THE EFFECTIFENESS COOPERATIFE LEARNING TO TEACHINGREADING FOR JUNIOR HIGH SCHOOL

HERU SUTARMO 1101404218

CLASS VI G

TEACHING ENGLISH TO CHILDREN

ENLISH DEPARTMENT FACULTY OF TEACHER TRAINING ANDEDUCATION

UNIVERSITY OF COKROAMINOTO PALOPO2013/2014

BACKGROUND

A. DEFINITION OF LANGUAGE

Language is the human capacity for acquiring and usingcomplex systems of communication, and a language is anyspecific example of such a system. The scientific study oflanguage is called linguistics. Some definition of language :

a. Communication of thoughts and feelings through asystem of arbitrary signals, such as voice sounds,gestures, or written symbols.

b. Such a system including its rules for combining itscomponents, such as words.

c. Such a system as used by a nation, people, or otherdistinct community; often contrasted with dialect.

d. A system of signs, symbols, gestures, or rules usedin communicating.

Estimates of the number of languages in the world varybetween 6,000 and 7,000. However, any precise estimate dependson a partly arbitrary distinction between languages anddialect or signed, but any language can be encoded intosecondary media using auditory, visual, or tactile stimuli –for example, in graphic writing ,brailler , or wishtling. Thisis because human language is modality -independent. When usedas a general concept, "language" may refer to the cognitiveability to learn and use systems of complex communication, orto describe the set of rules that makes up these systems, orthe set of utterances that can be produced from those rules.All languages rely on the process of semi osis to relate signswith particular menings . Oral and sing language contain apsychologycal system that governs how symbols are used to formsequences known as words or morphemes, and a syntactic systemthat governs how words and morphemes are combined to formphrases and utterances.

Human language has the properties of productivity,recursivity, and dis placement, and relies entirely on social

convention and learning. Its complex structure affords a muchwider range of expressions than any known system of animalcommunication. Language is thought to have originated whenearly homonis started gradually changing their primatecommunication systems, acquiring the ability to form a theoryof other minds and a shared intentionality. This development issometimes thought to have coincided with an increase in brainvolume, and many linguists see the structures of language ashaving evolved to serve specific communicative and socialfunctions. Language is processed in many different locationsin the human brain, but especially in broca’s and wernicke’sarea. Humans aquire language through social interaction inearly childhood, and children generally speak fluently whenthey are approximately three years old. The use of language isdeeply entrenched in human culture. Therefore, in addition toits strictly communicative uses, language also has many socialand cultural uses, such as signifying group identity, socialstratification , as well as social grooming and entertainment.

So language is like a tools to communicate between one personto another , and person to group, so we can understood withanother.

B. HOW TO TEACH LANGUAGE TO CHILDREN

On the ESL forums one often sees teachers asking for ideasto make their one to one lessons more fun. Many teachers arebrilliant in the classroom but are at a loss for ideas when itcomes to teaching children English in private classes, andthat is a shame because teaching one on one can be veryrewarding, as well as often being a good source of extraincome.

By far the best approach for children for successful and funone to one teaching is to use games and songs. One of thetricks is to have a substantial library of games that work forone on one teaching. Another essential is to have a strongsense of fun and be prepared to join in the games.

If you teach using games children will love your privateclasses, and their parents will love you for the results you

achieve. A bi-product of this already very successfulcombination is that by teaching children in a fun way, youestablish an important link between enjoyment and learning,which can enhance the rest of that child's whole life.

Here now are some ideas to use games successfully whenteaching one to one. Most games need more than one player,which means that you sometimes need to join in and play thegame too. You could say, "well then I'd just win all thetime", and that can be true. So if you are playing a game thatis not just pure luck, and where normally you would win allthe time, then you can do things like this:

- Give your pupil a head start of 10 to 30 seconds.

- Make your task harder.

- Double the task you must complete in the same time yourpupil completes it once.

- Award your pupil three points to your one.

- Award your pupil 10 bonus points at the start of thegame.

- Lose deliberately by being slow (but pretend to hurry),or 'accidentally' drop your pen.

Another way of adding an element of fun to a one to onelesson is to use a stopwatch or timer to add excitement. Thisallows your pupils to race against themselves rather thanalways being in competition or playing against you.

Time your pupil each round of a game and see if they canbeat their previous time. You can also use the stopwatch togive a time limit to an activity, aiming to allow only justenough time so that your pupil is more stimulated than if heor she were simply working methodically through the exercise.

