8 Techniques in Cooperative

Learning
Putri Mawiliana
Nazala Wahyu F
Abdulhakim A

PPS Special Class,

Theories of English Language Teaching Class
Putri Mawiliana
 1. Think Pair Share

Help students to take think time about provoking

question
 Steps to conduct TPS
 Students are paired and work at tables of four.
(based on amount of students in the class)
 Present a problem to the students.
 Give them time to think on their own about
possible answers for a specific amount of time.
 Students discus their answers with either their
face or shoulder partners.
 Call on students to share with the class the
answer they have developed with their partners
 Function Academic and Social of
TPS Strategy
 Generating and revising hypotheses
 Inductive reasoning
 Deductive reasoning
 Participation
 Involvement
 Example of TPS Strategy
 C:\Users\HP\Documents\Using Think, Pair, Shar
e—Primary.mp4
 Jigsaw
Each students on team become an expert, on one topic by working
with members from other teams assigned the corresponding
expert topic. Upon returning their teams, each one in turn teach
the group; and students are all assessed on all aspects of the topics
 Steps to conduct Jigsaw, based on Elliot
Aronson
 Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in
terms of gender, ethnicity, race, and ability.
 Appoint one student from each group as the leader. Initially, this person should be
the most mature student in the group. 
 Divide the day’s lesson into 5-6 segments.
 Assign each student to learn one segment. 
Make sure students have direct access only to their own segment.  
 Give students time to read over their segment at least twice and become familiar
with it.There is no need for them to memorize it.
 Form temporary “expert groups” by having one student from each jigsaw group join
other students assigned to the same segment. 
 Bring the students back into their jigsaw groups.
 Ask each student to present her or his segment to the group.
 Float from group to group, observing the process.
 At the end of the session, give a quiz on the material.
 Function Academic and Social of
TPS Strategy
 Acquisition and presentation of new material
 Review
 Informed debated
 Interdependence
 Status equalization
Example of Jigsaw Strategy

C:\Users\HP\Documents\Jigsaw.mp4
 Round Robin
Each student in turn shares something with his or
her mates.
 Steps to conduct Round Robin
 Teacher gives topic to students
 Ask the student shares about what they think
about
 They do in a turn, clockwise or anti-clockwise
 Function Academic and Social of
TPS Strategy
 Expressing ideas and opinion
 Creation of stories
 Equal participation
 Getting acquainted with teammates
Example of Round Robin Strategy

Kagan Round Robin 2.mp4

 References
 Jigsaw Classroom. Retrieved from
https://www.jigsaw.org/
 Kagan, S. (1989). The Structural Approach to
Cooperative Learning.Educational Leadership,
p.12-15.
 Jacobs, G.M., Lee, G.S., & Ball, J.
(1997).Learning Cooperative Learning Via
Cooperative Learning. Singapore: SEAMEO.
Cooperative learning
By: Abdulhakim Alowalid
 Three-step interview

The three-step interview  takes the place of the traditional

group discussion because each person in the group must
produce and receive information. In the first two steps of this
cooperative learning structure, students interact in pairs,
interviewing each other about a topic. Then, in the third step,
students take turns sharing what they have learned from
their partners with the rest of their cooperative learning
group. This step promotes equal participation, where only
one person in the whole group or class is talking at once. The
three-step interview helps students develop listening and
language skills while promoting individual accountability.
It is defined as a cooperative learning technique which
enables and motivates members of the group to acquire
certain concept deeply by students' role. It is an adaptable
process in the classroom. The aim of this technique is to
gather students in a conversation for analysis purpose and
new information synthesis . Regarding to the explanation
above, there should be a technique which is effective to
improve student's mastery of English language, especially
speaking ability..
Due to what most English teachers of senior high
school deliver the materials which is dominated by
grammar focus, students cannot speak fluently
because lack of practice and use of spoken English
itself. In line with it, this study is expected to prove
whether a cooperative learning : three-step interview
is effective to improve students' speaking ability.
 Talking chips
 Speaking is a skill which is still difficult for
students. Then, it can be proved by observation and
interview to the teacher and the students.
 students got stuck and did not know what they
wanted to say.
 stated that students have problems in speaking
activities, such as inhibition, low motivation, mother
tongue use, and nothing to say.
 also declares that there are two elements of speaking
which become problems for students. Those
elements are accuracy and fluency.
Based on the problems, this research attempts to
apply Talking Chips technique in teaching speaking
in order to help students to speak fluently and
accurately.
Talking Chips Technique is a technique in teaching
speaking which make the students interested in
speaking English. It is because this technique
encourages the students to be active in the
classroom and learns about cooperation in group.
Next, this technique makes the students have chance
to speak English because in Talking Chip, students
are divided into several groups and each member of
group will have a role to speak English. The
objective of this study was to look at how to teach
speaking by using Talking Chips Technique and
whether Talking Chips Technique improve students’
speaking achievement.
 Number head together
 Step Teaching Learning process through cooperative type
NHT
 there are four steps in doing Number Head Together:
 1. Each student in a group of four gets a number : 1, 2, 3, or 4
 2. The teacher or a student asks a question based on the text the
class is reading.
 3. Student in each group put their heads together to come up
with an answer or answer. They should also be ready to supply
support for their answer from the text or from other knowledge.
 4. The teacher calls a number from 1 to 4. The person with that
number gives and explains their group.
 Based on these steps , the writer would like to add the
steps in the learning type NHT, such as:
 Step 1. Preparation. At this stage the teacher prepares a
lesson plan and work sheet by making cooperative
learning model according to the type of Numbered
Heads Together.

