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(i.e. reading and mathematics) and at a higher level, thinking skills (i.e.
human resources must be able to prepare Indonesian people for their life
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as, in Primary Education Quality Improvement Project (PEQIP) and
yielded some improvement, but the results are too small compared with
the endeavour (Van Der Werf, G., Creemers, B., De Jong, R., and Klaver,
E., 2000).
(Nash, 1979; Anderson, 1989; Pieters et al., 1990) which has traditionally
system (http://www.clcrc.com/pages/decision.html).
when other people fail, seeing others as a threat to one success, viewing
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learning method. At the school level, schools need to change from a mass-
viewing diverse others in positive ways (Johnson, D. W., & Johnson, R.,
1989).
world citizen.
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work independently and use their autonomy, their interpersonal and
Question 1:
How was the Cooperative Learning Method implemented and what was it
used for?
Question 2:
How did the Cooperative Learning Method take place in the class setting
Question 3:
What influences did the Cooperative Learning Method have on the level of
students’ self-esteem?
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SIGNIFICANCE OF THE STUDY
methods can improve students’ self-esteem, it is hoped that this model will
LITERATURE REVIEW
out that in this method, the teacher acts like a coordinator and facilitator.
is one of the most amazing and productive areas of theory, research, and
together to achieve collective learning goals. Each student can attain his
or her learning goal if, and only if, the other group members accomplish
theirs.
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It can be summarized that cooperative learning is a classroom-
groups during learning activities. Students are the main learning resource
1991). The group works more effectively when the following components
single group product, share ideas and assist each other with solutions. A
solution and students discuss with each other before asking the teacher.
The teacher praises and rewards the group based on the group
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have a greater opportunity to respond and reply to what others say and it
than does a whole class discussion (Reid, Forrestal & Cook, 1989).
group activity produces more and better ideas than if the students work
in daily life and is related with areas of knowledge (Adam, Carlson &
Hamm, 1990).
during the process of cooperative learning can put forth positive effects on
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There are six cooperative learning methods: jigsaw methods,
op.
Jigsaw method
their jigsaw group for teaching that part of the lesson to the rest of the
members. Students from different groups which each have the same
group, but also within the counterpart group. Students are encouraged
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Student team achievement divisions (STAD)
groups to drill and tutor each other to prepare for the competition among
groups. A specific group reward given for individual learning is the crucial
1983).
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Team assisted individualisation (Learning Together)
check each other’s work-sheets and practice tests, and are responsible for
making sure that team-mates are prepared to take the final test for each
unit.
ask their team member for help before they ask for help from the teacher.
learning groups, takes students out of their team for five to six minutes
daily to give instruction to groups of students who are at the same level in
the curriculum.
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Group investigation (GI)
this method.
life: (1) the organization of the classroom into a “group of groups”; (2) the
learning skills; and (4) teacher communication with and guidance of the
1. Identifying and selecting the topic and organizing the pupils into
research groups.
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recommendations to ensure that the content of presentation is clear
and interesting.
project.
Co-op Co-op
toward a goal that will help the other students in the class. Co-op Co-op is
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B. The Role of Cooperative Learning in Developing Students’
Self-Esteem
motivation, and social acceptance. Slavin (1990) states that CLM was
mental health.
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Porter (2000) defines self-esteem as a measure of how much we
value our personal skills and qualities. When we believe that our qualities
value. Curry & Johnson (1990 in Porter, 2000) state that self-esteem is
empty praise, extra touch, and applauses of support. Such efforts are
not cheerleaders.
improve their self-esteem artificially, but instead build their skills. Their
them to achieve. Thus you need ways to promote genuine success in your
classroom.
as follows:
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1. Positive expectation. When you expect students to be capable, they are
more likely to behave capably (Kauffman, 1997). Thus you will need to
develop, and expect all to achieve high standards of work (Jones &
risks, set their own goals, organize their own activities and negotiate
important for positive learning (Knight, 1991) and will give students
points out that cooperative learning emerges as a superior approach for all
Johnson (1989) mention that there have been over 80 studies since the
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promote higher self-esteem than does competitive (effect size = 0.58) or
students without harmful effect on other students in the class (Rice &
Gabel, 1990).
compared with the traditional method and may gain more understanding
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METHODOLOGY
study (literature study). Material was found at the websites of the schools
for school background and in books, journals and websites for the
literature study.