Oven timers that tick and have a bell that goes off afterthe given time is up are also good. Your pupil must completethe task before the bell goes off. Substitutes for an overtimer could be an alarm clock, a wind up musical box or an eggtimer.

Bells that you find on hotel reception desks are alsofun. The students race to tap on the bell when they have theiranswer. This is more effective when you have two or morestudents but is still an added fun element for the youngerchildren even in one to one lessons.

And finally, always be sensitive: be careful that oneperson does not always lose and only use competition if yousee that it enhances the mood rather than causes unnecessarytension or a loss of morale. With children between the ages of3 and 6 any form of competition is best avoided. You can playthe game or use the timer as usual, but make sure that youplay until the end so everyone wins - not just the person whofinishes first, and with the timer idea, it is essential thatthe child finishes before the time is up - even if you have toindefinitely extend that time. If a young child does notfinish in the required time it really upsets them and theywill probably cry - and that is not the aim of the game.Rather you want the child ALWAYS to succeed, so that he or shefeels great about learning English.

Teaching one to one is immensely rewarding, as progresscan be fast. In addition to games putting on short plays withyour student in front of their parents or friends is also awinning activity. Children absolutely love to be the centre ofattention and show off what they have learned. One can writesimple repetitive scripts with basic English, but with a funnytwist in them and this will give a great deal of pleasure tothe child, who will be happy to rehearse and perform, and forthe parents who will be so impressed with your results thatthey will be sure to keep sending their child to the lessons.

If possible lend or recommend films to watch forhomework, such as Spiderman, Batman, King Kong, or Cinderellaand Walt Disney movies - all in English with NO subtitles.Your pupils will watch these many times over willingly andwill absorb a huge amount of language subconsciously, even ifinitially they cannot understand the dialogues.

If you are thinking about the cost of buying videos thentake heart. You can find very cheap second hand videos andDVDs on the Internet.

You could also build a library of comic books to read forhomework. You would not expect your student to understand allthat much initially but the subconscious will be absorbing thelanguage all the time.

Take a deposit for the replacement cost of the video orcomic (including postage) to encourage return of the video orcomic.

The combination of giving fun classes with games, gettingresults and offering extra services such as a video or comiclibrary, will set you apart from your colleagues and you'll besure to get lots of recommendations from parents to you forprivate classes.

C. HOW TO TEACH ENGLISH TO CHILDREN

Many ways to teach English to children, like play the song,show them the picture, and etc.

Music is an amazing tool for teaching languages,especially to children. Good songs will bounce around in alearner's head long after their lesson is over. Young learnerspick up vocabulary, grammatical structures, and the rhythm ofthe language simply by doing what they already love todo...singing.

In addition, music can serve a variety of functions inyour classroom, at home, or even in the car. Music can set amood. Music can signal a transition from one activity toanother (for both the teacher and the student). Music can be abonding experience. Here are some ways you can use music inyour classroom.

You never know for sure what kind of energy level youngchildren are going to come to class with. One day, you have aclass full of children bouncing off the walls with energy(often on rainy days when they can't go outside to play), thenext day the same kids seem like they are moving in slowmotion. Music really helps to calm down a rowdy class, or givea class a needed boost of energy. The lullaby medleys, found

on all three of the super simple song original series CDs, canhelp create a calming environment in class, or try the slower-paced "Learn It" versions of the songs on some CDs. Sometimes,when a class is full of energy, they need to let it all outbefore settling down, so play a super active song such as"walking - walking," "seven step," "count and move , Whenthose songs are finished, most kids have burned off theirexcess energy and ready to settle down and concentrate.

1.THE EFFECTIFENESS COOPERATIFE LEARNING TO TEACHINGREADING

Cooperative Learning Strategies

Cooperative Learning has been proven to be effective forall types of students, including academically gifted,mainstream students and English language learners (ELLs)because it promotes learning and fosters respect andfriendships among diverse groups of students. In fact, themore diversity in a team, the higher the benefits for eachstudent. Peers learn to depend on each other in a positive wayfor a variety of learning tasks.

