vocabulary, learning concepts, doing projects such as surveys, and problem solving.The figure are shown below:
Figure 2.2 The
Cooperative Learning’s Structure
31
31
Ibid., p. 54.
ESSENTIAL ELEMENTS -
Positive Interdependence - Individual
Accountability -
Face to face promotive interaction - Social Skill
-
Group Processing
TEACHER’S ROLE
FORMAL GROUPS INFORMAL GROUPS
BASE GROUPS -
Instructional Objectives
- Preinstructional
- Introductory discussion Decisions
- Interspered Discussion -
Explain Task and - Closure Discussion
Cooperation -
Monitoring and Interventing
- Evaluating and
Processing
GENERIC COOPERATIVE LEARNING STRUCTURES
SPECIFIC COOPERATIVE
LEARNING LESSONS
ROUTINE USE OF COOPERATIVE LEARNING
3. The Principles of Cooperative Learning
For implementing cooperative learning the teacher should have known and understood some principles in cooperative learning, they
are: a.
Students are encouraged to think of “positive interdependence” which means that the students are not thinking competitively
and individualistically and in terms of the group. b. In cooperative learning, students often stay together in the same
groups for a period of time so they can learn how to work better together. The teacher usually assigns students to the groups so
that the groups are mixed. c. The efforts of an individual help not only the individual to be
awarded, but also others in the class. d.
Social skills such as acknowledging another’s contribution, asking others to contribute and keeping the conversation calm
need to be explicitly taught. e. Language acquisition is facilitated by students interacting in the
target language f. Although students work together, each student is individually
accountable. g.
Responsibility and accountability for each other’s learning is shaved.
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4. The Technique of Cooperative Learning
Cooperative learning is not only forming students in group and give them instruction to do something. Cooperative learning is a tool for
teacher to encourage the students and give the learning more effectively. In cooperative learning there are some techniques that can
used by the teacher in teaching and learning in classroom. Based on
32
Diane Larsen - Freeman, Techniques and Principles in Language Teaching New York: Oxford University Press 2000, p.167
strategy for teaching English learner’s book by Lynne T. Diaz Rico,
there are some example of cooperative learning activities:
33
a. Group memory: in group of six, give each group a line to memorize. Group member receive extra credit if everyone can
say it when time is up b. Round robin: Each person solves a problem using one color
ink and passes the paper to the next team member, who does the next problem. The teacher corrects one sheet.
c. Jigsaw: students receive number and letter ex: I-IV, A-D, Base teams: I, II, III, IV. Students exit base team; all as group to study
one aspectttt, etc., then return to base team to share expertise. d. Pairs compare: pairs come up with ideas to solve a problem.
When pairs are through, two pairs make a team of four and compare ideas.
e. Numbered Head Together: Each student in group has a number 1-4. Students handle to make sure all can respond then a
number is called and the student responds. f. Rotating Review: students visit wall charts, each with different
review question; they write answer, then rotate to next chart. If they agree with what is already written, they mark it with an
asterisk. g. Scavenger hunt: with a stack of newspaper, group finds one of
each: some good news, some bad news, weather map, letter to editor, overseas news, etc.
h. Sequencing task: students put a cut-up sequence in correct order, such as a scramble dialogue from a phone call to a friend.
Additional by Richard’s, he gives the explanation of cooperative learning teachnique. The following expalanations are:
a. Student Teams Achievement Division STAD
33
Lynne T. Diaz-Rico, Strategy for Teaching English Learners, California: Pearson Education, 2008, p. 370.
