5 Structuring and Structures
They refer to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin.
The teacher has opportunity to lead the students to interact with the content and classmates, especially group members.
c. Three Cooperative Language Learning Types
Johson et. al. 1994:4-5 as cited by Richards and Rodgers 2001:196 describes three types of cooperative learning group:
1. Formal cooperative learning groups. These last from one class period to
several weeks. These are established for a specific task and involve students working together to achieve shared learning goals.
2. Informal cooperative learning groups. These are ad-hoc groups that last
from a few minutes to a class period and are used to focus students’ attention or to facilities learning during direct teaching.
3. Cooperative base groups. These are long term, lasting for at least a year
and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the
support, help, encouragement, and assistance they need to succeed academically.
d. The Role of Teachers in Cooperative Language Learning
1. The teacher as inquirer
In order to establish a successful learning, a teacher should understand everything about his or her students. The teachers should attempt to see every
single change that happens to his pupils. According to Rivers 1987 as cited by Mc. Donell 1992, the teacher must inquire the following questions about
the learners: What is the age of the learner? What is the language proficiency level? What are previous learning experiences, interests, abilities, and needs?
By knowing such questions, the teacher can manage his class based on the circumstances that he really knows. So, it means that learner and teacher have
the same responsibility that is to learn something. 2.
The teacher as creator We know that in the classroom, the teacher himself who knows what
kind of class he will manage. The excellence of the students, the kind of activities, and the kinds of atmosphere in the class; all depend on the teacher
as the creator. In the cooperative classroom, the teacher’s duty as creator lies on creating the social climate, setting goals, planning and structuring the task,
establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and time Johson et. al. 1984 as cited
by Mc. Donell 1992. 3.
The teacher as observer Mc. Donell 1992:167 stated that observation is the basis of decision
making about learners progress. By observing the students; the teacher will know and recognize his students’ feeling, strengths, weaknesses, interests,
needs, and understanding about the materials. We can see how far they catch the lessons we have given.
4. The teacher as facilitator
Facilitator here means teacher that can facilitate, support, and encourage students to learn Cohen, 1986 as cited by Mc. Donell, 1992. The
roles of teacher as facilitator can be done by giving feedback, redirecting the group with questions, encouraging the group to solve its own problems,
extending activity, encouraging thinking, managing conflict, observing students, and supplying resources. Therefore, it is the students who learn and
it is the teacher’s duty to help them learning. 5.
The teacher as agent of change Teacher has rights to change the classroom in order to adjust it with
the circumstances. Teacher has a key role in reforming the classroom. Bissex and Bullock 1987 as cited by Mc. Donell 1992 stated that when teacher
allows the classroom to become a place of inquiry, where questions are explored in meaningful context and teachers and students collaborate to seek
answers, then teachers have a redefined role as teacher-researcher. It means that teachers take over control of their classrooms and become skilled
themselves.
e. The Role of Learners in Cooperative Language Learning
