In this study, the writer made use of the principle in speaking. The principle will be the main points in designing the materials. The principle
will supply the basis to develop the materials and exercises. The designing materials will be based on: give students practise with both fluency and
accuracy, provide opportunities for students to talk by using group work or pair work, plan speaking tasks and design classroom activities.
3. Theories of Cooperative Learning
In this part, the writer discusses some supporting information about Cooperative Learning, such as the background, the roles of teacher and student,
types of activities and so on.
a. Background
The Cooperative Language Learning CLL is part of a more general instructional approach also known as Collaborative Learning CL. It offers ways
to organize group work to enhance learning and increase academic achievement. Educators were concerened that traditional models of classroom learning were
teacher-fronted, fostered competition rather than cooperation, and favored majority students. They believe the minority students might fall behind higher
achieving students in this kind of learning environment. Richards Rodgers, 2001: 192.
Richard and Rodgers 2001: 194 stated that cooperative learning advocates draw heavily on the theoritical work of developmental psychologists
Jean Piaget and Lev Vygotsky, both of whom stress the central role of social PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interaction in learning. The word cooperative in Cooperative Language Learning emphasizes another important dimension of Cooperative Language Learning: it
seeks to develop classrooms that foster cooperation rather than competition in learning.
According to Slavin 1995:2, Cooperative Learning refers to variety of teaching methods in which students work in small groups to help one another
learn academic content. From the explanation above, we can note that Cooperative Learning is a learning method which focuses on group work. Crandall 1998: 7
added, “One of the fundamental tenets of Cooperative Learning is that ‘none of us is as smart as all of us’. That is especially true matters of integrated instruction.”
Since the method used in this study is Cooperative Learning, the writer wants to find prove whether this method is appropriate or not to be applied in
language teaching. Here is the answer to the problem: Cooperative Language Learning CLL does not assume any particular
form of language syllabus, since activities from a wide variety of curriculum orientations can be taught via cooperative learning. Thus, we
find CLL used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary. Richard Rodgers, 2001: 195
From the supporting argument above, the writer is encouraged to use cooperative learning method since it can also be used to teach language at any level, especially
English in this study. Furthermore, the four skills can also be supported by cooperative learning. In this context, the writer chooses speaking that is part of the
four skills.
b. The Nature of Cooperative Learning
