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During preparing the presentation, the students need to work together in groups which can be categorized into cooperative learning since the students need
to cooperate with one another in order to achieve certain goal, thus, in the following discussion, the writer will present the theory of cooperative learning.
3. Cooperative Learning
In order to support this study, the writer also includes the discussion of the cooperative learning approach since in the process of preparing the group
presentation technique, the students need to cooperate with one another in order to achieve certain goal, which is in accordance with the characteristic of
cooperative learning approach. The discussion of the cooperative learning approach is divided into three parts, definition, characteristics, and benefits that
the students have got in the cooperative learning.
a. Definition of Cooperative Learning
Johnson, Johnson, and Holubec 1994, cited by Richards and Rodgers 2001: 195 write the definition of cooperative learning as the instructional use of
small groups through which students work together to maximize their own and each other’s learning. It means that in cooperative learning approach, the learning
activities are mostly done in groups and every student is responsible not only for their own learning but also for each other’s learning.
Another definition of the cooperative learning approach is also presented by Slavin. According to Slavin, cooperative learning refers to the variety of
teaching methods in which students work in small groups to help one another learn academic content 1995: 2. In the cooperative learning approach, the
students are expected to work together and help one another in mastering the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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materials. Following the two definitions of the cooperative learning approach mentioned above, Olsen and Kagan 1992 cited by Richards and Rodgers 2001:
192 define the cooperative learning approach as follows: Cooperative learning is group learning activity organized so that
learning 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.
Based on those definitions it can be concluded that in implementing the cooperative learning approach, the teacher allows the students to cooperate with
each other and to share knowledge or information to achieve the learning goals. Each student is also expected to be active in helping the other students and be
responsible not only for their own learning but also for other’s learning. In order to support the discussion of cooperative learning, in the next
discussion the writer will present some characteristics of cooperative learning.
b. Characteristics of Cooperative Learning
One of the main characteristics of the cooperative learning approach can be identified from the word cooperative. Richards and Rodgers 2001: 195 state
that the word cooperative in cooperative learning refers to cooperation in learning. Cooperation is working together to accomplish shared goals. In
cooperative learning situation, the students work together to achieve certain purpose.
Olsen and Kagan 1992 cited by Richards and Rodgers 2001: 196 write five key elements of the cooperative learning approach. First is positive
interdependence. Positive interdependence means each student feels that their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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success in learning depends on the other student. On the other words, what helps one member helps all. The second element is group formation. The existence of
positive interdependence between students implies that grouping has occurred. It means that teacher may make the group based on certain criteria or by chance.
The third element is individual accountability. Accountability refers to responsibility. It means that each student or each group is responsible not only for
their own learning, but also for other student’s or group’s learning. The fourth element is social skills. Social skills determine how the students interact with
each other to achieve activity or task objectively. Students’ social skills may develop through cooperative learning approach. The students will learn how to
communicate with each other and to respect other’s opinion. The fifth element of the cooperative learning approach is structuring and structures. Structuring and
structures of the cooperative learning approach refer to ways of organizing student interaction and how the students interact.
The teacher’s role in the cooperative learning approach is not only as source of learning, but also as the facilitator of learning. Harel 1992 cited by
Richards and Rodgers 2001: 199 states that as a facilitator of learning, the teacher interacts, teaches, refocuses, asks questions, clarifies, and supports the
students during the teaching learning activity. Still according to Harel, as a facilitator, the teacher may give feedback, redirect the groups with questions,
encourage the groups to solve its own problem, encourage thinking, extend activity, manage conflict, observe the students, and supply resources.
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Furthermore, the teacher of the cooperative learning approach usually helps the students with learning tasks and gives few commands. The cooperative learning
approach also requires the teacher to give more freedom to the students to explore the topic being discussed and evaluate their performance together with their
friends. Besides the teacher - student interaction, the interaction between the
students in the cooperative learning approach is aimed to enable the students help each other. The role of the students in the cooperative learning approach is as the
director of their own learning. The students are also expected to plan, monitor, and evaluate their own learning. The cooperative learning approach requires the
students to involve and participate during the teaching learning activity. From the explanation presented before, it can be concluded that there are
five important components in the cooperative learning, they are: positive interdependence, group formation, individual responsibility, social skills,
structuring and structures. The teacher of the cooperative learning is not dominant in the learning process. The teacher’s role is as a facilitator of the learning
process. The success of the learning process depends on the students by encouraging each other to achieve the goals.
Cooperative learning approach also gives some advantages for the students in developing not only their language skill but also their social skills. In
the following discussion, the writer will present some advantages of applying cooperative learning approach which can be beneficial for the teacher, the
students, and the material developers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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c. Benefits of Cooperative Learning
