Nghiên cứu khảo sát về thực trạng sử dụng các hoạt động cộng tác trong giờ học viết nhằ

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

VŨ THI BÍCH NGOC

A SURVEY ON APPLYING COOPERATIVE ACTIVITIES IN WRITING
LESSONS TO IMPROVE WRITING SKILLS OF NON-ENGLISH MAJOR
FIRST YEAR STUDENTS AT A COLLEGE IN HA NOI
(Nghiên cứu khảo sát
về thực trạng sử dụng các hoạt động cộng tác trong giờ học viết
nhằm mục đích cải thiện kỹ năng viết của sinh viên khối không chuyên
trong một trường Cao Đẳng ở Hà Nội)

M.A. Minor Thesis

Field: English Teaching Methodology
Code: 8140231.01

HANOI – 2018
ơ
ơ


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

VŨ THI BÍCH NGOC

A SURVEY ON APPLYING COOPERATIVE ACTIVITIES IN WRITING

LESSONS TO IMPROVE WRITING SKILLS OF NON-ENGLISH MAJOR
FIRST YEAR STUDENTS AT A COLLEGE IN HA NOI
(Nghiên cứu khảo sát
về thực trạng sử dụng các hoạt động cộng tác trong giờ học viết
nhằm mục đích cải thiện kỹ năng viết của sinh viên khối không chuyên
trong một trường Cao Đẳng ở Hà Nội)

M.A. Minor Thesis

Field: English Teaching Methodology
Code: 8140231.01
Supervisor: Assoc. Prof. Dr. Phạm Thị Thanh Thùy

HANOI – 2018
ơ
ơ


DECLARATION

I hereby certify that the thesis entitled “A Survey on Applying Cooperative
Activities in Writing lessons to Improve Writing Skills of non – English major
first year Students at a College in Ha Noi” is the result of my own research for the
Degree of Master of Arts at University of Languages and International Studies –
Vietnam National University, Hanoi and that this thesis has not been submitted for
any degree at any other university or tertiary institution.
Hanoi, 2018
Signature

Vũ Thị Bích Ngọc

i


ACKNOWLEDGEMENT

This thesis could not have been completed without the help and support from a
number of people.
First and foremost, I would like to send my sincere thanks to my supervisor, Pham
Thi Thanh Thuy, Assoc. Prof. for her enthusiastic guidance, critical feedback, and
valuable encouragement during the implementation of the study.
I am immensely grateful to the lecturers in the Faculty of Post-Graduate Studies
who gave me broad background and precious knowledge. What they taught me is
really plentiful resources for my study.
Last but not least, I want to thank my family, my friends, my colleagues and my
students for their supporting and encouraging me during the completion of this
paper.
Without the enthusiastic assistance of those people, this M.A. minor thesis could
have been hardly completed.

ii


ABSTRACT
Writing has a unique position in language teaching and language learning because
it’s involved practice and knowledge of three other language skills: reading,
speaking and listening. Moreover, it is not easy to become a good writer even if
you are a good speaker, reader or listener. Learners always try the best to think or
plan carefully, to set the objective and to write drafts for the writing. In order to
have perfect writing, learners should learn the way to write and find out the suitable

method. This study is the relation between cooperative learning and teaching
writing skill at class. This work will show the importance of using cooperatives
activities at a college in Ha Noi as well as the attitude of teachers and students
toward this method. After all, some suitable activities will be proposed so that
teachers can use to help their students improve writing skill.

iii


TABLE OF CONTENTS

DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENT ....................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF FIGURES ............................................................................................... vii
LIST OF TABLES ................................................................................................ viii
LIST OF ABBREVIATIONS................................................................................. ix
PART 1: INTRODUCTION .......................................................................................1
1. Rationale of the study..............................................................................................1
2. Objectives of the study ............................................................................................2
3. Significance of the study .........................................................................................2
4. Scope of the study ...................................................................................................3
5. Method of the study ................................................................................................3
6. Organization of the thesis........................................................................................3
PART 2: DEVELOPMENT .....................................................................................5
CHAPTER 1: LITERATURE REVIEW ................................................................5
1.1. Theoretical background of writing .......................................................................5
1.1.1. Definition of writing .........................................................................................5
1.1.2. The writing process ...........................................................................................5
1.1.3. The factors affecting student’s motivation to writing skill ...............................8

