22 g The way information is processed and used is most important.
h Students master knowledge by constructing it. Content is learned in a relevant context.
Beside some characteristics suggested by Theroux 2004, Ronkowski 1998 said that collaborative learning also has six strengths. They are:
a Collaborative learning can provide students with the opportunity to think for themselves
b Students and teachers can compare their thinking with others c Students can conduct research project
d They can investigate subject matter with fellow students e They can practice using higher level cognitive skills
f This method can provide activities that encourage students to think logically based on their own beliefs
c. Learning Based on Collaborative Learning
Panitz 1996 suggests that collaborative learning as a method of teaching in a classroom is appropriate for adult learners since this method is more student
centred method. The learners have to be active either inside of the class or outside of the class.
According to the characteristics of collaborative learning explained above, the teacher acts mediator in the class. A successful mediator helps students
connects new information to their experiences and to learning areas and also helps students how to learn and figure out to do. With contextual materials, the learners
will get some new information in health or medical terms. They may use the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23 information or the knowledge for further needs related to their job. They may also
use it to enrich their knowledge of a sickness. Since the learners are active in or outside the class, they have to work in
group to make it easy. They can help each other, so the purpose of learning can be achieved. In this part, we can see that the learners are allowed to explore their own
idea. They get opportunity to think by themselves. Learning outside the class will help them to learn better inside the class. They will be motivated by their friends.
The performance in the class will also be better. It encourages the learners’ motivation.
d. Group Work Techniques
Learning through learning together in a group is not merely learning in a group discussing some issues or topics in the group. There are some types of
group learning that can bring a maximum result if the technique is implemented in an effective way. They are
1 Role-play Nunan 2003: 57 stated that role-play is an excellent activity for speaking
in the relatively safe environment of the classroom. Role-play gives learners practice speaking in the target language before they must do so in a real
environment. In the role play, students are given particular roles in the target language.
2 Simulation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 According to Nunan 2003: 57, simulation is more elaborate than role-
play. In a simulation, props and document provide a realistic environment for language practice.
3 Discussion Discussion involves opportunities for students to express their own
opinion about topics Nunan, 2003:210. 4 Jigsaw
Jigsaw is one of the variations of information gap. Jigsaw activities are a bidirectional or multidirectional information gap Nunan, 2003:56. Each person
in a pair or group has some information the other persons need. The learners must use the target language to share the information.
5 Pair and group work Pair and group work are a hallmark of the communicative classroom
Nunan, 2003:209. In pair or group work, the teacher first present the task, then divides students and sets a time limit for completion of the task. Pair and group
work culminate in a reporting stage, with students from each group sharing their ideas or solutions with the rest of the class.
4. Theory of Listening
