The Implementation of Teaching Recountin SMPN 8 Bandung

Data AnalysisCollecting Data-Understanding Data-Categorizing Data-Interpreting Data-Synthesizing Data

The model of teaching recount writing

OrientationRecord of Events(done in temporal sequence)Re-orientation(closure)

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IMPLEMENTASI PEMBELAJARAN TEKS RECOUNT ( Studi Kasus kelas VIII SMP N 8 Bandung)

Artikel

oleh

Dodi Mulyadi, S.Pd, M.Pd

PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH SEMARANG

2011

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The Implementation of Teaching Recount Writing (A Case Study to Grade Eighth of SMPN 8 Bandung)

Implementasi Pembelajaran Teks Recount ( Studi Kasus kelas VIII SMP N 8 Bandung)

ABSTRACTPenelitian ini bertujuan untuk mencari dan mendeskripsikan implementasi dari pembelajaran teks recount di SMP N 8 Bandung dan untuk mencari tahu respons siswa yang muncul dari pembelajaran teks recount. Penelitian ini merupakan penelitian kualitatif yang menggunakan metode deskriptif. Peneliti menggunakan beberapa instrumen diantaranya dokumentasi, interview, dan angket dengan tahapan sebagai berikut: 1) Collecting Data; 2) Understanding Data; 3) Categorizing Data: 4) Interpreting Data; and 5) Synthesizing Data. Penelitian ini menunjukan bahwa secara umum guru menggunakan metode dalam pembelajaran teks reacount dengan menggunakan Audio Lingual Method, Direct Method, dan Community Language Learning with communicative approach. Teknik yang digunakan pada tahap pertama adalah persiapan guru sebelum mengajar dikelas, membuat lesson plan, menentukan metode, buku ajar dan media pembejaran. Guru mengajarkan materi dengan banyak latihan, contoh-contoh nyata, menuliskan pengalaman mereka dan pemberian pekerjaan rumah. Secara teknis proses pengajaran teks recount, guru memberikan beberapa pendekatan yang menarik seperti mengaitkan pembelajaran grammar kedalam penulisan pengalaman mereka. Guru juga sebagai pembaca dari tulisan-tulisan yang dibuat siswa. Selain itu, respon siswa terhadap implementasi pembelajaran teks recount lebih menyenangkan dan membantu siswa menggali ide dan mengkostruksi teks recount secara individu dan kelompok.

I INTRODUCTION

A. The Background of the Problem

Writing, which is important for a literate society can be an act of

discovery, communication, and joy. It connects people to work, culture, society,

existing knowledge, and the meaning of our life. Written language provides

meaning of conveying and evaluates one’s writing and others so that it can lead

into “read like researchers” (Byrne, 1988). In this case, writing is the learning

process of shaping experiences that is expressed. It allows the researcher to

discover, develop, clarify, and communicate thoughts and feelings. Therefore, it

requires and supports the development of thinking skills. In addition to this, it

brings its learners into the literate society. The learners play as active participants

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in the conversation. Thus, writing is a catalyst of expressing people’s ideas or

thoughts.

The definition of writing has long been a matter of discussion. Writing

may take a form of diary, short massage service (SMS), brochure, journal, article,

and many else. Styles in writing vary according to its genre. For example, a

personal trip to Bali can be reported in a recount while a brochure of travel agency

could be written in a description. However, writing is not only a matter of

composing paragraphs, but it is a form of thinking that facilitates thought and

helps peoples to think critically. Furthermore, it enable people to perceive social

relationship, deepen perception, solve problems, and give order to people to

experience. Thus, writing is perceived more than a way of communication among

people.

A research conducted by Ismail (Sundusiah, 2005:6) revealed that there is

motivation of writing among Indonesians. The research showed that Indonesian

high school students wrote about 2-6 articles per year, while Malay students wrote

about 36-72 articles. The same situation experienced among Indonesian junior

high students, they wrote about 2-6 articles per year, whereas junior highs students

in Kuala Kangsar Malay wrote 36 articles. The reason for writing negligence, as

well as reading is often considered as a difficult skill to possess. Therefore, a

researcher has to look at proportionally on multiple issues, such as content,

organization, purpose, audience, vocabulary, punctuation, spelling, and

capitalization when he or she does a research on writing skills.

