Supported by: Government of Indonesia (GoI) and Islamic Development Bank (idb)

3. Cooperative Clusters 
Clusters or groups consist of four or five desks pushed together so every desk is facing another 
one. The fifth desk, if needed, would be put on the end of the group of four. If the class is without 
desks—the desks are attached to the chairs—the students in group of four or five can sit facing one 
another. The classroom would have clusters scattered around, so each cluster would be far enough apart 
that the student’s chairs wouldn’t hit each other.
However, it can be difficult to start classes when students are already sitting on small tables as 
some students will have their backs to you. If possible have the students sit so they're side on to you and 
remember to move around the classroom when you need to give instructions or change activities. Surprise 
your class by popping up at different places around the class. 
In this situation the teacher is free to walk around the room without bumping into students desk or 
chairs and can work with the groups. The groups of students need to be thought about before setting up. 
The students need to be able to work together. There will have to be different levels of students at each 
group so that they can help each other learn and grow. Clusters are very common in situations where there 
is a lot of group learning and work. The desks together make it easy for all students in the cluster to see 
each other and to discuss. This situation is best for collaborative learning. This lets the students have 
hands on activities and learn by practicing. The teacher shares and gives guidance and help to the 
students. This arrangement also allows students to do individual work at their desk.
The variation for this is that by asking the students to sit in the floor without having desks in front 
of them. They just sit facing one another in groups of four, five or six. This formation is good, especially, 
when the students need to work together in groups where no writing activities are involved.
Before grouping the students, you may need to consider some different factors: 
 
The teaching aim. It is easier to choose of how to group students when we know the aim of the lesson 
and the aim of the activity. 
 
The learning styles of the students. Some students like to work individually, some others prefer to 
work in groups. 

---

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
48 
 
The students’ language ability. Most classes consist of mixed ability students. In some activities, we 
can groups students of the same ability, in others, we need to group students of different abilities so 
that they can work together. 
 
The personalities of the students. When shy students are grouped with quite dominant students, they 
often cannot work together positively.
 
The class size. Classes with 20-30 students can be managed through group work easily. But we need to 
group classes of 30-40 students more carefully. 
 
The previous experience of the students. Students who get used to group work can be grouped easily. 
Those who have never done any group work should be assisted with short activities first. Longer 
activities can be introduced gradually later on.
 
Types of activities. There are some activities that are best done in groups, such as, discussions. Some 
other activities are not good to be done through group work.
 
The balance interaction patterns. The activities should be balanced in terms of individual work, pair 
work and group work to make it more successful. 
 
The group dynamics. It refers to the relationships among students and how they behave towards others.
We need to remember, however, that clusters or groups are not very good during test or quizzes 
because students can easily cheat off each other. Clusters can be a disadvantage to the teacher when 
giving a direct instruction lesson because students may not be oriented toward them. Students may have 
their back to the teacher and not be focused to the front of the room (Lewis, 2009).

---

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
49