1.2. Theoretical background of Cooperative learning...............................................10
1.2.1. Definition of Cooperative learning .................................................................10
1.2.2. Types of Cooperative learning ........................................................................14
1.2.3. Elements of Cooperative learning ...................................................................19
1.2.4. Advantages and disadvantages of Cooperative learning ................................21
1.2.5. Group formation ..............................................................................................24
1.2.6. Cooperative Activities .....................................................................................27
1.2.7. Cooperative activities in teaching and learning English .................................29

iv


CHAPTER 2: RESEARCH METHODOLOGY .................................................33
2.1. Settings ...............................................................................................................33
2.1.1. The context ......................................................................................................33
2.1.2. Learners ...........................................................................................................33
2.1.3. Teachers ..........................................................................................................34
2.1.4. Syllabus ...........................................................................................................35
2.1.5. Textbooks ........................................................................................................35
2.1.6. Equipment .......................................................................................................35
2.2. The participants ..................................................................................................36
2.3. Data collection instruments ................................................................................36
2.3.1. Questionnaires .................................................................................................36
2.3.2. Interviews ........................................................................................................37
2.3.3. Class observation ............................................................................................37
2.4. Data collection procedure ..................................................................................37
CHAPTER 3: FINDINGS AND DISCUSSION ...................................................39
3.1. Cooperation and Cooperative activities .............................................................39
3.1.1. Students’ and teachers’ understanding about cooperation ..............................39
3.1.2. Types of Cooperative activities .......................................................................40

3.1.3. The frequency of using Cooperative activities in writing periods ..................41
3.2 Students’ attitudes to Cooperative activities and materials ................................42
3.2.1 Students’ attitudes to writing periods...............................................................42
3.2.2. Students’ attitudes to Cooperative activities ...................................................43
PART 3: CONCLUSION .......................................................................................52
1. Conclusion.............................................................................................................52
2. Recommendations .................................................................................................54
3. Limitations ............................................................................................................54
4. Suggestions for further study ................................................................................55
REFERENCES ........................................................................................................56
APPENDICES ........................................................................................................... I

v


APPENDIX I: QUESTIONNAIRES ....................................................................... I
APPENDIX 2: OBSERVATION SHEETS.......................................................... IX
APPENDIX 3: INTERVIEW WITH TEACHERS........................................XXIX

vi


LIST OF FIGURES
Figure 1: The writing process approach
Figure 2: The relationship between cooperative and collaborative learning
Figure 3: Type of cooperative learning
Figure 4: The roles of teachers in formal cooperative learning
Figure 5: Cooperative learning elements by Johnson, D.W., et al.
Figure 6: Illustration of Random-grouping
Figure 7: Homogeneous and heterogeneous groups

Figure 8: Cooperative activities
Figure 8: Frequency of using cooperative activities in writing periods.
Figure 10: Student’s preferences for Cooperative activities.
Figure 11: Group division in cooperative activities
Figure 12: Group forming in cooperative activities
Figure 13: Students’ preferences for materials
Figure 14: Time distribution for Cooperative Activities in writing class

vii


LIST OF TABLES
Table 1: The difference between cooperative learning and competitive learning
Table 2: Roles of teachers in CL and traditional learning
Table 3: Changes in Characteristics in Group Dynamics
Table 4: Students’ cooperation in cooperative activities
Table 5: Students’ attitudes to writing periods

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LIST OF ABBREVIATIONS

CL

Cooperative learning

M.A

Master of Arts

B.A

Bachelor of Arts

T

Teacher

Ss

Students

ix


PART 1: INTRODUCTION
1. Rationale of the study
In the modern life, English becomes a very important mean to communicate in
enhancing economy, culture, politics and other relations among countries.
Therefore, teaching and learning English play much significant position in
education system in over the world. Nowadays, learners concentrate mostly on
communication as well as speaking skills. They want to go abroad. They want to
work for foreign companies. Hence, writing skills are not really promoted.
Otherwise, English is considered to be a mean of communication which people
commonly used to exchange information, absorb experience as well as broaden
their mind, writing in English is becoming a difficult goal to achieve. Hyland (2003)
believed that performance in language development is the process of writing skills.
English learners do not only speak a language they also have to write down it on
paper to exchange email, report and so on. A professional writing version can

