18 Been
2.2 Table of Auxiliary verbs
Modal Auxiliaries Never change form
can, could, may, might, must, ought to, shall, should, will, would
2.2.2 General Concept of of Take and Give Technique
a. Cooperative Learning Cooperative learning refers to a set of instructional strategies which include
cooperative student-student interaction over subject matter as an integral part of the process Kagan, 1989.
―Cooperative learning promotes prosocial behavior. Having children learn from one another creates powerful bonds
between them and sends a message very different from that sent by a classroom in which each child is on his or her
own
—or, worse still, one in which the success of each is inversely related to the success of the others….Cooperation is
an essentially humanizing experience that predisposes participants to take a benevolent view of others. It allows
them to transcend egocentric and objectifying postures and encourages trust, sensitivity, open communication, and
prosocial activity
‖ Kohn 1991, as cited in Vincent, 1999:74.
Based on the explanation above, it can be concluded that cooperative learning is one way to get closer between students and teacher because there is an interaction
19 that is more fun through media and technique which are used in teaching learning
process. It is not only the communication between the teacher and the students but also the communication among the students themselves. They will interact with
each other in solving the problems that they face in the teaching learning activities.
There are many advantages from cooperative learning as explained by Robert 1991 :
1. Sharing a Common Goal First, students work together as a team share a goal. The success of the project
depends on their efforts. Cooperative learning activities help students practice working in teams. As Bill Gates says, Teams should be able to act with the same
unity of purpose and focus as a well motivated individual. Sharing a common goal allows students to learn to trust each other as they achieve more than would
be possible on their own. 2. Leadership Skills
In order for a group to truly succeed, individuals within the group need to show leadership abilities. The teacher divides out the tasks involved, providing support,
and ensuring that individuals are meeting their goals are all leadership skills that can be taught and practiced through cooperative learning. The students can also
assign leadership roles within a group to help all individuals to practice leading
20 the team. It also encourages them to perform themselves in front of their friends
and this habit will be useful for them in their environment or outside the class.
3. Communication Skills Effective teamwork is all about good communication and a commitment to the
product or activity. All members in the group need to practice communicating in a positive manner. These skills should be directly modelled by the teacher. When
students learn to talk with and actively listen to their teammates, the quality of their work will improve.
4. Conflict Management Skills Conflicts arise in all group formation. Sometimes these conflicts are minor and
easily to be handled. Other times, they can rip a team apart if left unchecked. The teacher should allow the students to try and work out their issues before the
teacher step in and get involved. The teacher should give chance to their students to solve their own problems in a group. The teacher keep an eye on the situation
but see if they can come to a resolution on their own. If the teacher does have to be involved, attempt to get all individuals of the team to talk together and look for
effective way to find conflict resolution for them. 5. Decision Making Skills
Decisions will need attention while working in a cooperative environment. A good way to get students to start thinking as a team and make a decision is to have
21 them come up with a team name. The next decisions that need to be made are
which students will perform what tasks that they have to do. Additionally, even though students are working in a group, they will also have their own
responsibilities. This will require them to make many decisions that could affect their team. The teacher should stress that if a particular decision will affect other
members of the group then, this needs to be discussed together. According to the explanation mentioned above, it can be seen that there
are many advantages of implementing cooperative learning in class. The students not only understand about the materials that are delivered by the teacher but also
feel enjoy to join the teaching learning process because the teacher gives the materials through media and technique which are more fun and different from
usual. They become to know how to communicate with others in a group and to solve the problem that they face together.
b. Take and Give Technique
Take and give technique is a type of cooperative learning which invites students to share materials delivered by the teacher. This kind of technique makes students to
train to be active in delivering the material that they receive from their friends repeatedly. Besides, the take and give technique is a type of learning that has a
purpose to create the learning atmosphere more dynamic and enthusiastic. The take and give technique creates a learning process from passive into active, from
boring become cheerful, and helps students remember the material easily. Students‘ learning goals may be structured to promote cooperative, competitive,
22 or individualistic efforts. In every classroom, instructional activities are aimed at
accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area
being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each
goal structure has its place Johnson Johnson, 1989. In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and
enjoyment. The teacher decides which goal structure to implement within each lesson. We need to formulate a learning approach to be more comprehensive in
order to get the learning objectives achieved. Besides, this approach can make students memory in learning become longer. The technique makes students more
active in the learning process. The most important thing in education is giving useful information, skills and attitudes in students mind in many ways to make
students recall their knowledge which they have if they need it someday. From the explanation above, we can conclude that we have to apply one type of cooperative
learning, it is the take and give technique. This technique helps the students memorize the materials in the learning process.
The most important goal structure, and the one that should be used the majority of the time in learning situations, is
cooperation. There are many types of technique in cooperative learning and one of them is the take and give technique.
In this technique, teacher makes each cards with 10 x 15 cm in size that is appropriate with total all of the students in the class. Every card contains sub
23 material that is different from the others. The material is appropriate with
competence which is reach.
The example of card‘s form :
Source : Kementrian Pendidikan Nasional Direktorat Pembinaan SMA. Name of the student :
Sub Material :
Name which is given 1.
2. 3.
4. etc
24 c. Procedure of applying the take and give technique
There are steps that are needed to practice the take and give technique inferred by Kementrian Pendidikan Nasional Direktorat Pembinaan SMA :
1. Prepare the classroom as usual.
2. Explain the material which is appropriate with the competence wanted to
be achieved. 3.
Give one card to each student to be learnt and momerized in order to master it, for about 5 minutes.
4. All of the students are asked to stand up and find a partner to exchange
information to each other. Each student has to write the name of hisher partner in their card.
25 5.
Do it continously until each student can give and accept the material take and give.
6. Give a question to each student that is different from their card to
eavaluate their success in understanding the material. 7.
This strategy can be modified according to condition in the class. 8.
Conclusion.
2.2.3 General concept of Recount text
