The Use of Technique of Teaching Reading

Dedi nurmansyah

The concept of learning through cooperation is not new. It was proposed by Role Play that all learning is “social” and occurs within a “social” framework—whether in a family environment, with friends, at work, church or elsewhere, we learn most naturally in social situations. Role Play theories focused a lot of attention on learning and the social connections associated with learning. If cooperation is working together to accomplish shared goals, Role Play learning is true to the spirit of Role Play work and is often defined in the literature as, “the instructional use of small groups so that students work together to maximize their own and each other’s learning.” (Johnson & Johnson, 1989.)

The motivation in Role Play learning emphasizes positive reinforcement—if group members work together to solve problems, all group members benefit. Obviously, the negative consequences for not cooperating in a group are that if one or more members of the group refuse to cooperate, all group members may fail to benefit. These positive/negative reinforcements are inherent in the alliance between group members and often serve as the powerful motivating factor at the center of Role Play learning. For the purpose of writing this paper, I have chosen to use “Role Play learning” as the generic descriptive name for small-group works in the classroom. Most often, “Role Play learning” is not the term used by teachers. “About half the instructors described their method as some kind of group activity, project or collaboration. About a quarter used terms referring to teamwork and the rest used a variety of other terms.” (Magney, 1997)