| Summary: | Research has indicated that informal cooperative learning (ICL) can make the environment in a classroom more conducive for teaching and learning. Through ICL, students could focus their attention on the material taught in class and help each other in the learning process. However, implementing ICL may require more time and effort from the lecturers because they need to prepare teaching materials and different tasks for class activities. Sometimes it may be difficult for the lecturer to monitor all students in the groups when implementing ICL. Thus, this study aimed to explore the implementation of team-teaching in ICL classroom. The action research method was used in this study where the researchers themselves involve in implementing ICL through team-teaching, evaluate the process, do reflection and change the practice based on the evidence gathered. The participants were 32 first-year-students who were mainly exposed to the traditional method of lecture. Students' and lecturers' activities, behaviors, interactions, and reflections were recorded in a research journal and later analyzed to determine the students' and lecturers' experience in ICL classroom conducted through team-teaching. The findings showed that it was easier to monitor and facilitate the students as well as to manage the class by implementing ICL through team-teaching. In addition, the workload of the lecturers has reduced which in turn gave them more time to plan, prepare and organize teaching materials.
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