Students typically work in teams of four. This way, they canbreak into pairs for some activities, and then get backtogether in teams very quickly for others. It is important,however, to establish classroom norms and protocols that guidestudents to:

Contribute Stay on task Help each other Encourage each other Share Solve problems Give and accept feedback from peers

2. LITERATURE REVIEW AND THEORETICAL FRAMEWORK

In this chapter, relevant literature and theoretical framework of this study are presented, which include

(1) the communicative language teaching approach, (2) the development of communicative competence, (3) the distinction between cooperative learning and group

learning, (4) the relationship between cooperative learning and

language acquisition as well as communicative language teaching,

(5) the theories, elements, methods, and limitations of cooperative learning, and

(6) the research findings on cooperative learning in EFL teaching in Taiwan. The findings and suggestions yielded

in the relevant literature rationalize the framework of the present study.

This study reports new analyses from an earlier study by Antil, Jenkins, Wayne,& Vadasy (1998) in which 21 general education classroom teachers were interviewedabout their use of cooperative learning. We report teachers’ perceptions of howcooperative learning benefits special education and remedial students, thepercentage of these students who consistently participated in classroom cooperativelearning activities, its efficacy for these students, and the kind of modificationsteachers made for students with special needs. Teachers were generally positiveabout cooperative learning’s efficacy for students with learning problems, whileacknowledging that it worked better for some students than others. Major benefitswere improved self-esteem, a safe learning environment, and better classroomsuccess rates and products. The primary modification for special and remedialeducation students was selecting suitable partners for them. Use of cooperativelearning in elementary classrooms appears to be widespread. A congressionallymandated study of educational opportunity covering 3 million third-grade students(Puma, Jones, Rock, & Fernandez, 1993) found that a high percentage of theirteachers said they used cooperative learning in math (79%) and reading andlanguage arts (74%). Another survey of 85 elementary school teachers in two schooldistricts found that 93% indicated they used cooperative learning (Antil et al., 1998).An indepth interview of a subset of those teachers who said they used this approachdisclosed that 81% conducted cooperative learning lessons every day in a typicalweek, with 100% reporting use of the strategy for reading, and 81% for math.Teachers said they regularly used cooperative learning in four subjects. Althoughgeneral education teachers may be using cooperative learning and specialeducators advocating its use, the efficacy picture for cooperative learning withspecial education students remains cloudy. Two observational studies of specialeducation students in cooperative learning yielded a mix of positive and negativeresults (Beaumont, 1999, O’Connor & Jenkins, 1996). Likewise, experimental studiesof special education students’ achievement in cooperative learning report a similarmixture of outcomes, leading to lukewarm research reviews, “The opportunity forstudents to study together does not guarantee gains in academic achievement”(Tateyama- Sniezek, 1990, p. 436); and “…in light of the inclusive findings in theresearch literature regarding the efficacy of using cooperative learning (CL) withstudents with learning disabilities (LD), teachers may wish to exercise caution indeciding whether to use CL to improve these stu dents’ academic performance”(McMaster & Fuchs, 2002, p. 116). It is hard to reconcile the inconsistent researchfindings on cooperative learning with the strong advocacy for it found in the specialeducation literature. However, one voice notably missing from the conversationabout cooperative learning’s efficacy is that of classroom teachers who use thisapproach with special education and remedial students. Teachers have moreopportunities than perhaps anyone to gauge how students with learning problems

respond to cooperative learning. Their perspective could add an importantdimension to the knowledge base on how cooperative learning works for studentswith disabilities. In this article, we report general education teachers’ thoughts aboutcooperative learning’s use with special and remedial education students. Elementaryclassroom teachers spoke about their perceptions of cooperative learning’s benefitsfor special and remedial education students, the percentage of these students whoconsistently participated in cooperative learning lessons, the efficacy of cooperativelearning for struggling students, and modifications they made in cooperativelearning to accommodate special and remedial education students. Data in thisstudy are based on a set of interview responses that were given in connection withthe Antil et al. (1998) cooperative learning research.

MY THEORY

Cooperative learning is a good technique for teachingEnglish to children, because Teachers sometimes spoke aboutspecial education students specifically, and sometimes aboutspecial and remedial education students in general. Where wecould, we retained this distinction. Otherwise, results areorganized according to:

a. After do the task and remedial education studentsderive from cooperative learning.

b. Extent to which these students participated incooperative learning.

c. Efficacy of cooperative learning for special andremedial education students.

d. Modifications teachers made to increasestudents’success in cooperative learning.

