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5 The Teacher as Change Agent
In a classroom, teachers are responsible to control teaching learning process. The teachers also have rights to change the classroom when the process of
teaching learning such as the activities and strategies in the classroom are far from the objectives because of circumstances and condition change. Bissex and Bullock
1987 as cited by Mc.Donell 1992: 170 states “when teachers allow the classroom to become a place of inquiry, where questions are explored in
meaningful context and teachers and students collaborate to seek answers, then teachers have a redefined role as teacher-researcher.”
In Cooperative Learning, the teacher is not the only one person who takes control of all the reaching learning process absolutely. However, the teacher has
rights to change the strategies and activities used in the classroom when the situation changes. The teacher also has responsibility to create objectives and
materials in order to achieve the academic goals. It means that teacher roles both in the classroom and outside the classroom are needed. Nevertheless, the teacher
is not the center person in the classroom. Conversely, the students are as the center of learning in the teaching learning process.
d. The Learners’ Roles in the Cooperative Classroom
According to Richard and Rodgers 2001: 199, the primary role of the learner is as a member of group who must work collaboratively on tasks with
other group members. Each learner must cooperate with other group members to achieve the goals of group work. As a member of a group, each member has the
responsibility to encourage other group members in learning and to learn from PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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them. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of
lifelong learning skills. Therefore, learning is something that requires students’ direct and active involvement and participation.
As a member of a group, a student has to be active both in a group and in a classroom. There is a kind of giving and receiving cycle among the students.
Through the students’ interaction in the group, the students can give and receive suggestion, advice, support, and help each other in order to achieve the group
goals. Furthermore, through this role, the students are challenged to improve their affective and social sense in the group learning activities.
e. The Role of Instructional Materials
Richard and Rodgers 2001: 200 state that materials play an important part in creating opportunities for students to work cooperatively. The same materials
can be employed as are used in other types of lesson but variations are required in how the materials are used. Materials are specially designed for Cooperative
Language Learning, and these materials can be modified from existing materials, or borrowed from other disciplines. The materials are also designed based on
needs analysis. In this study, the writer also adapts Content-Based Instruction CBI theory
in developing pre-activity in order to stimulate the students’ knowledge about the topic. Jack C. Richards and Theodore S. Rodgers argue that CBI seeks to build on
students’ knowledge and previous experience. Students do not start out blank slates but are treated as bringing important knowledge and understanding to the
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classroom. The starting point in presenting a theme-based lesson is what the students already know about the topic. In the materials design, this part are used
as a starter to enter the main materials, namely Let’s get started.
In developing the materials, the writer uses reflection or follow-up activity in the end of each unit. Nunan 2003: 13 says that the follow-up phase also
provides lots of scopes. The teacher can give feedback to the students, debrief them on some aspect of the preceding task, or encourage them to reflect on what
they have learned and how well they are doing. The follow up activities are in the form of writing or answering questions about what the students have learned from
the unit.
f. Types of Learning and Teaching Activities in Cooperative Classroom
