consisted of (1)

Conducting needs analysis; (2) Formulating goals, listing topics, and stating the

general purposes; (3) Specifying the learning objectives; (4) Listing the subject

contents; (5) Developing the syllabus; (6) Selecting teaching learning activities;

(7) Designing the materials and (8) Evaluating and revising the designed

materials.

  In order to find out the learners’ needs and interests in learning English,

the writer conducted interview to the English teachers of SMAN 4 Yogyakarta.

They have been teaching for many years, which enable them to recognize the

learners’ problems or difficulties in learning English. The result of the interviews

was used as the basis for designing the materials.

  To improve the designed materials, the writer distributed questionnaires to

obtain opinions, comments, and suggestions from the respondents toward the

existing materials. The writer applied two types of questions in the evaluation

questionnaires. The first data were gathered from closed form questions. It was in

the form of points of agreements which were computed using descriptive

statistics. The second data were gathered from open form questions, used in order

to obtain the respondents’ criticisms and suggestions. Meanwhile, the respondents

consisted of 3 English teachers of SMAN 4 Yogyakarta and 2 lecturers of English

  

Language Education of Sanata Dharma University. The result showed that the

means ranged from 3.2 – 3.8 and the grand mean was 3.58 on 4-point scale. It

indicated that the designed materials were well designed and acceptable.

  After improving the designed materials, the writer presented the final set

of materials. This was the answer to the second question in the problem

formulation. The materials consisted of 8 units. Each unit was divided into 6

major sections: “Warm up”, “Speak Up”, “How much do you know?”, “Work this

out”, “Are you ready to try this?”, and “Your own feedback”.

  As the final remarks, the writer hopes that this set of materials will be

useful for the first grade students of SMAN 4 Yogyakarta to help them to enhance

their speaking skill and build their personality.

  Keywords: Speaking, First Grade, Cooperative Learning.

  

ABSTRAK

Hartati, Siwi. 2009. Designing a Set of English Speaking Materials for the

First Grade Students of SMAN 4 Yogyakarta Based on Cooperative Language

Learning Theory. Yogyakarta: Universitas Sanata Dharma.

  Penelitian ini menekankan pada penyusunan seperangkat materi untuk

meningkatkan kemampuan berbicara dalam bahasa Inggris pada siswa kelas satu

SMAN 4 Yogyakarta berdasarkan teori cooperative language learning. Tujuan

studi ini selain meningkatkan pencapaian kemampuan berbahasa pada siswa juga

bertujuan untuk membangun sikap positif pada siswa.

  Bahasa Inggris yang merupakan bahasa asing pertama di Indonesia

dipandang penting untuk meningkatkan dan mengembangkan ilmu pengetahuan,

teknologi, kehidupan bermasyarakat, kebudayaan dan pendidikan. Berdasarkan

Kurikulum Tingkat Satuan Pendidikan, siswa diharapkan mampu berbahasa

Inggris secara komunikatif dalam konteks kehidupan sehari-hari. Namun

kenyataannya sebagian besar siswa kelas satu SMAN 4 Yogyakarta kurang

percaya diri, cenderung pasif dan takut membuat kesalahan ketika menyampaikan

pendapat mereka. Kondisi-kondisi yang kurang diharapkan tersebut mengarah

pada pencapaian kemampuan berbahasa Inggris yang masih rendah. Hal inilah

yang menjadi alasan mengapa penulis memilih teori cooperative language

learning dalam penyusunan materi ini. Diharapkan siswa dapat meningkatkan

kerja sama dalam kelompok; meningkatkan rasa percaya diri; meningkatkan

partisipasi dalam kelas; dan meningkatkan pengetahuan dan ketrampilan untuk

mencari pemecahan suatu masalah.

  Studi ini membahas dua permasalahan. Yang pertama berkaitan dengan

bagaimana merancang seperangkat materi untuk meningkatkan kemampuan

berbicara siswa kelas satu SMAN 4 Yogyakarta berdasarkan teori cooperative

language learning . Sedangkan permasalahan yang kedua berkenaan dengan

penyajian materi tersebut.

