CHAPTER 1

INTRODUCTION

A. Background of the Study

Communication is an essential need for human being. Language is the tool of

communication which plays an important role to reveal an intention to someone else. Since
Indonesian people face AFTA 2010 or free market, communication English language is mostly
needed because English language is an international language. So’ because of that some schools
in Indonesian teach TEFL for students and they apply many kinds of approach to improve their
language teaching skills and make English language learning is more fun and can be accepted by
the students.

As we know that Cooperative Language Learning is the famous and familiar approach
which the teachers use in more schools in Indonesian or other country in this world. Because of
that, many people do research about this approach and it will make us feel confused and ask to
ourself “Is it better to apply this approach of teaching in Indonesian or not ?”. The writer wish
that we can find the answer and so’ that we will know more about CLL ( Cooperative Language
Learning). According of the title and based of the explanation above, in this paper the writer will
doing write paper or essay about “Possible Implementation of Cooperative Language
Learning in the Context of SMA in Indonesia”.

B. Problem Statement

Based on the background, the researcher formulates the problem as follows “ Is it better to
apply Cooperative Language Learning in Indonesian or not ? ”

C. Limited of the Study

The writer focuses on process Cooperative Language Learning in SMAN 10 Melati

Samarinda. The researcher also only focus for the 20 students in Language department in SMA
10 Melati Samarinda.

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D. Objective of the Study

In relation in the research statements mentioned above, the general objective of this study
are :

1. To describe the possible implementation of Cooperative Language Learning in the

Context of SMA in Indonesia.

2. To describe whether CLL is better to apply in Indonesian or not.

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 CHAPTER 2

BODY

Cooperative language learning is a powerful educational approach for helping all students
attain content standards and develop the interpersonal skills needed for succeeding in a
multicultural world. It is also an interactive approach refers to language learning that is authentic
and genuine and takes place between two or more people, and cooperative learning is the most
frequent application of this approach. The goal of an interactive approach such as cooperative
learning is to create meaningful learning experiences that will help students develop genuine
fluency in another language. Cooperative learning consists of groups of students working
together in a cooperative, as opposed to competitive, manner to complete a task, an activity, or a
project. While working together, the students have meaningful interaction with one another in
the target language. Both cooperative and collaborative learning refer to students working
together in a group toward a goal, but collaborative groupings may also refer to teachers and
students, parents and students, students and the community, or the school and the family
collaborating.

Students need access to activities in which they learn to depend on each other as they ask
for and receive help from one another. Individualistic and competitive teaching methods
certainly have their place in the instructional program, but they should be balanced with
cooperative learning (Johnson and Johnson, 1994). When students work in cooperative teams in
which "all work for one" and "one works for all," team members receive the emotional and
academic support that helps them persevere against the many obstacles they face in school. As
cooperative norms are established, students are positively linked to others in the class who will
help them and depend on them for completing shared tasks. By becoming knowers as well as
learners in a supportive atmosphere, English learners can establish more equal-status
relationships with their peers.

The Strategy for the teachers to do this approach are :

1. To implement cooperative learning, the teacher must decide whether cooperative activities
will help meet the goals of the class. The teacher must also decide which type of cooperative

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activity to use. Cooperative activities might include peer tutoring, jigsaw activities in which
different members of the group have different information that they must put together to find the
results, group projects in which students work together to accomplish a task, and group projects
in which students work independently but come together to complete the task. Then the teacher
decides on one of many cooperative techniques to use, such as games, role-play, drama, projects,
interviews, information gap activities, or opinion exchange.

2. The teacher decides how to put the groups together. Teachers might do this by counting off;
by placing students in mixed-proficiency, similar-proficiency, or different or same language
groups; or by allowing the students to choose their own partners. In general, the teacher should
decide this ahead of time.

3. Once the teacher has decided on the cooperative activity, he or she explains to the group
members what they will do. Sometimes each person in a group will be assigned a role such as
recorder, leader, or negotiator. At times, it may also be necessary to model the technique and to
explain why they will be working in groups. Then divide the class into groups.

4. Students begin, and the teacher checks with the groups to make sure that they understand what
they are supposed to be doing. The teacher monitors the groups by walking around to make sure
they stay on task if this is an in-class activity.

5. When the group is finished with its activity, which may take several minutes to several weeks
depending on the activity, there should, in most cases, be a final product or discussion. Generally
the final product, or parts of it, should be shared with the whole class.

Now, we will see what happen in SMA in Indonesia that use this approach especially in
SMA 10 Melati Samarinda. When the students study English together, the teacher use jigsaw
method. The teacher use this method so the students can study together with cooperative of each
other. This method was quite successful because all of student who came from different place
can be socialization with other friends. And all of the students will be more active than before.
Although there are many students who don’t active before but the teacher and their friends also
help them to be more active. The result of their study which use Jigsaw (Cooperative Learning)
also better than when the teacher don’t use this method. So Cooperative Learning is one of the
better method which apply in Indonesia.

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 CHAPTER 3

CONCLUSION

From the explanation above, we can conclude that Cooperative Language Learning
(CLL) is a famous method which can be adapted and applied in Indonesian. CLL is a powerful
educational approach for helping all students attain content standards and develop the
interpersonal skills needed for succeeding in a multicultural world. It is also an interactive
approach refers to language learning that is authentic and genuine and takes place between two
or more people, and cooperative learning is the most frequent application of this approach. The
goal of an interactive approach such as cooperative learning is to create meaningful learning
experiences that will help students develop genuine fluency in another language. Cooperative
learning consists of groups of students working together in a cooperative, as opposed to
competitive, manner to complete a task, an activity, or a project. From that definition we can
conclude that it is the better method too if we applied in Indonesia because as we know that
Indonesian has multicultural people and custom so it can help student to get socialization with
other friends.

The Strengths of this method is when students are interacting in groups, they are required
to use authentic and fairly fluent communications skills, which prepare them for the actual
communication skills they will need in real life.And then the weaknesses is for group work to be
successful, it must be carefully planned. A weakness in this method is that some teachers may
just put students in groups without planning and find that the groups are not particularly
successful. Some students may resist cooperative work if they do not understand the purpose.

In conclusion, cooperative learning is not perfect and much research needs to conducted.
Clearly, however, it can be a very useful instructional strategy when used effectively and in
conjunction with other teaching methods. Cooperative learning will undoubtedly have a great
impact on future learning in the second language classroom.

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 CHAPTER 4

REFERENCES

1. Johnson, David W. and Roger T. Johnson. Learning Together and Alone. Cooperative,
Competitive, and Individualistic Learning, Fourth Edition. Edina, Minn.: Interaction
Book Company, 1994.

2. Gillies, Robyn M. Cooperative Learning: Integrating Theory and Practice. California:

SAGE Publications, 2007.

3. Cohen, Elizabeth G. Designing Groupwork: Strategies for the Heterogeneous Classroom.

New York: Teachers College Press, 1994.