A DESCRIPTIVE STUDY OF COOPERATIVE LEARNING FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING A GRADUATING PAPER Submitted to the board of Examiners in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In the English and Edu

  A DESCRIPTIVE STUDY OF COOPERATIVE LEARNING FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING A GRADUATING PAPER Submitted to the board of Examiners in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In the English and Education Department By: Muhamad Hasbi NIM: 11307075 ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

  Jl. Tentara Pelajar 02 Phone. (0298) 323706, 323433 Fax. 323433 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id

DECLARATION

In the Name of Allah the Most Gracious and the Most Merciful

  Hereby the writer fully declares that this is made by writer himself, and it is not containing materials written or has been published by other people, and other people’s ideas except the information from the references.

  The writer in capable accounts for this graduating paper if in the future this graduating paper can be proved of containing others ideas or in fact writer imitates the others’ graduating paper.

  Likewise, the declaration is made by writer and writer hopes that this declaration can be understood.

  Salatiga, September 7, 2011 Writer

  Muhamad Hasbi

  NIM: 11307075

MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

  Jl. Tentara Pelajar 02 Phone. (0298) 323706, 323433 Fax. 323433 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id Hammam, M. Pd

  The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga

ATTENTIVE COUNSELOR NOTES

  Salatiga, September 7, 2011 Case: Muhamad Hasbi’s Graduating Paper

  Dear, The Head of State Islamic Studies Institute of Salatiga Assalamu’alaikum Wr. Wb.

  After reading and correcting Muhamad Hasbi’s graduating paper entitled “A Descriptive Study of Cooperative Learning for English as a

  Foreign Language Learning”, I have decided and would like to propose that

  if it could be accepted by the educational faculty. I hope it could be examined as soon as possible.

  Wassalamu’alaikum Wr. Wb.

  Consultant

MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

  Examiner : Hanung Triyoko, M.Hum, M.Ed 4.

  The Head of STAIN Salatiga

  Examiner : Hammam, M.Pd Salatiga, September 7, 2011

  rd

  3

  Examiner : Setia Rini, M.Pd 5.

  nd

  2

  Jl. Tentara Pelajar 02 Phone. (0298) 323706, 323433 Fax. 323433 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id

A GRADUATING PAPER

A DESCRIPTIVE STUDY OF COOPERATIVE LEARNING FOR

ENGLISH AS A FOREIGN LANGUAGE LEARNING

  WRITTEN BY

  1

  2. Secretary : Faizal Risdianto S.S., M. Hum 3.

  1. Chair : Benny Ridwan, M. Hum

  Board of the Examiners

  2011 and has been declared eligible to obtain a degree of Sarjana Pendidikan Islam (S.Pd.I) in the English and Education Department.

  st

  The paper was approved by board of examiners of the English Department of the Education Faculty, State Islamic Studies Institute (STAIN) Salatiga on August, 18

  

MUHAMAD HASBI

NIM: 11307075

  st

  MOTTO ““““The Best of Us The Best of Us The Best of Us The Best of Us iiiis the s the s the s the Most Contributing Most Contributing Most Contributing for Most Contributing for People for for People”””” People People

  (Hadith by Thabrani dan Daruquthni)

  ““““Man Man Man Man Propose Proposessss, , , , Allah Dispose Propose Propose Allah Disposes” Allah Dispose Allah Dispose s” s” s”

  (A Reflective Proverb)

  “None of Us is as Best “None of Us is as “None of Us is as “None of Us is as Best as All of Us” Best Best as All of Us” as All of Us” as All of Us”

  (The Power of Jama’ah)

  DEDICATION This work is sincerely dedicated for:

My parents (Mrs. Sumiyatun and Mr. Ruslan), my siblings (Mbak Umi, Mbak Wat,

  

Mbak Era, Mas Muh, Mas Fauzi), my nephew Awan, and my nieces Evi, and Lia. May

Allah award best for every single ‘gold’ you give. Your names are always engraved in my heart.

  

My ikhwah family in LDK Darul Amal and KAMMI Salatiga; militant people I always tag

in my heart. Thanks for being my dearest family in Salatiga.

  

My voo-fun TBI-C Class 2007. I love you guys. We do make a real harmony.

  

CEC members. Thanks for all the togetherness.

  

Readers who are thirsty for Allah’s knowledge outstretched on Earth.

