COOPERATIVE LEARNING STRATEGIES IN TEACHING
AND LEARNING CONTEXTUAL
In 1983, there has been discussion among experts that only education in
the United States on how to achieve good teaching and student abilities is
higher. The discussion came to the surface due to report the National
Commission on Excellent in Education which states that the ability of students
in the field math, reading, and science in the U.S. is always measured with
standard measuring devices (standardized tests). Presumably it bothers expert
career and technical education. In addition, global economic factors, demands
of an increasingly competitive marketplace, technology is growing, and changing
world of work is often considered as factors that influence change in
curriculum Career and Technical Education (CTE). Moreover, changes in
demographic character of students, and growing knowledge about how to learn and
teach whatever is causing it to be effective, leading to a career and technical
education experts review the basic principles and methodology of engineering education
and careers.
LEARN TO SPEAK IN CONTEXT: THOUGHT VYGOTSKY
Has long Lev Semenovich Vygotsky (1978: 118) states that his The best
method to teach reading and writing is not through formal teaching in the
classroom, but through the game situation. In addition, Vygotsky expressed his
belief that writing and speaking skills will flourish when students immersed in
language usage when students are in play situations. Thoughts expressed by
Vygotsky suggests that learning language skills will be easy and exciting when
students brought into the world of play that has unwittingly encourage students
to using the language he had learned naturally. When the play and language That
there has been a real learning process. It was said, because at the time that
children are faced with the use of whole language, relate directly to the needs
of the child (relevant), it faces is a functional language, the child face to
face with the real purpose of speaking activities, and with the use of natural
language is the child control the usage of the language.
Why does the world play so meaningful for the language learning process
of children? According Edelsky (1986), if in the event an authentic language
(natural) are the events that have personal meaning, impression for himself,
and meaning significant for users of the language itself, there will be a
transaction between reader and text reading. When the transaction took place, a
reader will constantly do problem solving, and at the same time he built and
improve psycholinguistic strategies used in language learning. Through this transaction
readable text that serves as an intermediary for the development of reading and
writing language learners. Transactions between the text and the reader is
based on opinion of the concept of text Halliday and Hasan (1976:293-295) who
argue that the text is a unit of interaction semantics of a language. In the
text there is unity meaning by the context, a common thread that describes the
relationship intact between the facts with facts from which it originates
environment.
Furthermore, Vygotsky saw language learning as a cultural activity of
the complex (a complex cultural activity). It was said, because in process of
learning the language a child is dipped into the crater of culture that takes
into introduce children to the use of language, both verbal and written. In
civilized society, children are familiar with an environment full of printouts.
In the environment the children interact and play with the printed matter long before
he entered the school. School is a new environment that the child should
continue the role of the original environment. Moreover, schools should able to
develop and expand the process of immersion of children into achieving literacy
skills (immersion in literacy). Schools can make an environment that is in it
as a richer literacy environment of the home environment of children before.
This is where teachers can be a cold-handed mediator capable of making children
feel at home in school, because school transformed the atmosphere into the
crater of literacy immersion richer and more appeal to children. Language in
school activities is conditioned as a world filled with the atmosphere of speaking,
whether oral or written, the authentic (authentic speech or literary event).
STUDY IN THE CONTEXT OF DYEING LITERACY
A first question to be answered is whether learning outside class
different from learning in the classroom? Perhaps one answer is different,
because learning outside the classroom is to learn spontaneously, while
learning in the classroom is learning an orderly, planned, and scientific. If
that be our choice, then we belong to the class who think that science concepts
can be learned in the classroom environment must be substantively different
from what can be learned outside the classroom.
Goodman and Goodman (in Moll, 1993: 229) argues that learning in within
and outside the classroom should not be different. There are factors that bind
to both, so that learners with different conditions were the same. Factor
mentioned is that learners taught through the experiences of Indo language,
linguistic schemata are grown, and grown language skills. Schemata of
experience and growth that then grow a personal understanding of the functions
and rules of language, also grew well as an understanding of a child on the
influence of the surrounding environment to the process of language learning.
