Cooperative Learning in the Teaching Reading Comprehension

1. Cooperative Learning in the Teaching
Reading Comprehension
(Seminar on ELT)
PRESENTED
by
Ratna Sari
11101311043

2. Students’ Problems
1. Students can not find information of the text
2. Students do not know how to grasp the
meaning of the word from the text
3. Students are not able to state main idea from
the text or paragraph, and
4. Students do not know how to find references

3. Teachers Activities
1. Teachers did not motivate students how to find
information of the text
2. Teachers did not tell students how to guess the
meaning of the word from the text
3. Teachers did not explain how to state main idea
from the text or paragraph
4. Teachers did not explain how to find references

4. Solution

5. Cooperative Learning
• Cooperative learning is an approach to
organize classroom activities into academic and
social learning experiences. It differs from
group work. Students must work in groups to
complete tasks collectively toward academic
goals.

6. • Cooperative learning is an approach to teaching that make
maximum use of cooperative activities involving pairs and small
group of learner in the classroom. It is group learning activities so
that learning is dependent on the socially structured exchange of
information between learner in group and in which each learner is
held accountable for his or her own learning and is motivated to
increases the learning of others. (Olsen and Kagan 1992: 8)

7. • Students must work in groups to complete tasks
collectively toward academic goals. Unlike
individual learning, which can be competitive in
nature, students learning cooperatively
capitalize on one another’s resources and skills.

8. • Cooperative learning is a class and team
formation process that needs team identify and
cohesiveness

9. Teaching Foreign Language by using
Cooperative Learning Approach
potentially helps students to develop:
• Simultaneous Interaction
The optimal form is pair work, which is very
frequently included as a stage in the various
structures. Simultaneous interaction can easily
increase the student’s reading comprehension

10. • Equal Participation
All students should contribute equally, with no
one being forgotten or opting out.

11. • Positive Interdependence
The structures are built up in such a way that the
students in a group need each other’s output if
they are to solve the task they have been given.

12. Conclusion
Cooperative learning methods hold great
promise for accelerating students' attainment of
high academic standards and the development
of the knowledge and abilities necessary for
thriving in a multicultural world. However, like
other innovations, cooperative learning
approaches need to be tailored to the cultural
and linguistic context in which they are used.

13. • Designed and implemented by teachers who are
loyal to the key elements of cooperative learning
and dedicated to regarding diversity as a
resource, cooperative approaches can create
supportive environments that enable students to
succeed academically, enhance their
employability, and improve their interpersonal
relationships.
THANK YOU