  ABSTRACT

  Hasbi, Muhamad. 2011. A Descriptive Study of Cooperative Learning for English as

  a Foreign Language Learning

  . Graduating Paper. English Department of Education Faculty. State Islamic Studies Institute (STAIN) Salatiga. Consultant: Hammam M. Pd. Keywords: cooperative learning, English as a Foreign Language (EFL) learning.

  This research is aimed to study cooperative learning applied for English as a Foreign Language learning. General questions are going to answer are: (1) What is the concept of cooperative learning for English as a foreign language learning, (2) What are the strengths and the weaknesses of cooperative learning for English as a foreign language learning, and (3) What are cooperative methods and classroom activities compatible with four language skills. To obtain the answers, writer uses qualitative approach and library research.

  Findings of previous research shows that English as a foreign language learners face some difficulties in learning English since it is not as easy as their native language. Most learners (1) feel that English learning today has not been successfully delivered and (2) desire for a new approach and methods more compatible with their condition.

  In other sides, a cooperative approach modeled as cooperative learning offers a new ways of more with its task, reward, and goal structures. Previous cooperative practices in English as a Second Language (ESL) learning shows that problems deal with English learning such as diversity and interpersonal gaps and academic failure were demolished. Referring to these findings, this graduating paper recommends the use of cooperative learning in EFL learning.

  

ACKNOWLEDGEMENT

Assalamu’alaikum Wr. Wb.

  Alhamdulillahirabbil ‘alamiin,

  greatest praises to Allah SWT who lead this heart, mind, soul, eyes and hands tends to do such a kindness. Sholawat and salam may be upon to prophet Muhammad SAW, eternal model for us.

  This graduating paper is such a result of the contributions from people around writer. Therefore, express special gratitude would like writer give to:

  1. Dearest family: your pray and supports were the biggest power for writer to start writing.

  2. Mrs. Maslihatul Umami, S.Pd.I., M.A., the head of English Department.

  3. Mr. Zakiyuddin Baidhawy, writer’s academic consultant who hand writer cumlaude reports every semester.

  4. Mr. Hammam, M. Pd., the consultant of this graduating paper. Thanks for all your details, improving assistance, and motivational charge.

  5. Ikhwah LDK and KAMMI for all the ukhuwah and tarbiyah. Keep hamasah! in tanshurullaha yanshurkum.

  6. Special “oases” and “magnets” of life: Akh Sa’dullah, Akh Rosyid, Akh Ron Ron, Akh Dwi, Akh Nura, and Akh Wahib.

  8. My friends in TBI-C’ 2007. Just Believe in us, we believe in God!

  9. Influential people for writers’ improvements: Mas Arif Rahman, Nataly Reed, Vincent Scardino, Mrs. Sari Famulatsih, Foshdal Family, Mrs. Endang Subariyah, Akh Bubud, Akh Zaidun, Akh Andi Kanuragan, Ayaros, Desi Mambang Melati, IELSP Grantee 7 (Arizona), Akh Arif Budi, Ma’had 2007, and Mas Azis.

  10. Nothing less for whomever friends of writer. Go ahead! Life never goes back.

  Finally, writer expects for great feed-backs from readers since nothing in this world is perfect.

  Wassalamu’alaikum Wr. Wb.

  Salatiga, September 7, 2011 Writer

  Muhamad Hasbi

  

TABLE OF CONTENT

Title …………………………………………………………...…………….........

  Declaration ……………………………………………………...……………….. Attentive Counselor ……………………………………………...……………… Statement of Certification ………………………………………...………….......

  Motto …………………………………………………………...……………....... Abstract ………………………………………………………………………….. Dedication ……………………………………………………...……………....... Acknowledgement ………………………………………...…………………….. Table of Content ……………………………………………………………….

  CHAPTER I INTRODUCTION ………………………………………………… A. Background of the Study …………………………………........................ B. Problem Statement …………………………………………...………….. C. Objective of the Study …………………………………………………… D. Benefit of the Study ……………………...………………...……………. E. Limitation of the Problem ……………………………………...………... F. Clarification of the Key Terms …………………………………...……... G. Previous Research Review …………………………………...…..……… i ii iii iv v vi vii vii i

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  1. Definition of Cooperative Learning ………………………………….

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  2. Theoretical and Empirical Support ……………………….………….

