berdasarkan fase perkembangannya, yaitu behavioristic CALL, Communicative CALL, dan Integrative CALL.
b. Mampu merancang dan mempraktekkan suatu kegiatan pembelajaran bahasa Inggris dengan menggunakan bantuan
komputer CALL.
Indikator
1. a. Menyebutkan definisi Cooperative Learning. b. Menjelaskan komponen Cooperative Learning
c. Menyebutkan berbagai keterampilan kolaboratif d. Menjelaskan berbagai macam teknik Cooperative Learning
e. Membuat rancangan pembelajaran bahasa Inggris dengan Cooperative Learning
f. Mempraktekkan pengajaran bahasa Inggris dengan g. Cooperative Learning
2. a. Mengidentifikasi jenis-jenis kegiatan yang dapat dilakukan pada tahap Building Knowledge of Field, Modelling of Text,
Joint construction of Text dan Independent Construction of Text baik untuk spoken maupun written cycle.
b. Menyusun kegiatan pembelajaran teks bahasa Inggris , untuk tiap tahap BKOF, MOT, JCOT, ICOT dan untuk kedua iklus
lisan dan tulis, c. Mengajar dengan menerapkan prinsip-prinsip ’the teaching
learning cycle’. 3.
a. Menerangkan pentingnya interaksi dalam proses belajar- mengajar.
b. Menerangkan cara memaksimalkan nteraksi. c. Menerangkan ciri-ciri kelas yang interaktif.
d. Mengajar bahasa Inggris dengan interaktif.
4. a. Menyebutkan 3 macam kegiatan pembelajaran bahasa,
khususnya bahasa Inggris, yang menggunakan bantuan komputer Computer-assisted language learningCALL
berdasarkan fase perkembangannya. b. Menerangkan pendekatan pengajaran bahasa yang melandasi 3
macam kegiatan pembelajaran bahasa dengan bantuan komputer CALL tersebut.
c. Menyebutkan kelebihan CALL dibandingkan pembelajaran tradisional.
d. Menyebutkan 2 perbedaan antara pembelajaran tradisional dan CALL.
e. Menerangkan ciri-ciri behavioristic CALL. f. Menerangkan
ciri-ciri communicative CALL. g. Menerangkan ciri-ciri integrative CALL.
h. Membuat rancangan pembelajaran bahasa Inggris dengan CALL
i. Mempraktekkan pengajaran bahasa Inggris dengan CALL
BAB II: KEGIATAN BELAJAR 1 COOPERATIVE LEARNING
A. Kompetensi dan Indikator
1. Kompetensi a. Mampu memahami kegiatan pembelajaran bahasa, khususnya
bahasa Inggris, dengan menggunakan metode pembelajaran Cooperative Learning
b. Mampu merancang dan mempraktekkan suatu kegiatan
pembelajaran bahasa Inggris dengan menggunakan Cooperative Learning
2. Indikator a. Menyebutkan definisi Cooperative Learning.
b. Menjelaskan komponen Cooperative Learning c. Menyebutkan berbagai keterampilan kolaboratif
d. Menjelaskan berbagai macam teknik Cooperative Learning e. Membuat rancangan pembelajaran bahasa Inggris dengan
Cooperative Learning f.
Mempraktekkan pengajaran bahasa Inggris dengan Cooperative Learning
B. Uraian Materi
The material presented here is taken and mostly cited directly from “Cooperative Learning: a Sourcebook of Lesson Plans for Teacher
Education”,written by George M. Jacobs, Gan Siowk Lee Jessica Ball, Kagan Cooperative Learning 1997. and
http:www.edtech.kennesaw.edu intechcooperativelearning.htm
Cooperative Learning 1. Definitions and Nature of Cooperative Learning
Three definitions of cooperative learning as given by the leading scholars in the area are given below, followed by the discussion of the
specific nature of the approach: 1.1. Slavin’s Definition
“All cooperative learning methods share the idea that students work together to learn and are responsible for their teammates’
learning as well as their own. In addition to the idea of cooperative work, Student Team Learning methods [ overall
name used for those methods developed by Slavin and his colleagues] emphasize the use of team goals and team
success, which can be achieved only if all members of the team learn the objectives being taught. That is, in Student Team
Learning the students’ tasks are not to do something as a team, but to learn something as a team”
Slavin as cited in Jacobs, et al, 1997:16. Three concepts that are central to all Student Team Learning methods
offered by Slavin are: team rewards, individual accountability, and equal opportunities for success.
Several points in Slavin’s definition should be noted: 1. There is an emphasis on rewards. This is not part of all cooperative
learning methods. These rewards are a key means of encouraging mutual positive interdependence.
2. The rewards which Slavin talks about are not grades. Grades are earned individually. Thus, while the whole team receives the same
reward, e.g., a certificate for achievement, each member will often receive a different grade, e.g., one member of the team might receive a
grade of A, while another might receive a grade of C. 3. Collaborative skills are not explicitly taught.
4. Groups are based on students’ past achievement record. 5. Individual accountability is fostered by means such as individual
quizzes. 1.2. Davidson’s Definition
Davidson’s definition of cooperative learning is reworded by Jacobs, et al 1997 for clarity and generalizability. Davidson’s definition shows the
diversity which exists among views of cooperative learning. 1. A task for group completion, discussion, and if possible resolution;
2. Face-to-face interaction in small groups; 3. An atmosphere of cooperation and mutual helpfulness within each
group; and, 4. Individual accountability everyone does their share.
While most experts on cooperative learning would agree on these first four points, others would include some or all of the following points:
5. Heterogeneous grouping; 6. Explicit teaching of collaborative skills;
7. Structured mutual interdependence. 1.3. Kagan And Kagan’s Definition
Spencer and Miguel Kagan and their colleagues offer the “Structural Approach” to cooperative learning. Structures are devices for organizing
classroom interaction. Three-Step Interview and Write-Pair-Share are examples of structures. Structures are content free; activities are created
by fitting content into one or more structures. Kagan and Kagan as cited in Jacobs, et al 1997 describe four principles
which are key to the structural approach. 1. Simultaneous interaction;
