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research. The criteria of assessment may involve grammar, vocabulary, fluency, pronunciation, and interactive communication. The rating scale can be used to
assess each criterion so that the score can represent studen ts’ strengths and
weaknesses in each criterion.
E. Cooperative Language Learning
1. The Definition of Cooperative Language Learning
Cooperative Language Learning CLL is one of the most distinguished of all instructional practices. It has become a popular approach to the organization
of classroom instruction as CLL provides students the opportunities to use the language in meaningful situation. Cooperative learning is based on the works of
Jean Piaget’s and Lev Vygotsky’s developmental theories which highlights the importance of discussion and joint problem solving among peers.
Some experts have defined the term cooperative in many different fields. Each of them gives emphasis to a particular aspect but all definitions, more or
less are similar. Slavin 1995 proposes that cooperative learning refers to a teaching methods in which students work in small groups to learn academic
content. The concept is that the members are discussing, arguing, and helping each other to accomplish a certain goal; higher-level students will help lower-
level ones to improve their understanding of the subject. According to Slavin 1995, the idea of cooperative learning is that by giving a reward to a group
rather than individual, the students will be motivated to help one another to master the materials. Each member of a team is responsible not only for learning
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the materials but also for helping teammates to understand the materials and complete the task given.
In conclusion, cooperative language learning can be described as an approach to language teaching that aims to promote cooperation, to develop
communicative competence through the use of interactive group activities and to increase opportunities for learners to use the target language in the classroom.
2. Key Elements of Effective Cooperative Language Learning
Cooperative language learning represents the systematic and carefully planned use of group based procedures. There are some characteristics for the
success of group-based learning in CL proposed Johnson and Johnson 1994. a.
Positive interdependence of cooperative learning. Each group member depends on each other to accomplish a shared goal. For cooperative groups to
be effective, group members should support each other within the group. b.
Individual accountability. In cooperative learning, each group member participates to reach the success of the group. Accountability focuses on the
activity of the team members on helping one another learn and making sure that everyone in the team is ready for a quiz or any other assessment that
students take individually. The quizzes results then are given back to the group and individuals.
c. Face-to-face Interaction. This can be defined as in small groups, individuals
are encouraging and facilitating each other’s efforts to achieve, complete tasks, and produce in order to reach the group’s goals. Therefore, in face-to-
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face interaction, the students’ opportunities to promote success can be maximized.
d. Social skills. In order to coordinate efforts to achieve mutual goals, students
must: 1 get to know and trust each other, 2 communicate accurately and unambiguously, 3 accept and support each other, and 4 resolve conflict
constructively. e.
Group processing. Group processing exists when group members are discussing how well they are achieving their goals and maintaining effective
working relationships. Groups need to describe what member actions are helpful and unhelpful and make decisions about what behaviours to continue
or change. Continuous improvement of the processes of learning results from the careful analysis of how members are working together and determining
how group effectiveness can be enhanced.
3. Advantages of Cooperative Language Learning