We have classified teachers’ responses according tocommon themes and give the percentage of teachers whoseresponses fit a theme. Throughout this section, we attempt topreserve teachers’ voices, letting them express their thoughtsabout special and remedial education students in cooperativelearning. I have classified teachers’ responses according tocommon themes and give the percentage of teachers whoseresponses fit a theme. Throughout this section, we attempt topreserve teachers’ voices, letting them express their thoughtsabout special and remedial education students in cooperativelearning.

3.MATERIAL

a.Definition of cooperative learning

Cooperative learning is a form of active learning wherestudents work together to perform specific tasks in a smallgroup.

b.Definition of reading

Reading is how to get the information and understood what the passenger sent to reader while read the sentences or the article.

c.Some Cooperative Learning strategies

There are some popular strategies that can be used with all students to learn content (such as science, math, social studies, language arts, and foreign languages). However, they are particularly beneficial to ELLs for learning English and content at the same time. Most of these strategies are especially effective in teams of four:

1. Round Robin

Present a category (such as "Names of Mammals") fordiscussion. Have students take turns going around thegroup and naming items that fit the category.

2. Roundtable

Present a category (such as words that begin with "b").Have students take turns writing one word at a time.

3. Write around

For creative writing or summarization, give a sentencestarter (for example: If you give an elephant a cookie,he's going to ask for...). Ask all students in each teamto finish that sentence. Then, they pass their paper tothe right, read the one they received, and add a sentenceto that one. After a few rounds, four great stories or

summaries emerge. Give children time to add a conclusionand/or edit their favorite one to share with the class.

4. Numbered Heads Together

Ask students to number off in their teams from one tofour. Announce a question and a time limit. Students puttheir heads together to come up with an answer. Call anumber and ask all students with that number to stand andanswer the question. Recognize correct responses andelaborate through rich discussions.

5. Team Jigsaw

Assign each student in a team one fourth of a page toread from any text (for example, a social studies text),or one fourth of a topic to investigate or memorize. Eachstudent completes his or her assignment and then teachesthe others or helps to put together a team product bycontributing a piece of the puzzle.

6. Tea Party

Students form two concentric circles or two lines facingeach other. You ask a question (on any content) andstudents discuss the answer with the student facing them.After one minute, the outside circle or one line moves tothe right so that students have new partners. Then pose asecond question for them to discuss. Continue with fiveor more questions. For a little variation, students canwrite questions on cards to review for a test throughthis "Tea Party" method.

d.Implementation in class

This research brings together the fields of cooperativelearning, second language acquisition, as well assecond/foreign language teaching to create optimal schoolingexperiences for junior high school students. Integratingcooperative learning with the theories from the secondlanguage acquisition, i.e. the comprehensible input, the

comprehensible output, the interaction and context, and theaffective domain of motivation, the researcher hopes that thisempirical study can provide a close link between cooperativelearning and the communicative language teaching and, at thesame time, propose guidelines for EFL teachers who wish toimplement cooperative learning to enhance their students’proficiency in English as well as motivation toward learningEnglish. The purpose of this quasi-experimental study was toinvestigate the effects of cooperative learning on EFL juniorhigh school learners’ language learning, motivation towardlearning English as a foreign language, and the high- and low-achievers’ academic achievements in a heterogeneous languageproficiency group. A pretest-posttest group research designwas used. The sample population was from two classes of thefirst year junior high school students in a rural town incentral Taiwan. There were totally 70 students involved inthis study. The experimental group was taught in cooperativelearning for one semester with the methods of Three-Step-Interview, Learning Together, Talk Pair, Inside-OutsideCircle, and Student-Teams-Achievement Division. The controlgroup was taught in the traditional method of GrammarTranslation with some of the Audio-Lingual approach.

D.Goal of this method

reasons for cooperative learning greater studentachievement Cooperative learning produces greater studentachievement than traditional learning methodologies. I foundthat 63% of the cooperative learning groups analyzed had anincrease in achievement. Students who work individually mustcompete against their peers to gain praise or other forms ofrewards and reinforcements. In this type of competition manyindividuals attempt to accomplish a goal with only a fewwinners. The success of these individuals can mean failuresfor others. There are more winners in a cooperative teambecause all members reap from the success of an achievement.Low achieving students tend to work harder when grouped withhigher achieving students. There is competition among groupsin cooperative learning. Some forms of group competitionpromote cohesiveness among group members and group spirit.

