THE EFFECTIVENESS OF USING STUDENT
TEAJVIS-ACHIEVEJVIENT DIVISIONS (STAD) TECHNIQUES IN
TEACHING READING
(A Pre-Experimental Study at the Eight Grade of the First Semester in SA1PN I Pakuhaji}
By
BA YU KURNIA \VAN
NIJVI.109014000137
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SY ARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
TEACHING READING
(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN I Pakuhaji)
"A Skripsi"
Presented to the Faculty ofTarbiya and Teachers Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education
...
'-11111
By
BAYU KURNIAWAN
NIJ\i.109014000137
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SY ARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY
ACHIEVEMENT DIVISIONS (STAD) TECHNIQUES IN TEACHING
READING
(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1 Pakuhaji)
"A Skripsi"
Presented to the Faculty ofTarbiya and Teacher's Training in Pmiial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education
By
BAYU KURNIA WAN
NI!Vl.109014000137
Approved by the Advisor
/
Siti Nurul Azkiyah, !Vl.Sc., Ph.D
NIP.19760511 200501 2 003
Y enny Rahmawati, !Vl.Ed
DEPARTMENT OF ENGLISH EDUCATION
FA CUL TY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
OF USING STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) TECHNIQUES IN TEACHING READING" (A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN I Pala1haji), written by Bayu Kurniawan, student's registration number 109014000137 was examined by the Committee on April, 10th 2014. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of"S.Pd" (Bachelor of Arts) in English Language Education at the English Department.
CHAIRMAN
SECRETARY
EXAMINER I
EXAMINER II
Jakarta, April IO'h 2014
EXAMINATION COMMITTEE
Drs. Syauki, M.Pd
NIP.19641212 199103 1 002
Zaharil Anasy, M.Hum NIP.19761007 200710 1 002
(
Dr. M. Farkhan, M.Pd ( NIP. 19650919 200003 1 002
)
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Teguh Khaerudin, M.
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)NIP.198110312011011 006
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Acknowledged By
Dean ofTarbiyah and Teachers Training
Dra. N rleua Rifa'i, M.A., Ph.D
Saya yang bertanda tangan dibawah ini,:
Nama : Bayu Kurniawan
Tempat, Tgl. Lahir : Klaten, 26 Mei 1991
NlM : 109014000137
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Student Teams
-Achivement Disvisions (STAD) Technique in Teaching
Reading. (,4 Pre-Experimental Study at the Eight Grade of
the First Semester in SMPN I Pakuhaji). Dosen Pembimbing : 1. Siti Nurul Azldyah, M.Sc., Ph.D.
2. Y enny Rahmawati, M.Ed.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar basil karya sendiri dan saya
bertanggungjawab secara akademis atas apa yang saya tulis.
Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, April 2014
Mahasiswa Ybs.
Bayn Kurniawan
Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1
Pakuhaji in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
The Advisors: 1. Siti Nurul Azkiyah, M.Sc., Ph.D
2. Y enny Rahmawati, M.Ed
Keywords: Student Teams-Achievement Divisions (ST AD) Technique,
Cooperative Learning, Reading Comprehension, Recount Text.
Since the Student Teams-Achievement Divisions technique can help students to achieve their academic objective, to motivate them in reading, and to have individual accountability and equal opportunity for success, the writer is interested in conducting a research in the application of ST AD in improving students' reading comprehension. This research is intended to find empirical evidence whether the use of STAD technique at the Eight Grade of the First Semester in SMPN 1 Pakuhaji is effective in improving students reading comprehension. This study is held on September to November 2013 at SMPN 1 Pakuhaji. The writer uses quantitative method which design is pre-experimental study. The sa.rnpling technique used in this study is cluster random sampling. By using this sample technique, the writer chooses 8E which consist of 43 students as the sample of this study. Finally, the data are analyzed by using !test formula.
The result of manual calculation shows that value of the t0 is 13.25. Therefore, the value of df 42 at the degree of significance I% or !table of df 42 is 2.69. It can be said that in significance I%, t0 > ttab1e= 13.25 > 2.69. According to
Kelas VIII Semester Pertama SMPN 1 Paknhaji pada Talrnn Ajaran 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyal1 dan Keguruan Universitas Islam Negeri SyarifHidayatullal1, 2014.
Dosen Pembimbing: 1. Siti Nurul Azkiyah, M.Sc., Ph.D
2. Yenny Rahmawati, M.Ed
Kata Kunci: Teknik STAD, Pembelajaran Kooperatif, Pemallaman Membaca,
Teks Recount,
Berdasarkan teori ballwa teknik ST AD dapat membantu siswa dalam mencapai tujuan pembelajaran, memotivasi siswa dalam membaca, dan merniliki rasa tanggung jawab serta memiliki kesempatan yang sama dalam mencapai kesuksesan, ha! ini mendorong penulis untuk melakukan penelitian dengan menerapkan teknik STAD untuk meningkatkan pemahaman mernbaca siswa Tujuan penelitian ini adalal1 untuk menernukan data - data empiris mengenai apakah penggunaan teknik STAD pada kelas VIII Semester Pertama SMPN 1 Pakuhaji efektif digunakan dalam meningkatkan pemahaman membaca siswa. Penelitian ini telal1 dilaksanakan pada bulan September - November 2013 di SMPN 1 Pakuhaji. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian yaitu pre-eksperimen. Teknik pengambilan sampel yang digunakan yaitu cluster random sampling. Dengan menggunakan teknik ini penulis memilih kelas SE yang terdiri dari 43 siswa sebagai sampel dalam penelitian ini. Setelal1 itu, data yang didapat dianalisis dengan menggunakan rumus !test·
Hasil dari perhitungan manual menunjukkan bahwa nilai perhitungan dengan perhitungan manual t0 adalah 13.25. Adapun nilai df 42 pada taraf signifikansi 1 % atau !table pada df 42 adala11 2.69. Berdasarkan hasil tersebut, dapat
disimpulkan bahwa dalam taraf signifikansi 1 %, t0 > !cable= 13.25 > 2.69.
Praised be to Allah, Lord of the world, who has given mercy and blessing to the writer in finishing this "skripsi". Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
This "skripsi" is presented to the English Education Departement, the faculty of Tarbiya and Teacher's Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education.
