C. Teaching Vocabulary by Using Cooperative Learning
Vocabulary is something to deliver in the oral or written communication. And vocabulary is not easy to be increased without a proper way of how to build
it up. Cooperative
learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.
Cooperative learning can motivate students to memorize vocabulary easily and also happily. Teaching vocabulary by using cooperative learning is not only as an
effective tool for bringing out students from the monotonous or boring situations in learning process, but also for developing students’ vocabulary.
In my hypothesis, teaching vocabulary adjective by using cooperative learning at eight grade students of MTs. Al- Ishlah is an alternative teaching aid
because almost the students like work together to understand for the lesson. By cooperative learning students practice to use vocabulary to try small group
learning skill and adapt with other students. To apply cooperative learning in teaching learning process, the teacher
has to do as follows: 1. Present and explain the goal of the cooperative learning strategy and the
material clearly. Before the student get the teaching learning process, make sure that the
students know exactly what to do before they are divided into groups. The teacher simply explains what cooperative learning is, why they are doing
cooperative work and what they are supposed to do. After that the teacher explain about vocabulary of adjective using
objects, questions, model of dialogue, and explain about rule of adjective and then practice it in written and oral.
2. Make small group based on the heterogeneous class Make a group based on their grade in the class; for each group contains the
smart, adequate and less smart students, each group contain five students. Students do help one another, because the kind of work they have to do
involves cooperation and collaboration. And the teachers only have to listen into group work to hear students correcting one another’s mistakes.
3. Give the instruction clearly, whether it is individual project or group project The teacher explains that each group will accept the different project;
shehe explains that each student will be an expert. In the “expert step” the student in each group will learn the project together. Then, the teacher asks
one student of one group to teach his group’s project to the other groups, so do the other groups.
4. Monitor students „learning and involved within the groups to provide task
assistance or to increase students’ teamwork skill.
The teacher gives the students opportunity to acquire learning experience in order to reach the goal of learning activity. During the students are getting
work, the teacher systematically observes and collect data on each group as it works. When it is needed, the teacher intervenes to assist students in
completing the task accurately and in working together effectively. 5.
Evaluate the students’ achievement through giving the test The teacher gives the test to know how well the students understand about
the material, and to know how well the group functioned.
D. Relevant Study
The writer took two previous relevant studies as a guideline to implement the research, they are:
1. The research about vocabulary mastery using cooperative learning had been done by
Kristiantari that was “The Effectiveness of Cooperative Learning to Improve Students’ Vocabulary Mastery A Classroom Action Research at the
Eighth Grade Students of Madrasah Tsanawiyah Nadlotul Muslimat Surakarta 2009-2010
”
39
.This research explained about the application of
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Kristiantari, The Effectiveness of Cooperative Learning to Improve Students’ Vocabulary Mastery A Clas sroom Action Research at the Eighth
Grade Students of MTs.Nadlotul Muslimat Surakarta 2009-2010. Master’s thesis,
Sebelas Maret University.
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