two main parts of the outcomes of project-based learning. The first one is those related to language skills and the second one is those related to soft skills.
Therefore, in this research, the possible contributions of Play Performance course for the ELESP students as English teacher candidates were divided into two parts.
The first on is those related to English skills and the second one is those related to soft skills.
2.1.4 Cooperative Language Learning
The fourth theory is related to the learning approach implemented on Play Performance course. As stated on the previous theory, ELESP had implemented
project-based learning on Play Performance course. In addition, in this part, the researcher also provided another learning approach implemented on Play
Performance course, which is cooperative language learning CLL. The reason why the researcher assumed that ELESP also implemented CLL on Play
Performance course is mostly related to the Play Performance’s teaching strategy or activities. In brief, in Play Performance course, the class was divided into
approximately 2-3 groups. Then, each group should make some planning what they were going to do for the final play performance. In addition, each student has
different role in hisher group; the student could be an actress, a stage manager, a music director, even a playwright. However, in fact, the students should discuss
and work together as a group to achieve the best result. Olsen and Kagan 1992 stated that in Cooperative Learning, positive interdependence occurs when group
members feel that what helps one member helps all and what hurts one member hurts all.
According to Richards and Rogers in their book Approaches and Methods in Language Teaching
2001:192, cooperative language learning CLL is part of a more general instructional approach also known as collaborative learning CL.
Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. Richards and Rogers 2001: 201 also stated that in cooperative learning, group activities are carefully planned to maximize students’ interaction
and to facilitate students’ contributions to each other’s learning. In addition, according to Brown in his book Teaching by Principles: An
Interactive Approach to Language Pedagogy 2007: 53, research has shown an
advantage for cooperative learning as opposed to individual learning such as promoting intrinsic motivation, heightening self-esteem, creating caring and
altruistic relationships, and lowering anxiety and prejudice. Meanwhile, Johnson, Johnson, and Holubec 1994: 2 stated that Cooperative Learning gives students
the experiences they need for healthy social, psychological, and cognitive development. Based on the theories related to Cooperative Language Learning
above, the readers could see that Cooperative Language Learning implemented on Play Performance course has promoted not only students’ intrinsic motivation,
self-esteem, and caring relationship, but also students’ cognitive development.
2.1.5 The Roles of Teachers and the Characteristics of a Good English Teacher