VISITS
selected by the district level. Before visiting the schools, the researcher
OBSERVATIONS
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In Bechenham, observations of a class of two levels (years 6 and 7)
INTERVIEWS
QUESTIONNAIRES
CLM, student’s background, and how students feel about their self-
esteem.
process, the researcher adopted ten items (5 items for involvement and 5
items for cooperation) from the What is happening in this class (WIHIC)
almost never (1), seldom (2), sometimes (3), often (4), and almost always
(5).
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To discover students’ self-esteem, the researcher employed
Primary School and Yule Brook College. Unfortunately, due to the long-
term break, the researcher just carried out the quantitative data from the
the Principals. After getting permission, the researcher met and consulted
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On the second visit, the researcher observed directly the class
December 2001. The data obtained from student answers were coded and
LIMITATION OF STUDY
generalize the results of this study. There are several factors in the
First, the sample of the study is very small. Therefore, the results are not
able to be generalized.
Second, the duration of the observation was very short. As a result, the
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RESULTS AND DISCUSSION
RESULTS
learner, and learning outcomes do not depend only what the teacher
presents.
ideas which are used to model new situations and from cultural
happens to and with such small groups of students can be used as the
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whole-class arrives at a consensus of the various small group analysis
(Yager, 1991).
their prior knowledge, but by the influence by the group, hence it is useful
the subject matter team, such as, in City Beach Senior High School,
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Terry Boland (Principal of Yule Brook College) stated that the
students could help each other, which consequently will improve student’s
students).
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Assisted Individualization (learning together), Jigsaw method, and Co-op
The data, collected from Beckenham Primary School, was coded and
because Pearson Correlation is 0.502 > 0.5 and sig.(2-tailed) is 0.006 >
FAK_IND FAK_DEP
FAK_IND Pearson Correlation 1,000 ,502* *
Sig. (2-tailed) , ,006
Sum of Squares and
252,800 209,793
Cross-products
Cov ariance 8,717 7,493
N 30 29
FAK_DEP Pearson Correlation ,502* * 1,000
Sig. (2-tailed) ,006 ,
Sum of Squares and
209,793 693,310
Cross-products
Cov ariance 7,493 24,761
N 29 29
* *. Correlation is signif icant at the 0.01 lev el (2-tailed).
The writer realizes that there are many variables which influence
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social-economic status (SES) of the students may have an influence on
students’ self-esteem.
2. Almost all respondents (93%) come from families that have jobs. The
and mothers work; only fathers work, 20%; and only mothers work,
is 3.3%).
DISCUSSION
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to test the suitability of their experiential world within the community of
known, accepted, and liked as one is, (b) internalizing mutual success, and
transfers knowledge, but also prepares students for real-life with mentally
In the Indonesian context, teachers still use the lecturer method for
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The writer was impressed by the classroom and learning
and how to prepare students for examination. Both teachers and students
succeed CLM, teachers not only understand the subject matter but also
There are six strategies in CLM, each strategy has strengths and
esteem. This finding strengthens previous findings, such as, Slavin (1990).
Even though, the writer realizes that besides teaching methods, there are
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The SES of students may influence developing students’ self-esteem
found that school had six times more effect on progress than did the
high SES. Students from low SES generally have no confidence to ask and
By using CLM, students from low SES, generally are low level of
achievement, will be helped by other students and feel free to ask and
discuss with the others (peers). Therefore, CLM can enhance the
CONCLUSION
One key aspect to develop pupils who are mentally healthy is positive self-
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The cooperative learning method generally has been used in
more time than whole-class instruction and more teacher authority and
method.
