Another expert explains the grammatical features of recount. Artono Wardiman assumes
that, “The features are including Who? Where? When? Why?, noun or pronoun, and past tense.”
29
It states that the main features of recount usually consist of three features, participants, noun or pronoun, and
past tense. Another experts, Utami Widiati proposes the features of recount text
that recount text concludes participants and past tense.
30
Widiati states the main features that are included in recount text are participants and past tense.
Those are the features of recount text of Mark Anderson, Artono Wardiman, and Utami Widiati. From those features, the writer summarizes
that the features of recount text as follows: a.
Participants. It gives the detail information about who, when, where, why and how the event happened.
b. Proper noun. It indentifies those involved in the text.
c. Past tense. The tense that tells about the past event.
d. Words that show the order of events. It is the connection between
events such as first, second, then, next, etc.
C. Student Teams-Achievement Divisions STAD
Before discussing about STAD, the writer would like to discuss about the approach of STAD that is Cooperative Learning approach. Many experts state
about the definition of Cooperative Learning approach. The first comes from Richards and
Rodgers, “Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of
learners in the classroom.”
31
It means that in Cooperative Learning, the students are divided into some groups on learning activities. The small group could be
consisted at least two persons or pairing.
29
Wardiman, et al., 2008, op. cit., p. 117.
30
Widiati, et al., 2008, op. cit., p. 29.
31
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 2001, p. 192.
Another assumption comes from Kevin Barry and King, “The cooperative learning notion suggest students working together, interacting in a task-related
way with each other, and one or some of the students helping those who need or ask for help.”
32
According to Kevin Barry and King, in the cooperative learning, students may help the interaction to help each other in the group.
The small group on Cooperative Learning facilitates the students to work together with teacher. As Diane Larsen and
Freeman point out, “But it is not the group configuration that makes cooperative learning distinctive; it is the way that
students and teachers work together that is important.”
33
It shows that on cooperative learning, that is not only between students who works together but
also teacher should work with student and it is the important thing of cooperative learning.
Besides working together on the group, cooperative learning has its own characteristics. Richard I. Arends states the characteristic of cooperative,
“Cooperative learning lessons can be characterized by following features; students work in teams to master learning goals, teams are made up high-, average-, and
low- achieveing students, whenever possible, teams include a racial, cultural, and gender mix and reward systems are oriented to the group as well as individual.”
34
It means that the group is consisted of various different achievers and races, and the group should be given a reward of their achievement.
According to Richard I. Arends, there are three important instructional goals, “The cooperative learning model was developed to achieve at least three
important instructional goals: academic achievement, tolerance and acceptance of diversity, and social skill development.”
35
It points out that the students will learn how to tolerance and knowing the diversity between groups, they also would have
a social skill while interacting in the group.
32
Kevin Barry and Len King, Beginning Teaching and Beyond, Southbank: Social Science Press, 2006, p. 234.
33
Diane Larsen and Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, p. 164.
34
Richard I. Arends, Learning to Teach, New York: McGraw-Hill, 2007, p. 345.
35
Ibid.