When students collaborate, they have an opportunity todiscuss new concepts with someone close to their own level ofunderstanding. They get to try out new ideas and ask questionsin a small group before speaking to the whole class orfinishing a written product. When students discuss and defendtheir ideas or solutions with teammates, they learn to thinkproblems through, to support their own opinions, and tocritically consider the opinions of others before coming to aconclusion. And they learn that, in the end, theresponsibility for learning still rests with them. The SFAFcurriculum emphasizes team goals that can only be achievedwhen all members of the team are learning and improving. Thetask is not only to do something as a team but also to learnsomething as a team. Because individual students compare theirscores only with their own past performance, every team memberis able to contribute equally to the success of the team.

But how should this kind of experience be structured?According to research, three elements are key to makingcooperative learning effective: team recognition, individualaccountability, and equal opportunities for success.Cooperative learning as used in the SFAF provides all three.Success for All Foundation is founded on the belief that everychild can and will learn. No matter what the academic level ofthe student, each child is challenged to do his or her best,and the contributions of all team members are equally valued.Cooperative learning is one of the most powerful toolsteachers have in providing the level of engagement andacademic and social support their students need to besuccessful. In the cooperative-learning classroom, allstudents benefit from the constant coaching, encouragement,and feedback of their peers. And since more of theresponsibility for learning rests on students and teams,teachers are able to spend more time working with individualsand small groups of learners doing the kind of teaching thatoriginally drew them to the field.

Learning is a social activity. In fact, this socialdimension is a critical aspect in the learning process forpeople of any age. People learn in communities. Together, theyaccomplish more than as individuals and they have more fun inthe process. Students are no different. Research shows that

opportunities for cognitive rehearsal, clarification, andreteaching have a positive effect on academic achievement.

When students collaborate, they have an opportunity todiscuss new concepts with someone close to their own level ofunderstanding. They get to try out new ideas and ask questionsin a small group before speaking to the whole class orfinishing a written product. When students discuss and defendtheir ideas or solutions with teammates, they learn to thinkproblems through, to support their own opinions, and tocritically consider the opinions of others before coming to aconclusion. And they learn that, in the end, theresponsibility for learning still rests with them.

I has shown that using cooperative learning in theclassroom has positive effects on academic achievement,interethnic relationships, the development of Englishproficiency, acceptance of mainstreamed academicallyhandicapped students, self-esteem, liking of self and others,and attitudes toward school and teachers.

When students work together toward a common goal,academic work becomes valued by peers.

Students are motivated to help one another learn. Students take responsibility for their own learning.

Students translate the teacher’s language into kid talkfor one another.

Students learn to see situations from another’sviewpoint, justify their own viewpoints, and analyzeideas.

Students have fun learning.

When students have to organize their thoughts to explainideas to teammates, they engage in cognitive elaboration, oran extension of their thinking, which enhances their ownunderstanding, even when they are learning in a secondlanguage.

4.CONGCLUSION

A.ADVENTAGES OF COOPERATIVE LEARNING STRATEGIES ANDCHILDREN

Cooperative learning is a teaching strategy involvingchildren’s participation in small group learning activitiesthat promote positive interaction. This resource discusses thereasons for using cooperative learning in centres andclassrooms, ways to implement the strategy, and the long-termbenefits for children’s education.

Why try cooperative learning?

Cooperative learning promotes academic achievement, isrelatively easy to implement, and is not expensive. Children’simproved behaviour and attendance, and increased liking ofschool, are some of the benefits of cooperative learning.Although much of the research on cooperative learning has beendone with older students, cooperative learning strategies areeffective with younger children in preschool centres and primaryclassrooms. In addition to the positive outcomes just noted,cooperative learning promotes student motivation, encouragesgroup processes, fosters social and academic interaction amongstudents, and rewards successful group participation.

Cooperative learning strategies and children

Cooperative learning is a teaching strategy involvingchildren’s participation in small group learning activitiesthat promote positive interaction. This resource discusses thereasons for using cooperative learning in centres andclassrooms, ways to implement the strategy, and the long-termbenefits for children’s education.

Why try cooperative learning?

Cooperative learning promotes academic achievement, isrelatively easy to implement, and is not expensive. Children’simproved behaviour and attendance, and increased liking ofschool, are some of the benefits of cooperative learning.Although much of the research on cooperative learning has beendone with older students, cooperative learning strategies areeffective with younger children in preschool centres andprimary classrooms. In addition to the positive outcomes justnoted, cooperative learning promotes student motivation,encourages group processes, fosters social and academicinteraction among students, and rewards successful groupparticipation.