First, the writer would like to express the greatest gratitude to his beloved family, Mr. Wiji and Mrs. Sutami as his parents, to his brother Gilang Adjie Pangestu for their prayers, love, support, and motivation to the writer.
The writer also would like to address his great honor and attitude to his advisors, Siti Nurul Azkiyah, M.Sc., Ph.D and Yenny Rahmawati, M.Ed who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this "skripsi".
The writer's sincere gratitude also goes to:
1. All lecturers of English Education who have taught the writer useful knowledge and skills.
2. Drs. Syauki, M.Pd., the Head of English Education Departement.
3. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement. 4. Nida Husna, M. Pd., MA TESOL as the writer's academic advisor for her
support and motivation for the writer dusring finishing this "skripsi". 5. H. Firmansyah, S.Pd. M.Pd, the Headmaster of SMPN I Pakuhaji for
giving permission to the writer to do observation and research. 6. Nurhayati, S.Pd. as the English Teacher at SMPN I Pakuhaji.
Salman, Lihnawati Sandewi, Cipto, and Yuliyanah.
May Allah bless them for all what they have done, because only Allah who
knows how much contributions and motivation received by the writer, and finally
the writer admits that his writing is still far from being perfect; therefore he hopes
some suggestions and criticizes from the reader for this "skripsi" and it will be so
valuable for him and for a better thing in the future. Amiin.
Jakarta, April 2014
ENDORSEMENT SHEET... m
SURAT PERNYATAAN KAR YA SENDIRI... 1v
ABSTRACT... v
ABSTRAK ... VI A CKN 0 WLED G EMENT ... Vll TABLE OF CONTENTS ··· IX LIST OF TABLE... xii
LIST OF APPENDICES... xm CHAPTER I : INTRODUCTION... 1
A. The Background of the Study ... .. ... .... ... ... .. .. ... ... ... 1
B. The Problem Identification of the Study... 5
C. The Problem Formulation and Limitation of the Study... 6
D. The Objective of the Study... 6
E. The Significance of the Study .... .. ... ... ... ... .... ... ... 6
CHAPTER II : THEORETICAL FRAMEWORK... 7
A. Cooperative Learning... 7
I. The Understanding of Cooperative Learning ... 7
2. The Principle of Cooperative Learning ... 8
3. The Techniques of Cooperative Leaming... 1 O 4. The Understanding of SIAD... 11
5. The Techniques of Using SIAD... 13
6. The Advantages and Disadvantages of STAD ... 15
B. Reading... 16
I. The Understanding of Reading... 16
Table 2.1 The Team Summary Sheet... 13
Table 2.2 Assigning the Students to Team... 14
Table 3.1 The Timeline Design... 35
Table 3.2 The Schedule of Treatment... 37
Table 3.3 Content Validity... 39
Table 3.4 Number of Text... 40
Table 4.1 The Pre-test Score... 43
Table 4.2 The Post-test Score... 44
Table 4.3 Normality of the Test... 45
Table 4.4 Homogeneity of the Test... 46
Appendix 1 Pre-test and Post-test Instrument... 57
Appendix 2 Validitas Soal Pre-test dan Post-test... 62
Appendix 3 Kisi-Kisi Penulisan Soal Pre-test dan Post-test... 68
Appendix 4 Tabet Nilai "t"untuk Berbagai df... 70
Appendix 5 Tabel Nilai "D"untuk Uji Kolmogorov-Smirnov ... 71
Appendix 6 Syllabus... 72
Appendix 7 Lesson Plan... 75
Appendix 8 Teaching Materials... 85
Appendix 9 Surat Bimbingan Skripsi ... 98
Appendix 10 Surat Jzin Penelitian ... 99
Appendix 11 Surat Keterangan Penelitian ... 100
This chapter is a general outlines of what this research deals with. It
describes the background of the study, the problem formulation and the limitation of the study, the objective of the study, and the significance of the study.
A. The Background of the Study
Teaching and learning cannot be separated; they are two processes that are related to each other. Teaching is an activity of point out or assists someone to learn how to do something, provides the instructions, guides someone to study, and brings on to know or understand.1 Meanwhile, learning is viewed as a process of acquire or find out the knowledge of a subject or skill by study, or by an experience.2 Teaching is guiding and facilitating learning, enabling the learner to learn and setting the conditions for learning.
In most Indonesian schools, English is taught as a foreign language. Now, English is taught to the students from elementary to university. Even in some kindergartens, English is given to build up their capability m usmg English or in order to make them know English earlier.
Mastering English language is not an easy one. Before we master the language, we need to know the components of English language. There are three components of English: grammar, vocabulary, and pronunciation. In addition, we have to master the four language skills of English: reading, writing, speaking, and listening. Those all components are important to master English language.
As one of the language skills, reading is the most important foreign language skill, especially in the situation where the students have to read English material for their own particular subject but may never have to speak
1 H. Douglas Brown. Principle of Language Learning and Teaching, Fifth Edition, (New York: Pearson Education Inc., 2007), p. 7.
the language.3 This means that, the ability to read text in English will contribute a great deal of advantages either for careers, or for study purposes. The ability to read a text is also to find information or a pleasure. So, the need for mastering reading skill cannot be alleviated by the people in the world.
Reading is one of the four aspects that has to be learnt by the Indonesian students in the classroom. According to Competency Standard of reading - (SK)- and the Basic Competency - (KD) - in the School - Based Curriculum - (KTSP), the first semester of the Eight Grade students in Junior High School are expected to be able to comprehend both the functional text and a simple essay such us recount, and descriptive text in their nearest environment in mastering reading skill. 4 This means that, the students have to get the best of those texts in reading in order to continue their study to the next semester.
It is realized that the accomplishment of the instructional objectives of the teaching reading skill is not easy and simple, either for the teacher or for the students. Based on the writer's observation at SMPN 1 Pakuhaji, there are some problems which students faced in learning reading skill. First, most of students have the ability to recognize the word from the dictionary, but they cam1ot draw a conclusion from the paragraph or reading passage. Second, the students. are uninterested in reading an English text; it is caused by their lack of motivation and confident in reading. Therefore, they decide to cheat to their friends when they have to answer the questions from the reading passage. Third, the teaching learning process tends to be a teacher-centered, which means that the students are passive in teaching learning process. The students only receive the information from the teacher; the teacher dominates in the teaching and learning process.