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  CHAPTER III RESEARCH METHODOLOGY ………………………………. A. Research Design ……………………………………………………….... B. Data and Data Collection ………………………………………….…..... C. Method of Collecting Data and Research Instrument …………………… D. Data Analysis ……………………………………………………………. CHAPTER IV DATA ANALYSIS …………………………………………….. A. Cooperative Learning for English as a Foreign Language Learning …… B. Methods of Cooperative Learning …………………………………..…... C. Cooperative Activities Compatible with Four Language Skills ………... CHAPTER V CLOSURE ……………………………………………………….. A. Conclusion……………………………………………………………….. B. Suggestion………………………………………………………………...

  3. Characteristics of EFL ……………………………………………….

  2. EFL Learning ………………………………………………………..

  1. English as a First Language, ESL, and EFL ……………….………..

  B. English Language Learning …………..............……………………......

  3. Characteristics of Cooperative Learning …………………………….

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CHAPTER I INTRODUCTION A. Background of the Study American Council on the Teaching of Foreign Language (1993: 2) said

  that language and communication are at the heart of human experience. That statement infers that human’s daily routines is mostly influenced by both language and communication. Nevertheless, in the further concept of sociolinguistics, communication itself is essentially one form of language, a verbal language form exactly. Thus, language holds a very important role in the long-life human experience.

  From time to time, human language develops. The process itself can be categorized into two ways; language acquisition and language learning.

  Learning is seen as a conscious process, while acquisition proceeds unconsciously (Hutchinson, 1987: 49). There are no significant problems with language acquisition since with or even if without any serious treatments and efforts, language does acquire. Nonetheless, language learning requires cooperative correlation between learners and teachers, so does all the learning instruments needed.

  Foreign language learning is more complex. Since it is not used in

  2

data in a large amount of research shows, compared with competitive and

individualistic efforts, cooperation has positive effects on a wider range of

outcomes (Johnson & Johnson, 1991; Slavin, 1995; Kagan, 1999).

  Arends (2004: 356) said that cooperative learning model was

developed to achieve at least three instructional goals: academic achievement,

tolerance and acceptance of diversity, and social skill development. As a

benefit, teachers will not need to worry about the progress of both their

students’ individual progress, i.e. achievement, and social progress, i.e.

tolerance, acceptance of diversity, and the like. Additionally, Ahmad Sudrajad

(2010) in his field research on cooperative learning added that cooperative

learning is proper to teach in Indonesia, of which English is a foreign

language, because its philosophy “homo homini socius” matches to most

Indonesians who adore togetherness and mutual aid.

  To more promising fact, a survey held by writer himself in July 3,

2011 on cooperative tendency towards fifty English as foreign language

learners in SIBA (Intensive Foreign Language Study) Class of STAIN

Salatiga also helps to support for reasoning (see Appendix). The results

showed that (1) learners tended to be cooperative in English learning (for

example: to work in group for doing assignments, to ask friends for answers

during test, to clarify the confusing materials with classmate), and (2) learners

  3 Thus, writer believed that, with the help of cooperative tendency and desire, cooperative learning is applicable and beneficial to use in, in this case, English as a foreign language classroom.

  Those theoretical and experiential supports are the reasons why writer feels interested in cooperative learning. Therefore, the writer is going to have deeper study throughout composing a graduating paper entitled “A DESCRIPTIVE STUDY OF COOPERATIVE LEARNING FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING”.

  B. Problem Statement Questions needed to reveal based on the background of the study are:

  1. What is the concept of cooperative learning for English as a foreign language learning?

  2. What are the strengths and the weaknesses of cooperative learning for English as a foreign language learning?

  3. What are the cooperative methods and classroom activities compatible with each language skill? C. Objective of the Study

  The objectives of the study are as follows:

  4

  2. To know the strengths and the weaknesses of using cooperative learning for English as a foreign language learning.

  3. To know the cooperative methods and classroom activities compatible with each language skill applied in English as a foreign language learning.

  D. Benefit of the Study

  1. For readers This study will be a guidance for readers to know deeper the understanding and the application of cooperative learning for English as a foreign language learning.

  2. For up-coming researchers This study will be a good reference for conducting further research on cooperative learning.

  3. For writer This study gives worthy chance to writer to dig up the concept of cooperative learning especially for English as a foreign language learning.

