l. Anecdote
This story genre is used to share with others an account of an unusual or amusing incident. The organization of the text is abstract, orientation, crisis,
reaction, and coda. This type of text usually has language features such as use of exclamatory, rhetorical questions and intensifiers to point up the significance of
events, use of temporal and continuative conjunctions, use of material or action processes, and use of relational and mental processes to evaluate events.
m. News Item
This factual text type is used to inform the readers, listeners or viewers about events of the day which are considered newsworthy or important. The
schematic structure of this genre is newsworthy events, background events, and sources. In newsworthy events, recounts the events in summary form. In
background events, elaborate what happened, to whom, in what circumstances. And in sources, give comments by participant in, witnesses to and authority expert
on the event. This kind of text type usually has language features such as short, telegraphic information about story summarized in one-sentence headline, use of
material or action processes to retell story, use of projecting verbal processes in source stage, focus on circumstantial meanings, and often dramatic use of
participant structure.
B. Rationale
English is considered as one of the difficult subject matters in educational program. The students of MAN Sukoharjo have some problems in
understanding the English, and one of the problems they have is the capability in comprehending the English texts. Some, even most of them get difficulties with
this matter. They should understand them well in order to pass the national examination when they are in the twelfth year.
The difficulties in comprehending the English texts can be overcome by using collaborative learning technique because it can encourage learners to: 1
learn about learning, learn better; 2 increase the awareness about language and about learning; 3 work together to achieve common learning goals; 4 recognize
the decision-making tasks as the communicative activities; and 5 participate the discussion in the classroom.
Besides, the work in collaborative learning teams is structured so that there is positive interdependence among the members in the group. The students
feel that they work together and have responsibility for mutual benefit. Positive interdependence needs to be structured carefully in order to encourage all group
members to work for their full capacity. In a well-functioning cooperative group, there is sense of joint responsibility where students care about and get
commitment to each others’ success. A team environment where students state each others’ successes and provide assistance to each other is likely to promote
more positive relationships. Finishing the tasks collaboratively can make the
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