On the other hand, there are other inventions that could be seen as more important than television. Some would argue the computer
has made life easier for many people, including those in the outback, especially with email and internet connections.
Others would argue that many medical inventions, such as heart pacemakers which have allowed many people to lead healthy
and happy lives despite a potentially crippling disease, are a more important invention.
It can be seen that there are reasons supporting and questioning television being considered the best invention of the twentieth
century. After looking at both sides I still believe it is the best invention.
Figure 2.1 Discussion Text and Its Schematic Structure
Seeing the text above and schematic structure, the writer may describe that the introductory paragraph show briefly statement that describe the situation. And it
recognizes the two points of view. It introduces television as a great invention during twentieth century, and it tells that there are arguments for and against
which questioning whether it‘s the best invention or not.
In addition, there are some arguments for supporting the statement that television being the best invention in twentieth century. It proved based on the
research, survey and interview. Then, the next paragraph elaborates the argument that against the television being the best invention. It is proved by the fact that
there is also computer that has made life easier. Furthermore, there is a conclusion paragraph that gives a final point of view,
either for or against the topic. In this case, after delivering some argument for and against, the writer presenting hisher own personal perspective that the writer
thinks television is still a great invention.
4. Language Features of Discussion Text
The language features usually found in a discussion text are: a. The use of generic terms related to the topic.
Reasons against
television being the best
invention
Concluding comment with
write‘s opinion
b. The use of words that show a comparison or a contrast. c. The use of words that link arguments.
d. The use of general statement to make statement. e. The use of thinking verbs.
f. The use of connectives to link arguments. g. The use of quoted and reported speech.
h. The use of comparative adjectives.
23
C. Cooperative Learning
1. The Understanding of Cooperative Learning.
In a classroom, especially in Indonesia‘s school, the teachers are faced with a problem in which they should handle a class that consists of 25 to 35 students.
This is one of the challenges in teaching today. Teachers are expected to teach in a way that enables students to learn materials in the classroom cooperatively.
Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. However, we cannot define all types of group work as cooperative learning. It has to be structured-organized that can make the students interact with
other and they can inspire others to master the material being studied. It has been defined as follows:
―Cooperative Learning CL is a body of literature and research that has examined the effects of cooperation in education. CL is not
general, free discussion; nor are all types of group work necessarily cooperative. Cooperative learning is carefully structured- organized so that each learner
interacts with others and all learners are motivated to increase each other‘s learning.‖
24
Cooperative learning creates opportunity for students to help their group members to solve their learning problems which in small group students feel more
comfortable asking for help. In cooperative learning students can work their
23
Ibid.
24
Carolyn Kessler Ed., Cooperative Language Learning: A Teacher’s Resource Book,
United States of America: Prentice-Hall, Inc., 1992, p. 1.
aasignment together. Cooperative learning grounded in the belief in that learning is most effective when students are acctively involved in sharing ideas and work
cooperatively to complete academic tasks.
According to Roger E. W-B Olsen and Spencer Kagan in Cooperative Language L
earning‘s book, ―CL provides increased interactions between students. This, in turn, increases opportunities for language practice while using those same
interactions to increase comprehension of lesson material. Nonnative English speaker in CL classes show gains in language acquisition and academic
achievement that are either equivalent to or superior to gains through traditional whole-
class instruction.‖
25
Based on the all statement above, the writer summarized that cooperative learning is a learning model which provides opportunity to interact and
communicate with each other. Cooperative learning is not just putting students into group but they should learn social skill. The cooperative learning requires
students to be active in the grou p and achieved the main goal of every member in the group.
2. The Technique of Cooperative Learning
There are many techniques in Cooperative Learning which can be applied by teachers in teaching-learning activities, such as; Student Teams-Achievement
Divisions STAD, Teams-Games-Tournament TGT, Jigsaw, Number Head Together NHT and Team Accelerated Instruction TAI. Three are general
cooperative learning methods adapted to most subjects and grade levels; STAD, TGT, and Jigsaw.
26
The writer limits his study only in Student Teams-Achievement Division STAD technique as he mentioned in chapter one.
25
Ibid., p. 1
26
Steven G. McCafferty Ed., Cooperative Learning and Second Language Teaching, New York: Cambridge University Press, 2006, pp. 181
—194.