express cohesion, logicality, well-organization and interest (Jacobs & L, 1981; Hall,
1988).
Although there has been much innovation in English Teaching Methodology,
students usually meet difficulties in writing comprehension in the target language.
In other words, in some classrooms, teachers or lecturers tried to teach students by
their own way. They do not clearly observe or they do not have enough enthusiasm
to motivate learners. Teachers mostly teach students by providing background
knowledge of the topic; organizing learners to discuss a topic or analyzing the
available writing; asking some related questions to the topic, providing words and
structures etc., nevertheless; their writing comprehension in the second language is
limited. In addition, students are passive in learning language. They always do not
want to join in activities and work in pairs or groups. Learners as well as teachers
do not really recognize that cooperation in leaning is a very good way to enhance
leaning, especially writing skills.

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As a teacher of English, who is aware of the fact and wishes to motivate students
into writing skills and involve them into cooperative activities, this study was
conducted to make clear the current situation of using these activities in writing
lessons and students’ attitude towards them to find out some practical methods so as
to incorporate them into writing periods to motivate the first year students at Hanoi
College of Pharmacy.
2. Objectives of the study
The study aims at:


Investigating the current situation of using cooperative activities in writing

classes for non – English major first year students at Hanoi College of Pharmacy.


Identifying students’ attitudes and teachers’ ones towards cooperative

activities in writing classes.


Suggesting some recommendations for applying these cooperative activities

to motivate non – English major first year students at Hanoi College of Pharmacy.
With those above objectives, three research questions were raised:


Which cooperative activities are currently used in writing classes for non –

English major first-year students at Hanoi College of Pharmacy?


What is the situation of using these cooperative activities in writing class?



Which cooperative activities are the students’ preferences in writing class?

3. Significance of the study
The study is conducted to examine the current situation of using cooperative
activities and students’ attitude towards them. Therefore, it is expected to bring
about some advantages to both the lectures and students at Hanoi College of
Pharmacy. The researcher hopes that the students will raise their awareness of the

benefits of cooperative activities in their writing lessons; hence, they will group
with their partners to achieve their common goals in these classes. Besides, it is
hoped that the study will help teachers at Hanoi College of Pharmacy in Hanoi
apply, adjust their teaching methods as well as design some activities appropriately
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in their own lessons. Furthermore, this study is also believed as a reliable source of
reference for all researchers or those who are concerned.
4. Scope of the study
Analyzing the objectives and research questions, the study concentrates on the
effectiveness of cooperative activities used in writing classes at Hanoi College of
Pharmacy. More specifically, the researcher focuses on cooperative activities used
writing periods for non – English major first-year students at this college to find out
some students’ preferences and effective methods to motivate students’ writing
skills.
In terms of participants, the study investigates 120 non – English major first-year
students at Hanoi College of Pharmacy. In addition, 7 lecturers of teaching English
in these classes will be included in this research.
5. Method of the study
The research is conducted basing on both qualitative and quantitative methods.
First, quantitative methods were applied to investigate the participants’ performance
in writing lessons. Additionally, close-ended, open-ended questionnaire items and
rating scale response were used. The survey was carried out with the participation
of 120 non – English major first-year students at Hanoi College of Pharmacy who
come from two different Departments. Besides, qualitative approach was also
involved in the process of data collection, the data in semi – unstructured interviews
with 7 lectures at Hanoi College of Medicine and Pharmacy contributed much to the
data analysis.
6. Organization of the thesis.

This study consists of three main parts:
Part one named Introduction, is the introduction which presents the rationale of the
study, significance of the study, objectives, research questions, scope and method of
the study.
Part two called Development, consists of four main chapters:

3


Chapter one, literature review, deals with theoretical background about writing
skills and cooperative learning.
Chapter two, the study, is an overview of the reality of using cooperative activities
in writing classes for non-English major first-year students at Hanoi College of
Pharmacy, students’ attitudes and teachers’ attitudes towards cooperative activities
in writing classes.
Chapter three, data analysis and discussion, focuses on analyzing the data.
Chapter four, recommendations, suggests some cooperative activities to apply in
writing classes.
Part three, conclusion, is the last part, summarizes the main contents of the study.
In addition, the pedagogical implications, achievement and limitations of this study
are discussed clearly.
Besides, other parts of the study are the list of references and the appendixes.

