Article

JELITA: Journal of English Language Teaching and Literature

Volume n, Number n, August 2021, pages x-y

Literature Study : Developing P-ISSN 2721-1096

E-ISSN 2721-1916
Communicative Language
Through Cooperative Learning

Abd. Rajab
Universitas Muhammadiyah Makassar, Indonesia

Wahyuddin Rauf
STKIP Muhammadiyah Barru, Indonesia

Sudarsono
Universitas Muhammadiyah Makassar, Indonesia

Abstract
Teaching and learning process cannot separate from cooperative learning. The use of
cooperative learning in teaching language is actually very good because the cooperative
learning method will make students more active in the learning process. Although it is
very good in the learning process, cooperative learning is also not very fast in its use in
the online learning process. The world is now faced with the coronavirus disease (covid-
19) which forces almost all activities to be carried out online, including in the teaching
and learning process. Cooperative learning is very good in conventional teaching or
traditional teaching models, but it is very difficult to apply in online learning models,
therefore this paper will describe the shortcomings of cooperative learning in online
learning and recommend solutions found based on data. The study showed the
developing communicate language with cooperative learning in e-learning class.
The study have used literature study. The purpose of a literature study is to analyze
critically a segment of a published body of knowledge through summary, classification,
and comparison of prior research studies, reviews of literature, and theoretical articles
In response to the problem, how to develop communicative language through
cooperative learning. Therefore, researches on cooperative learning have caught much
attention from some researchers. However, a little study about cooperative learning with
online learning. So, based on study explanation that zoom platform and youtube
platform can cover the problem the use of cooperative learning in online teaching.
Coronavirus disease (COVID-19) force almost all of the activities by online including
in the teaching process.
 JELITA: Journal of English LanguageTeaching and Literature

Key words
Cooperative Learning and Online Learning

Corresponding author:
Abd. Rajab, Universitas Muhammadiyah Makassar, Makassar, Indonesia
Email: rajab@unismuh.ac.id

Introduction
The world of education is very closely related to the use of learning models in
teaching. The learning model is a pattern that is used as a guide in classroom learning
and tutorials. The learning model must refer to the approach to be used, including
learning objectives, classroom environment and management. Through teacher learning
can help students get information, ideas, skills, ways of thinking and expressing ideas.
Also serves as a guide for instructional designers.

In the world of cooperative learning education has a long history since ancient
times, teachers have encouraged their students to work together on certain group
assignments in discussion, debate, or additional learning. Jolliffe (2007) said that
essence cooperative learning requires pupils to work together in small groups to support
each other to improve their own learning and that of others. According to some experts,
cooperative learning is not only superior in helping students understand difficult
concepts, but is very useful for fostering critical thinking. (Slavin et al., 1985)
Cooperative learning methods are structured, systematic instructional strategies capable
of being used at any grade level and in most school subjects. All of the methods involve
having the teacher assign the students to four- to six-member learning groups composed
of high-, average-, and low-achieving students, boys and girls, black, Anglo, and
Hispanic students, and mainstreamed academically handicapped students as well as
their nonhandicapped classmates. In other words, each group is a microcosm of the
class in academic achievement level, sex, and ethnidty.

In the learning process the teachers will face difficulties in the learning process.
To overcome that is by using various methods, one of which is the use of cooperative
learning. Although many thinks that cooperative learning is good, not a few thinks that
cooperative spends a lot of time in learning. The one-way form of communication that
takes place in the lecture process in higher education has an impact on the low initiative
of students to participate directly in the process. The climate of lectures on campus
which is rigid or unidirectional tends to affect the emotions and behavior of students
who are less conducive to attending lectures. In climate
There are two types of student behavioral emotions. First, students are less able
to adapt to the lecture climate so they develop negative emotions (boredom, depressed,
annoyed, angry) and avoidance behavior from college assignments. The second is
students who are able to adapt to this climate with an orientation only to graduate from