The
development of language skills in the child is formed by
two forces. First, the inner
strength that encouraged children to express
him. The second strength
lies in the need to
communicate with others
who were then able to direct the
growth of children's language to
fit with language or language family in
the neighborhood children. The
establishment of these language
skills can take place due to the "language of two-way transactions" (language myriad transactions)
among children with other community members, both in school
and outside school. In the transaction, the language is growing in self-testing
of children facing land, which is through the understanding
or misunderstanding interacting parties, and
also from the responses given by participant transaction.
Thus, the presence of parents, relatives, neighbors child's
age, parenting helper huge role in encouraging
the growth of language development in children through the
transaction process. As for school,
classroom teacher attendance, bench friends, classmates, seniors who play a role as a
supervisor is the
perpetrator transactions that
encourages growth and development of language proficiency of students in the event the
transaction. Children do not imitate
language of adults and children had never
learned the rules of language out
of context its use. Rules of
language and social rules of their use was
found by children individually in the context
of language use, and in turn these rules
by the children adapted
to the social
norms when he
learns to use the language
being learned is.
BUILDING A CLIMATE IN
COLLABORATIVE LEARNING LANGUAGES CONTEXTUAL
The critically important thing to do is create a climate of learning
the students. Berns and Erickson (2001) asserts that the creation of an
environment that encourage self-regulated learning is the realization of the
basic requirements contextual learning. Climate is expected to learn the
meaning of linking content lessons in the context of student life, as revealed
by Berns and Erickson (2001), that the connecting content with context is an
Important Part of Bringing meaning to the learning process.
in the classroom contextual language learning, teachers and students are
transactions reciprocal. That is, traditional attitudes of teachers who stated
that every teaching conducted by the teacher can fully control the learning is
considered too simplify the learning problem. Contextual language learning
requires changes in teacher attitudes, as emphasized by Vygotsky (Weltsch, 1985),
that teachers must begin to realize the power of the transactions in the
classroom. Therefore, teachers must plan well these transactions, including by
building mutual respect between teachers and students. It was here, the
incident was a reflection of learning a language event happen- on in the
community: Teachers appreciate the efforts made by the students, guiding
students to be able to assess itself and mutually respectful of each other, and
with the creation of conditions that would be realized so that mutual respect.
This is similar to the statement of Goodman and Goodman (in Moll, 1993: 235)
which states that, "One teacher's key to success is building an atmosphere
of mutual respect in Their cooperative learning classroom. these Become social
communities where teachers value each learner, help the Learners to value themselves
and each other, and win the respect of Their students. "
Changes
in teacher attitudes
as mentioned above can not be interpreted as reduce the authority and
responsibilities of teachers. Desired
change of attitude toward teachers
is that teachers lead
their students with the knowledge that
he was present at environment of students with more experience
and knowledge that many of them,
and he was present there because he
respects the rights of their
students. Therefore, when present
among students, teachers
will try to understand
his students, to know whether students experiencing learning
or not, and teachers ready to provide encouragement and facilities needed by
students. Teacher to class with a contextual approach is a teacher who has worked with
students, and create
an atmosphere of creative learning
(learning atmosphere).
To
build a learning climate in the language classroom,
teachers can change the role in accordance with
the desired climate. There are 4 kinds of roles
that can be run by teachers:
1.
Teachers as decision initiatives
A good teacher is one who is full of initiative. That way the teacher
did not be passive. Among the things to be done by teachers is to create
creative learning context. In addition, teachers must take the initiative in
encouraging spirit of his students to learn to solve problems, identify, and
discover their needs\
2.
Student teacher as observer
A good teacher should be skilled at observing students, both when child
care was work or play. Teacher in class with this contextual approach to the
development of skills students need to know. According to Vygotsky (Goodman and
Goodman, 1993), teachers should try to know the Zone of Proximal Development of
each student.
3.
Teachers as mediators
Redefinition
of the term learning
requires a redefinition of the term of teaching. Optimal
learning requires teaching skills
that can support and
facilitate learning, without clamping, without
giving pressure, without
damaging, or blocking
the realization of learning. As a mediator, teacher
is present in the midst of their students to encourage
interaction. As a mediator in reading and writing
lessons, teachers should be in between
student and text. Teachers can ask questions whose answers will guide students to the
problems inherent in the text, giving
provocation, directs students' attention to things
that are strange, invites
students to more carefully observe
certain parts of the text, helping students
with the concept or scheme that can expand
the horizons of student thinking.