In addition, the conditions of the students' problem are as follow: first, most of first semester students of VIII class of SMPN 1 Pakubaji are still
3
Jo McDonough, and Christopher Shaw, Material and Method in ELT, Second Edition, (Oxford: Blackwell Publishing, 2003), p.89.
4
difficult to achieve the minimum mastery criterion- (KKJvf) - targets because their knowledge of English are minimum. The minimum mastery criterion of English subject in SMPN 1 Pakuhaji is 72, and based on the latest test (mid-test in the first semester) only a few students who pass the KKM and almost all of them fail to achieve the KKM. Second, in reading skill, students are unable to comprehend the reading materials in the text; they only guess the meaning on the text. Third, the classes in SMPN 1 Pakuhaji consist of more than 45 students; hence, it might be difficult to make teaching · learning activity effectively.
Based on the writer's unstructured interview to the teacher that concerning on the students'. activities in teaching learning process of reading skill, the writer assumes that the teacher in SMPN 1 Pakuhaji applied conventional method to teach reading. It could be seen from the teaching learning process. The teaching learning process seemed to be monotonous, because the teaching focuses on written text and aims only to make the students able to read aloud the text and not to comprehend it. In addition to reading, the next activity is translating the whole passage into Bahasa Indonesia and finding the difficult words. Furthermore, the teacher tends to dominate the teaching learning process. Although the students have low ability, the teacher should not dominate the process. Therefore, the students cannot participate in the classroom and this condition made the students get bored and loses interest in the subjects. In the end, this condition may affect their reading ability.
and one or some of the students helping those who need or ask to help.5
This means that cooperative learning is the approach that offers the ways to organize group work in order to enhance the learning and academic achievement. It is organized group work, so that every student interacts with each other and all learners are motivated to increase each other's learning. Cooperative learning also creates opportunity for students to help their group members to solve their learning problems. In cooperative learning students can work their assignments together.
There are different types of cooperative learning. Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournament (TGT) are two of the oldest and most extensively researched forms of cooperative learning. Both of these techniques are the common applicable forms of cooperative learning. 6 Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournament (TGT) are quite similar; the only difference between them is that Student Teams-Achievement Divisions (STAD) uses individual quizzes at the end of each lesson to get the students score whereas Games-Tournament (TGT) uses academic games. Student Teams-Achievement Divisions (ST AD) is taken as the technique to be implemented.
In this study, it is a type of cooperative learning that established the students from four or five member learning teams which are mixed in side of performance level, gender, ethnic or racial, and high or low achievers. In order to make sure all team members have mastered the lesson, the teacher presents a lesson and the students work within their teams. The teacher can check the students' comprehension by asking randomly one student from each group to share their comprehension in the whole class or with their group members. ·The students could help each other with their team in discussing the material to get their own comprehension. Then the students get their individual quizzes
5
Kevin Barry Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson, 2006), p.230.
6
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston:
based on the material and they prohibit helping or cheating one another.7 From the above explanation, the writer concludes that by using this technique the students are the center of the teaching and learning processes. The students will get a stimulus and motivate them to learn, and then the students will be active. They will be in the team consists of various students. Every team could consist of 4-5 students. They studies and discusses together about the teacher assignments to get better achievement in the form of individual improvement score and their teams score after taking the individual quiz or individual test. Every member in team needs to be responsible for his or her team progress.
In Student Teams-Achievement Divisions (STAD), there are some important components. It · consists of five major components; class presentation, teamwork, quizzes, individual improvement scores, and team recognition.8 Those all the major components play their own role in order to
make the teaching and learning process successful.
Based on the background of the study above, the writer conducts a study under the title: "The Effectiveness of Using Student Teams-Achievement Divisions (STAD) Techniques in Teaching Reading. 11
(A Pre-Experimental Study at the Eight Grade of the first Semester in SMPN I Pakuhaji).
B. The Problem Identification of the Study
Based on the background above, there are some problems which could be raised such as follows:
p.352.
I. The students cannot draw a conclusion from the paragraph or reading passage although they have the ability to recognize the word from the dictionary
2. The students are uninterested in reading an English text
3. The teaching learning process tends to be a teacher-centered and monotonous
7
4. The students are unable to comprehend the reading materials in the text
5. The students are still difficult to achieve the minimum mastery
criterion- (KKM)
6. The classes in SMPN 1 Pakuhaji consist of more than 45 students
C. The Problem Formulation and Limitation of the Study
Based on the background of the study, the writer limits the study on the
teaching of English that concerns with reading of recount text. In other words, the study aims at addressing the problems of teaching technique, which has a
very important role in students' learning. To make the study easy to
understand, the writer formulates the problem as follow: "Is the use of Student
Teams-Achievement Divisions (STAD) technique effective in teaching
reading at the Eight Grade of the First Semester in SMPN 1 Pakuhaji?"
D. The Objective of the Study
In line with the problem of the study above, this study is intended to
find empirical evidence whether or not the use of Student Teams-Achievement
Divisions (STAD) Technique is effective in teaching reading of recount text.
It is also to find whether there is a significant difference of the achievement in learning reading between the students who are taught by using Student
Teams-Achievement Divisions (STAD) Techniques and the conventional method that
currently is used by the teacher.
E. The Significance of the Study
The significance of this study is conveyed to several parties: First, for
the English teacher, the finding of this study can give the alternative way or
technique in English teaching to develop the reading ability of the students
and enhance their motivation. Second, for the institution of SMPN I Pakuhaji,
it can be beneficial regarding to improve the education quality. Third, for the
further study, it will provide them basic information about teaching
This chapter covers some theories related to the study. The discussion focuses on the cooperative learning, reading, teaching reading through STAD, and previous study. In cooperative learning, it concerns on the understanding of cooperative learning, the principle, the techniques, the understanding of ST AD, and the techniques of using ST AD techniques. In reading, it consists of the understanding of reading, the purpose, the kinds, the principle, and the types of reading text and recount text.
A. Cooperative Learning
1. The Understanding of Cooperative Learning
Working together means cooperation. It also means taking the talents of individuals and pooling talents together to get the job done. Cooperative learning can be defined as a small group discussion, which the students could collaborate with their classmates and others in order to study and learning together.1 It makes the students collaborate and help each other fulfill the objective of teaching in the classroom.
