According to Richards and Rogers in their book Approaches and Methods in Language Teaching
2001:192, cooperative language learning CLL is part of a more general instructional approach also known as collaborative learning CL.
Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. Richards and Rogers 2001: 201 also stated that in cooperative learning, group activities are carefully planned to maximize students’ interaction
and to facilitate students’ contributions to each other’s learning. In addition, according to Brown in his book Teaching by Principles: An
Interactive Approach to Language Pedagogy 2007: 53, research has shown an
advantage for cooperative learning as opposed to individual learning such as promoting intrinsic motivation, heightening self-esteem, creating caring and
altruistic relationships, and lowering anxiety and prejudice. Meanwhile, Johnson, Johnson, and Holubec 1994: 2 stated that Cooperative Learning gives students
the experiences they need for healthy social, psychological, and cognitive development. Based on the theories related to Cooperative Language Learning
above, the readers could see that Cooperative Language Learning implemented on Play Performance course has promoted not only students’ intrinsic motivation,
self-esteem, and caring relationship, but also students’ cognitive development.
2.1.5 The Roles of Teachers and the Characteristics of a Good English Teacher
The fifth literature review used in this research is about the roles of teacher and the characteristics of a good English teacher. According to Fritz,
Andreas, and Luc in their book Effective and Responsible Teaching: The New Synthesis
1992: 3, successful teachers are both effective and responsible. They want both teaching success and a respectful way to interact, in other words,
good learning and human satisfication. Laurence in his book Competencies for Teaching:Teacher Education
1975:1 has stated that politicians and parents as well as other citizens in the
community must direct their attention and financial support toward resolving the problems of education. He also stated that there is no real solution to
educational problems that can be achieved without substantial improvement in the teacher’s ability to teach.
According to Laurence 1975:1, improving teacher performance through more effective teacher preparation is an essential ingredient in solving most
educational problems. It means that to be a successful teacher needs a process; it is a process to learn many things related to their roles as a teacher, such as how to
be a good facilitator, motivator, and guidance. Combs in his book The Professional Education of Teachers: A Perceptual
View of Teacher Preparation 1965 also stated that a popular approach to
identifying and defining good teaching is to describe the characteristics of a good teacher. Combs points out that a good teacher should know hisher subject, know
much about related subjects, be adaptable to new knowledge, understand the process of becoming, recognize individual differences, be a good communicator,
develop an inquiring mind, be available, be committed, be enthusiastic, have a sense of humor, have humility, cherish his own individuality, have convictions, ,
show tolerance and understanding, be caring, have courage, be creative, and be adaptable.
Moreover, Combs 1965: 7 even stated the good teacher is not one who behaves in a given way. He is an artist, skillful in producing a desirable result.
In social work, it is found in the concept of supervision….They want creative, thinking human beings able to use themselves as refined and
trustworthy instruments for dealing with complex problems. The good teacher is no carbon copy but possesses something intensely and
personally his own. The good teacher has found ways of using himself, his talents, and his surroundings in a fashion that aids both his students and
himself to achieve satisfaction-their own and society’s too. Combs, 1965: 8-9
Combs 1965: 9 also stated that we may define the effective teacher formally as a unique human being who has learned to use himself effectively and
efficiently to carry out his own and society’s purposes in the education of others. Saksono in his book Pendidikan yang Memerdekakan Siswa 2008 has
taken Ki Hajar Dewantara’s philosophy to describe what teachers should be and do. Saksono 2008:48 has mentioned that a teacher has roles as both a guardian
and leader. Thus, a teacher should be able to give good examples, ing ngarsa sung tuladha
teachers should give good examples, ing madya mangun karsa teachers should be able to motivate their students, and tut wuri handayani
teachers should be able to support and encourage their students. In addition, as what have mentioned on Panduan Akademik 2006 of
English Language Education study program of Sanata Dharma University, English Education study program has purposes to create English Education
bachelor degrees, which are professional, having pedagogical competence, having
total personality, and having social competence. Based on Pedoman Akademik 2006,
the four purposes above can be explained briefly as follows: a. Being professional
The first purpose is being professional. It means that a bachelor degree of English Education study program is expected to be a professional teacher. He or
she should have broad and deep mastery in English Education study. b. Having pedagogical competence
The second one is having pedagogical competence. It means that as a bachelor degree of English Education study program, heshe should be able to
design, manage, and develop English learning program as a teacher either formal or non-formal education.
c. Having total personality The third one is having total personality. It means that a bachelor degree
of English Education study program is expected to have total personality. Having total personality means a bachelor degree should be dedicated and disciplined.
They should not only respect to honesty and academic freedom but also develop their religiosity.
d. Having social competence The fourth purpose is having social competence. It means that a bachelor
degree of English Education study program is expected to have social competence. They should be able to communicate and interact pro-actively and
positively with civitas akademika and society. Since there are a lot of characteristics and roles to be a good English
teacher either in formal or informal education, English Education study program
has designed and run courses in learning teaching activities supporting their students to achieve the English Education study program’s purposes. One of them
is Play Performance course.
2.2 Theoretical Framework
