Nurhidayat

3C
113060238
Summary of Cooperative Language Learning
Background
Cooperative Learning is an approach to teaching that makes maximum use
of cooperative activities involving pairs and small groups of learners in the
classroom.
Cooperative learning is group learning activity organized so that learning is
dependent on the socially structured exchange of information between
learners in groups and in which each learner is held accountable for his or
her own learning and is motivated to increase the learning of others.
CLL is used to support both structural and functional models as well as
interactional models of language, since CLL activities may be used to focus
on language form as well as to practice particular language functions.
Theory of Learning
A central premise of CLL is that learners develop communicative competence
in a language by conversing in socially or pedagogically structured
situations. CLL also seeks to develop learners critical thinking skills, which
are seen as central to learning of any short.
Cooperative Learning in this context sought to do the following:
raise the achievement of all students, including those who are gifted or
academically handicapped.
help the teacher build positive relationships among students.
give students the experiences they need for healthy social,
psychological, and cognitive development.
replace the competitive organizational structure of most classrooms and
schools with a team-based, high-performance organizational structure.
Objectives
Since CLL is an approach designed to foster cooperation rather than
competition, to develop critical thinking skills, and to develop communicative
competence through socially structured interaction activities, these can be
regarded as the overall objectives of CLL.
The Syllabus

CLL does not assume any particular form of language syllabus, since
activities from a wide variety of curriculum orientations can be taught via
cooperative learning.
Types of learning and teaching activities;
Johnson et al., (1994:4-5) describe three types of cooperative learning
groups
1. Formal cooperative learning groups. These are established for a specific
task and involve students working together to achieve shared learning goals.
2. Informal cooperative learning groups. These are used to focus student
attention or to facilitate learning during direct teaching.
3. Cooperative base groups. Consist of heterogeneous learning groups with
stabled membership whose primary purpose is to allow member to give each
other the support, help, encouragement, and assistance, they need to
succeed academically.
Learners Role
The primary role of the learner is as member of a group who must work
collaboratively on task with other group members. Learners have to learn
teamwork skills. 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.
Teacher Role
The role of the teacher in CLL differs considerably from the role of teachers in
traditional teacher-fronted lesson. The teacher has to create a highly
structured and well-organized learning environment in the classroom, setting
goals, planning and structuring tasks, establishing the physical arrangement
of the classroom, assigning students to groups and roles, and selecting
materials and time.
The Role of Instructional Materials
Materials play an important part in creating opportunities for students to
work cooperatively. The same materials can be used as are used in other
types of lessons but variations are required in how the materials are used.

Team Games Tournament Methods (TGT)

As we knew that there are lots of methods to learn english in school. I think
the most favorite way in learning english for students is team games
tournament methods (TGT). It is the type of cooperative learning which is
easy to implement. It is involving the activities of all students without any
distinction of status, involving the role of students as peer tutors and contain
elements of the games and reinforcement. Learning English with games that
are designed in a cooperative learning model allows students to learn TGT is
more relax in addition to foster responsibility, cooperation, good competition,
and the involvement of learning.
There are 5 main components of TGT, they are :
1. Presentation class
First, teacher delivers the material in class, it is usually done by direct
teaching and the discussion is led by teachers. At the time of the
presentation of this class, student should pay attention and understand the
material which is delivered by teachers, because it will help students work
better in group and in the game, as the score of the game will determine the
score of the group.
2. Group (team)
The group usually consists of 4 to 5 persons and it is devided based on
academic achievement, gender and race or ethnic. The function of the group
is to understand the material deeply with friends in the group and specifically
to prepare the members of groups to work properly and optimally at the time
of the game.
3. Game
Game consists of questions which are designed to test students' knowledge
that they got from study groups. Most games consist of questions numbered.
Students choose a numbered card and try to answer the questions based on

the number. Students who answer that question correctly will get a score.
4. Tournament
Tournament is usually held on weekends or on each unit after doing
presentations in class and the groups have done the work sheets. The first
tournament, teachers devide students in to multiple table tournaments.
Three students of the highest achievement are grouped in table 1, the next
three of the students are in table 2, and so on.
5. Team Recognize
Teachers announce the winner, each team will receive a certificate or a gift if
the score is based on the criteria which has pointed by teachers. The team
will be called a "super team" if the score is 45 or more, "great team" if the
score is 40-45 and "good team" if it is 30-40.