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lessons do not take a great deal of time. Preparation time should be less, however, learning time will be greater
because students must be given time to explore. In the Nelson and Frayer 1972 study, it was noted that the students learning through a discovery learning
method spent more time studying the lessons than those in the expository group. With current school structures and curricula, many times it is impossible to allow
the time needed for discovery learning. It was not stated in the Nelson and Frayer study, but past experiences with discovery learning could play a part in
the additional time spent. The skills needed to be efficient learners in a discovery
learning environment must be learned; therefore, students first attempts at learning through discovery learning would be different from their later attempts in
terms of time needed Schank Cleary, 1994. A third barrier to discovery learning is that class sizes are too large or too
small for discovery learning. When looking at Dewey 19161997, Piaget 1954, and Vygotsky Rice Wilson, 1999, class sizes are almost always too large to
use discovery learning in the way described because of the importance of one- on-one interaction.
On the other hand, group interaction is also important so that the collective experiences of the group can assist in the creation of new knowledge;
therefore, if class sizes are too small, the collective experiences are limited. The key to addressing this disadvantage is finding the architecture that best fits the
circumstances Bonwell, 1998. Three major barriers exist, but research has found some advantages in
the areas of motivation, retention, and achievement. More research in the comparison of the discovery learning method versus traditional teaching on
process-based content would be very beneficial. However, current school structure, in terms of class sizes, curricula and grade levels, and accountability
requirements, including standardized tests, hinder the use of the discovery learning method in the classroom.
Source : http:www.myenglishpages.comfiles1282044031.pdf
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LEMBAR KERJA 3.2 : Exercise for While you read Based on Reading Materials in Worksheet 3.1 fill the following form
Main Ideas in the text My Response
1.
2.
3.
4.
5.
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2. Based on the reading materials, fill the form in Worksheet 3.3: the authority
of the writer
Worksheet 3.3 : Authority of the Writer Based on the reading materials in worksheet 3.1 , fill the form in
Worksheet 3.3: the authority of the writer
Information about the writer training, political affiliation, life experiences, etc. What does the language, tone and approach of the text tell you about the
writer? Is the writer knowledgeable? why? why not?
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3. Based on the reading materials, fill the form in Worksheet 3.4: the logic of
the writer‘s argument
Worksheet 3.4 : Logic of The Writer’s Argument Based on the reading materials in worksheet 3.1, fill the form in Worksheet
3.4: the logic of the writer’s argument
What does the writer want you to believe?
What reasonssupporting evidence does the writer provide? Do they
seem credible? 1.
2.
3.
4.
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4. Based on the reading materials, fill the form in Worksheet 3.5: how the
writer gets your interest
Worksheet 3.5 : Ways in Which the Writer Gets Your Interest Based on the reading materials in worksheet 3.5, fill the form in
Worksheet 3.5: how the writer gets your interest
Does the writer try to get you to identify with himher for example, through the tone? shared experience? something else?? How? Cite examples.
Does the writer try to evoke respect for hisher authority? How? Cite examples. Does the writer try to get you to care about the subject, cause or problem? How --
appeals to emotion? statistics or other facts? anecdotes? detailed descriptions? something else? Cite examples.
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F. Rangkuman
In conducting Critical Text Analysis Critical reading : 1. Identify the authors thesis and purpose
2. Analyze the structure of the passage by identifying all main ideas 3. Consult a dictionary or encyclopedia to understand material that is
unfamiliar to you 4. Make an outline of the work or write a description of it
5. Write a summary of the work 6. Determine the purposes , which could be
To inform with factual material
To persuade with appeal to reason or emotions
To entertain to affect peoples emotions 7. Evaluate the means by which the author has accomplished his purpose
If the purpose is to inform, has the material been presented clearly, accurately, with order and coherence?
If the purpose is to persuade, look for evidence, logical reasoning, contrary evidence
If the purpose was to entertain, determine how emotions are affected: does it make you laugh, cry, angry? Why did it affect you?
G. Umpan Balik dan Tindak Lanjut
Setelah membaca materi, menyimak penjelasan, mengerjakan penugasan serta mendiskusikan tugas yang ada dalam kegiatan belajar ini maka
sebagai tindak lanjut peserta diharapkan dapat berlatih secara mandiri melakukan kajian kritis terhadap artikel artikel ilmiah terutama yang berkaitan
dengan penelitian tindakan kelas.
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H. Kunci Jawaban
Jawaban situasional berdasarkan hasil diskusi kelompok penugasan lembar kerja