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college. Thus, a lecturer-centered learning approach that positions students as student

objects needs to be immediately abandoned and changed to a centered approach.
students, namely a learning approach that positions students as learners who are
involved effectively in the learning process both physically, mentally and emotionally.
The low learning motivation and the ability of students to ask questions, express
opinions and discuss in class need to immediately find solutions so that the learning
process is more meaningful for students and in the end, it is able to boost the quality of
higher quality lectures.
The use of cooperative learning in teaching language is actually very good
because the cooperative learning method will make students more active in the learning
process. although it is very good in the learning process, cooperative learning is also not
very fast in its use in the online learning process. The world is now faced with the
coronavirus disease (covid-19) which forces almost all activities to be carried out
online, including in the teaching and learning process. Cooperative learning is very
good in conventional teaching or traditional teaching models, but it is very difficult to
apply in online learning models, therefore this paper will describe the shortcomings of
cooperative learning in online learning and recommend solutions found based on data.
Based on background this paper will cover how is developing communicate language
with cooperative learning in e-learning class?.
The study have used literature study. The purpose of a literature study is to
analyze critically a segment of a published body of knowledge through summary,
classification, and comparison of prior research studies, reviews of literature, and
theoretical articles (Embun, 2012).

Literature Review
There are some theoretical concepts or experts’ opinions related with the
cooperative learning. They include (1) Definition of Cooperative learning, (2) Concept
of Cooperative learning and, (3) Some Related previous study.

1) Definition of Cooperative Learning

Olsen and Kagan (1992) contended that CL is a group learning activity
that is set, so that learning depends on the exchange of information between
students when they are working together within a context of individual
accountability and motivation to enhance mutual learning. This definition
illuminates the principles of communication, interaction, individual
accountability, and above all cooperation. Other definitions illustrate and
highlight the shared goal that learners usually have in a CL classroom.
According to Ormord (2011), CL is an “approach to instruction in which
students work with a small group of peers to achieve a common goal and help
one another learn” (p. 443). Not only do students work together in this context,
but they also enrich and complement each other’s learning in a way that
enhances social awareness, communication skills, and language learning
competence.

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Different studies emphasize the role of CL in fostering students’

motivation and refining teaching and learning (Ara & Akter, 2013;
Azizinezhad,; Goodman, 2016). Thus, the theoretical framework along with the
related studies present substantial evidence that sheds light on the plethora of
constructive academic, social, cultural, and pedagogical outcomes of applying
systematic CL in the communicative language.

2) The Concept of Cooperative Learning

Terrell & Brown (1981) explain that the language teaching profession
has mirrored these theoretical trends with approaches and techniques that have
stressed the importance of self-esteem, intrinsic motivation, students
cooperatively learning together, developing individual strategies for constructing
meaning, and above all of focusing on the communicative process in language
learning. Some of these methodological innovations will be described in
subsequent chapters of this book, pertaining to issues and topics being discussed.
Today, many of the last few decades' pedagogical springs and rivers are
appropriately captured in the term Communicative Language Teaching (CLT),
now a catchphrase for language teachers. CLT, to be discussed further in
Chapter 8, is an eclectic blend of previous methods' contributions into the best of
what a teacher can provide in authentic uses of the second language in the
classroom. Indeed, the profession's single most significant challenge is to move
significantly beyond the teaching of rules, patterns, definitions, and other
knowledge "about" language to the point that we are teaching our students to
communicate genuinely, spontaneously, and meaningfully in the second
language.

a. What is cooperative learning? (Jolliffe, 2007)

It is necessary first to establish exactly what we mean by

cooperative learning. In essence, cooperative learning requires pupils to
work together in small groups to support each other to improve their own
learning and that of others. However, it is not quite so straightforward
because there are variations on cooperative learning and some fierce
arguments amongst academics as to the value of each, for example,
should it include any element of extrinsic reward, or should the reward
be purely intrinsic? This book is not going to take a purist attitude,
preferably a pragmatic one. What is essential is how teachers can plan
for cooperative learning and manage it in the classroom, but fundamental
to that is an in-depth understanding of what it is. Most researchers agree
that to be truly cooperative, learning should consist of crucial elements,
and two of these are particularly vital:

1. Positive interdependence – 'We sink or swim together'

This requires each pupil in a small group to contribute to the learning of
the group. Pupils are required to work in a way so that each group

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member needs the others to complete the task. It is a feeling of 'one for
all and all for one'.
2. Individual accountability – 'No Hitchhiking!'
This means that each member of the group is accountable for
completing his or her part of the work. It is important that no one can
'hitchhike' on the work of others. It requires each pupil in the group to
develop a sense of personal responsibility to learn and to help the rest of
the group to learn also.