4


PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Theoretical background of writing
1.1.1. Definition of writing

Academic writing is a key competence that is used as a means of building
knowledge and allowing the knowledge that has been conveyed to be processed.
According to Klimova, B. (2013), “Writing has a unique position in language
teaching since its acquisition involves a practice and knowledge of other three
language skills, such as listening, reading and speaking”. The fact is that writing is a
complex skill (not only in terms of academic language). Therefore, Adamzik and
Pieth (1997: 34) differentiated some sublevels of writing skills such as: text
competence and writing competences. He stated that: “text competence - the
receptive and productive handling of texts and writing competence which includes
not only text type knowledge but also strategic and pragmatic/communicative
competences coupled with discourse competence… Discourse competence means
that students know that in principle they are writing even while still at university for
a (partial) public rather than solely for the seminar tutor”.
The need for (academic) writing guidance is still neglected in teaching at
some universities because many university lectures assumed that students will
automatically equipped with the requisite knowledge of academic knowledge.
Therefore, defining some procedures in teaching writing process is one of essential
factors that makes effective learning.
1.1.2. The writing process
According to Murray (1987), writing process approaches are premised that writing
is an “iterative process”. Similarly, Nunan (1991) clearly states that the process
approach focuses on the steps to create a piece of work and the process writing
allows a writer to get closer to perfection by producing, reflecting on, discussing
and reworking successive drafts of a text.

5


For more explanation, Murray (1987), in his study, diagrams the process of writing
as shown below:

Figure 1: The writing process approach
As Figure shows, the process approach includes different stages. These stages of
writing process can happen at different points. Curry, (1996) claimed that
“Lecturers can help clarify student’s misconception about writing by explicitly
teaching the stages of the writing process. Some procedures of writing process
approach can be discussed below:


Prewriting

Prewriting strategies such as brainstorming and freewriting can help students
brainstorm ideas, collect data and information, activate their thoughts and organise
their ideas. Although some experienced writers can invent and activate their ideas

6


while they are writing, students find useful to note down some ideas before creating
a formal text.


Drafting

As discussed before, writing is an “iterative process”. Therefore, writing process
should provide opportunities for students to revise a piece of work in response to
feedback from peer - checker or the lecturer. Murray (2003) also discussed that re –
drafting a piece of work decreases opportunities of plagiarism since the lecture may
have seen the first draft of it. In official draft, the writer should focus on developing
meaning, using ideas collected in prewriting strategies. He also claimed that when

drafting, writers, including non-native speakers of English, should try to avoid
concerning too much on linguistic accuracy unless it prevents them from making
meaning texts. Ideally, revising a draft helps students internalise the types of
responses that readers make to their work.


Peer reviewing

A key process of writing process approaches is the collecting and responding to the
feedback of others while a text is under writing. Feedback on students’ drafts may
exist in two forms such as oral and written forms by peers or lecturers. Clearly,
students may feel that lecturers’ comment is worthier than students’ because of
lecturers’ academic knowledge. In reviewing process, students can develop their
critical faculties and discover how others respond to their writing. Peer review may
occur within pairs or groups to do an assignment over a period of time.


Reflection

According to Murray (2003), reflection means letting a piece of writing sit with the
feedback from peers or the lecturer.

This stage may allow writers to raise

awareness of linguistic gaps in their text structure.


Editing and proofing

The final stages of writing process approaches consist of “editing, proofreading, and

polishing a text” (Murray, 2003). In this stage, writers focus on the mechanic of

7


writing, including formatting, references, footnotes, and issues of linguistic
accuracy. It may be explained on the notion that again students have more
opportunities to work in pairs to review their partner’s work.
According to these above descriptions, it can be concluded that process approach to
teach writing focuses on the writing process rather than the product – orientation.
Teaching writing should be a

process

including some steps, namely “prewriting”

(brainstorming, collecting ideas); “drafting” seeking feedback from peers or the
lecturers;

“revising”

(collecting

feedback,

reconsidering

organization);