  Permasalahan yang pertama diselesaikan dengan cara mengadaptasi dan

menggabungakan model-model perancangan materi yang dikemukakan oleh

Kemp dan Yalden. Langkah-langkah tersebut antara lain: (1) Mengadakan analisis

untuk mengetahui minat dan kebutuhan siswa; (2) Merumuskan tujuan

pembelajaran, menetapkan topik dan tujuan secara umum; (3) Menentukan tujuan

khusus; (4) Mendaftar isi materi; (5) Mengembangkan silabus; (6) Memilih jenis

kegiatan belajar mengajar; (7) Mengembangkan materi; (8) Mengevaluasi dan

merevisi materi.

  Untuk mengetahui kebutuhan dan minat siswa dalam belajar bahasa

Inggris, penulis mengadakan wawancara secara informal pada guru bahasa Inggris

SMAN 4 Yogyakarta. Para guru tersebut telah mengajar bertahun-tahun sehingga

mereka mengetahui masalah dan kesulitan siswa dalam belajar bahasa Inggris.

Hasil dari wawancara tersebut digunakan sebagai dasar dalam pengembangan

materi.

  Untuk perbaikan materi, penulis membagikan kuisioner yang ditujukan

untuk memperoleh pendapat, komentar, dan saran dari para responden terhadap

materi yang ada. Penulis menerapkan dua jenis pertanyaan pada kuisioner

evaluasi. Data pertama diperoleh dari pertanyaan dalam bentuk tertutup.

Pertanyaan tertutup dibuat dalam bentuk poin persetujuan yang dihitung

menggunakan diskriptif statistik. Data kedua diperoleh dari pertanyaan dalam

bentuk terbuka umtuk memperoleh kritik dan saran dari responden. Sementara itu,

para responden terdiri dari 3 guru bahasa Inggris SMAN 4 Yogyakarta dan 2

dosen pendidikan bahasa Inggris Universitas Sanata Dharma. Hasil data statistik

menunjukkan rata-rata yang berkisar antara 3.2 – 3.8 dan rata-rata keseluruhan

adalah 3.58 pada skala 4. Hal ini berarti bahwa materi tersebut sudah dirancang

dengan baik dan dapat diterima.

  Setelah perbaikan materi, penulis menampilkan hasil akhir materi. Ini

merupakan jawaban dari pertanyaan kedua pada perumusan masalah. Materi

terdiri dari 8 unit. Setiap unit dibagi menjadi 6 bagian yaitu: “Warm up”, “Speak

Up ”, “How much do you know?”, “Work this out”, “Are you ready to try this?”,

dan “Your own feedback”.

  Sebagai penutup, penulis berharap rancangan materi ini dapat berguna

bagi siswa kelas satu SMAN 4 Yogyakarta dalam meningkatkan kemampuan

berbicara dan membangun sikap positif dalam diri siswa.

  Kata kunci: Berbicara, Kelas Satu, Pembelajaran Kooperatif.

  

ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Allah SWT for

always giving me strength in my life especially in my struggle to finish my thesis.

  My deepest gratitude goes to my previous major and co-sponsors, Mrs.

  

Yohana Veniranda, S.Pd., M. Hum. and Mrs. Caecilia Tutyandari, S.Pd., M.

Pd. for their guidance, advice, patience, and encouragement in completing my

thesis. It also goes to my present sponsor Dr. Retno Muljani, M. Pd. I thank her

for her willingness to guide me to finish my thesis.

  I would like to thank all lecturers for their guidance during my study here.

I would also like to thank all secretariat staffs especially mbak Danik and mbak

Tari for their helps in academic matters and to entire librarian staffs who assist

my study in English Language Education Study Program.

  My sincere thank goes to all teachers of SMAN 4 Yogyakarta, especially

Mr. Drs. Rudhatan, S.Pd., Mr. Drs. H. Tranggono Murti, Mrs. Dra. An.

  

Indarwati, who have given me chance and helped me to conduct my research

there.

  My indebt gratitude addresses to my mother, Mrs. Sri Suharti who has

taught me the hardship and bitterness of life that make me more mature in facing

this life. I also thank my father, Mr. Wachidin, for his affection and support. I

learn patience from him. I thank them for their love and trust for me. And for my

sister Lucia Febriyani, I thank her to share her life with me. I would also like to

  

express my special gratefulness to my late grandfather for his support, love,

happiness, and prayer for me. I learnt many things from him.

  My special thanks go to my big family in Wisma Bahasa English

Division. I thank them for their help, warmth, kindness, and support in improving

my teaching experiences. Thanks for teaching me many valuable things in my life

and for a lot of wonderful moments we share. In addition, I warmly thank Mr.