Whilst researchers disagree about the other essential ingredients,

many feel that one further aspect is necessary, what is called the
'lubricant of cooperative group work': interpersonal and small-group
skills. These consist of two elements: the academic (task) skills, such as
following instructions, staying on task, planning and reviewing progress,
managing time, generating and elaborating on ideas. The second element
concerns the interpersonal skills such as listening to others, encouraging,
achieving a consensus, conflict resolution, and valuing others. Figure 1.1
shows these key elements visually.

Based on the above definition, it can be concluded that cooperative

learning maximizes learning to emphasize cooperation between students in

achieving learning goals.

b. Cooperative Learning in The Classroom

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The concept of collaborative learning is a method of learning that can

meet that challenge and can offer a way of solving it how these various problems
can be solved by involving participation participants linked collectively in a
group. Student groups like this carry out collaborative learning according to
each competency. Through communication patterns and the exchange of ideas,
perspectives, and analysis results, such groups can reduce partial solutions and
increase wholeness quality. Partial solutions are imprecise for some times and
places, but it requires a broad spectrum of holistic solutions that depend on the
suitability of time and place. Collaborative learning can not only find
comprehensive problem solving methods but will also be able to reveal new
knowledge about problem maps and new solution maps that are spatial and
timely. Collaborative learning does not only take place between classmates but
can also be developed among participants from various schools and universities,
even from various countries. More than that, this learning can reduce the
domination of a partial thought in its perspective and offer of solutions, replaced
by holistic thinking that offers a comprehensive solution. So that knowledge
new results can reduce complexity and offer linkage maps and tracing both in
the realm of the problem and the realm of the solution.

The structure of collaborative goals is characterized by a large amount of

interdependence between students in groups. In collaborative learning, students
say "we as well as you", and students will achieve goals only if other students in
the same group can achieve their goals together (Qin, 1995: 129-143). Success
in learning practices has characteristics that are supported by several reasons.
First, the active participation of students. Effective learning occurs when
students are actively involved in meaningful tasks and are actively involved in
interacting with the content of the lesson. Second, Practice. In a variety of
contexts, Practice can improve retention and the ability to apply new knowledge,
skills, and attitudes. Third, individual differences. The learning method is said to
be effective if it can overcome individual differences in terms of personality,
general talents and students' prior knowledge. Fourth, reverse. Feedback is
essential to determine the position of the students themselves about the task
being done. Fifth, realistic contexts. The students most easily remember and
apply the knowledge represented in a real-world context. Sixth, social
interaction. Serve humanitarian as a tutor or peer group member can provide
some pedagogical as well as social support.

3) Some Related Previous Study

Darmuki et al (2018) explains that The result their research is very

important to teaching and learning speaking. It gave positive influence to the
student's success and the effectiveness of learning in the classroom. In

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conclusion, the cooperative learning approach was more effective than the
conventional one in improving the speaking ability of students at the Department
of Indonesian Language and Letter Education. The cooperative approach is
proven to be effective in reaching the learning objectives. By cooperative
approach, the students get easy in speaking which finally can improve them to
speak better. The quality of process and learning outcomes became better. The
success of learning is determined by the roles of lecturer, students, and
appropriate learning method.
(Tran et al., 2019) The findings show that in nine weeks with cooperative
learning methods, a group of Vietnamese students achieved better resource
management and cognitive - metacognitive strategies on a post-test than did a
similar group who were taught by lecture-based methods. Results show that
cooperative learning should be applied to enhance students' effective
management of study time and environments; maintain students' effort when
dealing with uninteresting tasks; cooperate and seek for support from each other
for better learning outcomes. In addition, this learning technique also supports
students to restore information into long-term memory by reciting and relating
the learned knowledge; and apply the learned knowledge to new situations for
solving problems, decisions making, or making critical evaluations. Cooperative
learning also promotes students' awareness, knowledge, and control of cognition
for optimal learning outcomes. The findings provide Vietnamese lecturers with
more evidence to enhance productive changes for effective teaching methods
and better learning outcome. Therefore, cooperative learning is highly
recommended as an effective teaching technique in the pedagogical reform in
Vietnamese higher education; especially for transforming a more motivating
learning environment for students. Although it is argued that the learning
approaches of students are significantly influenced by their cultures (Neuman &
Bekerman, 2000), this study suggest that students' learning approaches can be
influenced by learning context with the benefits obtained via cooperative
learning technique (Nguyen et al., 2009).
Although the present findings demonstrate the effectiveness of
cooperative learning for students' resource management and cognitive -
metacognitive strategies, the sample of this study is limited to only 72
participants. Therefore, future studies are suggested to generate more evidence-
based benefits of cooperative learning with bigger participants to enhance the
reliability of the research findings. Together with a few research studies
investigating the effectiveness of cooperative learning in higher education level,
more studies on cooperative learning at different levels of Vietnamese education
(primary and secondary) should be conducted to maximize the evidence-based
implementation for the technique. It is important to popularize cooperative
learning in all levels of education due to its aforementioned benefits for students'
learning outcomes, more researches with bigger participants in different
education levels will be more persuasive for more educators to implement the
technique.

