The Effectiveness of Using Cooperative Learning Strategy in on English Literature Lesson in University of PGRI Ronggolawe Tuban Improving Students' Motivation


  • Dyah Kurniawati Universitas PGRI Ronggolawe Tuban


Cooperative learning, students' motivation


A language is a systematic means of communication by the use of sounds or conventional symbols. It is the code we all use to express ourselves and communicate to others. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. A language is the written and spoken methods of combining words to create meaning used by a particular group of people.

One type of learning strategy to be discussed in this paper is cooperative learning. Cooperative learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). Students encourage and support each other assume responsibility for their own and each other's learning, employ group related social skills, and evaluate the group's progress. Human beings are social creatures by nature and cooperation has been used throughout history in all aspects of our lives. Therefore, it follows that cooperative learning groups in schools would be used as a logical teaching method.

In teaching learning process, students' motivation is very essential. Students motivation in learning English can be a good modal for enhancing the teachers' objectives in their class. Because of the importance of motivation, the teacher should be more creative in order to enhancing students' motivation in the class. It' is necessary to apply an effective learning technique remembering learning strategy is one of the important tools which bring the significant role in the learning process.


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How to Cite

Kurniawati, D. (2023). The Effectiveness of Using Cooperative Learning Strategy in on English Literature Lesson in University of PGRI Ronggolawe Tuban Improving Students’ Motivation. The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO), 1(1), 91–94. Retrieved from