4.
Teacher as a liberator
The difference between the teacher's role as mediator and teacher
intervenes located the presence or absence of the freedom given by the teacher
to student, or there Whether or not the pressure exerted by teachers against students.
Intervention happen if the teacher controls the class with strict controls,
giving guidance signs are very curb the learning process, so that treatment inhibit
the growth of the teacher students' self confidence. Paolo Freire (1970) distinguish
between the views education as a treat students like someone to save money in
the "bank" and treat students as "liberators". If the
student as a bank, a teacher who put the knowledge into the head students
little by little, and students do not perform any power. By contrast, if the
teacher as a liberator, he gave freedom to the students, so that students feel
empowered.
COOPERATIVE LEARNING STRATEGIES
IN CLASS LEARNING
LANGUAGES CONTEXTUAL
Teaching and learning strategies are important in learning activities teaching
in the classroom, because with these strategies teachers can create learning
conditions that support the achievement of learning objectives. In addition,
teaching and learning strategies chosen and used well by teachers can encourage
students to actively pursue learning activities in class (Oxford, 1990: 1)
The selection
of teaching and learning strategies
should be based on consideration of
placing students as learning subjects that
are not just passively accept what is delivered by the teacher. The teacher should place students as
beings who are naturally
have the experience, knowledge,
desires, and thoughts that can be
utilized to learn, both individually and in groups. The strategy chosen by
teachers is a strategy that can make students have
a belief that himself capable of learning,
which can exploit
the potential of students to its
fullest. Strategy teaching and
learning such characteristics
is a cooperative strategy
Learning.
Cooperative
Learning is a kind of group learning that involves four to six students.
Within this group,
students work together other students under teacher
supervision to resolve the
issue provided by
the teacher. In the discussion
group, the students can express opinions
and to a student who was appointed as group
leader can take the initiative to
conclude the discussion.
Shepardson
(1997: 10-10) mentions
several characteristics of Cooperative
Learning (cooperative learning) as
follows:
1.
Teachers should always strive for
interaction between students who are in a group (student-to-student
interaction.) Cooperative learning strategy does not justify allowing a student
teacher is too dominated the discussion. Teachers have an obligation to control
the course of this group learning activities. Teachers must be can create
conditions that can provide equal opportunity to each member of the group for
opinions, submit a summary, maintained, or even provide a way out if the
discussion is experiencing congestion.
2.
Teachers should create a
positive interdependence among group members. That is, each group member must
be pursued involved in this study. By way of giving a prearranged turn,
teachers can make students force themselves played a part in the group. Teachers
need to explain to group that each member should familiarize themselves with
the good opinion of listening to other members, and must learn to accept
others' opinions if what other people think it's better than the opinion
itself. Therefore, students who are good at can help another friend to chip in
mind.
3.
The ability of each member of
the group counted fairly (individual accountability). In the cooperative
learning groups of no participants expressed the opinion that allowed a
voluntary basis. Under the deal that has been made previously, each group
member will express an opinion. Therefore, the turn, a member of the group will
receive a hostess duties of teachers, such as group leader, as the framers of
the discussions, or as a transmitter of the discussion.
4.
The strategy emphasizes
cooperative learning on achievement of common goals (group process skills).
This strategy teaches students to exchange information, teach each other group
members that have not been able to, and mutually menghar gai opinion of its
members. The process of reaching an agreement this group practiced and grown
during the discussion in progress.
5.
Members of this cooperative
learning groups should not be too big, moving from 4 to 6 people. Group of this
size provides the possibility for members to exchange ideas. In addition,
teachers are also easy to oversee the process of learning that emphasizes the
cooperation among the members of this group. With a group that is not too
large, students who have a mental barrier, shy, or lack of initiative, may
request assistance to other members, or gradually be encouraged to participate
actively in the learning process group (Shepardson, 1997; Johnson et al.,
1992).
Stages of Implementation of Cooperative Learning
Stages
that can be taken on the use of cooperative learning strategies in the classroom with
a contextual approach include: (1) division of the
group, (2) division of duties, (3) the
implementation of group discussion, (4) implementation of a
class discussion.