Cooperative learning is a method in teaching in which the students interact, study, and learn together in groups to increase their academic achievement.2 In the classroom, students are expected to help their friends in mastering the current knowledge by arguing and discussing with each other. All of members have to take apart in every discussion, so they can learn effectively in their group.
As stated by Olsen and Kagan in "Approach and Method in Language Teaching" by Jack C. Richards and Theodore S. Rogers, cooperative learning could also be seen as an organized of group learning activity that learning is
1
Roby M. Gillies, A. F. Ashman, and T. Terwel (eds), The Teacher's Role in Implementing Cooperative Learning in the Classroom, (New York: Springer Science, 2008), p.26.
2
Carolyn Kessler (eds), Cooperative Language Learning, (New Jersey: Prentice Hall,
depend on the social structured exchange of information between learners in groups and which each learner is accountable for his or her own learning and others.3 It can be inferred that cooperative learning is a group-centered and students-centered approach in classroom of teaching and learning. By learning in-group, students can increase their motivation in achieving their goal in learning. It also can enco.urage them to be more responsible to their teammates, because team score depends on each member's score. Therefore, each member has to assure that his or her friends understand the lesson which teacher presents.
In addition, cooperative learning gives some positive effects for the student, such as: increasing the students' confidence and enjoyment, making the students to be greater and more rapid achievement, more respect for the teacher, the school, and the subject, using of higher-level cognitive strategies, decreasing prejudice, and increasing enthusiasm in learning.4 Therefore, the advantages of using cooperative learning strategies as stated above are stronger languages learning motivation, more language practice opportunities, and more feedback about language errors.
Based on all statements above, the writer summarizes that cooperative learning is a learning model that provides opportunity for the students to interact and communicate with each other. Cooperative learning is different from traditional group activity. Cooperative learning is not just putting students into group but they also should learn social skill. The cooperative learning makes the students to be active in the group, and achieve the main goal of every member in the group.
2. The Principle of Cooperative Learning
Cooperative learning principles are tools, which teacher uses to encourage mutual helpfulness in the groups and the active participation of all
3
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Second Edition, (Cambridge: Cambridge University Press, 200 I), p. 192.
4
Rebecca L. Oxford, Language Learning Strategies, (Boston: Heinle & Heinle
members. There are some basic principles that should be noticed for successful cooperative learning. Those are:
a. Positive Interdependence
Students are encouraged to think of positive interdependence. It
means that the students are not thinking competitively and individualistically in terms of the group. It occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It is also a sense of working together for a common goal and caring about each other in learning. It is all created by the structure of cooperative learning tasks and by building a spirit of mutual support within the group.
b. Individual accountability
Individual accountability is encouraged through the assignment of specific role or tasks, and individuals are held accountable for the success of each of the other members. Each member of a group has to make a significant contribution to achieving the group's goal. A primary way to ensure accountability is through testing by calling on a student at random to share with the whole class or with group members.
c. Face to face interaction
Students are encouraged to explain, argue, elaborate and link
current material with what they have learned previously. So students can express the lesson by themselves in meaningful tasks and students have authentic reasons for listening to one another, asking questions, clarifying issues and restating points of view.
d. Appropriate use of collaborative skills
e. Group processing
The teams periodically assess what they have learned, how well they are working together, and how they might do better as a learning tean1. Therefore, the learner needs to be both an actor and an observer of his or her own learning.5
From all explanations above, the writer briefly explaining that in order to cooperative learning more effective, teachers must understand the nature of cooperation and essential components of cooperative learning. Teachers also have to understand the process of five elements of cooperative learning as mentioned. Those components are important for the teacher in order to make the teaching and learning process in cooperative learning work effectively.
3. The Techniques of Cooperative Learning
Various cooperative learning methods have been developed over the years and put into practice in the classroom. Some of the most extensively researched and widely applied methods include Student Tean1S-Achievement Divisions (STAD), Teams-Games-Tournament (TOT), Jigsaw, and Cooperative Integrated Reading and Composition (CIRC).
a. Students Teams-Achievement Divisions (STAD)
In cooperative learning method, STAD is one of the simplest methods.6 Therefore, it can be a good model for the new teachers who will use the cooperative approach. STAD is developed by Robert Slavin and his colleagues at the John Hopkins University. Students' are divided into four or five member learning teams that are mixed in performance level, gender, and ethnicity. The nature goal of STAD is to speed-up the students' achievement. 7
'Richard M. Felder, and Rebecca Brent, Cooperative Learning, (Department of Chemical Engineering, N.C. State University: Educational Design, Inc.,), p. 2.
6
Richard I. Arends, Learning to Teach, Seventh Edition, (Boston: McGraw-Hill, 2007), p.352.
7
b. Teams Games Tournaments (TOT)
The teaching program in TOT is same as the teaching program in ST AD that uses teacher presentations and teamwork, but in the end of the program, the quizzes in STAD replace with the weekly tournaments for the assessment. 8 In TOT, the weekly tournament provide the students teams score.
c. Jigsaw
Jigsaw is developed by Aronson, Blaney, Stephan, Sikes and Snap.9 In this technique, group mates shares the information that they have to another group that have different information. Then they shares they information that they have to their home teams. In jigsaw, the students have to work together with their group mates in order to get the full. comprehension about the material that is given by the teacher.
d. Cooperative Integrated Reading and Composition (CIRC)
It is the newest method in cooperative learning, and Stevens, Slavin & Associates, was developed this technique.1
°
CIRC is designed for higher program in elementary and middle grades that focused on teaching reading and writing.114. The Understanding of Student Teams-Achievement Divisions
Technique
Student Teams-Achievement Divisions (STAD) is one a set of instructional techniques developed and researched by Robert E. Slavin at John Hopkins University collectively known as Student Team Lea.rning.12 The idea of this techniques is to create the students to work together in order to get the
8 Robert E. Slavin, op. cit., p. 6. 9
Kevin Bany Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson, 2006), p.236.
10
David W. Johnson, Roger T. Johnson, and Mary Beth Stanne, Cooperative Learning Method: A Meta-Analysis, (Minnesota: University of Minnesota, 2000), p. 4.