Can cooperative learning be used in early childhood classes?

When a child first comes to a structured educationalsetting, one of the teacher’s goals is to help the child movefrom being aware only of him or herself to becoming aware ofother children. At this stage of learning, teachers areconcerned that children learn to share, take turns, and showcaring behaviours for others. Structured activities, whichpromote cooperation, can help to bring about these outcomes.One of the most consistent research findings is thatcooperative learning activities improve children’srelationships with peers, especially those of different socialand ethnic groups. When children begin to work on readinesstasks, cooperation can provide opportunities for sharingideas, learning how others think and react to problems, andpractising oral language skills in small groups. Cooperativelearning in early childhood can promote positive feelingstoward school, teachers, and peers. These feelings build animportant base for further success in school.

What are the advantages of cooperative learning for elementaryschool students?

Children’s motivation to work in elementary school isdependent on the extent to which their basic psychologicalneeds are met. Cooperative learning increases studentmotivation by providing peer support. As part of a learningteam, students can achieve success by working well withothers. Students are also encouraged to learn material ingreater depth than they might otherwise have done, and tothink of creative ways to convince the teacher that they havemastered the required material. Cooperative learning helpsstudents feel successful at every academic level. Incooperative learning teams, low-achieving students can makecontributions to a group and experience success, and allstudents can increase their understanding of ideas byexplaining them to others. Well-constructed cooperativelearning tasks involve positive interdependence on others andindividual accountability. To work successfully in acooperative learning team, however, students must also masterinterpersonal skills needed for the group to accomplish itstasks. Cooperative learning has also been shown to improverelationships among students from different ethnicbackgrounds. ‘Cooperative learning methods sanctioned by theschool embody the requirements of cooperative, equal statusinteraction between students of different ethnic

How can teachers use cooperative learning strategies?

The basic steps involved in successful implementation ofcooperative learning activities are:

1 The content to be taught is identified, and the teacherdetermines criteria for mastery.

2 The most useful cooperative learning technique isidentified, and the group size is determined by the teacher.

3 Students are assigned to groups.

4 The classroom is arranged to facilitate group interaction.

5 Group processes are taught or reviewed as needed to assurethat the groups run smoothly.

6 The teacher develops expectations for group learning andmakes sure students understand the purpose of the learningthat will take place. A time line for activities is madeclear to students.

7 The teacher presents initial material as appropriate, usingwhatever techniques she or he chooses.

8 The teacher monitors student interaction in the groups, andprovides assistance and clarification as needed. The teacherreviews group skills and facilitates problem solving whennecessary.

9 Student outcomes are evaluated. Students must individuallydemonstrate mastery of important skills or concepts of thelearning. Evaluation is based on observations of studentperformance or oral responses to questions; paper and pencilneed not be used.

10 Groups are rewarded for success. Verbal praise by theteacher, or recognition in the class newsletter or on thebulletin board can be used to reward high-achieving groups.

B.DISADVENTAGES OF COOPERATIVE LEARNING STRATEGIESAND CHILDREN

In simple motivational terms, grading a group for thegroup's work provides an incentive for individual students inthe group to put forth maximum effort. If you gradeindividuals based on their respective roles and contributionswithin the group, you don't provide a natural motive forstudents to think interdependently. In fact, rewardingindividuals within the group can lead to people sticking toperceptions of their own roles and not focusing on sharingtheir talents and ideas within the group. Additionally,conflict resolution is usually necessary for group success,and group grades offer an incentive for members to workthrough challenges.

Accurate Assessment

Grading a student group for the results it produces isthe most accurate assessment of the performance against thestated expectations. If you put students in a group and conveycriteria for success, your measurement of that success shouldalign. In other words, if a group produces a paper or projectthat is incomplete, not thorough or of poor quality, acollectively poor grade is the most accurate assessment ofthat group's output. Accuracy in grade feedback is necessaryfor students to analyze their performance and work to improveon team skills and group interaction.

Varied Student Goals

One of the more valid and constant criticisms ofcooperative learning group grades is that students in a groupmay not have common goals. In a high school or college group,for instance, some students may want an A grade on the projectand in the class. Others may simply want to pass or have moremodest grade expectations. This leads to different levels ofmotivation and commitments to the group. This contributes togroup tension as some students feel as if they contribute moreand have more invested than others. Peer evaluations andadjustments to individual scores are methods some instructorsuse to offset this issue.