  E. Limitation of the Problem To avoid mistakes in understanding this research, writer limited the problems as follows:

1. The concept of cooperative learning for English as a foreign language

  5 F. Clarification of the Key Terms This scientific writing is a very abstract semantically; therefore, the writer needs to define the term used in this study as follows:

  1. Cooperative learning Etymologically, cooperative learning is a combination of two words. Cooperative means working together, and learning is study (Echols & Shadily, 2003: 147 & 354). Meanwhile, In Oxford Learner’s pocket Dictionary, cooperative means joint, willing to cooperate, business that is owned and run by the people involved, and they share the profits.

  

Meanwhile, learning is gained by study (Manser, 2005: 93& 224).

  In the more descriptive definition, Cooperative learning is teacher helping student groups work together more effective by using the huge amount of theory, research, and practical experience of our fellow educations, both past and present. In short definition, cooperative learning is concepts and technique for helping students to work together (Jacobs & Goh, 2007: 4). Cooperative Learning refers to a systematic instructional method in which students work together in small groups to accomplish shared learning goals. The data in a large amount of research shows, compared with competitive and individualistic efforts, cooperation has positive effects on a wider range of outcomes (Johnson & Johnson, 1991;

  6 (McCafferty et al, 2006: 25). Cooperative learning is more effective in increasing motivation and performance of students (Michaels, 1997 in Solihatin et al. 2007: 5).

  2. English as a Foreign Language Learning English, according to Merriam Webster, is the language of the people of England, U.S., and most of British Colonies and Dominions (Merriam, 1976: 752).

  As a language of wider communication, that English is the International language par excellence. It may instances, it is a language of wider communication both among individuals from different countries and between individuals from one country. In this way, English is an

international language in both a global and local sense (McKay, 2002: 5).

  English as a foreign language (EFL) is English language used in non-English-speaking country; as the rest of English as first and or second language (Broughton: 6, 2003). Thus, English as a foreign language learning is an English learning proceeded in non-English-speaking country. Except the term EFL, there also exists ESL (English as a second language) and ESOL (English for speakers of other languages) which all refer to the use or study of English by speakers with a different native language. However, those two terms do not involve as the focus of this

  7 In acquiring and learning language, people learn to listen first, then to speak, then to read, and finally to write. These, in language learning theory, are called language skills, i.e., listening, speaking, reading, and writing (SIL International, 1999).

G. Previous Research Review

  Composing this graduating paper, writer does cross-referencing four graduating papers previously composed by other writers.

  Those four graduating papers are “Attention Deficit of Hyperactivity Disorder (ADHD) Students as Beneficiaries of Cooperative Learning ” (Sarah, 2002) focusing on the benefits of ADHD as the medium for the successfulness of cooperative learning, “The Use of Cooperative Learning Using Jigsaw Method to Teach Vocabulary to Children: A Case Study at Satya Wacana Primary School” (Perdana, 2002) concerning on the benefits of the Cooperative Jigsaw Method for the triumph of cooperative learning, “Types of Cooperative Learning Provided in Look Ahead 3 ” (Dewinta, 2003) reviewing the classroom activities on practicing cooperative learning and “The Implementation of Cooperative Learning in English Class of International Standardized School of SMPN 1 Purwodadi” (Dwi, 2010) which revealed the benefits of the application of cooperative learning in that school.

  Those graduating papers, similar to writer’s, research applied

  8 research however only has a very small scope and strength for making general validity of a unit. It means that theoretically the world or the concept of cooperative learning itself has not been completely revealed. That is why writer feels interested to make its systematic description.

H. Outline of the Graduating paper

  Writer arranges this study in the following order: the cover of the paper contains the title page and the body consists of: Chapter I is introduction which contains background of the study, problem statement, objective of the study, benefit of the study, limitation of the problem, clarification of the key terms, previous research review, and outline of the graduating paper. Chapter

  II is literature Review. This chapter reviews the separate theory of cooperative learning and English as a Foreign Language Learning with their own characteristics. Chapter III is research methodology which describes research design, data and data collection, method of collecting data, research instrument, and data analysis used in this graduating paper. Chapter IV is data analysis which contains cooperative learning for English as a foreign language learning, methods of cooperative learning, and cooperative activities compatible with four language skills. Chapter V is closure containing conclusion and suggestion. The last part is bibliography and appendix.

CHAPTER II LITERATURE REVIEW A. Cooperative Learning

1. Definition of Cooperative Learning

  Cooperative learning refers to a systematic instructional method in which students work together in small groups to accomplish shared learning goals. The data in a large amount of research show, compared with competitive and individualistic efforts, cooperation has positive effects on a wider range of outcomes (Johnson & Johnson, 1991; Slavin, 1995; Kagan, 1999).