11
Robert E. Slavin, op. cit., p. 7.
objective of academic. 13 In the book Cooperative Leaming: Theory, Research and Practice by Robert E. Slavin, in cooperative learning both Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournaments (TGT) are the oldest and most extensively researched fom1s.14 In Student Teams-Achievement Division (STAD), student are assigned to four-five member learning teams that are mixed in performance, level, gender and ethnicity. It is to accelerate the achievement of all students. It shares the idea that students work together to learn and responsible for their te=ates learning as well as their own.
There are three concepts that are central to Student Teams-Achievement Divisions (STAD), are:
a. Teams rewards
In the team reward, the team will get a reward or and certificates if they could reach the academic objective. However, there is no competition among the students.
b. Individual accountability
It means that in Student Teams-Achievement Divisions (STAD), the teams' success depend on the individual learning of all team members. Each student has to make sure that each of their friends in their team is ready to face the quiz or the assessment in the end of the learning.
c. Equal opportunity for success
It means that each student have same an opportunity for their own success in learning. In this case, each student has a chance to improve his or her own score and their team score. 15
From the several statements above, the writer sums up that the ST AD is one of the cooperative learning techniques that students are assigned . to four - five member learning teams that are mixed in performance level, gender, and ethnicity. Students will have equal opportunity to learn and
13
Shlomo Sharan, eds, op.cit., p.3 14
students are rewarded for doing better than they have in the past, they will be
more motivated.
5. The Techniques of Using Student Teams-Achievement Divisions
The general procedures to follow when preparing Student
Teams-Achievement Divisions (STAD) include the following step:
a. Materials
Prepare reading materials, the materials are designed specifically for
Student Teams-Achievement Divisions (STAD) and adapted from
textbook or other published sources or with teacher-made materials.
b. Assigning Students to Teams
Teams in Student Teams-Achievement Divisions (STAD) should be
heterogeneous. Do not let student choose their own teams, because they
will tend to choose others like themselves. Here are the following steps:
1. Make copies of team summary sheets for every student in your class.
Table 2.1 Team Smnmary Sheet
Team N a m e :
-Team Meeting
No Total
Members 1 2 3 4 5 6 7 8
1 1
2 2
3 3
4 4
5 5
Total Team Score
Team Average
Team Award
[image:26.595.86.487.178.662.2]2. Rank students in your class from highest to lowest performance.
In this case to rank the students, it could be based on the latest students
score or based on your judgment.
3. Decide on the number of team. Each team should have four or five
members if possible.
[image:27.595.91.494.174.636.2]4. Assign student to teams
Table 2.2 Assigning the Students to Teams
Students Rank Team Names
1 A
High-Performing
2 B
Students
3
c
4
c
5 B
6 A
Average-Performing 7
Students 8
9 A
10 B
11
c
12
c
Low-Performing Students 13 B
14 A
c. Determining Initial Base Score
The base score represents students' average score on past qmzzes.
Otherwise, it can use the students' final grade from the previous year.
d. Team Building
Before starting any cooperative learning program, it is a good idea to start
off with one or more team-building exercises just to give team members a
chance to do something fun and to get to know one another. For example,
e. Grading
Report card grade should be based on students' actual quiz score, not only
h . . . 16
t eir improvement pomts or team scores.
From the details, the writer sums up that before implementing Student
Teams-Achievement Divisions (STAD) in class, the teachers must know the
techniques of using STAD itself, in order to make teaching learning activities
fun and enjoyable.
6. The advantages and Disadvantages of STAD
Just like any techniques, Students Teams-Achievement Divisions
(STAD) also has advantages and disadvantages. The advantages are:
a. Encourage learners to work together for both the common and individual
good
b. To make students feel better about themselves and to be more accepting of
others.
c. Students will have an equal opportunity to learn and to be success.
d. Students with lower abilities are more likely to improve their achievement
in mixed group.17
In contrast, based on the writer experience m the classroom the
disadvantages of Students Teams-Achievement Divisions are:
a. Taking much time in organizing the group
b. The class situation becomes noise because students work in group. It
means that they have to interact with their teammates to discuss the task
given. It is natural that when students work in group they will much talking than when they learn individually, here the teacher needs to control
the student often.
c. Sometime, the discussion is not working well. There only one or two
students who active follow the discussion and doing the task. In this case,
16
Robert E. Slavin, op. cit., pp:73-83.
17
the teacher should pay more attention by asking randomly the students to answer the question.
d. Wasting instructional time. Teacher has to stated clear instruction, sometimes he has to repeat the instruction often because they concern with their group and they ignore the teacher.
B. Reading
1. The Understanding of Reading
Each person has their own opinions about reading. Most of us think reading as a simple, passive process that involves reading words in a linear and internalizing their meaning one at a time. However, reading is a very complex process that requires a great deal of active participation on the part of the reader to keep and use the information.18 Reading is not only translates each word but also involves a cognitive process of understanding a printed message. It must be viewed from every angle in order to complete the process of understanding.
Reading could be defined as a communication between what the reader already knows and what the writers writes on a page.19 When people want to know about something or new information, usually people ask to someone who knows about what they want to know, or read the information in the article, newspaper, magazine, and textbooks. Similarly, when people read a text, they need to perceive and decode letters in order to read words and gather meaning from what people read.20 Thus, if people do not want to read, they will not get the information. It becomes reading activity is very important in our life.
18
Arthy. V and Dr. P Nagaraj, Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study, International Journal of Scientific Research,
2012, p.l· 19
David Nunan, Designing Task/or the Communicative Classroom, (Sydney: Cambridge University Pree, 1999), p.33.
20
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
Most reading educators believe that reading is either a process or group of processes employed by an individual to discover what an author say from the text as efficiently as possible. 21 They would agree that many thinking processes intertwine in order to get the message. This definition explains a number of processes used by an individual in order to gain the message that the author wishes to say. It can be said that reader needs skills and strategies to read the texts to comprehend the messages. Comprehension then becomes the main purpose of the reading process.
In another view, reading is interpretation and understanding. 22 The reader interacts with, and tries to reconstruct, what a writer wishes to communicate. If the reader's anticipations and predictions are pretty much in line with what a writer says, and how it is presented, comprehension is likely to be easy and rapid. If there is a great distance between the backgrounds of the reader and a writer, comprehension is likely to be slow and poor.