REFLECTION
open mind and learn how to analyze those situations so that I might be
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The study has enabled me to reflect critically on my own practice
While there are many questions that are left unanswered, this
further so that I might be able to provide the best explanation and reasons
RECOMMENDATIONS
constructivism approach.
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2. The cooperative learning method can be used as alternative teaching
Indonesian schools.
character.
conditions.
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detailed rigid guides but to give general direction to be flexibly
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REFERENCES
Fall, R., Webb, N.M. & Chudowsky, N. (2000). Group Discussion and
Large-Scale Language Art Assessment: Effects on Students’
Comprehension. American Educational Research Journal, 37 (4),
pp. 911-941.
33
Gilbert, J.K., Osborne, R.J. & Fensham, P.J. (1982). Children’s science
and its consequences for teaching. Science Education, 66(4), 623-
633.
Johnson, D.W. & Johnson, R.T. (1991), Learning Together and Alone:
Cooperative, Competitive and Individualistic Learning 3rd Edition.
Boston: Allyn and Bacon.
Johnson, D.W. & Johnson, R.T. (1997). Cooperative Learning, Values, and
Culturally Plural Classrooms.
Johnson, D.W., Johnson, R.T. & Holubec, E.J. (1990). Circles of Learning.
Edina, MN: Interaction Book Company.
Johnson, D.W., Johnson, R.T. & Stanne, M.B. (May 2000). Cooperative
Learning Methods: A Meta-Analysis. Minnesota: University of
Minnesota.
34
Kagan, S. (1985). Dimensions of Cooperative Classroom Structures. In
Slavin, Sharan, Kagan, Hert-Lazarowitz, Webb & Schmuck (Eds.).
Learning to Cooperate, Cooperating to Learn, pp. 67-96. New York:
Plenum Press.
Meloth, M.S. & Deering, P.D, (1994). Task Talk and Task Awareness
Under Different Cooperative Learning Conditions. American
Educational Research Journal, 31 (1), pp. 138-165.
35
Pieters, J.M., Breuer, K. & Simons, P.R.J. (1990). Learning Environments:
Contribution from Dutch and German Research. Berlin: Springer-
Verlag.
Porter, L. (2000), Student Behaviour: Theory and Practice for Teachers 2nd
Edition. Australia: Allen & Unwin.
Reid, J., Forrestal, P. & Cook, J. (1989). Small Group Learning in the
Classroom. Maryborough: Chalkface Press.
Van Der Werf, G., Creemers, B., De Jong, R., and Klaver, E. (2000).
Evaluation of School Improvement through an Educational
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Yager, R.E. (1991). The constructivist learning model: Toward real reform
in science education. The Science Teacher, 58(6), 52-57.
Websites:
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.ht
ml
Felder, R.M. & Brent, R. (1994a). Navigating the bumpy road to student-
centered instruction.
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Cooprepor
t.html
Felder, R.M. & Brent, R. (1994b). Cooperative learning in technical
courses: Procedures, pitfalls, and payoffs.
http://www.clcrc.com/pages/peace.html
Teaching Students To Be Peacemakers
http://www.clcrc.com/pages/conflict.html
Conflict Resolution
http://www.clcrc.com/pages/decision.html
Decision Controversy
http://www.clcrc.com/pages/SIT.html
Johnson, D. W., & Johnson, R. (1998). Cooperative Learning And Social
Interdependence Theory.
http://www.clcrc.com/pages/assess.html
Cooperative Learning And Assessment: Assessing, Evaluating, And
Reporting Student Learning
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http://www.clcrc.com/pages/academic.html
Academic Controversy
http://www.clcrc.com/pages/cs.html
The Cooperative School
http://www.clcrc.com/pages/cl.html
Cooperative Learning
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