It is not surprising that writing in academic setting has been considered

more difficult, boring and tiring work. It brings many difficulties not only for the

students and for the teachers as well. Leo (2007: 24) states that writing as a

process of expressing ideas or thoughts in words could be done at leisure time. It

is due to enjoyable activity as long as ideas and the objectives of the writing is

achievable. Furthermore, teachers also can perceive academic writing as the most

difficult subject because they have lack of writing skills. Theories about writing

are discussed more in front of classrooms than in practice itself. Therefore,

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negative attitudes on writing develop among students, especially in generating

ideas for their piece of writing.

There are various different genres in writing, such as recount, spoof,

reports, narrative, anecdote and others (Pardiyono, 2007:14). This different genre

types are competence of mastering genre, understanding and producing some

pieces texts. Among different kinds of texts, writing recount text is one of the

writing forms that students feel difficulty of doing it. Students find difficulties in

expressing their ideas, and sometimes get trouble when they jot down their ideas.

Therefore, it needs teacher’s skills in teaching recount so that students can

improve their skills in writing. Thus, a researcher is interested in observing and

building a model of teaching writing. He chooses this matter because he wants to

know its application to students’ life and its suitability with the content of recent

curriculum (KTSP 2007). Specific to this subject, recount is one of material

learned in junior high school, included in SMPN 8 Bandung. Moreover, this

recount material is a focus of my research.

The researcher chooses SMPN 8 Bandung as his field study for many

reasons. It is one of favorite vocational school in Bandung. This school also has

attracted students come to this school. It is due to not only high quality and

quantity of students, but having complete facilities that include teaching and

learning process and manner of discipline as well. Furthermore, it has a strategic

location so that people anywhere can visit it. Therefore, the researcher is attracted

to analyze the implementation of teaching recount writing at this school. Because

it is one of favorite vocational schools in Bandung. Thus, he formulates his

research entitled: “The Model of Teaching Recount Writing (A Case Study at

the Eight Grade of SMPN 8 Bandung)”.

B. Statement of Research Question

Based on explanation above, this research is conducted to find answers at

the following questions:

1. How is the teaching of recount implemented in SMPN 8 Bandung?

2. How is the teaching of recount improves students’ writing ability in SMPN

8 Bandung?

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C. Purpose and Significance of Research

The purposes of this research are:

1. To find out the implementation of teaching recount in SMPN 8

Bandung.

2. To find out the impact of teaching recount in improving writing skills

in SMPN 8 Bandung.

In line with the purpose above, the research will be significant as follow:

1. Finding out the process of teaching recount especially, the

method and its techniques of improving students’ writing skills.

2. Analyzing the effectiveness of teaching recount methods used

by the teachers.

3. Framing the implementation of teaching the methods of recount

in relation to writing skills referred by the recent curriculum (KTSP

2007).

D. Rationale

All four language skills: listening, speaking, reading and writing are taught

communicatively and comprehensively. Writing skills are significant to transfer

messages and ideas in the form of texts. Therefore, the students are directed to be

able to express their own ideas and feeling freely.

According to Leo (2007:01), writing as a process of expressing ideas or

thoughts in words should be done at leisure time. It does not mean that writing is

the most difficult subject to be learned. He says that all students can be taught to

express their ideas clearly and correctly. One worth noting is that students can

learn writing effectively when teachers give them encouragement to express their

ideas, thoughts, experience and feeling into written language. In addition, he

states that writing actually encourages thinking and learning when students view

writing as a recursive process of their experience. In this case, a teacher is

important factor in education that is encouraged developing the teaching learning

process.

Furthermore, Brown (1994: 160) states that a good teacher has to be able

to make the classroom livelier. He has to conduct some efforts to employ various

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methods and techniques, utilize some media and motivate his students in learning

English including writing skills effectively and efficiently.

There are many kinds of writing types, such as descriptive, recount,

narrative, exposition, procedure, anecdote, news item, and discussion. One of

them is recount. Recount is the text telling the reader what happened. It retells a

past event. It begins by telling the reader who was involved, what happened,

where this event took place and when it happened (Pardiyono, 2007: 63). At an

Online Education Journal, writing recount is said that it may be a reorientation at

the end. It summarizes the event. Writing recount has a purpose to list and

describe past experiences by retelling events in the order of phases (chronological

order). Recount is written to retell events with the purpose of either informing or

entertaining their audience (or both). Therefore, recount text is one of the writing

forms, which the students feel difficult in learning this form. The students

sometimes get trouble when they express their idea s in writing this form. It needs

the ability of teacher in solving the problem.

