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Summary of Cooperative Language Learning

BackgroundCooperative 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.

ObjectivesSince 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 SyllabusCLL 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 groups1. 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 RoleThe 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 RoleThe 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 MaterialsMaterials 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 classFirst, 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. GameGame 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. TournamentTournament 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 RecognizeTeachers 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.