  According to Arends (2004: 355), the model requires student cooperation and interdependence in its task, goal, and reward structures. The term goal and reward structures both refer to the degree of cooperation or competition required of students to achieve their goals or rewards. He explained:

  Task structures involve the way lessons are organized and the kind of work students are asked to do. They encompass whether the teacher is working with the whole class or small groups, what students are expected to accomplish, and the cognitive and special demands placed on students as they work to accomplish assigned learning tasks. Task structures differ according to the activities involved in particular

  His statement infers that talking about task structure means discussing much more about the state of teacher and students themselves toward the kind and the organization of a task. In other words, it focuses on how teacher positions his or her role and how students been positioned in accordance with the task given. Arends continued:

  A lesson’s goal structure refers to the amount of interdependence required of students as they perform their work. Three types of goal structures have been identified. Goal structures are individualistic if achievement of the instructional goal requires no interaction with others is unrelated to how well others do. Competitive goal structures exist when students perceive they can obtain their goals if the other students fail to obtain theirs. Cooperative goal structures exist when students can obtain their goal only when other students with whom they are linked can obtain theirs.

  Here, the main point is on the goal of the model itself, which emphasizes on individuals, competition, and cooperation. To target goals or purposes is very important in order to keep running cooperative learning in such discipline system. Afterward, Arends thought that it is also necessarily essential to appreciate students with rewards, as he explained: The reward structure for various instructional models can also vary.

  Just as goal structures can be individualist, competitive, or cooperative, so too can reward structures. Individualistic reward structures exist when a reward can be achieved independently from what anyone else does. The satisfaction of running a four-minute mile is an example of an individualistic reward structure. Competitive reward structures are those for which rewards are obtained for structures. Most team sports, such as football, have a cooperative reward structure, even though teams may compete with each other.

  As Arends introduced, certain rewards will help cope with gaining those three goals. When every part of them, i.e. individuals, competition, and cooperation, is accompanied with rewards, students’ willingness to achieve hopefully triggers.

2. Theoretical and Empirical Support

  The cooperative learning does not appear from individual’s theory or single approach to learning. It evolves from a long analysis on previous applied works on learning. The three most-supporting theories, as introduced by Arends (2004) are as follows:

a. Concepts of Democratic Classroom

  A democratic classroom was firstly discussed in 1916 by John Dewey through his book Democracy and Education followed by Herbert Thelen (1954) who developed more precise procedures for helping students work in groups. Dewey’s concept of education was that the classroom should mirror the larger society and be a laboratory or miniature democracy for real-life learning in which required teachers to create a learning environment run by democratic procedures and scientific

  The specific classroom procedures by Dewey (and his latter-day followers) emphasized small, problem-solving groups of students searching for their own answers and learning democratic principles through day-to- day interaction with one another. While Thelen, with his interest in-group dynamics, put more specific structure on the pedagogy of group investigation and, as is described later, provided the conceptual basis for contemporary developments in cooperative learning.

  Dewey and Thelen believed that the application of cooperative group work went beyond improving academic learning with considering cooperative behavior and processes important to human endeavor. They both viewed, at last, cooperative behavior as the foundation of democracy and saw schools as laboratories for developing democratic behavior.

b. Intergroup Relations

  Intergroup members in a class do influence the life of the class itself. A classroom with more distinguished ethnics or strata, like in an international or multicultural class requires special handling since some problems deals with ethics, norm, and behavior may rise among them. This situation, consequently, risks for a misunderstanding, lack of acceptance, and prejudice which are potential to bring clashes and problems.

  (1) unmediated interethnic contact, (2) occurring under condition of equal status between members of the various group participating in a given setting, and (3) where the setting officially sanctions interethnic cooperation (p.2) Every country faces its own problems deal with this diversity. It means that problems in multicultural problems vary as the time goes. As the problems variation and redundancy increases, the application of cooperative learning itself is gradually improved and developed.

