The Grammatical Features of Recount Text
Another assumption comes from Kevin Barry and King, “The cooperative learning notion suggest students working together, interacting in a task-related
way with each other, and one or some of the students helping those who need or ask for help.”
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According to Kevin Barry and King, in the cooperative learning, students may help the interaction to help each other in the group.
The small group on Cooperative Learning facilitates the students to work together with teacher. As Diane Larsen and
Freeman point out, “But it is not the group configuration that makes cooperative learning distinctive; it is the way that
students and teachers work together that is important.”
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It shows that on cooperative learning, that is not only between students who works together but
also teacher should work with student and it is the important thing of cooperative learning.
Besides working together on the group, cooperative learning has its own characteristics. Richard I. Arends states the characteristic of cooperative,
“Cooperative learning lessons can be characterized by following features; students work in teams to master learning goals, teams are made up high-, average-, and
low- achieveing students, whenever possible, teams include a racial, cultural, and gender mix and reward systems are oriented to the group as well as individual.”
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It means that the group is consisted of various different achievers and races, and the group should be given a reward of their achievement.
According to Richard I. Arends, there are three important instructional goals, “The cooperative learning model was developed to achieve at least three
important instructional goals: academic achievement, tolerance and acceptance of diversity, and social skill development.”
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It points out that the students will learn how to tolerance and knowing the diversity between groups, they also would have
a social skill while interacting in the group.
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Kevin Barry and Len King, Beginning Teaching and Beyond, Southbank: Social Science Press, 2006, p. 234.
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Diane Larsen and Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, p. 164.
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Richard I. Arends, Learning to Teach, New York: McGraw-Hill, 2007, p. 345.
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Ibid.
Jack C. Richards and Rodgers propose the key element of successful group-based learning in cooperative learning; there are positive interdependence,
group formation, individual accountability, social skills and structuring and structures.
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The explanation as follows: a.
Positive interdependence, the students should be aware of other member. They should help one another and feel what the other feel on
the group. b.
Group formation, in the group formation, there are some steps to make a group, such as deciding on the size of the group, assigning students
to groups, and students roles in groups. c.
Individual accountability, it involves both group and individual performance.
d. Social skills, determine the way students interact with each other as
teammates. e.
Structuring and structures, refer to ways of organizing student interaction and different ways students are to interact.
Those are some perceptions of cooperative learning. In other words, cooperative learning is an approach that contributes students to work in a small
group to achieve the goals. In the groups, the students learn how to help each other and how to interact with the diversity of students. This thing will teach the
students the social skills and the tolerance between individuals.