MAKALAH TEFL METHODOLOGY

 By Khoirunnisa and  Aini Qolbi Saputri

STAIN Jurai Siwo Metro

CHAPTER I

INTRODUCTION

A.    The Definition of Cooperative and Collaborative learning

According to Oxford Advanced Learner’s Dictionary, cooperative is involving doing something together or working together with others toward a shared aim: Cooperative activity is essencial to effective community work”.[1] Collaborative is “involving, or done by, several people or groups of people working together”. [2]Even “Learning are 1) the process of learning something, 2) knowledge that you get from reading and studying”.[3]

According to Douglas Brown, he state that in Cooperative learning “A student together in pairs and groups, they are share information and come to each others’ aid”.[4] Then he state that “cooperative learning does not imply collaborative” (2000:47)

Larsen and Freeman (2000: 89) states that “Cooperative or collaborative learning essentially involves students learning from each other in groups”. In cooperative learning students can learn together more effectively because the teacher teaches them collaborative based on social skill.  Jacob 1998 in Larsen Freeman (2000: 89) cooperation is not only away of learning but also a theme to be communicated about and studied.

From the explanation above it can be concluded that cooperative and collaborative learning is learning that involve student to work in pair or group to change information each other so the learning process can be more effective.

B.     Problem formulation

1.      The definition of cooperative and collaborative learning.

2.      The advantages of cooperative and collaborative learning.

3.      The principles of cooperative learning.

4.      Class activities that use cooperative and collaborative learning.

5.      Teacher’s role in cooperative and collaborative Learning

6.      Cooperative learning Vs collaborative learning

CHAPTER II

DISCUSSION

A.    Cooperative and Collaborative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves.

Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and the students are actively engage.

B.     The Advantages of Cooperative and Collaborative Learning

Some researches state that cooperative and collaborative learning have similar advantages. It can promote student learning and academic achievement. In this case, cooperative learning method helps the students to work together in a team. All students in one team not only responsible in their assignment but also make all students in their group can understand what just they learn. Therefore, by this method it will be able to promote students learning and academic achievement.

Cooperative learning also increases student’s retention. In cooperative learning students will solve some problems from the teacher by themselves. It will help the students to memorize well about they just learning. In other word, the students will be more understand if they get real experience in learning.

In addition, cooperative learning helps students develop skill in oral communication. Cooperative learning has a learning system that student will discuss the problem given by the teacher by discussing it with their friend in small group. Therefore, student will be more talk active in the learning process. In this section, the member of the each group will explain about what they have done.

Besides that, this method also develops student’s social skill. Indirectly the students will learn to make social connection in a small group on the structured activity. Therefore this method also help the teacher create a good race relation among the students. Generally, the advantages of this method can be seen at the table bellow:

No	Category	Advantages
1	Help Students Learn	Responsibility To work together To respect their class mate and other To process skill needed for working in group
2	Promote	Higher self esteem Acceptance of differences
3	Encourage	Creativity and problem solving
4	Produce	Higher Achievement
5	Increase	Retention
6	Help Students Develop	Interpersonal skill Their own identities Their own abilities
7	Help Students Experience	Motivation Success

C.     The Principles of Cooperative and Collaborative Learning[5]

1.      Students are encouraged to think in terms of ‘positive interdependency’ which means that the students are not thinking competitively and invidualistically, but rather cooperatively and in terms of the group.

2.      Students often stay in the same group for a period of time so they can learn better work together. The teacher usually assigns students to the group so that the groups are mixed – males and females, different ethnic groups, different proficiency levels, etc. this allows students to learn each other and also gives them practice in how to get along with people different from themselves.

3.      The efforts of an individual help not only the individual to be rewarded but also, others in the class.

4.      Social skill such as acknowledging another’s contribution, asking other to contribute, and keeping the conversation calm need to be explicitly taught.

5.      Language acquisition is facilitated by students interacting in target language.

6.      Although the students work together, each student is individually accountable.

7.      Responsibility and accountability for each other’s learning is shared.

8.      Each group member should be encouraged to feel responsible for participating and for learning. Leadership is ‘distributed’.

9.      Teachers not only teach language; they teach cooperation as well. Of course, since social skills involve the use of language, cooperative learning teaches language for both academic and social purposes.

D.     Class Activities that Use Cooperative and Collaborative Learning

According to Kagan and Jigsaw the activities of learning in cooperative and collaborative learning are follows:

1.      Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members.

