This thesis describes about the use of cooperative learning in Englishrnlearning writing of recount text in SMP Neg. 9 Watampone. This study aims tornknow how to use of cooperative learning type Think Talk Write (TTW) in writingrnof recount text. The researcher in this study using qualitative method in casernstudy. The subject of this study are 23 students from class VIII B at the eighthrngrade students of SMP Neg. 9 Watampone. The researcher gets the data throughrnobservation, interview, and documentation. All of the data analyzes byrnqualitative descriptive method, which is a method of research that aims to createrna description of situations or events in the learning process between teachers andrnstudents.rnThe results shows that the use of cooperative learning in writing ofrnrecount text which manifest itself in the form of learning methods that ThinkrnTalk Write (TTW) is approaching the existing theory although there are stillrnlittle flaws. The application of the model of cooperative learning is evidenced byrnthe formation of an attitude of cooperation in achieving the goal of learningrngood cooperation between students and students or between students andrnteachers, give and receive, respect the opinions of others, tolerance, socialrninteraction and trying to help each other for the achievement of objectivesrntogether.rnBased on the data above, it can be seen that the use of cooperativernlearning in writing of recount text in SMP Neg. 9 Watampone it has beenrnimplemented optimally by the teacher.rnA. ConclusionrnBased on the data analysis and the discussion in the previous chapter, thernresearcher concludes that the use of cooperative learning in writing of recount textrnin SMPN 9 Watampone embodied in Think Talk Write already approaching thernexisting theory although there are still little flaws. The application of cooperativernlearning is evidenced by the formation of an attitude of cooperation in achievingrnlearning goals well cooperation among students with students although betweenrnstudents and teachers, give and receive, respect the opinions of others, tolerance,rnsocial interaction and trying to help each other for the achievement of objectivesrntogether.rn42rnB. SuggestionrnBased on the conclusion above, the researcher addresses the followingrnsuggestion:rn1. For the English teacherrnTeacher should understand when implementing cooperative learningrnmodels have to prepare in advance for everything, both in the choice ofrnmaterial or the teaching methods to be used. Besides implementationrnmeasures must also be adapted to the procedure in order to achieve thernlearning objectives to the fullest. Monitoring the learning process and therntransition arrangements in class groups should be made to avoid a class ofrnchaos".rn2. For the StudentsrnStudents should know and understand the purpose of applying the modelrnof cooperative learning in writing of recount text in order to support thernimplementation of learning well and not growing feeling of "loss" to sharernhis knowledge with others. In addition

cooperative learning

Tersedia