(Tran, 2019) Cooperative learning with interactive approaches advances

the motivation in a sample of Vietnamese higher education students. This study
has proven that the frequent collaborative interaction among students in the

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treatment group reinforced students' mutual collaboration for better learning

motives. This study consistently supports for findings of the previous studies in
different cultures that cooperative learning could be a more beneficial teaching
method. Findings of this study equip Vietnamese teachers with more empirical
support for implementing effective interactive techniques in teaching in order to
enhance students' learning motivation and better learning outcome. Thus,
cooperative learning is strongly proposed as a more effective pedagogical
instruction technique in the demanding educational innovation in Vietnam,
especially with the high demand for a better motivating learning environment for
students. Cooperative learning in which students can actively acquire and
implement the learnt knowledge is recommended to take place of the traditional
teaching with passive lecture-based. Although findings for this study support the
positive impact of cooperative learning on students' motivation, the sample of
this study is limited in only 72 students. Therefore, later researches are
recommended to examine the possible influence of cooperative learning on
learning attitudes and motivation with bigger groups of participants. By that
way, findings will be more reliable to widely generate the effects of cooperative
learning. Together with very few research studies investigating the effectiveness
of cooperative learning for higher education students in Vietnam, the findings of
this study cannot be generated that cooperative learning is the best teaching
method for all educational levels in Vietnam. Thus, more research on
cooperative learning at different educational levels in Vietnam should be
conducted

Li & Lam (2013) state that the major theory underlining cooperative
learning refers to social constructivism developed by Vygotsky. Jacobsen,
Enggen, & Kauchak (2009:230) argue that cooperative learning is a learning
strategy involving students to collaboratively cooperate in reaching the goal. It
belongs to a teaching and learning process engaging small groups which enable
students to cooperate to maximize somebody's own learning and other's
(Jonhson, David W., Jonhson, Roger T., dan Hulubec, Edythe Jonhnson, 2010:
4). The aim of cooperative learning is to create situation in which individual
success is determined or influenced by group success (Slavin, 2009:123). It is
one of student-centered approaches that has been documented in the existing
literature as an effective approach for helping students to acquire meaningful
communication skills, practical learning skills, and understanding knowledge
skills (Johnson & Johnson, 2008; Slavin, 2011).

A. Developing Communicative Language Through Cooperative Learning

Communicative language teaching becomes problematic in the context of

teaching English English as a foreign language. Jarvis & Atsilarat (2004) contend
that the problems generated by implementing the communicative approach have
varied, including the students’ level of proficiency, the class size and the time
allocated. In addition, problems such as a lack of quality materials, no need to speak

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English outside the classroom, and parents not being involved in the students’
learning create more complexity (Tipka, 2004). Lai (1994) mentions in particular
problems happening in the classroom such as limited time to use the language and
lack of student confidence to speak in English (self esteem, language anxiety and
lack of opportunities). Added to this, Lai (1994) noted that students’ perceptions of
their poor competence in English as well as teachers’ attitude towards learners’
performance become critically important.

1. Concepts of Communicative Language (Richards, 2005)

a. Communicative Language Teaching
Perhaps the majority of language teachers today, when asked to identify
the methodology they employ in their classrooms, mention "communicative" as
the methodology of choice. However, when pressed to give a detailed account of
what they mean by "communicative", explanations vary widely. Does
Communicative Language Teaching or CLT mean teaching conversation, an
absence of grammar in a course, or an emphasis on open-ended discussion
activities as the main features of a course? What do you understand by
communicative language teaching?