2. Think-Pair-Share – Involves a three step cooperative structure. First, individuals think silently about a question posed by the instructor. Second, Individuals pair up and exchange thoughts. Third, the pairs share their responses with other pairs, other teams, or the entire group.
3. Three-Step Interview – Each member of a team chooses another member to be a partner. First, individuals interview their partners by asking clarifying questions. Second, partners reverse the roles. Third, members share their partner’s response with the team.
4. Brainstorming – Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the “think time,” members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.
5. Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.
6. Numbered Heads Together – A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.
7. Team Pair Solo – Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability.
8. Circle the Sage – First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question.Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.
9. Partners – The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.

E.     Teacher’s Role in Cooperative and Collaborative Learning

Teacher’s role in cooperative learning is to guide the student in order to get more understanding in working assignment, materials and others. Also, teacher helps students to develop the student’s social skill, student’s skill in solving problem, working in a group and student’s skill in oral communication. Beside, the teacher’s role is to promote student race interaction, higher self esteem, and acceptation of differences.

The teacher roles of collaborative learning is similar with cooperative learning; the teacher divides the students in to some groups. Each group has their own topics. But it is still different with Cooperative Learning. Collaborative learning is take place in the larger part than cooperative learning. The teacher not only guides one small group but all groups together. It is usually done after the students make a discussion about one topic that has been presented by one of the group in the class. In this discussion the teacher has function to make a correction if the student’s discussion is found some mistakes. But in this case the teacher doesn’t know how the students acquire new knowledge, and some information for them to solve a problem that teacher has given for them.

To raise those goals, teacher must do a structured activity in cooperative learning. The first thing that teacher must do is divide the students in to some small group, each group may consist of 4 or 5 students. The teacher may combine the smart students with the weaker students. The purpose is that the smart students will help teacher to teach the weaker students. The smaller group the students have the better result the students get. Then, give the students task, assignment, or may be a topic to be discussed by the students in each small group.

After the teacher gives the topic or assignment, the teacher give the students a few time about 3 or 5 minutes to think it by them selves individually. The purpose is the students will get some ideas about the topic that they will discus with their friends in the same small group. Then, after it’s done the teacher order the students to discus it with their group members.

When the students discuss the assignment or topics, the teacher must walk around the class to guide the group which have a problem in their work until the students can find the way out of their problem. Therefore, even the students work together in the group to finish their work, the teacher still accompany them to get more understanding and increase student’s skill. Consequently, the teacher already knows the problem and solution students will be working towards.

F.     Cooperative Learning Vs Collaborative Learning

There are some different that are possessed by cooperative and collaborative learning. Those different can be seen at the table bellow:

COOPERATIVE LEARNING	COLLABORATIVE LEARNING
Definition: Cooperative Learning is a learning model in which the students work and learn together in the some small groups on the structured activity.	Definition: Collaborative Learning is a situation in which two or more people learn or attempt to learn something together.
Cooperative learning takes place when the students work together in same place on a structured project in a small group.	Collaborative learning take place in any times students work together not only in small group or same place but also in different group and place.
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. (U.S. Dept. of Ed. Office of Research, 1992)	Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs.
Each person is responsible for a portion of the work	Participants work together to solve a problem
Many times the teacher already knows the problem and solution students will be working towards.	Many times teacher does not have a pre-set notion of the problem or solution that students will be researching.

CHAPTER III

CONCLUSION

A.    Conclusion

Cooperative and collaborative learning is learning that involve student to work in pair or group to change information each other so the learning process can be more effective.

There are some different that are possessed by cooperative and collaborative learning:

1.      Cooperative learning takes place when the students work together in same place on a structured project in a small group. While Collaborative learning take place in any times students work together not only in small group or same place but also in different group and place.

2.      Cooperative learning is a successful teaching strategy, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. While Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves

3.      In cooperative learning, each person is responsible for a portion of the work. While in collaborative learning, participants work together to solve a problem.

4.      In cooperative learning, many times the teacher already knows the problem and solution students will be working towards. While in collaborative, many times teacher does not have a pre-set notion of the problem or solution that students will be researching.

REFERENCES

As Hornby, Oxford Advanced Learners Dictionary, Oxford University Press, Oxford, 2010.

Brown, H. Douglas,. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition, Addison Wesley Longman Inc, San Francisco, 2000

Larsen-Freeman, Diane, Techniques and Principles in Language Teaching, Oxford University Press, Inc. Oxford: 2000.

http://www.studygs.net/cooplearn.htm

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

http://www.tammypayton.net/courses/collab/what.shtml

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[1] As Hornby, Oxford Advanced Learners Dictionary, Oxford University Press, Oxford, 2010, p. 323.

[2] Ibid., p. 277.

[3] Ibid., p. 846

[4] Brown, H. Douglas,. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition, Addison Wesley Longman Inc, San Francisco, 2000, p. 47.

[5] Larsen-Freeman, Diane, Techniques and Principles in Language Teaching, Oxford University Press, Inc. Oxford: 2000., P. 167-168.