DIVISION OF LABOR IN COOPERATIVE LEARNING‘S INDIVIDUAL ACCOUNTABILITY ACTIVITIES: PROCESS AND BENEFITS FOR EFL LEARNERS

Puji Astuti

Abstract


Research revealing the positive effects of cooperative learning (CL) on EFL learning is vast and well-documented, yet little is known about the processes occurring within the use of CL in EFL classrooms. This qualitative case study fills the gap in the literature by exploring the role of individual accountability—a principle of and one of the activities in CL—in enhancing EFL learning. The study was conducted in Indonesian middle and high schools‘ EFL classrooms. Document analysis, classroom observations (involving two secondary school teachers and 77 students), and in-depth interviews (involving the two teachers and four focal students) were utilized as data collection methods. The gathered data were analyzed using constructivist grounded theory. One of the findings—identified by looking at the relation between the EFL learners as individual accountability performers and the division of labor—substantiated that reciprocity and exchange of information took place in the observed CL groups. Specifically, the division of labor arranged by the procedures of the selected CL structures (including individual accountability activities, i.e., performances and peer interaction) made the EFL learners specialize on a certain part of the learning materials—thus creating information gap—and learn from their peers‘ presentations of expertise (i.e., the previously thought about, discussed, and learned information).

Keywords


ivision of labor, cooperative learning, individual accountability activities

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