CLT can be understood as a set of principles about the goals of language

teaching, how learners learn a language, the kinds of classroom activities that
best facilitate learning, and the roles of teachers and learners in the classroom.
Let us examine each of these issues in turn.
b. The goals of language teaching
CLT sets as its goals the teaching of communicative competence. What
does this term mean? Perhaps we can clarify this term by first comparing it with
the concept of grammatical competence. Grammatical competence refers to the
knowledge we have of a language that accounts for our ability to produce
sentences in a language. It refers to knowledge of the building blocks of
sentences (e.g., parts of speech, tenses, phrases, clauses, sentence patterns) and
how sentences are formed. Grammatical competence is the focus of many
grammar practice books, which typically present a rule of grammar on one page,
and provide exercises to practice using the rule on the other page. The unit of
analysis and Practice is typically the sentence. While grammatical competence is
an important dimension of language learning, it is not all that is involved in
learning a language since one can master the rules of sentence formation in a
language and still not be very successful at being able to use the language for
meaningful communication. It is the latter capacity which is understood by the
term communicative competence.

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Communicative competence includes the following aspects of language

knowledge:

• knowing how to use language for a range of different purposes and functions
• knowing how to vary our use of language according to the setting and the
participants (e.g., knowing when to use formal and informal speech or when
to use language appropriately for written as opposed to spoken
communication)
• knowing how to produce and understand different types of texts (e.g.,
narratives, reports, interviews, conversations)
• knowing how to maintain communication despite having limitations in one's
language knowledge (e.g., through using different kinds of communication
strategies)
c. How learners learn a language
Our understanding of the processes of second language learning has
changed considerably in the last 30 years and CLT is partly a response to these
changes in understanding. Earlier views of language learning focused primarily
on the mastery of grammatical competence. Language learning was viewed as a
process of mechanical habit formation. Good habits are formed by having
students produce correct sentences and not through making mistakes. Errors
were to be avoided through controlled opportunities for production (either
written or spoken). By memorizing dialogues and performing drills the chances
of making mistakes were minimized. Learning was very much seen as under the
control of the teacher.

In recent years language learning has been viewed from a very different
perspective. It is seen as resulting from processes of the following kind:

• Interaction between the learner and users of the language

• Collaborative creation of meaning
• Creating meaningful and purposeful interaction through language
• Negotiation of meaning as the learner and his or her interlocutor arrive at an
understanding
• Learning through attending to the feedback learners get when they use the
language
• Paying attention to the language one hears (the input) and trying to
incorporate new forms into one's developing communicative competence
• Trying out and experimenting with different ways of saying things

d. The kinds of classroom activities that best facilitate learning

With CLT began a movement away from traditional lesson formats
where the focus was on mastery of different items of grammar and practice
through controlled activities such as memorization of dialogues and drills,

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towards the use of pair-work activities, role plays, group work activities and
project work. These are discussed in chapter three

e. The roles of teachers and learners in the classroom

The type of classroom activities proposed in CLT also implied new roles in
the classroom for teachers and learners. Learners now had to participate in
classroom activities that were based on a cooperative rather than individualistic
approach to learning. Students had to become comfortable with listening to their
peers in group work or pair work tasks, rather than relying on the teacher for a
model. They were expected to take on a greater degree of responsibility for their
learning. And teachers now had to assume the role of facilitator and monitor. Rather
than being a model for correct speech and writing and one with the primary
responsibility of making students produce plenty of error-free sentences, the teacher
had to develop a different view of learners' errors and of her/his role in facilitating
language learning.

