KUMPULAN CONTOH JURNAL BAHASA INGGRIS TERBARU Label: COOPERATIVE LEARNING STRATEGIES IN TEACHING AND LEARNING CONTEXTUAL

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 VYGOTSKYHas 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.