Distribution Group
In accordance
with one of the principles of cooperative learning, group division is based on the
heterogeneity of students. Members of the group have different capabilities as
far as possible with the intention that the group members are enabled to
increase its ability to lower after interacting with members of the
higher-capable. In other words, grouping students through cooperative learning
has advanced so that students with higher ability have a positive effect on the
lower. The effort is in accordance with the statement that was popularized by
Johnson and Johnson (2001), which swim or sink together.
In addition to setting the group members based on the capability, the
distribution of group members also noticed the large number of members in a
group. Cooperative Study groups should try to get the number of members in a
group are not too large, ranging between 4-5 people, so that learning is
intensive interaction among members groups and teachers are easier to control.
One who gets appointed as the coordinator responsibilities shared duties to
members of his group, among other duties as registrar, messenger discussions,
and answering questions for other groups. The tasks that have been given to
each each member is only valid for one round, or completion of a task given by
the teacher to the group.
To maintain that the students do not depend on other students, on the
next round of duties as chairman, registrar, and conveys the results of the
discussion can be exchanged to other members. The very need to get the attention
of teachers at the turn of the task is that the rotation is intended to
familiarize a student get the same heavy duty. More important than that, so
that the valuable experience gained was not only brilliant student who usually
dominate the opportunity within the group.
Division
of Duties
At the beginning of a discussion group,
the teacher re-emphasize the importance of
principles of cooperative learning, namely, that each group member must have
the same feelings, that sink or swim together (Johnson and Johnson, 2001).
Through this principle, is expected to grow awareness of each member of the
group to share knowledge and experience they have, appreciate the opinions of
others, and willing to reach out to help group members to the group successfully
completed the task of each group. After dividing the class into groups, the
next step is to assign tasks to these groups. The task is a task group that
intended by the teacher prepared for discussion by the students in a group. In
this discussion, teachers try to realize the nine steps of learning called by
Nunan (1992: 17-24) as a negotiation like this continuum.
in this small group, teacher, first of
all explore students' understanding of the goals they wish to achieve together.
Return of learning the principles of cooperative learning are reminded to heed
together. Furthermore, with their understanding of that, each group moves to
start a discussion .. In the third step, the teacher let the exchange of ideas
occurred. At this stage, students are allowed to discuss according to the
catchment understanding and improve skills they possess respectively. The
involvement of teachers allowed to keep only the first stage of this discussion
group do not get stuck or jammed. If assistance had to be given, teachers should
ensure that students remain entitled to decide for themselves what they think
is right. Help teachers they consider to be one of the alternatives that they
can develop further. If a group were active and successful, the teacher is only
acting as an observer ( observer). If such a situation is created, then the
cooperative learning has reached the fourth step, namely to keep the confidence
of each member of the group continues to grow.
Each group must realize that learning could
occur if each member of the group was convinced that he capable of. Cooperative
learning will materialize if group members are better able to willing to donate
their ability so that other group members "Do not drown". The fifth
step is to help students identify ideas, opinion, throw mind they have done in
the discussion. This needs to be done that the students used to think systematically
and coherently. With teacher guidance, thoughts, throw an idea, or any comment
that could be list of identification mind more can be well understood. However,
it needs to be where the position of teachers in this stage: teachers only
serves as an alternative provider, and the decision remains inside the group
decision. This is in line with the sixth step and Seven of Nunan (1992: 22),
that teachers should "Encourage learner choice and allow Learners to Generate
Their own task ". Furthermore, the eighth step, students are given
opportunity to formulate their conclusions. In this activity, students are
encouraged to express his conclusions, and other students are encouraged to
comment on the conclusions peer group. At the very least, members of the the
other group gave approval to the conclusion of his friend. Finally, on the
ninth step students are given the opportunity to apply as a researcher, ie to synchronize
records of each member of the group for later put together to be a group
report. This is in line with the opinions of Heath cited by Nunan (1994: 23)
that "Students were asked ... to
work together as a community of ethnographers, collecting, interpreting, and
building a data bank of information ... They Had access to the knowledge I
wanted, and the only way I Could get That knowledge was for Them to write to me.
"The report is used as the basis for The next stage, which brought
together a group with other groups which discusses the same poem with the same
approach. Two groups of The same critic's poems brought together in a
discussion between groups.
