Name : Dian Rahayuningsih

S.N : 0203517019
Class : Rombel 1
Subject: Theories of Language Teaching and Learning

Cooperative Language Learning

CLL is part of a more general instructional approach also known as Collaborative Learning
(CL). It is an approach that makes maximum use of cooperative activities involving pairs and small
groups of learners in the classroom. U.S. educator John Dewey is usually credited with promoting
the idea of building cooperation in learning into regular classrooms on a regular and systematic
basis. It was more generally promoted and developed in the United States in the 1960’s and 1970’s
as a response to the forced integration of public schools. Educators were concerned that traditional
models of classroom learning were teacher-fronted, fostered competition rather than cooperation,
and favored majority students. They believed that minority students might fall behind higher-
achieving students.
Cooperative learning sought to do the following: (1) Raise the achievement of all students,
including those who are gifted or academically handicapped; (2) Help the teacher build positive
relationships among students; (3) Give students the experiences they need for healthy social,
psychological and cognitive development; (4) Replace the competitive organizational structure of
most classrooms and schools with a team-based, high performance organizational structure.
Theory of Language of Cooperative Language Learning is founded on some basic premises
about the interactive/cooperative nature of language and language learning. Meanwhile, the theory
of Learning advocates on the theoretical work of developmental psychologists Jean Piaget and Lev
Vygotsky. A central premise of CLL is that learners develop communicative competence in a
language by conversing in socially or pedagogically structured situations. CLL also seeks to
develop learners’ critical thinking skills.
The teaching objectives of CLL are to develop critical thinking skills and to develop
communicative competence through socially structured interaction activities CLL does not assume
any particular form of language syllabus, since activities from a wide variety of curriculum
orientations can be taught via cooperative learning. Thus, we find CLL used in teaching content
classes, ESP, the four skills, grammar, pronunciation, and vocabulary. CLL is the systematic and
carefully planned use of group-based procedures in teaching as an alternative to teacher-fronted
teaching.
Johnson et al. (1994), describe three types of cooperative learning groups. (1). Formal
cooperative learning groups- established for a specific task and involve students working together
to achieve shared learning groups; (2). Informal cooperative learning groups- used to focus

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students’ attention or to facilitate learning during direct learning; (3) Cooperative base groups-
allows members to give each other the support, help, encouragement, and assistance they need to
succeed academically Key elements of successful group based learning in CL are positive
interdependence, group formation, individual accountability, social skills, and structuring and
structure.
Coelho (1992) describes three major kinds of cooperative learning task and their learning
focus, each of which has many variations. Those are: (1) Team practice from common input –
skills development and mastery of facts; (2). Jigsaw- differentiated but predetermined input-
evaluation and synthesis facts of opinions, and (3). Cooperative projects- topic/resources selected
by students (discovery learning).

Learner is as a member of a group who must work collaboratively on tasks with other group
members. They have to learn teamwork skills. Learners are also directors of their own learning.
They are taught to plan, monitor, and evaluate their own learning. Meanwhile, the teacher has to
create a highly structured and well- organized learning environment in the classroom, setting goals,
planning and structuring tasks, establishing the physical arrangement of the classroom, assigning
students to groups and roles, and selecting materials and time. The teacher is the facilitator of
learning. Teachers speak less than in teacher-fronted class. They provide broad questions to
challenge thinking.

Materials play an important part in creating opportunities for students to work

cooperatively. Materials might be specially designed for CLL learning (such as commercially sold
jigsaw and information-gap activities), modified from existing materials, or borrowed from other
disciplines.

In Cooperative Learning, group activities are the major mode of learning and are part of a
comprehensive theory and system for the use of group work in teaching. Group activities are
carefully planned to maximize students’ interaction and to facilitate students’ contributions to each
other’s learning. Proponents of CLL stress that it enhances both learning and learners’ interaction
skills.

Source: Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching.
Cambridge: Cambridge University Press.