The Rules of Changing Direct Into Indirect Speech

b. Reporting a Question.

If the direct question is WH question – which is begun by words where, when, why, what, who, how, and which – the word asked is used to report the words and reported question is changed into positive form. Stone states, ―When a question begins with a question word, ‗How?’, ‗When?’, ‗Where?’, ‗Why?’, etc., it is reported by placing word ‗asked’ before it and inverting the verb and subject of the question 19 .‖ Example: The man asked : “Where do you live?” Direct The man asked where I lived. Indirect If the direct question is in ―yesno question‖ form – which is begun by auxiliary verb – the word ―ifwhether‖ is used as a conjunction in indirect sentence. Werner and Nelson state , ―Yesno questions may be changed to noun clause by using if or whether or not to introduce them. Whether is preferred in formal English 20 .‖ The reported question is changed into positive form. Example: Mother asked John, “Are you going to marry her?” Direct Mother asked John ifwhether he was going to marry her. Indirect

c. Reporting a Command.

There are two kinds of reporting a command; 1 Positive command In positive command, the word ―to‖ is used to connect the introductory phrase and the reported words. Example: He asked me, “Open your book” Direct He asked me to open my book. Indirect 19 Stone, Cambridge Proficiency …, p. 132. 20 Werner, Mosaic …, p. 218. 2 Negative command In negative command, the word ―not to‖ is used to connect the introductory phrase and the reported words. Example: Mary told John, “Don‟t wait for me” Direct Mary told John not to wait for her. Indirect

B. Cooperative Learning

As a social creature, human need another person in their life. They cannot meet their needs without making a relationship with other. They need to interact and have to cooperate with other. They will do anything easier in group than work alone. Shaw 1032 observed that individuals were more productive when they worked in group than when they worked alone 21 . Human learn best when they have an opportunity to share each other. This case can be used as an alternative method in teaching-learning activities. In group working, students will understand the material easier than they study alone. Watson 1928 noted that groups think more efficiently than the best member of the group working alone 22 . They not only study and receive a material from the teacher, but also from other students by arguing and discussion. They also get more opportunities to study and good atmosphere in getting and enriching knowledge, attitude, norm, and social skill that are useful for their life in society. Passow and Mackenzie report the findings of effectiveness of group working such as: 1 Interaction with others is a major influence on students. 2 Group climate in the classroom influences learning. 3 Natural groupings within a class may hamper or enhance learning. 4 Learning to act as a group requires time. 5 Behavior may be changed by group work 23 . In education, working in a group is known as Cooperative Learning or Collaborative Learning. 21 Robyn M. Giller and Adrian F. Ashman, Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups, London: Routledge, 2003, p. 2. 22 Giller and Ashman, Co-operati ve Learning …, p. 2. 23 William R. Lueck, ―Effective Secondary Education‖, in Laurance S. Flaum ed., Effective Secondary Education, Minneapolis: Burgess Publishing Company, 1996, p. 254 —255.

1. The Understanding of Cooperative Learning

Cooperative Learning appeared in the early seventies following the pioneering work of John Dewey, and later of Alice Miel and Herbert Thelen. As Robert E. Slavin informs that , ―Social psychological research on cooperation dates back to the 1920s, but research on specific applications of cooperative learning to the classroom did not begin until the early 1970s 24 .‖ It is used as an alternative teaching method to improve students’ cognitive, academic, social, and affective outcomes in the classroom. As Carlos J. Ovando and friends write in their book, ―In the United States since the 1970s, cooperative learning has been used to improve cognitive, academic, social, and affective outcomes in classrooms as an alternative to individualistic, competitive structures 25 .‖ The challenges of teacher education for employing cooperative methods and implementing them in the school still remain. Over the course of the past three decades, it became increasingly apparent to the proponents and investigators of cooperative learning that adoption and institutionalization of these approaches to instruction required system-wide changes in school organization and functioning. There are many reasons that Cooperative Learning is entering into educational system. As Slavin states: There are many reasons that Cooperative Learning is entering the mainstream of educational practice. One is the extraordinary research base supporting the use of Cooperative Learning to increase student achievement, as well as such other outcomes as improved intergroup relations, acceptance of academically handicapped classmates, and increased self-esteem. Another reason is the growing realization that students need to learn to think, to solve problems, and to integrate and apply knowledge and skills, and that Cooperative Learning is an excellent means to that end 26 . This method is based on the word ―getting better together‖ which focuses in giving more opportunities in learning and giving good atmosphere to the 24 Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, Boston: Allyn Bacon, 1995 2 nd ed., p. 4. 25 Carlos J. Ovando, et.al., Bilingual ESL Classrooms: Teaching in Multicultural Contexts, New York: McGraww-Hill, 2003, 3 rd ed., p. 93. 26 Slavin, Cooperative Learning …, p. 2.