Group
discussions with Cooperative Learning Strategies
To complete the task with a good group, classroom teachers with
strategies cooperative learning to manage the distribution phase of this task
well. For that, in the distribution of this task, according to Johnson and
Johnson (2000), teachers should emphasize that the students tried to create a partnership
with members of the group. A group members should try to stick to the
guidelines that among each member of the group needs to have a positive interdependence
(positive interdependence) which can
be revealed in deeds such as sharing learning resources that support, provide
support for the opinion expressed by members of the group, and celebrate with
the group's success in completing the task group. In addition, the four basic
elements of cooperative learning to another, ie respect for individual donations
(individual accountability), tried to
argue in the building of positive interactions (face-to-face promotive interaction), trying to interact socially,
and always involved in a group must always be kept in process of task
completion for each group, after the group in where members and their duties,
teachers establish the working mechanism group, so that the responsibility of
each member of the group are good. Each member of the group, at the beginning
of exercise, has the task that has been established since the beginning (predetermined), namely a chairman, a
becomes registrar, one or more members of a resource, and the remainder to
convey the results of the discussion, or answering questions from other groups.
The division of tasks thus not necessarily be realized perfectly. Therefore, individual accountability and group accountability
can be applied in stages, in accordance with conditions of each class.
The
division of the group with members that are not too big aims to create
interaction face to face so they know each other more closely. This can be done
by changing the way students not to sit together with their habit everyday is
sitting in a row and not face to face. In strategy cooperative learning, the
inner relationship between students plays an important role for cooperation between
group members can be realized. Therefore, each group is placed in a position to
sit in a circle and close together, so they look more familiar. By way of
sitting like this a lot of cooperative effort that can be achieved, for
example, ask questions, check answers in the book, asking the meaning of a word
or expression, and lending to each other information sources that are not owned
by a member of the group. Even sometimes one
member of the group told his friends to ask something to the teacher
mentor. Once the task is distributed to each group, the teacher recalls aspects
of what should be resolved cooperatively.
In
the conduct focus group discussions, students are given the freedom to choose place,
in the classroom or outside the classroom. That is, so they are more relaxed,
not awkward or afraid when I express opinions, and interpretations arise from thinking
individuals in the group, or any of the results of discussions among group
members, or the conclusion of an individual or a group after they were argue.
Implementation
of group discussions attempted to walk naturally. The influence of teachers sought
as little as possible. The presence of teachers in groups of no more to monitor
the discussion. The teacher circulates from group to group to motivate, provide
direction if students encounter problems can not be completed by all members of
the group, answering questions does not concern the substance of the content of
the task, and other technical matters concerning the implementation of group
discussions in order to run optimally. In short, teachers could play a role as
a facilitator. If teachers are forced to answer questions that lead to answers questions,
teachers can advance students' knowledge of fishing, provide possible answers
that can come out of the question, and ultimately, teachers let students make
their own decisions.
In
the process of observing,
facilitating, and drive mechanisms for collaboration in the study group with cooperative
learning strategies, teachers strive to pay
attention to five things that
are emphasized by Johnson et al. (1990: 71-72
1. Each
member of the group sought to remind each other to always pay attention to the questions
to be answered together. Each group members must be sure that he understands
what must be answered in the study group, and should also be aware that other
members in group also have the same understanding.
2. Inter-group
cooperation among members should be extended in several ways, such as asking
questions or interpretations of the meaning of a word or array in the poem,
adding thoughts opinion on a group of friends that have been made previously,
or any other method that appears in the discussion in progress.
3. 3.
Teachers record all group efforts that lead to cooperation between group
members. Positive efforts are then transmitted to other groups so that the
level attained by a cooperative group can also be perceived by other groups. For
example, a group trying to understand overall meaning of the poem by reading
the poem turns into
task group. With silent reading, a poem can be understood by better, because by
reading the right way, listeners can find not meaning contained in the poem;
selection of colors sound, pressure, expression faces, and movements of poetry
readers when reading a big impact to the understanding of poetry.
4. The
techniques work together within each group are considered good note
by the teacher. Furthermore, the techniques discussed at the first pause in the
a meeting attended by two groups that analyze the poem with the same technique.
In the next round, new techniques were tested and the observed effectiveness.
