The Effect of Cooperative Learning

The Effect of Cooperative Learning Strategy in the Reduction of the Oral Communication Apprehension
Introduction Classroom participation has been found to be directly related to education success (Jaasma, 1977). Given this, it is important to reduce communication apprehension in the classroom in order to increase participation. Early intervention is necessary because communication apprehension seems to have its strongest impact during the first two years of college (McCroskey, Booth-Butterfield & Payne, 1989). Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning (Philips, et. al., 2004). Cooperative Learning Cooperation is the process of working together towards the same end. Cooperative Learning is a teaching strategy in which small groups (4-6), each with students of different levels of ability, use a variety of learning activities to improve their own and each other's learning, while the teacher coaches the process (Johnson, Johnson & Holubec, 1993). Panitz (1996) pointed out that cooperative learning contradicts the concept that teachers are repositories of subject knowledge whose role is simply to pour in the open, empty willing minds of students, their vast reservoir of knowledge. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn (Davis & Murrill,1994). Research has show that cooperative learning techniques: (Davis & Murrill, 1994; Philips, et. al., 2004) -Promote student learning, and academic achievement. - Increase student retention. - Help students develop skills in oral communication. - Help students develop higher order thinking skills. - Create greater intrinsic motivation to learn, and - Provide equal participation and simultaneous interaction. Learning may be competitive, individualistic, or cooperative. Competitive goals encourage students to work against one another (I swim, you sink; I sink you swim), individualistic goals encourage students to disregard their classmates, and students look after their self interests or personal mastery (we are each in this alone), cooperative learning emphasizes collaboration and shared understanding on any task (we sink or swim together). It is hard to improve the oral communication in the traditional education system. We need to encourage that a healthy portion of instruction is cooperative (William, 1971). Cooperative learning is misused if assignments given to groups are not well structured, and students do not have enough time to practice independently the skills and processes that they must master (stahl & VanSickle, 1992). In research, there is a wealth of evidence that peer teaching is extremely effective for a wide range of goals, content, and students of different levels and personalities (colbeck & Campell, 2000). Basic elements of cooperative learning: (Slavin, 1995; Johnson et. al., 1993; kagan, 1992; wang, 2002). 1-Positive interdependence Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn. Each group member has a unique contribution to make to the joint effort. These collective efforts are required and indispensable for group success. Each team benefit when all community perform well. 2-Face-to-face promotive interaction Group community teach one's knowledge to others and promote each other's success. Group community meet face to face to work together to complete assignments and promote each other's success. 3- Individual and group accountability Each student is accountable for a specific task or topic as well as topics assigned to other group community.
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By taking responsibility for a specific portion of the material, and being graced for that, each student becomes Individually accountable. 4- Interpersonal and small group skills Appropriate use of interpersonal skills. Examples of these skills: communication, leadership, decision-making, and conflict resolution. Students have to engage in task work and teamwork simultaneously to coordinate efforts that will achieve mutual goals. 5-Group processing Reflecting on how well the team is functioning and how to function even better. Reflecting on a group session to describe what community actions were helpful and unhelpful and to make decisions on what actions to continue or change. Teachers and students should regularly reflect on group progress and make adjustments to improve outcome.

Hasil (Bahasa Indonesia) 1:

Efek Cooperative Learning strategi dalam pengurangan penangkapan komunikasi lisanIntroduction Classroom participation has been found to be directly related to education success (Jaasma, 1977). Given this, it is important to reduce communication apprehension in the classroom in order to increase participation. Early intervention is necessary because communication apprehension seems to have its strongest impact during the first two years of college (McCroskey, Booth-Butterfield & Payne, 1989). Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning (Philips, et. al., 2004). Cooperative Learning Cooperation is the process of working together towards the same end. Cooperative Learning is a teaching strategy in which small groups (4-6), each with students of different levels of ability, use a variety of learning activities to improve their own and each other's learning, while the teacher coaches the process (Johnson, Johnson & Holubec, 1993). Panitz (1996) pointed out that cooperative learning contradicts the concept that teachers are repositories of subject knowledge whose role is simply to pour in the open, empty willing minds of students, their vast reservoir of knowledge. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn (Davis & Murrill,1994). Research has show that cooperative learning techniques: (Davis & Murrill, 1994; Philips, et. al., 2004) -Promote student learning, and academic achievement. - Increase student retention. - Help students develop skills in oral communication. - Help students develop higher order thinking skills. - Create greater intrinsic motivation to learn, and - Provide equal participation and simultaneous interaction. Learning may be competitive, individualistic, or cooperative. Competitive goals encourage students to work against one another (I swim, you sink; I sink you swim), individualistic goals encourage students to disregard their classmates, and students look after their self interests or personal mastery (we are each in this alone), cooperative learning emphasizes collaboration and shared understanding on any task (we sink or swim together). It is hard to improve the oral communication in the traditional education system. We need to encourage that a healthy portion of instruction is cooperative (William, 1971). Cooperative learning is misused if assignments given to groups are not well structured, and students do not have enough time to practice independently the skills and processes that they must master (stahl & VanSickle, 1992). In research, there is a wealth of evidence that peer teaching is extremely effective for a wide range of goals, content, and students of different levels and personalities (colbeck & Campell, 2000). Basic elements of cooperative learning: (Slavin, 1995; Johnson et. al., 1993; kagan, 1992; wang, 2002). 1-Positive interdependence Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn. Each group member has a unique contribution to make to the joint effort. These collective efforts are required and indispensable for group success. Each team benefit when all community perform well. 2-Face-to-face promotive interaction Group community teach one's knowledge to others and promote each other's success. Group community meet face to face to work together to complete assignments and promote each other's success. 3- Individual and group accountability Each student is accountable for a specific task or topic as well as topics assigned to other group community.© Pusat untuk mempromosikan ide, USA www.ijhssnet.com205Dengan mengambil tanggung jawab untuk bagian tertentu dari materi, dan menjadi menghiasi untuk itu, setiap siswa menjadi bertanggung jawab secara individual. 4 - interpersonal dan kecil kelompok keterampilan tepat penggunaan keterampilan interpersonal. Contoh keterampilan ini: komunikasi, kepemimpinan, pengambilan keputusan dan penyelesaian konflik. Siswa harus terlibat dalam tugas kerja dan membentuk kerjasama tim secara bersamaan untuk mengkoordinasikan upaya yang akan mencapai tujuan bersama. 5-group pengolahan Reflecting pada seberapa baik tim berfungsi dan bagaimana untuk berfungsi lebih baik. Mencerminkan pada sebuah sesi kelompok untuk menggambarkan apa yang membantu dan tidak membantu dan untuk membuat keputusan tentang apa tindakan untuk melanjutkan atau mengubah. Guru dan siswa secara teratur harus mencerminkan tentang kemajuan kelompok dan membuat penyesuaian untuk meningkatkan hasil.