“proofreading”, and “publishing” the final text. In order to teach writing

successfully, it is necessary that lecturers should take consideration into these useful
writing process approaches.
1.1.3. The factors affecting student’s motivation to writing skill
As discussed before, writing skill is a very complex process. It also follows that
teaching writing is a very difficult task. The complexity of factors involved in the
learning or teaching a second language makes it even harder to account for students’
low motivation in writing periods.
The following table lists out summary of factors affecting to students’ motivation to
writing through personal experience and consulting previous researchers

8


Table 1: Factors affecting students’ motivation to writing skills
Factors affecting student’s motivation to writing skill
Teacher’s knowledge and ability to motivate
students
Learner’s shortage of inceptive skills, motivation
and pratice and effects of L1
Internal factors: cognitive and affective attributes
External factors: knowledge, exposure to the
language, background and surrounding
Internal factors: insecurity, unwillingness to use
the target language, lack of knowledge and languages
transfer
External factors: time allocation and the teachers’
methodology
Lack of motivation
Lack of reading
The impact of students L1 into the target

language writing
the control the teacher had over almost
all activities, and student beliefs about learning in this
context
The control of teacher on all activities
Student’s beliefs about learning environment
Personality factors within a person
extrinsic factors-social cultural
Materials, media, classroom activities, classroom
management, teaching approach, and teaching strategy
Materials, media, classroom activities, classroom
management, teacher’s strategy and teacher’s approach

Reseachers
Fareed, M.; Ashraf,
A. and Bilal, M.
(2016)
Latu, M.F.

Writ. Doors. J. (2014)

A group of authors:
Belkhir,
A.
and
Benyelles, R (2017)
Mary, U. H.
(1998)

-

Brown (2000)

-

Yasin(2011)

-

Herdi,H.(?)

With purposed outcomes by conducting the research, some factors influencing the
students’ writing skill in the classroom will be identified by inferring some aspects
based on Yasin’s ideas. The factors that influenced the students’ motivation writing
skill are illustrated by the following diagram:

9


Materials and teaching aids

Students’
motivation
to writing
skill

Classroom activities
Classroom organization
Teaching approach/ pedagogy

Figure 2: Factors affecting students’ motivation to writing skill
In conclusion, due to the context and the scope of this study, the researcher focuses
on discussing classroom activities and some related issues to explore their effects on
students’ motivation at Hanoi College of Pharmacy in the next part.
1.2. Theoretical background of Cooperative learning
1.2.1. Definition of Cooperative learning
From the beginning of time, teachers and pedagogic experts in the world have been
trying to discovery the best way to teach their children. Many practices and
researches have been done, some have failed and others have extended
achievements. In the development of teaching approaches, when group work is
introduced in a classroom, one approach that continued to be a highly controversial
topic is that of Cooperative learning. There are many different points of view of
cooperative as discussed below.
According to a journal on Best Teaching Practices published on June 2014,
“Cooperative learning is not just group work, but a dynamic teaching strategy that is
not as simple as it may seem”. In order to understand it, more explicit definitions
have been defined.

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In his study, Richard, J.C., Plat & Platt (1997) mentioned that “Cooperative learning
is an approach to teaching and learning in which classroom are organized so that
students work together in small cooperative teams”. There comes an agreement that
these two points of view mention the structure of the teaching approach. Because of
the limitation, the following discussions may be the most understandable and
recognizable ones in defining the definitions of cooperative learning.
Johnson – Johnson (1999) in his study has claimed that “Cooperative learning is a
teaching practice that breaks students into groups of 3-4 with each student having a
particular role within the group”.

In the journal published on June 1992, the authors noted that Cooperative learning
is a teaching strategy in which small groups of “different levels of ability, use a
variety of learning activities to improve their understanding of a subject”. Each
member is responsible not only for learning but also for helping his partners, thus
“creating an atmosphere of achievement”. Ideally, the above definition mentions to
the structure; objective and function of the approach.
Similarly, in their work, Johnson & Johnson and Smith, (1989) stated that:
“Cooperative learning is the instructional use of small groups so that students work
together to maximize their own and each other’s learning”. They explained that
within cooperative learning, each member seeks outcomes that are beneficial to
themselves and other members. In comparison with the series of theories, this
definition indicates two main characteristics of cooperative learning: group
environment and member’s role.
In conclusion, there are various points of view on the concepts of Cooperative
learning. Though they are presented differently, they all mention to function of
group as well as group environment in which students work together to maximize
their learning and their partners’ achievement.


