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Tim Recognition: teacher ought to give reward for each group based on their score whether they are, for instance, super team or
good team. It is very essential because students feel that their teacher takes care of their achievements.
b. Schedule of Activities
Teacher should prepare as perfectly as possible so that it runs beautifully. In preparation section, first teacher should prepare material that
will be used together with numbered-card to be used in tournament. Second, it is necessary for assigning students to teams. Since each team represents a
cross-section of the class, teacher should rank the students whether one is high, average, or low-achieving students, then, distribute it in balance in
each team. Students, however, do not need to know that they are placed based on their performance. Third, teacher also needs to prepare how to
assign students to initial tournament table. It is based on students’ performance on the team work.
After the teacher has proper preparation, the next activities are: 1. Teach: the main idea is teacher presents the lesson so lesson plans
are needed 2. Team study: students work on their teams tackling the problems or
worksheets from teacher
commit to user 3. Tournament: after students on their team, they work individually
on ability-homogenous tournament tables. First, ask students to pick cards to determine the first reader in which student who picks
the highest number is the first reader. The first reader must read and answer the question. After answering the question, the first
challenger the student to his or her left with highest number is permitted to challenge and give different answer or pass it and give
it to the second challenger. The second challenger may challenge either the first reader or the first challenger if heshe has different
answer challengers must be careful because they must return the previous won card to the deck if they are wrong, but for the reader,
if heshe is wrong, there is no penalty. Finally, the second challenge checks the answer sheet, whoever right keeps the card. In
the next round, the first challenger becomes the reader, the second challenger becomes the first challenger and the reader becomes the
second challenger. 4. Team Recognition: first, see the tournaments points of each table
from game score sheet. Second, transfer each students tournament point to the summary sheet for hisher team, add all the team score
and divide by the number of team members present. The criterion of recognizing team accomplishments is as follows:
commit to user Criterion
Award 40
Good team 45
Great team 50
Super team Table 1. The criterion of recognizing team accomplishment
C. The Nature of Direct Instruction DI 1. The Definition of Direct Instruction
Conventional method which is contrasted to Cooperative Learning is Direct Instruction DI. In the previous discussion it is obvious that CL is
learner-centered model, but DI is teacher-centered model. When teacher becomes the center of the teaching and learning, it means heshe is the real
actor in the classroom. Teacher gives explanation, presents the material thereby it can be concluded that DI is also closely related to “lecture and
presentation” Arends, 1997: 64. Nunan 1996: 49 argues “………….in direct instruction, the teacher explicitly instructs the learners”. It seems that
both Arends and Nunan agree with its name proposed, the essential thing in DI is “instruction”. Teacher instructs the students while students listen to
teacher’s instruction as well as do the required things by teacher. There are two phases of DI ”Planning Tasks and Interactive Tasks”
Arends, 1997: 75. The clear phases are as follow: a Planning Tasks
1. Preparing Objective 2. Choosing Content
