By Mufit Senel
Source: http// www.tesljournal.com
Enhancing Reading Course in ESL/ EFL Classes through Cooperative Learning
is an article about the effectiveness of learning strategy for language classroom
that was written by Mufit Senel.
In this article, Senel would tell the reader how the cooperative learning
could enhance students’ reading ability in the class.
First of all, we should know the definition of cooperative learning.
Cooperative learning is a relationship in a group of students that requires
positive interdependence, individual accountability, interpersonal skills,
trust, face- to- face promotive interaction, and processing (Roger T. Johnson
and David W).
Positive
interdependence can be defined where each group member’s efforts are required
and indispensable for group success. Each group member has a unique
contribution to make to the joint effort because of his or her resources and/
or role and task responsibilities. Individual or group accountability, where keeping
the size of the group small. The smaller the size of the group, the greater the
individual accountability may be giving an individual test to each student. In
interpersonal skills, social skills must be taught: leadership decision, making
trust, building communication, and conflict- management skills.
Face- to- face
interaction can be done orally explaining how o solve problems teaching one’s
knowledge to other and checking for understanding.
In line with
this definition, cooperative learning can promote the student learning and
academic achievement increase student retention, enhance student satisfaction
with their learning experience and can help them develop skills in oral
communication, develop students’ social skills, and help to promote positive
race relation (Kagan, 2001)
According to
Senel’s writing, cooperative learning is an effective learning strategy because
it could make student active in learning activity. Student will give their
participation in learning activity such as in discussion class. They can
compare and share their opinion directly.
As its
strategy’s name, the cooperative learning class will make some group of
students to do the assignment that will be given by the teacher. Of course,
making some group in a class will make noisy. They are demanded to have great
ability to manage the class in order to minimize the chaos that will happen.
The most
important thing during using this strategy is the teachers should keep in their
mind that in the cooperative learning classes only extrovert and highly
motivated students to contribute in classroom tasks. Moreover, the teachers
that will practice this strategy should know the characteristic of their
students as specific as possible. Because, in dividing task groups,
unconsciously the differences of personality in each student will happen. In
line with Senel in this article, the teachers should be able to explain to
their students that have different intellectual abilities, they are not
expected to have all abilities and each group number has similarity of the
abilities. Let us see for the group that was advised by Senel. One question
that should we consider in this group. How we consider the way to manage the
class where the class is over than ten students?
In this article,
Senel just told the class that was she divided into two groups. Where, each
group consists of four students. Of course, managing the students in Senel’s
class easier than the class that over than Senel’s. Properly, Senel also consider
the possibility that could happen if the total of the whole class more than ten
students. In order to make easy in practicing strategy in the class.
During enhancing reading courses
class, Senel gave the students two text that was taken from two cities shared a
similar city plan. Furthermore, these reading texts will be easy to analyze and
understand, while practicing this strategy; Senel simplified some parts of the
texts in order to be appropriate for the intermediate level and compiled the
texts under three headlines.
·
General information about the city
·
Brief history of the city
·
Present day information of the city
Completing
practicing this strategy, there are some steps should be done. First, before
starting the lesson, Senel made some copies of the reading texts to be given to
the students in the class. Senel told the students that they will make their
reading course enjoyable.
I think, Senel
should not tell the students that they would make an interesting reading. It is
not enough for stimulate the students to fell that the subject is interesting.
Teachers may using the games or others fun activities to stimulate the
students’ interesting in studying.
In line with
this argument,
Second, the teacher gives an
opportunity to the students to discuss the texts, based on their understanding.
Discussion in
cooperative learning constitutes one of its elements. This statement was
according to David and Johnson in the definition of cooperative learning.
Third, Senel serve the board to show the students’ result activities. On
the board was written by Senel the number of the questions from 1 to 10. Every
correct answer of the groups will be tick by the teacher.
References
Author, A. A.,
& Author, B. B. (Date of publication). Title of article. Title of Journal, volume
number. Retrieved month day, year, from http://www.someaddress.com/full/url/
An Indonesian-English Dictionary. Third Edition. John M.
Echols and Hassan Shadily. John U. Wolff and James T. Collins. PT. GRAMEDIA
JAKARTA2003
David and Rogen Johnson. “Cooperative Learning”. 15 oct
2001. http://www.clcrc.com/pages/overviewpaper.html
Howard Community College’s Teaching Resources. “Ideas on
Cooperative Learning and The Use of Small Group”(15 0ct 2001). Retrieved 15
juni 2009 http://www.howardcc.edu/profdev/resources/learning/groups1.htm
Kagan, S. Kagan Structures for Emotion
Inteligence.kaganonlinemagazine.2001, 4(4) http://www.kaganonline.com/newsletter/index.html
Kagan, Spencer. Cooperative Learning. San Clemente, CA:
Kagan Publishing, 1994. http://www.kaganonline.com
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