  Recent innovation in applied cooperative learning has attempted to accomplish those three needs. For example, the work of David Johnson and Roger Johnson (1979; 1998) at the University of Minnesota has explored how cooperative classroom environments might lead to better learning by and more positive regard toward students with special needs who were included in regular classrooms.

c. Experiential Learning

  Johnson and Johnson (1994: 7), preeminent cooperative learning theorist, explained that experiential learning is based upon three assumptions: that students learn best when they are personally involved in the learning experience, that knowledge has to be discovered by students themselves if it is to mean anything to them or make a difference in their behavior, and that a commitment to learning is highest when students are

  Johnson and other theorists and researchers are interested in how individuals learn from experience. They believe experience contribute much for what people learn. Johnson and Johnson illustrated,

  Most people learn to ride a bicycle by riding one, and they learn about being a sister or brother by being one. Conversely, even though everyone can read books about marriage and child rearing, those who have married raised children know that living these experiences is never the same as described in the books. Experience provides insights, understandings, and techniques that are difficult to describe to anyone who has not had similar experiences. People can learn from listening to a record or reading a book. Nevertheless, they will never feel or experience what they listen to or read as they are unless they ‘try on it’ and experience the real fact.

3. Characteristics of Cooperative Learning

  As previously introduced, cooperative learning is preferable to be used when a desire to obtain a learner progress through cooperative work is in priority. Arends (2004: 356) wrote that this model, based upon it, has the following characteristics:

  1. Students work in teams to master learning goals.

  2. Teams are made up of high-, average-, and low-achieving students.

  3. Whenever possible, teams include a racial, cultural and gender mix.

  While Arends characterized more on the learning perspective, Johnson and Johnson (1986) postulated five teacher roles in structuring cooperative learning strategies as follows: 1. Teachers must determine the objectives for the lesson.

  2. They must distribute students in learning groups before the class is started.

  3. Teachers must explain the task and goal structure to the students.

  4. Teachers must monitor groups during cooperative learning and intervene to assist students when they need assistance to improve interpersonal and group skills.

  5. Teachers must evaluate the achievement of students and provide the evaluation to them.

  In other side, Yan Zhang (2010) compared the characteristics of cooperative learning with those of traditional language teaching as follows: Aspects Traditional language teaching Cooperative language learning Independence None or negative Positive Learner roles Passive receiver and performer Active participator, autonomous learners Teacher roles The center of the classroom,

  Controller of teaching pace and Organizer and counselor of group work, reinforcement and support. collaborative skills. Materials Complete set of materials for Materials are arranged each student. according to purpose of lesson. Usually one group shares a complete set of materials. Types Knowledge recall and review, Any instructional phrasal or sentence pattern activity, mainly group of activities practice, role play, translation, work to engage learners listening etc. in communication, involving processes like information sharing, negotiation of meaning and interaction. Interaction Some talking among students, Intense interaction mainly teacher-student among students, a few interaction teacher-student interaction

  Room Separate desks or students Collaborative small arrangement placed in pairs. groups Student Take a major part in evaluating All members in some expectations own progress and the quality of way contribute to own efforts toward learning. Be success of group. The a winner or loser. one who makes progress is the winner. Teacher- Superior-inferior or equal Cooperating and equal student relationship

  Above are the characteristics of coopertive learning in the perspective

B. English Language Learning

1. English as a First Language, ESL, and EFL

  Of the 4,000 to 5,000 English is known as an international language. living languages in the world, English is by far the most widely used (Broughton, 2003: 1). Thus, than other languages, English is easer to be accessed (to be

  listened, read, written, and spoken).

  Regarding its users, English language is classified into three kinds, those are, English as a First Language, English as a second language (ESL), and English as a foreign language (EFL). English as a First Language is owned by those whose English is the mother tongue, as in the USA or Australia. ESL is used by those whose English is the language of commercial, administrative and educational institutions, as in Ghana or Singapore (Broughton, 2003: 4). Both English as a First Language and ESL develops in the homeland of the users.

  In other sides, EFL is English language used in non-English speaking country; as the rest of English as mother and or second language which is taught in schools, often widely, but it does not play an essential role in national or social life (Broughton: 6, 2003). Based on the research done by Horvatić (2009: 261), English holds a dominant position as the first foreign language before Germany, and is in the third rank as the second foreign

  EFL learning is the English learning process run now in non-English speaking countries. EFL is usually be part of the state school curriculum which also sometime be supplemented by extra lessons paid for privately.