Cooperative learning and Competitive learning

As discussed above, cooperation is working together in a small group to accomplish
a common goal. Based on these characteristics, it seemed be contrasted with

11


competitive learning. To understand more about Cooperative learning, the next part
will focus on discussing about the difference between Cooperative learning and
Competitive learning in language teaching.

Johnson, D. and Johnson, R. (2003), in an overview of Cooperative learning,
commented that while Cooperative learning directs to the instructional use of a
small group, Competitive learning mentions the individualistic structure of a group.
It means that instead of working together to achieve shared goals in Cooperative
learning, students work by themselves to accomplish learning goals unrelated to
those of the other students in Competitive learning. Moreover, according to an
article published by McIntyre, T., “in Cooperative and individualistic learning, you
evaluate student efforts on a criteria – referenced basis while in competitive
learning you assess students on a norm – referenced basis. To conclude these points
of view, in the journal published on June 1992, the authors summarized as below:
Table 2: The difference between Cooperative learning and Competitive learning
Source: McIntyre, T., Retrieved at www.BehaviorAdvisor.com
Completive learning

Cooperative learning

-

No interaction between pupils

-

Active interaction with others

-

Not accountable to others

-

Accountable to others

-

Responsible only to themselves

-

Responsible to the group

-

Homogeneous grouping, if any

-

Heterogeneous grouping

-

One student serves as leader

-

Positive interdependency

-

Social skills assumed or ignored

-

Social skills taught directly



Cooperative learning and Collaborative learning

To understand more about Cooperative learning, the next part will mention to the
relationship between Cooperative learning and Collaborative learning. Thus, what
exactly is Collaborative learning? According to Laal, M. and Ghodsi, S.M. (2011),
“Collaborative learning is an educational approach to teaching and learning that

12


involves groups of learners working together to solve a problem, complete a task, or
create a product”. In a workshop conducted by a group of authors from Educational
Broadcasting Corporation (2004), “Collaborative learning is a method of teaching in
which students gather to explore a significant question or create a meaningful
project”. They also gave some examples of Collaborative learning such as: a group
of students discussing a lecture or students from different schools working together
over the Internet.
From the perceptive points of view, some researchers have been trying to
differentiate collaborative and cooperative learning by pointing out the similarities
and the differences of these two terms.
In their work, a group of authors from Educational Broadcasting Corporation (2004)
discussed as follows: “[...] Cooperative learning is a specific kind of collaborative
learning. In cooperative learning, students work together in small groups on a
structured activity…” In cooperative learning, students are individually responsible

for their work and their group’s work. Furthermore, while Collaborative learning
just occurs any time students work together, Cooperative learning may happen
when students work together in the same place on a structured project in a small
group.
Although there are a great number of linguistics researchers studying about this
issue such as Cloud, T. (2014), Dixx, J.M.(1998) Orr, J. (1992), Brame, C. J. and
Biel, R.(2015) However, despite the differences, in some researches, journals or
article, these approaches are used interchangeably as follows: Nunan (1992);
Richards, Platt, & Platt, (1997); Winter (1999); Canh, L.V. (2003); Thanh, Q.T.T.
(2010); Ha, Ng.T.M (2010).
Briefly, the relationship between Collaborative and Cooperative learning can be
illustrated as below:

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Figure 2: The relationship between Cooperative and Collaborative learning
Frankly, based on some perceptive analysis and intrinsic characteristics of
Cooperative learning and Collaborative learning, the writer may come to an
objective conclusion in order to use these two approaches successfully in language
teaching and learning, it is necessary that the researchers should take more
consideration into their teaching context or the purpose of their teaching and
learning.
In conclusion, there are many researchers conducted to find out the most
precise concepts of Cooperative learning in language teaching. Personally, this
study highly appreciates the definitions of Johnson & Johnson and Smith, (1989)
stated in their work that: Cooperative learning is the “instructional use” of small
teams in which students gather to foster their own and each other’s learning”.
1.2.2. Types of Cooperative learning
Previously, when determining the characteristics of Cooperative learning, it’s

important to understand the various kinds of Cooperative learning. Based on the
perspectives of the Johnson and Johnson (1999), this study will take three main

14