f. The background to CLT

b) Phase 1: Traditional approaches (up to the late 1960s)
As we saw in chapter one, traditional approaches to language teaching
gave priority to grammatical competence as the basis of language proficiency.
They were based on the belief that grammar could be learned through direct
instruction and through a methodology that made much use of repetitive Practice
and drilling. The approach to the teaching of grammar was a deductive one:
students are presented with grammar rules and then given opportunities to
practice using them, as opposed to an inductive approach in which students are
given examples of sentences containing a grammar rule and asked to work out
the rule for themselves. It was assumed that language learning meant building up
a large repertoire of sentences and grammatical patterns and learning to produce
these accurately and quickly in the appropriate situation. Once a basic command
of the language was established through oral drilling and controlled Practice, the
four skills were introduced, usually in the sequence of speaking, listening,
reading and writing.
c) Phase 2: Classic communicative language teaching (1970s to 1990s)
In the 1970s, a reaction to traditional language teaching approaches
began and soon spread around the world as older methods such as Audiolingual
and Situational Language Teaching fell out of fashion. The centrality of
grammar in language teaching and learning was questioned, since it was argued
that language ability involved much more than grammatical competence. While
grammatical competence was needed to produce grammatically correct
sentences, attention shifted to the knowledge and skills needed to use grammar

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and other aspects of language appropriately for different communicative

purposes such as making requests, giving advice, making suggestions,
describing wishes and needs and so on. What was needed in order to use
language communicatively was communicative competence. This was a broader
concept than that of grammatical competence, and as we saw in chapter one,
included knowing what to say and how to say it appropriately based on the
situation, the participants and their roles and intentions. Traditional grammatical
and vocabulary syllabuses and teaching methods did not include information of
this kind. It was assumed that this kind of knowledge would be picked up
informally.

d) Proposals for a communicative syllabus

A traditional language syllabus usually specified the vocabulary students
needed to learn and the grammatical items they should master, normally graded
across levels from beginner to advanced levels. But what would a
communicative syllabus look like?

2. Online learning with cooperative learning

The initial concept of cooperative learning is to work together students and
students in the form of groups with offline learning or conventional learning
systems. However, cooperative learning is not appropriate to use in online learning
because in group formation, a teacher cannot control students directly and students
also cannot collaborate directly face-to-face with other students. Therefore,
cooperative learning cannot be used by teachers independently. Cooperative
learning must be combined with the use of the web, apps, or applications as a
medium for students and teachers to interact together. Some media that can be used
to maximize the use of cooperative learning in language learning:

a. Zoom

Breakout rooms allow you to split your Zoom meeting into up to 50 separate

sessions. The meeting host can choose to automatically split the participants of the
meeting into these separate sessions. They can allow participants to select and
enter breakout sessions as they please the use of this zoom can maximize the
objectives of the cooperative learning model. Zoom application is an application for
conference or meeting, direct learning in virtual form. Zoom has a breakroom
feature/menu that functions to divide or make a group in room zoom. This breakout
room serves to help the cooperative learning model in its application. Students who
are formed in a group can be mediated by using a zoom out to discuss together
without disturbing other group activities. Likewise, the teacher can directly control
students who are discussing, which are divided into groups (breakout rooms). In

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research, Limbong & Simarmata (2020) said that the use of Zoom and Edmodo
produced effective learning results in the synchronous learning process.

b. Youtube

Youtube is one of the largest online media in the world. YouTube has many
functions, including sharing videos, live meetings, and others. YouTube can be a
medium to support the use of cooperative learning models. A teacher can create a
group to complete the project. A group must complete the project by working
together and discussing it with other group members. The discussion process must
be recorded and then uploaded on YouTube. Through the YouTube video, a teacher
can directly see the discussion process in project work. However, YouTube's
drawback is that the teacher does not directly control the group discussion because
they can only see the discussion process after the students upload it on YouTube.
YouTube can reveal how students interact with each other in this informal space and
the role of YouTube video content in community building and supporting informal
peer learning. The nature of informal learning spaces due to their focus not only on
education, but also entertainment leads to variation in the quality, reliability and
appropriateness of content. besides exploring students' digital literacy, uncovering
the strategies used to first navigate these spaces and then critically engaging,
analyzing, and assessing the material they might find (Tan, 2013).

Conclusion
In response to the problem, how to develop communicative language through
cooperative learning. Therefore, researches on cooperative learning have caught much
attention from some researchers. however, a little study about cooperative learning with
online learning.. so, based on the explanation above, zoom and YouTube can cover the
problem the use of cooperative learning in online teaching. Coronavirus disease
(COVID-19) force almost all of the activities by online including in the teaching
process.

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Darmuki, A., Andayani, Nurkamto, J., & Saddhono, K. (2018). The Development and
Evaluation of Speaking Learning Model by Cooperative Approach Agus.
International Jounal of Unstruction, 11, 115–128.

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