Based on the opinions given by the experts, the writer can conclude that reading is a kind of activities to understand a written language. It is not only how to get the meaning of each words or sentences but also the impo1iant one is how the reader can get and conclude the ideas of the writer's writing. It
requires a high level of effo1i and concentration, also involves many complex skills that have to come together in order for the reader to be a successful reader.
2. The Purpose of Reading
A person may read for many purposes, and that purpose helps understand more what is read by people. If she or he is reading for pleasure or reading for recreation and enjoyment, she or he may read quickly or slowly based on the way she or he likes or feels. However, if she or he is reading for study or to get the information such news, science or some line, which are part
21
Fancroise Grellet, Developing Reading Skil/s,(Cambridge: Cambridge University Press, 2010), p.3.
of his study or assignment, it does very slowly and carefully. In addition, generally the aim of reading is to find some information from the text.23
As we know that, the purpose of reading is the learner understands the written language. In other words, how the learner gets the message from the writer's symbols. One of the most important tasks of the reader is to dig out and find out what the writer would like to say. The purposes of reading are divided into four main headings.
a. Reading to search for simple information
Most people said that reading to search for simple information is a kind of common reading ability; reader typically scans the text for specific information or a specific word. Skimming is also including in this type of aim. It is a common part of many reading tasks and useful skill in its own right.
b. Reading to learn from text
It is usually occurs in academic and professional context when people need to learn a considerable amount of information from a text. This purpose usually carried out a reading rate somewhat slower than general reading comprehension (mainly due to rereading and reflection strategies to help remember information).
c. Reading to integrate information, write and critique the texts.
These are purposed to compose, select, and critique information from text, and they represent common academic tasks that call upon the reading abilities needed to integrate information.
d. Reading for general comprehension
It requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, efficient coordination of many processes under very limited time constraints.24
23
Christine Nuttal, Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.3.
24
From the explanations above, the writer concludes that there are two purposes for reading which are to get the information and to have fun. In other words, one wants to read texts because he or she wants to get information and he or she wants to read because the texts are interesting for them.
3. The Kinds of Reading Skills
A person reads for many purposes. If he or she is reading for pleasure, he or she may read quickly or slowly based on the way he/she likes. However, if he or she is reading for information such as news, science or some lines that are parts of his study or assignment, he read slowly and carefully. Here are four different kinds of reading:
a. Skimming b. Scanning
c. Intensive reading d. Extensive reading25
Both skimming and scanmng are useful for the reader. Skimming could be defined as the ability to identify the main ideas or main point rapidly in skipping over words, sentences, and paragraph that already familiar.26 This is a technique used to find out how a news story, magazine article, or textbook chapter is organized and what is generally about without having to read the entire selection. When skimilling, the reader goes through the reading material quickly in order to get the gist of it, to know how it is organized and to get the main idea of the reading material. Scanning in other hand is the process of searching idea or materials in order to find the specific information quickly.27
25 The University of Sheffield,
Reading Skill: Different Kinds of Reading, 2010, (http://www.Jearningtolearn.Qroup.shefac.uk/readiread difkind task.html) Retrieved January 9, 2014.
26
Peter Mather and Rita McCarthy, Reading and All That Jazz, (Boston: McGraw-Hill, 2003), pp. 486-487.
27 Beatrice S. Mikulecky, and Linda Jeffries,
More Reading Power, Second Edition, (New
In scanning, the readers only find the infommtion that they need. The reader jump around the text to find the intended information that they need.
Intensive and extensive reading are other kinds of reading that are necessary for the reader. Intensive and extensive reading are more like reading for accuracy and reading for fluency.28 In other word, intensive reading means reading shorter texts to extract specific information.29 This activity is likely to emphasize the accuracy activity involving reading for detail. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given, example: reading dosage instruction for medicine, reading business magazines, etc. Then, extensive reading deals with a longer text as a whole which requires the ability to understand the component part and their contribution the overall meaning, usually for one's own pleasure. This is a fluency activity, mainly involving global understanding. In extensive reading, the readers are more focused with the meaning of the text than the meaning of individual words or sentences. 30 Example: reading newspapers, poems, article, short story, novel, Internet websites, etc.
The each kind of the reading has been explained above requiring different approaches and techniques in achieving the goal. Therefore, readers use different kinds of reading depends on their purpose.
4. The Principles of Teaching Reading
There are several principles in teaching reading suggested by experts in order to achieve the goal or reading program. There are some suggestions about the stages and procedures in reading that will help us, such as:
" Christine Nuttal, Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.23.
29
Fancroise Grellet, op. cit., p.4.
30
Julian Bamford and Richard R. Day, Extensive Reading, What Is It? Why Bother?,
-a. Arouse the students' interest and motivating by linking the topic of the text
to their own experience or existing knowledge. Give some pre- reading or
focusing questions to help them to do this.
b. Give them points to search for in the reading text, or ask the students to
suggest the points.
c. After reading, encourage discussion of answers
d. Develop into writing by using the information gained for another
purpose.31
Meanwhile, there are other principles in teaching reading describes by
Jeremy Harmer. They are:
a. Reading is not a passive skill
Reading is an incredibly active occupation. To do it successfully, we have
to understand what the words mean, see the pictures the words are
printing, understand.the arguments, and work out if we agree with them.
b. Students need to be engaged with what they are reading.
As with everything else in lessons, students who are not engaged with the
reading text-not actively interested in what they are doing-are less likely to
benefit from it. When they are really fired up by the topic or the task, they
get much more from what is in front of them.
c. Students should be encouraged to respond to the content of a reading text,
not just to the language. Teacher must give students a chance to respond
that message in some way. It is especially important that they should be
allowed to express their feelings about the topic - thus provoking personal
engagement with it and the language.
d. Prediction is a major factor in reading.
Teachers should give students the hints so that they can predict what is
coming too. It will make them better and more engaged readers.
31
e. Match the task to the topic.
The most interesting text can be determined by asking boring and inappropriate questions, the most commonplace passage can be made exciting with imaginative and challenging tasks.
f. Good teachers exploit reading texts to the full.
