31 d.
Objectives
As stated by Slavin 1995: 15, “The important goal of cooperative learning is to provide students with the knowledge, concepts, skills, and
understandings they need to become happy and contributing of our society.” Further, through its goal, cooperative activities for students are expected to give
six benefits as described by McGroarty 1989 in Kessler 1992: 2 - 3. As the benefits, Cooperative Learning offers:
1 increased frequency and variety of second language practice through
different types of interaction; 2
possibility for development or use of the first language in ways that support cognitive development and increased second language skills;
3 opportunities to integrate language with content-based instruction;
4 opportunities to include a greater variety of curricular materials to stimulate
languages as well as concept learning; 5
freedom for teachers to master new professional skills, particularly those emphasizing communication; and
6 opportunities for students to act as resources for each other, thus assuming
a more active role in their learning.
e. The Roles of Learners and Teachers
In cooperative learning classroom, teachers and students play important roles to succeed the instructional goals.
1 Learners’ Roles
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Learners become the prominent characters in cooperative learning classroom because they are expected to be successful in both academic goals and
experiential learning with their mates. Smith, Johnson, and Johnson 1981: 654 as cited in Slavin 1995: 129
elaborates seven rules for learners in order them to take their roles; a
I am critical of ideas, not people. b
I remember that we are all in this together. c
I encourage everyone to participate. d
I listen to everyone’s ideas, even if I do not agree with them. e
I restate what someone said if it is not clear. f
I try to understand both sides of the issue. g
I first bring out all the ideas, and then I put them together. 2
Teachers’ Roles In Cooperative Learning classroom, teacher and learners work together for
the goals. Slavin 1995 stated that “Teachers’ roles in conducting the cooperative learning methods are as the resource, consultant, and track leader. Teachers also
have their duties to encourage students about the positive effects of working in a group.” To strengthen Slavin’s statement, Kohl 1973: 163 notes that,
“In reading classroom the teacher has the responsibility for creating an interesting learning environment for students to explore and use; for being
available to answer questions and provide resources students request; and for suggesting and presenting options to students so they can have a sense
of what it is possible to learn. The teacher has to be willing to make suggestions, offer advice; questions to the students, sometimes push them,
and at other times leave them alone. The teacher should embody a humane, full way of living and invite the students to become part of a sane
cooperative culture.”
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McDonnell as compiled in Kessler 1992: 163 - 171 describes teachers’ roles in cooperative learning classroom as follow:
a The Teacher as Inquirer
Cooperative learning teachers are continually examining and questioning their beliefs, values, and assumptions. Cooperative educator believes in an
interactive experiential pedagogy that liberates students from dependence on instructions.
b The Teacher as Creator
Teachers have the duty to realize that learning environment is highly structured and well organized. Teachers reflect on what they know about
their students and what would be appropriate in terms of approach and resource.
c The Teacher as Observer
Observation is the basis of decision making about each learner’s progress. Teachers can observe students’ body language, degree of involvement,
gestures, or tone of the talk. d
The Teacher as Facilitator Teachers are prepared to step aside to give the learner a more meaningful
role. Teachers interact, teach, refocus, questions, clarifies, supports, expands, celebrates, and emphasizes.
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e The Teacher as Change Agent
Teachers have a duty to reform the classroom by conducting researches where questions are explored in meaningful contexts and teachers and
students collaborate to seek answers.
5. Reading
