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is the response that is not desirable by the teacher since the response can destruct the teaching and learning process or the response is not related to the teaching and
learning process. Borich as cited in Muhammad 2014 also states that responses typically are divided in verbal and nonverbal responses. A verbal response is when
the students respond the teachers by the students ’ utterance which can be answering
or saying something, or when students are answering questions, performing speaking and chatting with friends. Whereas, a non verbal response is when students are paying
attention, reading the bookhandout, keeping silent, walking in the room, and disturbing other friends.
Borich as cited in Muhammad 2014 also stated that those types of response are also called positive responses and negative responses caused by their influence to the
teaching and learning process. A positive response means that the response is desired by the teacher since it can support the teaching and learning process; while a negative
response means that the response is not desired by the teacher since the response can destruct the teaching and learning process or the response is not related to the
teaching and learning process. However, Yelon as cited in Muhammad 2014 said that a response is not only
desirable. If the students do not respond as the way the teacher ‘wants’, they are not indicated by the performance that they have learned. When students do show any
response it doesn’t mean that the students did learn; we have no way of knowing whether learning has taken place. So, we need to evokerise students’ responses since
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responses are essential in the teaching and learning process. The way to evoke the students’ response can be by using the effective learning strategy.
B. Cooperative Learning
1. Defining Cooperative Learning
Cooperative Learning is a series of learning strategy in the classroom. Cooperative Learning is one of the most widespread and fruitful areas of theory,
research, and practice in education. According to Johnson 1998, Cooperative Learning exists when students work together to accomplish shared learning goals.
Each student can achieve his or her learning goal if the other group members achieve theirs. It means that each student needs to cooperate with other students because
Cooperative Learning is related to group learning. The emphasis of Cooperative Learning is the students need to learn and apply their knowledge, concepts, skills to
the other students who need that. So it can be mutually beneficial among low- achieving students and high-achieving students Lie, 2008.
2.
Principles of Cooperative Learning
Cooperative Learning is one of the learning strategies that supports contextual learning. Cooperative Learning systems can be defined as a system of work or
Cooperative Learning principles are arranged in a regular or structured way. According to Sanjaya as cited in Ibrahim 2000, there are four principles of
Cooperative Learning, namely: a.
The principle of positive dependence.
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Tasks that can be resolved depends on the efforts of each member of the group
b. Individual responsibility.
Duty is a responsibility of every member of the group. The success of each group member is to complete the task.
c. Face to face interaction.
In cooperative learning, it is necessary to have a good interaction with each other.
d. Participation and communication.
Learning of cooperative training students to be able to actively participate and communicate
3. Types of Cooperative Learning
Even though the Cooperative Learning is not new in teaching and learning process as the teachers have applied for many years in the form of laboratory groups,
task groups, group discussions, and so on, currently, researchers worldwide are studying the practical application of principles of cooperative learning. As a result,
many cooperative learning models have been found. Some of the models described by Slavin 2009 are: Student Team Achievement Divisions STAD, Teams Games
Together TGT, and Jigsaw. In addition he also added a model Cooperative Integrated Reading and Composition CIRC and Accelerated Team Instruction.
Meanwhile, Lie
2008 said
that there
were 14
techniques
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of cooperative learning that can be applied by teachers. The techniques are : 1 find a partner, 2 exchange a partner, 3 think in pairs foursome, 4 send greetings and
questions, 5 head numbered, 6 heads numbered structured, 7 two lived two guests, 8 around the group, 9 buttons clatter, 10 around the classroom, 11 small circle big
circle, 12 bamboo dance, 13 jigsaw, and 14 tells the story in pairs paired storytelling.
NHT is a part of cooperative learning techniques with a structural approach. Developed by Kagan 1992.
Although it has many similarities with other strategies, structural model emphasizes the special structures designed to affect students
interaction patterns. Sugiyanto as cited in Suharsimi 2007 said that it is expected that students work together and help each other in small groups and more on
cooperative awards and individual awards. The structural approach consists of some sorts such as: finding a partner, partner swapping, exchanging greetings and
questions, storytelling in pairs, two lived two guests, roving groups, clattering studs, etc. From many various examples of structural approach, there are two kinds of well-
known structures which are Think-Pair Share TPS and Numbered-Head Together NHT.