 Step 2. Explanation. The teacher explanation about the

earning ability.
 Step 3. Formation of groups. The teacher divides the
students into heterogeneous groups consisting of 3-6
students. Teachers gave a number to each student in the
group and name the group. The group was formed by a
mixture of in terms of social background, race,
ethnicity, gender and given by the teacher.
 Step 4. Discussion of problems. The teacher give a
worksheet to students to be discussed, Students then
think and work together. Furthermore, each member of
the group they should know the answer to the question
that is on the sheet or activity that has be material.
 Step 5. Call the number of members or giving answers.
The teacher then calls a number then the number
corresponding and student raise his hand and the teacher
ask the question, then the students answer the question to
the whole class.
 Step 6. Give individual task. The teacher give individual
task for students.
 Step 7. Gives conclusions. Teachers with students
concluded the final answer of all questions related to the
material presented.
Two Stay, Two Stray
Nazala Wahyu Febrianto
Two Stay, Two Stray

Strategy which gets students moving around the

room while working with classmates to solve
problems and answer questions. This also allows
all students the opportunity to “be the teacher,”
which students love to do.
 Steps of One Stay, Two Stray

1. Students work in group of 4 (it can consist of 5

members in a certain case).
2. Each group has the same topic to discuss in a
limited time.
3. After finishing the discussion, two members of
each group (called “the visitors”) should move to
another group, and the other two (called “the
host”) should stay in their group.
4. “The host” members should tell “the visitors” the
result of the discussion with their groups.
5. After finishing listening to what the stay say, “the
visitors” should go back to their home group and
tell to the members of their own group what they
get when they visit another group.
6. Some group will share to the whole class the
result of their last discussion.
TGT METHOD

COOPERATIVE LEARNING STRATEGY

WHERE STUDENTS WORK TOGETHER
IN GROUPS AND ARE RESPONSIBLE FOR
THEIR TEAMMATES LEARNING AS
WELL AS THEIR OWN AND COMPETE IN
TOURNAMENTS AGAINST OTHER
TEAMS TO TEST FOR LEARNING
1. Select a instructional topic and present it to the
students (e.g. the Constitution).
2. Develop a list of questions on the topic.
3. Team Game - place students in heterogeneous
groups of 4-5 by ability and have them review
material during this “team” phase by selecting a
number from the pile. Groups must be equal in
size. Give each group a “Letter Identity” (e.g.
Group A) and each student a Number Identity
(e.g. Student 1). Students must answer the
question that matches the number they selected
from the pile.
For example, if a student selects #22 from the
pile and question #22 is “Why is government
divided into 3 branches,” that student is
challenged to answer that question. If he or she
cannot come up with an answer, a teammate can
“steal” the question. Teams share knowledge
during this phase of the lesson. (i.e. teach their
teammates).
4. Tournament- place students in new groups made
up of individuals from each of the "Team
Review" tables.
5. Students return to their Team Game tables and
report their scores. Team scores are compared
and the winning team earns a reward.
6. Students take an assessment. The scores for each
Team (e.g. A, B, C…) are compiled and
averaged. Offer “bonus points” for the team that
earns the highest average and/or “improvement
points” to the team that improves its average the
most over previous assessments.
 Preference
 http://www.theteachertoolkit.com/index.php/tool/
two-stray-one-stay
 https://www1.udel.edu/dssep/teaching_strategies/
tgt_coop.htm
 http://www.slideshare.net/novianzaini7/coplearn