5. The
group that had finished answering the questions made by the teacher as leading questions
assigned to write the results of their discussion. Later, members of the who had
been appointed previously requested submit results of their discussion on the future
the class. On this occasion, the level of cooperative students not only be on small
group cooperation, but cooperation in a group that is greater.
Discussions Between the Same Group
In
the discussion among
the same group, two groups of problems critic
The same mutually irreconcilable.
Its purpose is to see the difference in results
between the two groups in question. For example, Group 1 was presented to Group 2, Group 3 presented
to the Group 4, Group 5 presented to the Group 6 and Group 7
Group 8 is faced
with.
Discussions
between the groups could account for any difference between the interpretation of results caused by (1) lack of accuracy of understanding
the tasks / questions, (2) the
difference perception of concepts,
terms, terminology, and (3) differences / diversity
of knowledge and experience
possessed. However, through the
guidance of teachers of all
obstacles that could
addressed and the interpretation of students still recognized as an original interpretation.
Of
discussion among this
group to learn the new results
obtained for experience
sharing with other groups. In meetings between
groups of discuss this same issue, expanded
learning environment. Inner relationships between group members who have united to try
reunited with the other groups. This action certainly change
the atmosphere of a mind that is calm.
efforts required certain that intergroup competition
does not appear, because this meeting could lead
to efforts to maintain the
results of group discussions. Teacher
re explained the importance of working
together and learning
together. She stressed the importance
dictum Cooperative Learning Strategies, namely
Swim or Sink
together. Work with both so that tasks
can be solved by both groups and with better results of the
results achieved by one group.
The results of two group discussions were presented in the class
discussion.
Meanwhile, the results of previous study also remained an important document
for further discussion. Concrete outcome of discussions between groups is the
increased ability, courage, and initiative participants who previously seemed passive.
Class
Discussion
Based
on discussions between groups the same, the students have gained understanding
and experience of others from the previous understanding. The next step is a discussion
class. Class discussion is intended to obtain another input of different
groups. Thus, the acquisition of student learning increasingly rich, broad, and
deep. Prior to class discussion, first set that the two groups that discuss the
same issues rolled into one group. Thus, class discussion followed by the four
groups. Despite being a member of the group, right to ask or refute remain on
each individual. It is intended to foster individual responsibility and group
all at once.
In
summary, cooperative learning in the classroom has contextual characteristics
the following. First, cooperative learning can increase the frequency of
cooperation among group members. Second, cooperative learning can reduce the
urge to compete, so that students do not mind sharing their knowledge and
skills have. Therefore, the teacher gives credit to all efforts to work
together, students also encouraged to involve members of the group in an effort
to understand the task or conclusions of the results of their discussions.
Third, learning atmosphere groups seem more fun because the burden is not borne
difficulties by individual students. This study group, is not realized by the
students, led each group member perform tasks for the benefit of the group.
Fourth, cooperative learning helps improve the ability to work together in
teams, practicing respect for the opinion of other group members, and encouraged
to create a sense of confident members of the group: that he could donate his mind
to interests of the group task completion. Fifth, cooperative learning can
improve learning outcomes is more optimal because of the opinions and
conclusions that came out was opinions and conclusions of the group. Sixth,
cooperative learning provides a useful experience that doing things together
and mutual respect from the other one will give better results.
CONCLUSION
In conclusion, the enlarged group meeting this gradually attitude led to
study with as below.
1.
Cooperative learning can
reduce distrust a person who feels less able.
2.
Encouragement from members of
the group was able to cultivate a sense of confidence students, that he is able
to contribute ideas that are useful for solving task group.
3.
For students who are relatively
more capable, successful co-operative Learning Strategies reduce the tendency to
compete. Another attitude that successfully grown in this group of students is the
emergence of encouragement to help members other groups to understand the
problems and complete tasks that become the responsibility of the group.
4.
This strategy can also be
shown that the ability of each student who rarely occurs when learning in the
classical style was gradually boldly displayed through the encouragement of the
group.
5.
Cooperative learning
strategies can also show that learning in groups small, cohesive and willing to
work together to encourage students to dare to try an opinion, offer solutions
to problems facing the group, and dare to take action that is "risky
one", because individual persons are not revealed an error in this
learning strategy. that there is the result of learning together. With
attitudes like this, all members are expected have the same feeling: the
success or failure are the property of the group.