  

Adrian Bernard Coen, B. Ed. Hons (Cantab) for his precious time proofreading

my thesis.

  My thanks also go to my friends in Sanata Dharma University. I thank

them for the friendship, togetherness, and support during my study and also in

finishing my thesis.

  I also thank Danis for lending me his computer, Eko for lending me his printer and Ndut for helping me laying out my design.

  My lovelies thank goes to mas Yudha, for giving me support,

encouragement, happiness, tears, and his endless love. I thank him for his patience

and companion during the completion of my thesis and also in facing troubles in

my life.

  Finally, I would like to thank all people who have given me supports, love, guidance, and prayers who I cannot mention them one by one.

  Siwi  Hartati 

  

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…………………………………………………………………..... ix ACKNOWLEDGMENTS………………………………………………….. xi

TABLE OF CONTENTS…………………………………………………… xiii

LIST OF TABLES………………………………………………………….. xvi

LIST OF FIGURES ……………………………………………………....... xvii

LIST OF APPENDICES …………………………………………………… xviii

  

CHAPTER I. INTRODUCTION ………………………………………….... 1

A.

Background of the Study ………………………………………………….... 1

B.

Problem Identification …………………………………………………….... 4

C.

Problem Limitation ………………………………………………………..... 5

D.

Problem Formulation …………………………………………………........ 6

E.

Objectives of the Study ……………………………………………………... 6

F.

Benefits of the Study ……………………………………………………….. 6

G.

Definition of Terms ...……………………………………………………..... 7

CHAPTER II. LITERATURE REVIEW ………………………………….. 10

A.

Theoretical Description…………………………………………................... 10

  

1.Instructional Design Models …………………………………………........ 10

a.

  Kemp’s Model..……………………………………………………......... 10 b.Yalden’s Model..……………………………………………………....... 13 c.

  Kemp’s and Yalden’s Models Compared……………………………….. 15

  

2.The Teaching of Speaking……………………………………………........ 15

a.

  The Nature of Speaking……………………………………………......... 16

b.The Principles of Teaching Speaking………………………………........ 16

c.

  Types of Teaching Learning Activities………………………………..... 18

  3.Cooperative Language Learning………………………………………...... 20 a.

  The Definition of a Cooperative Language Learning………………….... 20

b.The Characteristics of Cooperative Language Learning………………... 21

c.

  Three Cooperative Language Learning Types………………………….. 23

d.The Role of Teachers in Cooperative Language Learning.……………... 23

e.

  The Role of Learners in Cooperative Language Learning…………….... 25 f. The Role of Instructional Materials in Cooperative Language

Learning…………………………………….............................................

  26

g.Types of Teaching Learning Activities…………………………………. 26

  

4. The First Grade Students of SMAN 4 Yogyakarta………………………... 31

B.

Theoretical Framework ……………………………………………………... 32

  

CHAPTER III. METHODOLOGY ………………………………................ 36

A.

Research Methods………………………………………………………….... 36

  

1.Research and Information Collecting…………………………………….. 37

  

2.Planning………………………………………………………………........ 38

  

3.Developing Preliminary Form of Product……………………………….... 38

  

4.Preliminary Field Testing…………………………………………………. 40

  

5.Main Product Revision…………………………………............................. 40

B.

Research Respondents………………………………………………………. 42

  

1.Respondents of Research and Information Collecting……………………. 42

  

2.Respondents of Preliminary Field Testing………………………………... 42

C.

Research Instruments………………………………………………………... 42

  

1.Interviews for the Respondents of Research and Information Collecting.... 42

  

2.Questionnaires for the Respondents of Preliminary Field Testing………... 43

D.

  43 Data Gathering Techniques………………………………………………...

  E.

  44 Data Analysis Techniques………………………………………………....

  

1.Research and Information Collecting……………………………………... 44

  

2.Preliminary Field Testing…………………………………………………. 44

a.

  Respondents' Opinions on the Designed Materials…………………….. 44

  

b. Respondents’ Comments and Suggestions on the Designed Materials… 46

F.

  47 Research Procedures……………………………………………………….

  

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION…………...... 49

A.

