4. Cooperative review: cooperative review is any type of game which used by groups to review material.
5. Partners: students work in pairs to create or master content. Each pair may then join with another pair to expand mastery as in think pair share.
e. Relationship between Cooperative Learning and Communicative
Language Teaching
Cooperative Learning is a way to promote communicative interaction in the classroom and is seen as an expansion of the principles of Communicative
Language Teaching. In Communicative Language Teaching, students are expected to interact with other people, either in the flesh, through pair and group
work, or in the writhings. Richards and Rodgers, 2001: 157. In other words, Cooperative Language Learning and Communicative Language Teaching have the
same idea and they are related to each other. Students learn how to communicate effectively in the second-language,
rather than learn about the language. Olsen and Kagan,1992:38. The focus is on the communicative function of the language; how to use the language in order to
do specific interactions, such as apologizing, persuading, and to indicate the organization of ideas by using rhetorical patterns, such as classification,
comparison, or sequence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
From the point of view of language teaching, McGroarthy 1989 as cited by Richards and Rodgers 2001:195, offers six learning advantages for ESL
students in Cooperative Classrooms. They are as follows: 1 Increased frequency and variety of second language practice through
different types of interaction. 2 Possibility for development or use of language in ways that support
cognitive development and increased language skills. 3 Opportunities to integrate language with content-based instruction.
4 Opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning.
5 Freedom for teachers to master new professional skills, particularly those emphasizing communication.
6 Opportunities for students to act as resources for each other, thus assuming a more active role in their learning.
In this study, both Cooperative Learning and Communicative Language Teaching will be used as the basis in designed materials, there will be many
acrivities that promote Communicative Language Teaching and also Cooperative Learning.
f Teaching of Speaking based on Cooperative Learning
We have discussed some relevant theories about teaching speaking in the previous paragraphs. In the paragraphs above, we have been familiar with some
principles in teaching speaking, examples of speaking activities, and also activities used in cooperative learning classroom. In this section, the writer wants
to combine those theories all together to construct a new idea about teaching speaking in the cooperative classroom.
Tasks that can be used in teaching speaking cooperatively are many, including role-play, group discussion, conversation, jigsaw, and some theories
mentioned before. In the design, the writer might create her own version of materials, but still she uses those kinds of activities in different ways or might be
in different names. Later, in the design, the writer uses those activities as the methods or the ways the writer conveys the information and materials to the
learners. Ofcourse, the materials would not be so far way from the principles of cooperative learning. In other words, the writer wants to create cooperative
classroom where the speaking activities are done cooperatively. The writer wants to underline that most of the activities in the designed materials will be based on
the cooperative learning methods or activities. In this study, cooperative learning used as the basis in designing and selecting
teaching learning activities.
4. Syllabus