Any reading text is full of sentences, words, ideas, descriptions etc. It
does not make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic discussion and further tasks, using the language for study and later activation. 32
From the principles of teaching reading discussed above, the writer concludes that the teacher has an important role in teaching reading. The teacher should motivate student by giving appropriate texts that are interested, explaining the material clearly, encouraging students to determine the meaning of what they read, giving attention to students' development that involve the students' abilities to become efficient and skillful reader, evaluating and giving the task match with the topic in order to accurately assess students' comprehension and development skills.
S. The Types <Jf Reading Text
There are several types of reading texts who learns by students in secondary high school. They are procedure, descriptive, recount, narrative, and report. 33 Students are expected to understand and master all of the texts after they learn English. They have to pass the test in the middle and the end of the semester about those materials in order to pass the English subject.
32
Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, (Edinburgh: Wesley Longman, 1998), pp. 70-71. ·
33 DEPDKNAS, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Badan
A procedure text is a text that gives an instruction to the reader for doing something. 34 This text helps the reader to make easy their work or activity in doing the activity: This text contains some steps, ways, or methods. The examples of procedure text are recipes, itineraries, instruction manual, or directions. A procedure text usually site on a piece of paper when we bought a television, refrigerator, radio, or a toys. It can also find in the backside of the noodle, instant coffee which tells the reader about how to make it. A procedure text could also find in the situation when some people ask someone how to make a clipart, book, table, or a direction to go to somewhere. A recount text has some language features which tells the reader the step, such as: first, second, next, then, and finally.
In other hand, a descriptive text is a written text in English which describes about a concrete or an abstract object.35 The object that describes in the descriptive text can be a person, an animal, a tree, a house, a building, or a place. It can also describe an abstract object such as wind or air. The descriptive text consists of two text structures: identification and description.36 Identification tells the reader about the phenomenon that want to be described, and the description tells the reader about the part, characteristics, or the criteria of the phenomenon. The descriptive text can :find in the museum; an explanation of a historical object.
Next, a recount text is a piece of English text that retells the reader about the past events or past activity.37 A recount text usually contains three generic structures: orientation, events, and conclusion or reorientations.38 The orientation tells the reader about the background information about who, what, where, and when. Then, the events tell the reader about the series of events or paragraph. The events consists at least one paragraph or more. Then the last is
34 Mark Anderson, and Kathy Anderson,
Text Types in English 2, (South Yarra: Macmillan, 1997), p.50.
35 Sanggam Siahaan, and Kisno Shinoda,
Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p.88.
36
Mukarto. et.al., English on Sky 2, (Jakarta: Erlangga, 2007), p.19.
37
Mark Anderson, and Kathy Anderson, Text Types in English I, (South Yarra: Macmillan, 1997), p.48.
conclusion. The conclusion or the reorientation tells the reader about the conclusion. In recount text, the reorientation or the conclusion could be the optional in this text.
Narrative text is a text that tells a story.39 The examples of the narrative text are myths, fairytales, science fiction, novels, etc. In Indonesia, the example story of narrative text are Malin Kundang, Timun Mas, Tangkuban Perahu, Sangkuriang, etc. The purpose of this text is to amuse, to entertain and to deal with the actual experiences from the writer. 40 The components of narrative text are orientation, evaluation, complication, resolution, and reorientation.
The next type of English reading text in reading in the junior high school is report. Report is a text that has a function to report something.41 It can be reported about an activity or process about something. The report text usually reports the description in general classification. The simple example of report text is news.
6. Recount Text
a. The Understanding of Recount Text
There are several definitions about recount text from several language experts. Recount is a text that retells the reader the past events about the activity, action, or a story and Its purpose is to entertain and informing the audience with a description of what occurred and when it occurred.42 Another definition, recount text is one kinds of story or. a text that tells about what happened in the past
39 Mark Anderson, and Kathy Anderson, Text Types in English 3, (South Yarra:
Macmillan, 1998), p.3.
40
Sanggam Siahaan, and Kisno Shinoda, op. cit., p. 73.
41
Antona Wardiman, Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for Grade IX, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.48.
42
Antona Wardiman, Masduki B. Jahur, and M. Sukirrnan Djusma, .English in Focus for
--and the purpose of this text is to document the past event in order to evaluate the events. 43
From the several definitions above, it can be concluded that recount text is a text tells about something occurred in the past in order to give information into chronologically of what had happened. In other words, recount text is a text type that retell past events chronologically in order to give information or to entertainment. This text also has a purpose to document the series of event or activity in order to evaluate it.
b. The Linguistic Features of Recount Text
A recount text is written in the past tense because it tells events that have already happened. A recount text uses the first person pronouns (I and We), if the story is happening to the personal recount and uses the third person if an observer is telling the story. In addition, the linguistic or the grammatical features usually found in a recount text, they are:
I. Use of nouns and pronouns to identify people, animals or things involved
2. Use of action verbs to refer to events
3. Use of past tense to locate events in relation to writer's time 4. Use of conjunction and time connectivity to sequence the events.44
c. The Generic Structures of Recount Text
Even though there are several kinds of recount text, they have the same characteristics in the schematic structures. A recount text consists of three part, those are orientation, events, and reorientation. Those will be described as follow:
43 Joko Priyana, Amys R. Irjayanti, and Virga Renitasari, Scaffolding English for Junior
High School Students Grade VIII, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.69.
-1. Orientation
Recount text begins by telling the reader about who was involved, what happened, where this event took place and when it happened. 45 It orients the readers to the events that follow which introduce character( s) in a setting of time or place (or sometimes both). In some recounts, introduced to Indonesian students, has an Opening Salutation such as "Hi, my name is Rizki.", in the beginning of the story. Since orientation is the first part of a recount text, therefore it must be interesting in order to attract readers' attention.
2. Events
Events are the main important activities or events that occurred in that story of text. It tells about what happened and in what sequence in the text.46The function is to give more explanation of the orientation. It presents the events chronologically (in order, which they happened).
3. Reorientation
Reorientation 1s a conclusion or an optional-closure of the story.47 Some recounts have a concluding paragraph; however, this is not always necessary. It is an optional. It returns the reader to the point of departure and sometimes the writer gives comments overall sequence of events described. Some recounts have an evaluative comment or a conclusion which may constitute the writer's comment on events described previously, but this is just optional. The conclusion is written in the last paragraph, and because this part is optional, some recounts may not have this conclusion paragraph
45
Utami Widiati, et.al., Bahasa lnggris Seka/ah Menengah Pertama I Madrasah Tsanawiyah Ke/as VJll, Edisi 4, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.29.
