3. Cooperative Language Learning
a. The Definition of a Cooperative Language Learning
Cooperative Language Learning 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
Rodgers, 2001:192. Educators were concerned that traditional models of classroom learning were teacher-fronted, fostered competition rather than
cooperation, and favored majority students. They believed that minority students might fall behind higher-achieving students in this kind of learning
environment. According to Slavin 1995:2, Cooperative Language Learning refers
to a variety of teaching methods in which students work in small groups to help one another learn academic content. From the explanation above, we can
note that Cooperative Language Learning is a method which focuses on group work.
Since Cooperative Language Learning will be used as the method in this study, the writer tries to prove whether this method is appropriate or not to
be applied in language teaching. Here is the answer: Cooperative Language Learning CLL does not assume any particular
form of language syllabus, since activities from a wide variety of curriculum orientation can be taught via cooperative learning. Thus we
find Cooperative Language Learning used in teaching content classes, ESP, the four skills, grammar, pronunciation, and vocabulary
Richards Rodgers, 2001: 195 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
From the supporting argument above, the writer is encouraged to use Cooperative Language Learning since it can also be used to teach language at
any level, especially English in this study. Furthermore, cooperative learning can also support the four skills. In this study, the researcher will focus on the
learners’ speaking skill.
b. The Characteristics of Cooperative Language Learning
According to Richards and Rodgers 2001:196, there are five main key elements of Cooperative Language Learning. The descriptions are as
follows: 1
Positive Interdependence It occurs when group members feel that what helps one member helps
all and what hurts one member hurts all. Here, we can see that all members of the group are responsible for the sake of the group. Students’ roles, materials,
and rule provide means for structuring positive interdependence. Role- structured interdependence involves assigning different roles to each student
within a group, such an ‘explainer’ or ‘checker’, so that each has a specific responsibility. Materials-structured interdependence can include limiting
resources, such as having only one pencil or worksheet for everyone in the group to use. An example of rule-structured interdependence is having a rule
that a group cannot progress to a new learning center or project until all students have completed the assignment.
2 Group Formation
It is an important factor in creating positive interdependence. Factors involved in setting up groups include:
a Deciding on the size of the group. This will depend on the tasks they have
to carry out, the age of the learners, and time limits for the lesson. Typical group size is from two to four.
b Assigning students to group. Groups can be teacher-selected, random, or
student-selected, although teacher-selected is recommended as the usual mode so as to create groups that are heterogeneous on such variables as
past achievement, ethnicity, or sex. c
Student roles in groups. Each group member has specific role to play in a group, such as noise monitor, turn-taker monitor, recorder, or summarizer.
3 Individual Accountability
It involves both group and individual performance, for example, by assigning each student a grade on his or her portion of a team project or by
calling on a student at random to share with the whole class, group members, or another group. Students maybe made individually accountable by the rule
that the group may not go on to the next activity until all team members finish the task. A primary way to ensure accountability is through testing.
4 Social Skills
Social skills determine the way students interact each others as teammates e. g., praising and recognizing and the ways students interact with
each other to achieve activity or task objectives e. g., asking and explaining PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 Structuring and Structures
They refer to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin.
The teacher has opportunity to lead the students to interact with the content and classmates, especially group members.
c. Three Cooperative Language Learning Types
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