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2 Individual Accountability
This account can be achieved in two ways; 1 is to have group scores be the sum or average of individual quiz scores or other assignments, as in the Student
Team Learning models and 2 is task specialization, whereby each student is given a unique responsibility for part of the group task. Each student in a group
has responsibility to take part in doing a task for the group to achieve academic objectives together.
3 Equal Opportunities for Success
A unique characteristic of cooperative learning is the use of scoring methods that ensures all the learners an equal opportunity to contribute to their groups.
4 Team Competition
Competition is used between groups as a mean of motivating the learners to cooperate within groups.
5 Task Specialization
Task specialization is the assignment of a unique sub task to each group members.
6 Adaptation to Individual Needs
Most Cooperative Learning methods use group paced instruction, but two —
TAI Team Accelerated Instruction and CIRC Cooperative Integrated Reading ad Composition
—adapt instruction to students‘ individual needs.
c. Cooperative Learning’s Activities
According to Robert E. Slavin 1994: 5, there are six activities in cooperative learning as follows:
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1 Student Team-Achievement Division STAD
STAD is to motivate the learners, encourage and help each other to master the skills presented by the teacher. In STAD, learners are designed to four
member learning teams that are mixed Slavin, 1994:5. Teacher presents a lesson and learners work within their teams to make sure that all of team members have
mastered the lesson. Most of the activities involve discussing problems together, comparing the answers and correcting any misconceptions if their team mates
make mistake. Then, all of the learners take individual quizzes on the material, at which time they may not help one another.
2 Information Gaps
Information gap is an activity, that one learner has information of the other lacks. It is a useful activity since each learner is hoped to use the target language
in sharing the information.
3 Team Games Tournaments TGT
TGT uses the same teacher presentations and teamwork as in STAD, but replaces the quizzes with weekly tournaments, in which the learners play
academic games with member of the team to contribute points to their team scores. The team mates help each other to prepare the games by researching
worksheets and explaining problems each other, but the learners are playing the game their team mates cannot help them, ensuring individual accountability.
4 Jigsaw
Jigsaw is the multidirectional information gap‘s activity. The members are set to be pair or group who has information to be informed to other. This activity
15 promotes a great deal of negotiation between the learners in order to find out the
meaning of the information.
5 Learning Together
Learning together encourages the learners to work in four or five member heterogeneous on assignment sheets.
6 Conversation
Conversation is known as a formal language learned immediately through the useful form, which the learners are able to practice to they neighbor in turn,
and applied in real situation outside the formal class. It means to provide the first introduction of structure to be drilled Astuti, 2005:41. Through the conversation,
the learners can learn how to speak to their friends directly. In conclusion, most of the principles of Cooperative Learning become the
principles to determine teaching learning activities. The writer believes that each learner has their own needs in learning English. So, the writer will give
opportunity to all learners to obtain what they needs from learning English by providing materials that are really needed.
d. The Teacher
