26
b The values and practices of the cultural, socio-economic and educational
worlds that students experienced prior to being involved in cooperative learning may create conflict for some students.
c Although cooperation is a very important process of learning for students
to master, many of life‟s activities are based on individual effort, therefore the students have to learn to be self-reliant as well as learning how to
corporate it.
41
. According to the explanations above, the writer agrees that each of
approaches or methods has limitations, and nor are in cooperative learning. Thus, to reduce the weakness of cooperative learning, the writer gives some
suggestions in order cooperative learning can be implemented well in the classroom. Firstly, when the students did not want to study together with their
friends, the teacher must be patient and recognize that the learners may be anxious workings in groups. In this case, the teachers help them to become
flexible in their approaches to learning.
42
Secondly, when the group has a conflict, the teacher has to observe that group and find out the solution. The
third, the teacher has to emphasize to the students that working in group are more effective than doing alone and when the teacher gives the tasks, the teacher
has to let their students to do individually.
7. Some Variations of Cooperative Learning
There are some variations of techniques in cooperative learning. Those are Student Teams- Achievement Divisions STAD, Teams-Games Tournament
TGT, Team Accelerated Instruction TAI, Cooperative Integrated Reading and Composition CIRC and Jigsaw. Below are the brief explanations about some
variations of Cooperative Learning that can be used by the teacher to teach in the classroom:
a. Student Teams- Achievement Division STAD probably the most popular
type of cooperative teaching strategy, STAD uses four or five member
41
Killen, op. cit., p. 187.
42
Ibid.
27
teams to master basic content area.
43
The teacher presents a lesson, and then students work within their teams to make sure all team members have
mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.
44
b. Teams- Games Tournament TGT, TGT has many of the same dynamics
as STAD, but adds a dimension of excitement contributed by the use of games.
45
c. Cooperative Integrated Reading and Composition CIRC. CIRC is
specifically used to teach reading and composition. In CIRC procedure, the teacher sets a lesson in some specific area of reading or composition,
for example the students team asked to read the story and note to the main characters and ideas.
46
d. Jigsaw is one of cooperative learning strategy that uses task specialization
to make individual students expert on a particular area or topic. Jigsaw helps learners to break the learning into manageable pieces, and then to
integrate all the pieces into a meaningful whole. It is based on the idea that each learner will first become an expert in a small part of what they have
to learn and then teach other learners about this part of the learning materials.
47
There are many variations in cooperative learning that the teacher can be used to teach the materials. The teacher may select one or two variations or even
the teacher can mix those variations in teaching. However, in this occasion, the writer uses jigsaw as the most priority technique in teaching verbs.
8. The Jigsaw Technique
There are many techniques in cooperative learning which can be used in teaching and learning process. One of the techniques in cooperative learning is
Jigsaw. Jigsaw techniques was first developed in the early 1970s. It was proposed
43
Kauchak, op.cit. p.321.
44
Slavin, op. cit., p. 5.
45
Ibid. , p. 5.
46
Cruickshank. et al., The Act of Teaching 4
th
Edition, New York: Mc Graw Hill, 2006, p. 241.
47
Killen, op. cit., p. 198.
