The Generic Structure of Descriptive Writing

learning distinctive; it is the way that students and teachers work together that is important 27 . The important of cooperative learning is encourage the students to cooperate in a group for a period of time to mix the idea and different level of ability. In cooperative learning, learners perform a learning task through a small group interaction. In cooperative learning, learning process is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. 28 In cooperative learning students need to interact each other and get the information. The teacher as the fasilitator gives the material for students in group to solve the problem together. For that reason, cooperative learning can increase the motivation in learning because they can share the knowledge and cover the difficulties together in group. Cooperative Learning is part of a group of teachinglearning method where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. It is much more than just putting students into groups and hoping for the best. 29 Dealing with the statement, cooperative learning is a group of students to encourage their stimulus in learning and interact ecah other to get the knowldege. In conclusion, cooperative learning Cooperative Learning as the method of learning can give students the opportunities to share and to work together with their groups in a learning activity among them in a classroom. 27 Diane Larsen-Freeman and Marti Anderson, Teaching Principles in Language Teaching 3 rd edition, New York: Oxford University Press, 2011, p. 186. 28 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, Cambridge: Cambridge University Press, 2001, p.192. 29 Alice Machperson, Cooperative Learning Group Activities for College Course, Canada: Kwantlen University College, 2000, P.1.

2. The types of Cooperative Learning

Cooperative learning may be used in various ways, which include formal cooperative learning, informal cooperative learning, cooperative base groups, and cooperative structures. 30 a. Formal cooperative learning Formal cooperative learning is students work together, for one class period to several weeks, to achieve shared learning goals and to complete specific tasks and assignments. b. Informal cooperative learning This types consists of having students work together to achieve a joint learning goal in temporary, ad hoc groups that last from a few minutes to one class period. During direct teaching, the instructional challenge for the teacher is to ensure that students do the intellectual work of organizing material, explaining it, summarizing it, and integrating it into existing conceptual structures. c. Cooperative base groups These are long-term, heterogenous cooperative learning groups with stable membership. The purpose of the base groups are to give the support, help, encouragement, and assistance each member needs to make academic progress attend class, complete all assignment, learn and develop cognitively and socially in healthy ways. d. Cooperative learning structures These are used to organize course routines and generic lessons that repeat over and over again. These repetitive cooperative lessons provide a base on which the cooperative classroom may be built. Some examples are checking homework, preparing for reviewing a test, drill review of facts and events, reading of textbooks and reference materials, writing report and essay, giving presentations, learning 30 Shlomo Sharan, Handbook of Cooperative Leraning Methods, London: Praeger Publisher, 1994, p. 53. vocabulary, learning concepts, doing projects such as surveys, and problem solving.The figure are shown below: Figure 2.2 The Cooperative Learning’s Structure 31 31 Ibid., p. 54.  ESSENTIAL ELEMENTS - Positive Interdependence - Individual Accountability - Face to face promotive interaction - Social Skill - Group Processing  TEACHER’S ROLE FORMAL GROUPS INFORMAL GROUPS BASE GROUPS - Instructional Objectives - Preinstructional - Introductory discussion Decisions - Interspered Discussion - Explain Task and - Closure Discussion Cooperation - Monitoring and Interventing - Evaluating and Processing GENERIC COOPERATIVE LEARNING STRUCTURES SPECIFIC COOPERATIVE LEARNING LESSONS ROUTINE USE OF COOPERATIVE LEARNING