46
Ibid,
The following text is the example of schematic structure of personal recount text:
My Holiday
Last Week I went to Mount Bromo. I stayed at my friend's house in Porbolinggo, East Java. The house has a big garden with colorful flowers and small pool.
In the morning, my friend and I saw a Mount Batok. The scenery was very beautiful. We rode on horseback. It was scary, but it was fun. Then we went to get closer to look at the mountain. We took pictures of the beautiful scenery there. After that, we took a rest and had lunch under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon.
We were very tired. However, I think it was
fun to have a holiday like this. I hope my next holiday will be more interesting.48
d. The Purpose of Recount Text
} Orientation
Events
} Reorientation
The purpose of a recount text is to entertain and inform the audience with the description of what occurred and when it occurred. 49 A recount text informs the reader what happened, and this may involve the author's personal interpretation of events. Other purpose of a recount text is to entertain the reader. The author tries to entertain the reader by telling his/her funny experiences.
c. The Kinds of Recount Text
There are five kinds of recount text, those are: 1. Personal Recount
A personal recount text usually retells an experience in which the writer was personally involved. It lists and describes past event experiences by retelling events. It presents the events chronologically
48Joko Priyana, Amys R. lrjayanti, and Virga Renitasari, op.cit., p.68.
(in order in which they happened). The purposes of personal recount text are to inform or to entertain the reader. Here is the example of personal recount text.
My ExperieP.ce in EOS Studio
This morning my friends and I went to EOS studio. It is not very far from our school, so we just rode our bicycles.
First, we met Shanti and Riko outside the studio. Then they took us into the studio and showed us around. After that, we had lunch at EOS canteen. The food was delicious. Before we went home, we took some photographs with Shanti and Riko.
It was tiring but we were very happy.50
2. Factual Recount
A factual recount text usually gives the report of the particular events by reconstructing the factual information. This kind of recotmt usually is used in reporting the information that related to the police in reconstructing the accident or historical recount. It also uses in a biographical recount uses specific names of the people involved in the biography. Here is the example of factual recount: a biography of Maya Gazali.
Biography of Maya Gazali
Maya Gazali was born in Palu. She grew up in a small village. She began school when she was six years old. She went to elementary school, but she did not go to high school. Her family was very poor, and she had to go to work when she was thirteen years old. She worked on an assembly line in a shoe factory.
Maya also studied hard. She learned English, and after a few months, she got a job i-.s a secretary. Now Maya still studies at night, but now she studies advertising at a business school. She wants to work for an advertising company some day and write commercials.
Maya still misses her friends back home, but she communicates with them very often over the Internet. She's very happy now, and she's looking forward to an exciting future.51
3. Imaginative Recount
Imaginative recount is a recount text that used for applying the information or knowledge to the imaginary role in order to explain the events. It is an unreal story. It is just a story of imagination that someone has in his or her mind. Here is the part example of imaginative recount text.
My Rainforest Adventure
Today I woke up at 5:00am in the morning. I put on my loose fitting shirt, trousers, sturdy black boots with little holes in them, wide brimmed hat and a plastic bag with spare dry clothes in case it rained so I didn't get a cold. When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I came to the rainforest. I decided to explore the forest floor. When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I come to the rainforest. I decide to explore the forest floor.
The first animal I saw was a magnificent, giant eastern brown snake. I was so scared I felt like I wanted to run but that would be really dangerous! The second animal I spotted was a beetle eating a rotten berry. I bent down to have a closer look but it stank like rotten eggs and onion mixed together.
...
...
It had beautiful, magnificent, midnight blue eyes and it looked very graceful. I had a great time because I liked therainforest. The most terrifying animal was the eastern brown
ｳｲＮ｡｟ｾ･Ｎ＠ I liked the blue butterfly the best of all the animals.52
(Read the full imaginative recount story in the website)
4. Procedural Recount
A procedural recount records events such as a science experiment or a step in experiment. The purpose of procedural recount texts is to inform the reader about the procedure to do something or the result or findings. 53 Here is the example of procedural recount text.
The Science Project
Last week Ayu and Siska did a science project at school. They did this project to show that hot air always rises. Before they started, they prepared the balloon, a bottle, and a bucket fuII of hot water. First, they blew up the bailoon. Then, they let the air out from the balloon. After that, they put the balloon to cover the top of the bottle. Finally, they put the bottle in the bucket that was full of hot water.
As a result, the air in the bottle got hotter and rose into the balloon. 54
From three kinds of recount text above, generally they have a same characteristic that is to reteII past events chronologically.
C. Teaching Reading through Student Teams-Achievement Divisions
Technique
The following is steps in teaching reading by using Student Teams-Achievement Divisions (STAD):
a. Step 1: Class presentation.
The presentation covers the opening, development, and guided-practice components oflesson
" Livinia, Imaginative Recount, Short Story, 2012, (http://www.write4fun.net/view-entry/ 153240), Retrieved on February 9, 2014.
53 Government of South Australia, Department for Education and Child Development,
Engaging and Exploring Recount Text, 2012, (www.decd.sa.gov.au/literacvt) Retrieved on February 2, 2014.
1. Opening
Before the class presentation begin, the teacher explains students what to work in teams mean. In particular, the teacher have to discuss the following teams' rules, such as:
a. Students have a responsibility to make sure that their teammates have learned the material
b. No one finished studying until all teammates have mastered the subject
Then, the teacher continues by telling the students about what they are going to be learned or brainstorming. The teacher
2. Development
The teacher have to stick close to the objectives that the students have to learn, actively demonstrate concepts or skill using many examples, frequently assess student comprehension by asking many questions, move to the next concept as soon as students have grasped m.ain idea.
3. Guided-Practice
The teacher calls on students at random. This makes all students prepare themselves to answer. The teacher can do it if necessary to check their comprehension.
b. Step 2: Teams
The teacher asks the students to work together in their own teams; the teams had been assigned before. During team study, team members' tasks are to master the material that the teacher presented in the class, and to help their teammates master the material. In addition in the teamwork processes, the teacher have to li
