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classroom. The starting point in presenting a theme-based lesson is what the students already know about the topic. In the materials design, this part are used
as a starter to enter the main materials, namely Let’s get started.
In developing the materials, the writer uses reflection or follow-up activity in the end of each unit. Nunan 2003: 13 says that the follow-up phase also
provides lots of scopes. The teacher can give feedback to the students, debrief them on some aspect of the preceding task, or encourage them to reflect on what
they have learned and how well they are doing. The follow up activities are in the form of writing or answering questions about what the students have learned from
the unit.
f. Types of Learning and Teaching Activities in Cooperative Classroom
There are some types of learning and teaching activities used in Cooperative Learning. In types of learning, the writer informs some types of learning and
groups’ formation. The next part will discuss about some classroom activities that can be applied in Cooperative classroom.
1 Types of Learning in Cooperative Classroom
According to Johnson et al., 1994: 4-5 as cited by Richard and Rodgers 2001: 196, there are three types of cooperative learning groups. First is Formal
Cooperative Learning groups. These are established for a specific task and involve students working together to achieve shared learning goals. Second is Informal
Cooperative Learning groups. These are ad-hoc groups that last from a few minutes to a class period and are used to focus student attention or to facilitate
learning during direct teaching. Third is Cooperative base groups. These are long PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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terms, 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.
2 Types of Activities in Cooperative Classroom
There are many activities that can be used based on Cooperative Learning, for example Students Teams Achievement Division STAD, Teams Games
Tournaments TGT, Jigsaw, Cooperative Integrated Reading and Composition CIRC. In this study, the writer will use STAD and Jigsaw which are considered
appropriate for the students. The description of STAD and Jigsaw which are based on Slavin’s theory 1995 are as follows.
a Student Teams Achievement Division STAD
According to Slavin 1995: 71-73, STAD consists of five major components. Those five components are class presentations, teams, quizzes,
individual improvement scores, and recognition. The explanation of each part is as follows.
1. Class Presentations Materials in STAD are initially introduced in a class presentation. This is
most often direct instruction or a lecture-discussion conducted by the teacher, but could include audiovisual presentations. Class presentations in STAD differ from
usual teaching only in that they must be clearly focused on the STAD unit. In this way, students realized that they must pay careful attention during the class
presentation, because by doing so will help them do well on the quizzes, and their quiz scores determine their team scores.
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2. Teams Teams are composed of four or five students who represent a cross-section
of the class in terms of academic performance, sex, and race or ethnicity. The major function of the team is to make sure that all team members are learning,
and, more specifically, to prepare its members to do well on the quizzes. After the teacher presents the material, the team meets to study worksheets or other
material. Most often, the study involves students discussing problem together, comparing answers, and correcting any misconceptions if teammates make
mistakes. The team is the most important feature of STAD. At every point, an
emphasis is placed on team members doing their best for team and on the team doing its best to help its members. The team provides the peer support for
academic performance that is important for learning, and it provides the mutual concern and respect that are important for such outcomes as intergroup relations,
self-esteem, and acceptance of mainstreamed students. 3. Quizzes
After approximately one to two periods of teacher presentation and one to two periods of team practice, the students take individual quizzes. Students are not
permitted to help one another during the quizzes. Thus, every student is individually responsible to know the materials.
4. Individual Improvement Scores The idea behind the individual improvement scores is to give each student a
performance goal that can be attained if he or she works harder and performs better than in the past. Any student can contribute maximum points to his or her
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team in this scoring system, but no student can do so without doing his or her best work. Each student is given a “base” score, derived from the student’s average
past performance on similar quizzes. Students then earn points for their team based on the degree to which their quiz scores exceed their base scores.
5. Team Recognition Team may earn certificates or other rewards if their average scores exceed a
certain criterion. Students’ team scores may also be used to determine up to 20 percent of their grades. Each member of a group gives contribution to the group’s
achievement.
b Jigsaw
Slavin 1995: 6 states that Jigsaw II is an adaptation of Elliot Aronson’s 1978 Jigsaw Technique. In this technique, students work in the same four-
member, heterogeneous teams as in STAD and TGT. The students are assigned chapters, short books, or other materials to read, usually social studies,
biographies, or other expository material. Each team member is randomly assigned to become an “expert” on some aspect of the reading assignment. In
Jigsaw, every member has the same opportunity to work in a group racially and culturally mixed. In order to know the whole content of a source, the success of a
team is determined by interaction among the group members because a member should share and give explanation about what has been learned from the source.
When the group is discussing a kind of topic, there are interaction and cooperation among group members to achieve academic objectives.
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3. Integrated Materials