  In Indonesia, for instance, even many informal English institutions such as ILP (International Language Program), LBPP LIA (Lembaga Bahasa

  dan Pendidikan Profesional

  LIA), and EF (English First) are successfully established as the society demands on English learning are, slow but sure, increasing. There must be reasons why EFL learners, whose English does not belong to as daily language, learn English regularly. In addition, some progressive high schools, labeled as SBI (Sekolah Bertaraf Internasional) or RSBI (Rintisan Sekolah Bertaraf Internasional) encourage using English as medium of instruction in class.

  English is learned for various purposes. Typically, EFL is studied either to pass exams as a necessary part of one's education, or for career progression while working for an organization or business with an international focus. Also, people are possibly going to live or go abroad, need an extra qualification, are asked by their company to learn a new language, have work contacts abroad, or just enjoy the language (James, 2007; 13).

3. Characteristics of EFL

  national or social life. In Spain, Brazil and Japan, for example, Spanish, Portuguese and Japanese are the normal medium of communication and instruction: the average citizen does not need English or any other foreign language to live his daily life or even for social or professional advancement.

  Based on his statement, EFL learning maintains to transfer English contents for academic purposes like language skills and competences better than for other purposes (e.g., business, politics, economics, and so on). In the context of EFL learning, theorists are fonder of discussing the characteristics of EFL teacher than those of the language itself.

  Through a survey, Bell in Lee (2010: 26) identified characteristics of effective FL teacher were on the types of knowledge and behaviors that language teachers need to possess and display. Among these were enthusiasm for the target language and culture, competence in the target language, extensive knowledge about language, and use of group work to encourage a greater degree of learner involvement.

  Thus, the characteristics of EFL Learning are: (1) the learning content is focused on comprehending language skills and competence, (2) EFL requires teacher to have extensive knowledge about the target language and its culture and hold important role to create interesting learning climate, (3) and

CHAPTER III RESEARCH METHODOLOGY A. Research Design According to Yoseph and Yoseph (1979) in Sukardi (2005) research is

  art and science to look for the answer from a problem. Writer, in this study, is going to research about cooperative learning with its application in English as a foreign language learning; looking for the answer of its concept through a library research.

  A library research limits its works on library collections only, and does not need the help of any field researches (Zed, 2004). He added that library collections can be in the form of written texts (books, journals, leaflets, magazines, for instance) and un-written evidences such as recordings, artifacts, and the others which support for data research.

  Then, this research uses qualitative approach. Qualitative research presents facts in narration with words” (McMillan and Schumacher, 1993:14).

  For more details, Moleong (2009: 6) explained that qualitative research is a research to comprehend phenomena of what happens on the research subject holistically and by description in words and language forms, in a certain

  For designing this study, using the collaboration of library research with a qualitative approach is suit since all the data are obtained from library and are presented in narration in words, not in statistics.

B. Data and Data Source

  Data refer to the rough materials the process researchers collect from the world they are studying (Bogdan and Biklen, 1982:73). Data are needed by writer to complete the research problems. Furthermore, Bogdan and Biklen (1982: 73) said that data are both the evidence and the clues. In this study, the data are evidence and clues about how cooperative learning is committed to apply in English as foreign language learning.

  Data source is the subject of study from where the data can be obtained. It is classified into primary source and secondary source.

  1. Primary sources Primary sources constitute firsthand information, such as original documents and reports by actual participants or direct observers (Gay,

  1992: 209).

  Since writer works on a library research, and not a field research, the primary sources used are scientific literatures (books, journals, leaflets, Although this book does not fully reveal cooperative learning, complete discussion about cooperative learning (overview of cooperative learning, theoretical and empirical supports, planning and conducting cooperative learning lessons, managing the learning environment, assessment and evaluation, also reflection from classroom and portfolio and field experience activities) are completely revealed from page 352 up to 387). Thus, writer uses this book as primary sources. His book contributes to compose literature review (Chapter II) and data analysis (Chapter IV) concerning on its collaboration with EFL theory.

  b. “Teaching English as a Foreign Language” by Broughton, Geoffrey, and Christopher (2003).

  This book is fully discussed the teaching of EFL in 248 pages long. It mainly reviews English in the world today, three kinds of English learning (i.e., English as a First Language, ESL, and EFL), language skills in EFL, and EFL for children and adult. However, writer only uses for supporting thesis’ focus on English as a First Language, ESL, and EFL (in literature review, Chapter II) and for conducting data analysis in Chapter IV.

  Secondary sources constitute secondhand information, such as reference books (encyclopedias, for example) or reports by relatives of actual participants or observers (Gay, 1992: 209).

  The secondary sources used are: