60 organizations of comparison, collection
of descriptions, problemsolution, and causation
Prepositional features Lexical range
Normally no technical jargon:approximately 7000 wordsroot
forms; functional and substechnical lexis
topic Area Familiar to students: humanity and
managementscience and technologybiology and medicine
Background knowledge Within students’ background knowledge
but not totally given; students should not be able to answer test questions
from background knowledge without recourse to the text
Illucutionary features To inform, to explain, to describe, to
advise, to persuade Channel of presentation
Normally textual. Some texts might contain graphics
1992: 299 From the above description it can be seen that in teaching, needs analysis is
needed. As a teacher, he should engage all the learners to participate in every learning process. In determining materials to be taught, teachers should address
learners’ needs and interest.
6. Cooperative Learning
One of the ways to make students interested in the activities in the classroom is they do the activities with their friends. They work together with their friends.
Working together with others can encourage their motivation. It is called cooperative learning. Richards and Rodgers states:
Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. It has been defined as follows:
61 Cooperative learning is group learning activity organized so that learning is
dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or
her own learning and is motivated to increase the learning of others 2001: 192.
Further they state that there are many advantages by using cooperative
learning: 1.
raise the achievement of all students, including those who are gifted or academically handicapped
2. help the teacher build positive relationship among students
3. give students the experiences they need for healthy social,
psychological, and cognitive development 4.
replace the competitive organizational structure of most classrooms and schools with a team-based, high-performance organizational
structure 2001: 192.
Further they state the other advantages Cooperative learning for students are:
1. increased frequency and variety of second language practice through
different types of interaction. 2.
possibility for development or use of language in ways that support cognitive development and increased language skill
3. opportunities to integrate language with content-based instruction
4. opportunities to include a greater variety of curricular materials to
stimulate language as well as concept learning. 5.
freedom for teachers to master new professionals skills, particularly those emphasizing communication
6. opportunities for students to act as resources for each other, thus
assuming a more active role in their learning. 2001: 195.
With cooperative learning, students work together in their groups whose usual size is two to four members. Richards and Renandya state that cooperative learning
is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to
encourage mutual helpfulness in the groups and the active participation of all members 2002: 52. Furthermore, they state that in cooperative learning technique:
62 1 Each student in a group of four gets a number: 1,2,3, or 4, 2 the teacher or a
student asks a question based on the text the class is reading, 3 students in each group put their heads together to come up with an answer. They should also be
ready to supply support for their answers from the text andor from other knowledge, 4 the teacher calls a number from 1 to 4. The person with that number
gives and explains their group’s answer 2002: 52. Larsen states that cooperative or collaborative is not the group configuration that makes cooperative learning
distinctive, the important thing is the way the students and teachers work together. The teacher helps the students learn how to learn more effectively. Furthermore, she
states that in cooperative learning teachers teach students collaborative or social skills so that they can work together more effectively 2000: 164. By cooperative
learning the learners interact with each other and are motivated to increase each other’s learning Richards and Rodgers, 2001: 196. Thus, working together with
friends or groups can increase motivation. Increasing student’s motivation can increase student’s capability in comprehending the subject matter.
Richards and Rodger state the activities type in cooperative learning. They are: 1 team practice from common input – skills development and master of facts. In
this activities all students work on the same material, practice could follow a traditional teacher-directed presentation of new material and for that reason is a
good starting point for teacher and students new to group work, the task is to make sure that everyone in the group knows the answer to a question and can explain how
the answer was obtained or understand the material. Because students want their team to do well they coach and tutor each other to make sure that any member of the
63 groups could answer for all of them and explain their team’s answer, when the
teacher takes up the question or assignment, anyone group may be called on to answer for the team, this technique is good for review and for practice test, 2
jigsaw: differential but predetermined input-evaluation and synthesis of facts and opinion. In these activities each group member receives a different piece of the
information, students are regrouped in topic groups expert groups composed of people with the same piece to master the material and prepare to teach it, the
students return to the home groups to share their information. The students synthesize the information through discussion. Each students produces an
assignment of part of a group project, or take a test, to demonstrate synthesis of all the information, presented by all groups members, this method of organization may
require team-building activities, 3 Cooperative projects: topicresources are selected by students – discovery learning. In this activity different topic is given for
each group. The students identify subtopics for each group, steering committee may coordinate the work of the class as a whole, and students research the information
using resources such as library reference, interviews, and visual media. The students synthesize their information for a group presentation: oral andor written. Each
group member plays a part in the presentation, each group presents in the whole class. This method places greater emphasis on individualization and students’
interest. Each students assignment is unique, students need plenty of previous experience with more structured group work for this to be affective 2001: 196-
197. In this research the writer uses the third types cooperative learning.
64 The use of discussion in groups, group work, and pair works is good activities
both in teaching language and in other subjects. It can increase the students’ participation in the lesson. Group activities are the major mode of learning and a
part of a comprehensive theory. In groups activities, planning can maximize student’s interaction to others
7. Vocabulary Problem and Selected Text
