Applying Cooperative Learning to Uphold Language
Classroom Dynamics
Andi
Qashas Rahman
This chapter aims to discuss the
importance of language classroom dynamics and to highlight possible application
of cooperative learning in the context of English language teaching in Indonesia.
The arguments in favor of writing this chapter are of two main points. First,
in any foreign language teaching, classroom interaction is a major
consideration to be set up well to enable the students to interact actively, as
opposed to being passive during the class hour. Second, a problem in English
language teaching in the Indonesian context is concerned with a large class.
Therefore, dividing students into small groups, reflecting the nature of
cooperative learning, would provide an opportunity for any single student to
take part optimally in the process of learning activities. An important element
that can bridge the first and second points is the creativity of the teacher as
a classroom manager. Hence, this chapter firstly presents a brief overview of
classroom dynamics. Then it discusses the principles of cooperative learning
and argues how cooperative learning could be applied successfully for the
teaching of English in Indonesia.
Finally, it emphasizes the important role of the teacher as a classroom
manager.
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Rahman, A. Q. (2004). Applying cooperative learning to uphold language classroom
dynamics. In B. Y. Cahyono & U. Widiati (Eds.), The
tapestry of English language teaching and learning in Indonesia (pp. 169-178). Malang: State
University of Malang Press.
Website: www.geocities.com/eltindonesia
Email: eltindonesia@yahoo.com