15
the one who has to deal with this creature day in and day out, and what seem “lovable” to an occasional visitor may well require teeth-gritting forbearance
from the caretaker. From the elaboration above, the difference between objective
description and subjective description is clear enough. The objective description only uses the details as real as the described subject, without
including personal opinion. Meanwhile, the subjective description includes the writer’s feelings toward the described subject. Therefore, people can realize
and determine easily which one descriptive text used objective description and subjective description.
C. Collaborative Learning
1.
The Definition of Collaborative Learning
Collaborative learning is not like an unusual term anymore in kinds of fields, especially in education field. It has been discussed by the experts and
educators in the education field. Collaborative learning gives ways to arrange group work to improve learning process and to increase
students’ academic achievement.
It is related to Simplicio’s statement in the Orlich and friends’ book that doing in collaborative teams is able to help the pupils reach
academic goal.
25
Collaborative learning is an approach that used by teachers in teaching and learning processes. It is quoted from Slavin’s statement in the Dornyei’s
book, “Educational theory has even proposed a teaching approach, called
cooperative learning, which is entirely built on the concept of peer collaboration.”
26
It can be said that collaborative learning is same as cooperative learning which is collaborative learning is more general approach
than cooperative learning approach. This approach has been accepted in popularity in recent years.
25
Donald C. Orlich, et. al., Teaching Strategies: A Guide to Effective Instruction, Ninth Edition, Boston: Wadsworth Cengage Learning, 2010, p. 270.
26
Zoltan Dornyei, Motivational Strategies in the Language Classroom, Cambridge: Cambridge University Press, 2001, p. 100.
16
Collaborative learning is group learning refers to school tasks and activities done by a group of students which includes some thoughts and
discussion. It is actively organized which is students can work, share, and improve together. It is working together to accomplish goals. It consists of two
or more students in a small group teach each other to reach the same goal. Within collaborative learning, students can get benefits for themselves
because they help each other. Holub and Harrington say that collaborative learning includes the share constructing of taking part of two students in
which results for each person are documented.
27
In additional, Lodge and friends point out that working together will make something bigger than working individually.
28
Muijs and Reynolds also state that collaborative work provides strength problem-solving because the
whole information available in a group is probably to be greater than available to personal students.
29
It means that collaborative learning gives positive effect in learning process in which students can get excellent information and solve
the problem based on the subject they discuss together. On the other hand, Kyriacou says that team work is as a part of gradual learning and to the point
which makes students participate in many works.
30
From these explanations, both of experts have the same statements toward what students get by using
collaborative learning. A greater knowledge will be available among the students in the group.
Based on the explanations above, collaborative learning is an approach that used by teachers in teaching and learning processes in which two or more
students learn something together, increase the academic achievement, and improve the learning process. Students can work and share each other to get
greater knowledge towards a subject in order to reach the same goal. Those
27
Tish Holub and Robert G. Harrington eds., Taking Sides, Clashing Views on Controversial, Issues in Classroom Management, New York: McGraw-Hill, 2006, p. 48.
28
Caroline Lodge, Chris Watkins, and Eileen Carnell, Effective Learning in Classrooms, London: Paul Chapman Publishing, 2007, p. 88.
29
Daniel Muijs and David Reynolds, Effective Teaching, Evidence and Practice, Second Edition, London: Sage Publications, 2005, p. 59.
30
Chris Kyriacou, Effective Teaching in Schools, Theory and Practice, Third Edition, London: Stanley Thornes, 2009, p. 51.
17
results will not be gained by students if they work individually. As Lodge proves that people get knowledge more because they tell it to other people that
they do not tell to themselves. So, they also learn something that they will not get if they are just doing by themselves.
31
2. The Teachers’ Roles in Collaborative Learning
The teachers ’ roles in collaborative learning classroom are different
from the teachers ’ roles in traditional classroom. Here, teachers speak less
than students because collaborative learning emphasize on students center. Johnson et. al. stated in the Richards
’ book that the teacher has to make well- structured learning condition in the classroom, creating aims, decisions, and
structured assignments, dividing students into teams and roles, and choosing materials and time.
32
In additional, Harel also stated in Richards’ book:
“An important role for the teacher is that of facilitator of learning. Teacher interacts, teaches, refocuses, questions, clarifies, supports,
expands, celebrates, emphasizes. Facilitators are 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.
”
33
Furthermore, Orlich and friends add the teacher’s roles are teacher
need to actively teach social skills, monitor the use of social skills, ask students to practice those skills within their groups, have students provide
feedback on group interactions and social processes, and develop plans for engaging students in problem solving and conflict resolution.
34
On the other hand, Kessler has divided the teacher’s roles into five roles as stated below:
a. Inquirer: teachers are continually examining and questioning their
beliefs, values, and assumptions, knowing the learner, acknowledging learner potential, expecting learners to be successful.
b. Creator: teacher creates the social climate in the classroom which is
active, interactive, positive, caring, supportive, secure, tolerant of
31
Lodge, Watkins, and Carnell, op. cit., p. 89.
32
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Second Edition, New York: Cambridge University Press, 2001, p. 199.
33
Ibid.
34
Orlich, et. al., op. cit., p. 272.
