By: RENA L NINGRUM DINA N WIJAYANTI KHARISMA CLEVERIAN HESNI NENO

COOPERATIVE LEARNING

What is cooperative learning? Method of teaching learning that organize classroom activities Several students study together in a small group, help each other and determine each student in this group reach his/her result

The history During 1960s specific cooperative learning methods began to be developed and evaluated in a wide variety of teaching contexts

(Johnson & Johnson, 1999) nine methods of cooperative learning are listed a. Johnson and Johnson developed Learning Together and Alone and Constructive Controversy b. DeVries & Edwards created Teams-Games-Tournaments (TGT) c. Sharan & Sharan developed Group Investigation d. Aronson developed the Jigsaw Procedure e. Slavin created Student Teams Achievement Divisions (STAD), Team Accelerated Instruction (TAI) and Cooperative Integrated Reading and Composition (CIRC) f. Kagan developed Cooperative Learning Structures.

Johnson, Johnson, & Stanne (2000) summarize that cooperative learning strategies are widely used because they are based on theory, validated by research, and almost any teacher can find a way to use cooperative learning methods that are consistent with personal philosophies. In a meta-analysis of 158 studies, Johnson & Johnson report that current research findings present evidence that cooperative learning methods are likely to produce positive achievement results.

The studies included eight methods of cooperative learning: a.Learning Together and Alone b.Constructive Controversy c.Jigsaw Procedure d.Student teams Achievement Divisions (STAD) e.Team Accelerated Instruction (TAI) f.Cooperative Integrated Reading & Composition (CIRC) g.Teams-Games-Tournaments (TGT) h.Group Investigation. i.Reciprocal teaching In each case, the achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic or competitive methods of learning

Characteristics of cooperative learning Positive interdependency Face-to-face interaction Individual accountability Social skill Group processing

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Cooperative learning increase social interaction, which is essential to meet the needs of at-risk students (Slavin, Karweit, & Madden, 1989; Johnson, 1998) By cooperative learning groups, students learn how to interact with their friends and increase participation with the school community Positive interactions do not always occur naturally and social skills instruction must lead and agree with the cooperative learning strategies. Social skills encompass communicating, building and maintaining trust, providing leadership, and managing conflicts (Goodwin 1999).

ONE OF COOPERATIVE LEARNING METHODS IS RECIPROCAL

RECIPROCAL

THE ORIGIN OF RECIPROCAL TEACHING Palincsar & Brown (1984) stated that reciprocal Teaching is a cooperative learning method of improving reading comprehension that can also be used in individual tutoring/teaching. In reciprocal teaching a teacher/tutor and a group of students take turns leading discussions about specific segments of text using reading strategies of questioning, clarifying, summarizing and predicting

THE COMPONENT OF RECIPROCAL TEACHING There are four components of reciprocal teaching: QuestioningClarifyingSummarizingPredicting

QUESTIONING The teacher guides the students to find the important information, and then they can ask a question when they find some difficulties in the text

CLARIFYING It is a component which includes giving explanation when the students find an unclear material. Students can ask for a help, like their friends, checking in dictionary, etc.

SUMMARIZING It is a process of summarize all the materials. The students should find the main idea of the paragraph, then they should elaborate the relationship between the paragraphs in the text. So, the students can focus with the important facts and proofs in the text.

PREDICTING Predictions can be done by the students by using their clues or experiences. They should expect what will happen in the next paragraph.

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