8
on his or her own portion of the team project or by the rule that the group may not go on to the next activity until all the team members
finish the task. A primary way to ensure accountability is through testing. Forth, Social Skills. Johnson et al, 1986 include teaching
social skills as a defining characteristic of Cooperative Learning. Social skills teaching, however, are not always an element in some
of the most widely researched Cooperative Learning procedures, such as Students Teams Achievements Divisions STAD
discussed in Slavin 1983a. And the last, Structuring and Structures. Structures are generic, content-free ways of organizing
student interactions with content and with each other. For example, Step 1 one student talks while other listen, the Step 2 the next
student talk, etc. structures describe different ways students are to interact.
5
From Carolyn Kessler’ statements above, can be said that Cooperative learning has five general characteristics.
3. Benefits of Cooperative Learning
Based on Donald C. Orlich, Cooperative learning has many benefits. He stated:
Benefits of Cooperative Learning: Improves comprehension of basic academic content.
Reinforces social skill. Allows student decision making.
Creates active learning environment. Boosts student self-esteem.
Celebrates diverse learning styles. Promotes student responsibility.
Focuses on success for everyone.
6
In addition, Carolyn Kessler said that McGroarty 1989 identifies six primary benefits of Cooperative Learning students acquiring English. Cooperative
learning offers: a. Increased frequency and variety of second language practice
through different types of interaction.
5
Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book
London: Prentice-Hall, 1992, pp, 8-14.
6
Donald C. Orlich. et al., Teaching Strategies: A Guide to Effective Instruction, 9
th
Edition, Boston: Wadsworth Cengage Learning, 2010, p, 271.
9
b. Possibility for development or use of the first language in ways that support cognitive development and increased second language
skills. c. Opportunities to integrate language with content-based instruction.
d. Opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning.
e. Freedom for teachers to master new professional skills, particularly those emphasizing communication: and
f. Opportunities for students to act as resources for each other, thus assuming a more active role and their learning.
7
B. The General Concept of Narrative Text 1. Definition of Narrative
As written in the book entitled Text Type in English that written by Mark and Kathy A
nderson. “Narrative is a text that tells a story and, in doing so, entertains the audience. The purpose of a narrative, other than providing
entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotion
”.
8
Moreover, according to Donald Pharr and Santi V. Buscemi “The narrative is the oldest structured form of human communication. The ability to process the
standard elements of a narrative seems to be genetically hardwired into the human system. Parents teach language to very young children by telling them the story.
Moreover, people spend the rest of their lives telling stories ”.
9
In addition, narrative has a general purpose, according to Betty Mattix Dietsch
“if the general purpose is to entertain and establish camaraderie, the it may no matter whether the account is fiction or fact. But when the purpose is
serious – primary to reflect, inform, or persuade-then the audience expects facts
and should receive them ”.
10
In other word, narrative has two categories are fact
7
Carolyn Kessler, op. cit., p, 2.
8
Mark Anderson and Kathy Anderson, Text Types in English 3, South Yarra: MacMillan Education Australia PTY LTD, 2003, p. 3
9
Donald Pharr and Santi V. Buscemi, Writing Today, Contexts and Options for the Real World, New York, McGraw-Hill Companies, 2005, p. 174.
10
Betty Mattix Dietsch, Reason and Writing Well, a Rhetoric, Research Guide, Reader, And Handbook 4
th
Edition, Boston: McGrew-Hill Companies, 2006, p. 124.
