In classroom interaction, the problem of student is equal participation. Students do not have same chance to speak. Ur (1996: 113) states that few students can dominate the conversation where the other speaks up then they just speak very little or not at all. Hence, Penny suggested using cooperative learning to get successful learning.
According to Slavin in Rosdiana(2008: 12) states that cooperative learning is as method that shares idea in which students work together to learn and are responsible for their teammates learning as well as their own.
In addition, Johnson and David in Rosdiana (2008: 13) stated that cooperative learning is the relationship among students in a group that requires (1) positive interdependence, (2) individual accountability, (3) interpersonal skills, (4) face to face interaction and (5) processing group work. Furthermore, these components are elaborated as in the following:
- Positive interdependence. This point indicates the role of each student in a group as a team work. Jacobs sated that positive interdependence is the feeling among a group of students in helping any member of the groups.
- Individual accountability. Each student in a group has their own accountability to participate and give contribution to their group. Each student should show the best to speak because it can affect the success of their group.
- Interpersonal skills. Johnson et al (1991: 103) stated that interpersonal skill could be achieved if the students could (1) get to know and thrust each other, (2) communicative accurately and unambiguously, (3) accept and support each other and (4) resolve conflict constructively. Therefore, each student should be able to practice the collaborative skills to success in a group.
- Face to face interaction. The characteristic of promote interaction is when students interact each other, the member of the team provide effective and efficient helps and assistance in which they should promote each other through giving feedback and motivation, idea and some useful information that can influence to group’s goal. This is very useful in raising student’s motivation and self confidence to work in a team. As a result students will have high motivation to practice and produce utterance in target language.
- Group processing. Johnson et al (1991: 104) defines group processing as reflecting on a group session whether each member is helpful for the group and think of what the group should be in the next process. It is aimed to get improvement on using cooperative learning t achieve group’s goal.
Another consideration under cooperative learning is well known as group work. Group work in language classroom provides non threatening situations for developing communicate skill and fulfilling the linguistic need for interaction (Long and Porter in Rosdiana, 2008; 14). In addition, Barbara in Rosdiana (2008; 14) states that students working in small group or group work tend t learn more of what is taught and retain it longer than when the same content is presented in other instructional format.
There are several reasons proposed by Long and Porter for the use of group work in second language learning. First is opportunity to practice the target language increases. Second, the quality of learner speech improves. Third, learner receives more individual instruction. Fourth, group work creates a more positive climate for language learning. Fifth, learner’s motivation increases. Sixth, learners have more equal participation than in teacher led situation. The last, students can learn how to work together with others.
From those descriptions, the researcher comes up with the conclusion that cooperative learning and group work is the effective way of sharing idea in a group to raise student’s involvement in achieving speaking improvement.
