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material developer since it provides variety of curricular materials to stimulate language as well as concept learning. However, cooperative learning approach is
not merely discussion groups or group works of students. Richards and Rodgers 2001: 201 state that in cooperative learning, the group activities should be
carefully planned to maximize students’ interaction and to facilitate students’ contributions to each other’s learning.
The writer also includes the discussion of constructivism since by applying group presentations technique, the students should not depend on the
teacher’s explanation. The students are required to be self-reliant learners. Thus, in the following discussion, the writer will present theory of constructivism.
4. Constructivism
In order to support this study, the writer also includes the discussion of the constructivism since in the group presentation technique the students are expected
to be self-reliant and independent problem solver. The students become self- reliant since the success of learning of the students rely on each other.
Independent problem solver means the students do not depend on the teacher’s explanation in solving some problems which may arise during the learning
process.
a. Characteristics of constructivism
The students may help each other solve the problems. Self-reliant and independent problem solver are two of the characteristics of constructivism.
Gavelek. 1986, Smagorinski. 1995, Vygotsky. 1978, Wertsch, Mc-Namee, McLare, and Budwig. 1980 cited by Hogan and Pressley 1997: 7 state that
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helping students develop evolving knowledge bases through interactions is best achieved by using the social constructivist model.
Brooks and Brooks 1993: x write five conditions for applying constructivism in learning process. First, the teacher must provide a learning
environment where students are able to search for meaning, appreciate uncertainty, and inquire responsibly. It means that the teacher must give the
students opportunity to be responsible for their own learning. Second, in the constructivist classroom, student-student interaction is emphasized, and students
must understand that they are responsible for their own learning in the learning situation. It means that in the constructivist classroom, the students are expected
to cooperate with each other to achieve certain purpose of learning. Third, educators must begin to make important pattern which modify the
implementation practices that encourage students to think and rethink, and demonstrate. It means that the lecturers have responsibility to modify the teaching
technique so that the students can be more actively involved in the class activity and directly practice the theory of the lesson. Fourth, in the constructivist
classroom, it is important for the teacher to focus on and value students’ points of view. It means that the lecturers need to pay attention to the students’ way of
think. Fifth, in the constructivist classroom, the assessment processes must connect the learner with the teacher and provide feedback. It means that there
should be an interactions between the lecturers and the students through the assessment processes so that the lecturers can give feedback to the students.
Hogan and Pressley 1997: 8 state that learning occurs in a context of social interactions leading to understanding. The above statement means that the
learning process may occur in the interactions between one student and another. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In the constructivist classroom, the students experience active problem-solving activities with others, but progressively become independent problem solvers. It
means that the students solve the problems which emerge by themselves. Constructivist classroom emphasizes also on the interaction between the teacher
and the students. The teacher maintains to guide the learners’ rising understanding, providing assistance as needed. Finally, the teacher gives the
responsibilities to the learners.
b. Principles of the constructivism
