6 promote student self-esteem, and 7 help to promote positive race relations.
http:edtech.kennesaw.eduintechcooperativelearning.htm Nunan 1992:1 adds that
“In language education, teachers, learners, researchers, and curriculum specialist can collaborate for a number of reasons. They may wish to
experiment with alternative ways of organizing teaching and learning; they may be concerned with promoting a philosophy of cooperation
rather than competition; they may wish to create an environment in which learners, teachers, and researchers are learning from each other in an
equitable way.”
2.2.2.2 Pairs Check as One of Approaches of Cooperative Language Learning
There are so many techniques which are developed based on cooperative learning principle. According to Kagan in Jacobs 1995:105 one of techniques in cooperative
language learning is “pairs check”. He notes that “by doing pairs check activity, course member may need some practice in thinking aloud. Thinking aloud helps
making our thoughts more conscious. It also enables others to learn not just from our answers, but also from the process by which we arrive at those answers.” The
procedures of pairs check activity include the following activities Jacobs, 1995:105:
Step 1. Listing Problem
The class discusses practical problems which may arise.
Step 2. Grouping and Pairing
The class is divided into groups of four, and each foursome develops their own special group handshake. Each group then is subdivided into
pairs.
Step 3. Pairs Check
1 One member of each pair develops and writes down solutions for
the first problem on the list, thinking aloud as he or she does it. 2
The other member of the pair listens and watches, and then provides feedback on the other person’s solution and the
explanation behind them. 3
The observer praises the writer for good ideas and the thinking behind them.
4-6 Next, the two members of each pair reverse roles for the second problem.
7-8 When both pairs have completed the first two problems, they check their answers with each other. If they agree that each pair
has developed sensible solutions with valid explanations there may not be one correct answer, they give each other their
special group handshake and then go back to work on 3 and 4 in the same manner.
If one pair finishes early, they can practice the collaborative skills of waiting patiently, while the other pair practice the skill
of trying not to keep others waiting.
Step 4. Reporting to the Whole Class
Groups report to the whole class on their work.
2.2.3 Types of Texts