Inaccurate Individual Assessment

While a group grade accurately assesses group output, itdoesn't necessarily provide feedback to each team member onhis own team-orientation or skills. In the long run, studentgroups are temporary collaborations. While group success isimportant, it is more important that each student develop ateam orientation and teamwork skills to take into his futurecareer. Again, peer evaluations and some form of instructorcritique of individual contributions and performance canoffset this.

C.SUGESSTION

Establish group goals.

  Effective collaborative learning involves establishment of group goals, as well as individual accountability.  This

keeps the group on task and establishes an unambiguous purpose.  Before beginning an assignment, it is best to definegoals and objectives to save time.

Keep groups midsized. 

Small groups of 3 or less lack enough diversity and maynot allow divergent thinking to occur.  Groups that are toolarge create “freeloading” where not all members participate.a moderate size group of 4-5 is ideal.

Build trust and promote open communication. 

Successful interpersonal communication must exist inteams.   Building trust is essential.  Deal with emotionalissues that arise immediately and any interpersonal problemsbefore moving on.  Assignments should encourage team membersto explain concepts thoroughly to each other.  Studies foundthat students who provide and receive intricate explanationsgain most from collaborative learning.  Open communication iskey.

Establish group interactions. 

The quality of discussions is a predictor of theachievement of the group.  Instructors should provide a modelof how a successful group functions.  Shared leadership isbest.  Students should work together on the task and maintenancefunctions of a group.  Roles are important in groupdevelopment. Task functions include:

1. Initiating Discussions2. Clarifying points3. Summarizing4. Challenging assumptions/devil’s advocate5. Providing or researching information6. Reaching a consensus.

Keep in mind the diversity of groups. 

Mixed groups that include a range of talents,backgrounds, learning styles, ideas, and experiences arebest.  Studies have found that mixed aptitude groups tend tolearn more from each other and increase achievement of lowperformers.   Rotate groups so students have a chance to learnfrom others.

5.Appendix and motto

TEST 1

Making invitations

Do you know how to invite someone to your house for dinner or to go to the movies? What do you say in English when someone invites you? Here are some common expressions you can use when making or responding to invitations

Inviting:

Do you want to go to the movies tonight? Would you like to go to the theater tomorrow? Would you be interested in going to the the stadium next

Sunday? How do you fancy going to the the restaurant for dinner? How about going to the movies? Care to come over for lunch? I was just wondering if you would like to come over for a

drink. We'd be delighted to have you over for my birthday party.

Accepting invitations:

Sure. What time? I'd love to, thanks. That's very kind of you, thanks. That sounds lovely, thank you. What a great idea, thank you. Sure. When should I be there?

Declining invitations:

I can't.  I have to work. This evening is no good.  I have an appointment. I'm busy tomorrow.  Can I take a rain coatch on that? 

Test 2

After all of the you, know about how to make the invitation, accepting , and refuse or declining the invitation letter, all of you read the invitationcard at front of class with loudly

That's very kind of you, but actually I'm doing somethingelse this afternoon.

Well, I'd love to, but I'm already going out to the restaurant.

I'm really sorry, but I've got something else on. I really don't think I can - I'm supposed to be doing

something else.

MOTTOKNOWLEDGE IS THE RICH MATERIAL THAT CAN’T STOLEN BY ANYONE

AND KNOWLEDGE IS LIKE GATE TO

MAKE YOUR DREAM COME TRUE THROUGHT OUT OF DEPP SEA

IN THE MORNING START WITH HARDLY

IN THE NIGHT GET MORE EASY

THE FINALLY

MORE TRY

MORE PRACTICE

MAKE

REFERENCE

1. Nodelman, Perry (2008). The hidden adult: defining children’s literature.

2. Library of Congress.” Children literature . LIbrary of Congress Collections Policy Statement. Library of Congress. Retrieved 1 June 2013.

3. Chevalier, Tracy (1989). Twentieth-Century Children's Writers.cichago: St. james press

4. Smith, Dinitia (June 24, 2000). “ THE TIME PLAN A CHILDREN’S BEST SELLER LIST”. the new York time. Retrieved24 July 2012.

5. Browsing from internet http://en.wikipedia.org/wiki/Children's_literature