rainforest. The most terrifying animal was the eastern brown snake. I liked the blue butterfly the best of all the animals.
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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.
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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 full of hot water. First, they blew up the
balloon. 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.
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From three kinds of recount text above, generally they have a same characteristic that is to retell 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 of lesson
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Livinia, Imaginative Recount, Short Story, 2012, http:www.write4fun.netview-
entry153240 , Retrieved on February 9, 2014.
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Government of South Australia, Department for Education and Child Development, Engaging and Exploring Recount Text, 2012,
www.decd.sa.gov.auliteracy Retrieved on
February 2, 2014.
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Mukarto, op.cit., p.93.
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 main 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 listening, observing, and intervening when it necessary in order to recheck the students’ comprehension.
c. Step 3: Test or Quizzes
Distributes the quiz and give students adequate to complete it. Do not let students work together or cheat on the quiz.
d. Step 4: Individual improvement score.
After distributes the quizzes, the teacher may collect and score them. After that, the teacher could give the score to the students to give the
result of the quizzes. It makes the students know their improvement, and it makes the students motivate their teammate to get the higher score than
before.
e. Step 5: Team recognition
In this step, the teacher could give a reward to the best team in latest quizzes. The reward could be a score or something for the team.
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D. Previous Study
In Student Team Achievement Division STAD technique, there were some studies which have been already conducted by another people. The first
study is research is from Iffah Salimah with the title of her research is The Effectiveness of Learning Reading through Cooperative Learning. The
similarity of this research is to know the effectiveness of cooperative learning on students’ reading ability. The researches have the same objective that is to
describe the effectiveness of cooperative learning on students’ reading comprehension. It also has the same background which there were many
students who had low achievement of reading. Then, the sampling technique that used in the research is also similar that is purposive sampling. The
differences are research design that is pre-elementary study. She only took one class as the experimental class. She compared the pre-test and post-test from
the class. She took the experiment in the senior high school. The result shows that the improvement of students’ achievement in learning reading before and
after using cooperative learning is significant enough. Another study that conducted by NurAeni on Developing Students
Reading Ability by Using Student Team Achievement Division Technique. She did the Study in order to find the empirical evidence of students reading
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Robert E. Slavin, op. cit., pp.71-73.
ability development by using Student Team Achievement Division STAD technique. The method of this study was Classroom Action Study CAR. In
this research, the difference is the design of this study. She used CAR as the design of the study, but the writer used experimental. In CAR, it has two
cycles and each cycle has five meeting. Therefore, she took ten meeting for the treatment then the writer only took four meeting for the treatment. In other
hand, both the writer and Nur’Aeni has the similarity, both of them used STAD as the method that will be used in their study. In the end of this result,
she found that the students could develop their reading ability by using Student Team Achievement Division STAD technique.
The last research is from Eka Nurazizah with the title of the research is The Effectiveness of Teaching Reading through Cooperative Learning