The Steps in Conducting the Study................................................................. 49

  

1.Conducting needs’ analysis……………………………………………….. 49

  

2.Stating instructional goals, topics, and general purposes…………………. 53

  

3.Specifying learning objectives …………………………………………… 55

  

4.Listing the subject contents ………………………………………………. 57

  

5.Selecting teaching learning activities …………………………………….. 58

  

6.Developing the syllabus ………………………………………………….. 61

  

7.Designing the materials …………………………………………………... 61

  

8.Evaluating and revising the designed materials…....................................... 62

B.

The Discussion and Finding of the Designed Materials Evaluation............... 62

  

1. Preliminary Field Testing.......................................................................... 62

  

a. The Discussion on the Designed Materials Evaluation............................ 65

  

b. Respondents’ Comments and Suggestions on the Designed Materials.... 65

  

2. Final Product Revision................................................................................ 66

C.

The Presentation of the Designed Materials.................................................... 67

  

CHAPTER V. CONCLUSIONS AND SUGGESTIONS…………………... 69

A. Conclusions..................................................................................................... 69 B.

Suggestions...................................................................................................... 71

  

1. The English teachers of the first grade students of SMAN 4 Yogyakarta.... 71

  

2. The future researchers and material designers............................................ 72

REFERENCES ……………………………………………………………..... 73

  

LIST OF TABLES

Page

Table 3.1: Product Specifications…………………………………………. 39

Table3.2: The Data of Respondents’ Opinions on the Designed Materials

  (blank) ……................................................................................

  45 Table 3.3: The Points of Agreement……………………………………… 46

Table 3.4: The Interpretation of the Result (Mean)………………………. 46

Table 4.1: The Respondents of the Need Analysis………………………... 50

Table 4.2: The Competency Standard......………………………................ 53

Table 4.3: The List of Topics and Basic Competencies......………………. 53

Table 4.4: The List of Learning Indicators……………............................... 55

Table 4.5: The List of Topics and Unit Titles.............................................. 61

Table 4.6: The Respondents of the Evaluation………….………………... 63

Table 4.7: The Data of Respondents’ Opinions on the Designed Materials 64

  

LIST OF FIGURES

Page

Figure 2.1: Kemp’s Instructional Materials Design Model………………... 12

Figure 2.2: Yalden’s Instructional Materials Design Model ……………… 14

Figure 2.3: The Writer’s Model……………………………………………. 35

Figure 3.1: R&D Method and the Writer’s Model........................................ 41

  LIST OF APPENDICES Page

Appendix A: Surat Permohonan Izin Penelitian ……………………………. 75

Appendix B: Surat Keterangan/Ijin BAPEDA ................................................ 76

Appendix C: Surat Izin Pemerintah Kota Yogyakarta .................................... 77

Appendix D: Surat Keterangan Penelitian...................................................... 78

Appendix E: Informal Interview with English Teachers for Need Analysis..

  79 Appendix F: Questionnaire of Materials Evaluation for English Teachers & Lectures……………………………..

  80 Appendix G: General Description of the Materials………………………….

  84 Appendix H: Syllabus......................................................................................

  88 Appendix I: The Designed Materials ……..................................................... 97

CHAPTER I INTRODUCTION In this chapter, the writer would like to present a brief discussion of the

  background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

  English as a foreign language is considered crucial in improving and developing our country, be it in political affairs, economic matter, social life, culture and education. Richards and Renandya (2002) defined language as communication. They added that English teachers must develop the learners’ ability to communicate effectively in a wide range of professional and social contexts. Furthermore, English now functions as an international language. People are required, at least, to be able to communicate in English.

  As a teacher to be, the writer is interested in designing a set of English speaking materials for Senior High School students, which is based on the School- based Curriculum (Kurikulum Tingkat Satuan Pendidikan). Senior High School students are required to be able to speak English communicatively in daily life context. For accomplishing this purpose, the writer tried to analyse some common problems faced by the students in learning English so that the writer is able to design the materials that fit the learners’ needs and interests appropriately.

  As the writer interviewed some of the English language students who have informally, there are some common problems concerning English teaching learning activities that should be taken into account. The first problem is that the idea of teacher-centred strategies is still widespread and popular in school. In fact, the teacher has bigger participation than the students do. This condition leads to some problems due to the learners’ personality and language proficiency such as lack of self-confidence, being afraid of delivering their ideas, inability to make sentences and lack of vocabulary mastery.

  Mark-oriented and fostered-competition also influence the students’ perception of learning English. They learn English not to improve their knowledge but merely to achieve a good score. They work individually on their own and have no sense of care for others. They individually, but not socially, develop.