Thus, the following diagram shows that the research would analyze the

model of teaching recount writing related to the implementation of teaching

recount in SMPN 8 Bandung.

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TEACHING RECOUNT

• The material

• Approach or method

• Using media or facilities

• Evaluation

Figure 1. THE PROCESS OF RESEARCH

E. Research Steps

1. Source of data

a. Primary Data

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The primary data is taken from the students of Eight Grade of

SMPN 8 Bandung and a related teacher. There are nine classes; the

researchers took only one class as sampling. He uses random

sampling purposively to know about the deep understanding of

implementation in teaching recount writing. To this purpose, he

just takes ten students and one teacher as participants in this

research. The sampling technique is further elaborated in Chapter

III.

b. Secondary Data

The secondary data is about theoretical backgrounds from some

books and websites so that the researcher can get some theoretical

background to support writing his paper.

2. Research Method

This research conducts descriptive qualitative. According to Moleong

(2005: 288-289), the researcher analyzes the data from documentation,

observation and interview with following steps: 1) Collecting Data. 2) Understanding

Data. 3) Categorizing Data. 3) Interpreting Data. 4) Synthesizing Data. This descriptive

qualitative is used to analyze the implementation of teaching recount writing.

The documentation of students’ achievement in writing skills is related to

implementation of teaching recount will be analyzed by using Rating scale

(Sugiyono, 2006:97). Rating scale analyzes the raw data gained from observation

in numbers form, and then it is interpreted in qualitative meaning.

a. Techniques of Collecting Data

The researcher uses certain techniques for collecting data. Those

are written test, observation, and interview. Brief descriptions are

given as follows.

1) Documentation

Operationally, the research will use documentation to know

about implementation of the teaching recount toward students’

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achievement in writing. The researcher gathers the documents such

as the students’ result of test given by their English teacher and the

situation of teaching writing process by using photo, video, or MP5

recorder. Then, these data are analyzed.

2) Observation

The researcher also uses the observation technique. This

technique is to collect data by observing field study directly and

accurately. It is used to know the implementation of teaching

recount well and the ways of using media, facilities and the

documents of students’ achievement in writing.

3) Interview

The researcher applies interview technique. This technique is

used to collecting data directly from respondents/ participant. The

delivers some designed questions to be answered. Interview is a

common and effective way to get representative information. It

takes important questions globally from things related to situation

of teaching recount. It refers to that important role of the school

circumstance such as students, the teacher, and the headmaster.

F. Limitation of Research

In order to avoid extensive impact resulted from this the study, the

researcher will emphasize on implementation of teaching recount in building the

model of teaching writing, with specific reference of recount.

II LITERATURE REVIEW

A. Writing

1. The Definition of Writing

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Many experts have opinion that meaning of writing differently. Therefore,

the ideas about writing are various. Byrne (1988: 1) in “Teaching Writing Skill”

states that:

“Writing can be said to be the act of farming these symbol making marks on a flat surface of some kind. However, writing is clearly much more than the production of graphic symbols, just as speech is more than the production of sound. The symbols have to be arranged, according to convention, to form word, and word have to arranged to form sentences”

According to Norrish (1983) says that writing is more difficult than

speaking. It is the language skill with which native speaker has most problems and

one which is not mastered at all by some of them. It means that writing is not

simply speech written on paper. In fact, it is more complicated than speech. It is

not easy to practice though. Therefore, a writer needs some knowledge about

writing and must practice it regularly.

2. The Function of Writing

Writing has function as a mean of communication, giving information, and

sharing knowledge to other persons. Writing cannot be separated from human life.

It involves the encoding of message of some kinds that is people translate their

thoughts into language.

On personal level, most of people writing have function to make note of

something, to keep record of things they to remember, to send the message and

write a letter to someone and a view of them keep diaries.

Most of people have to fill in the form from time to time (especially

application and insurance for example). A part from this the amount of writing

they do regularly will relate to their professional life. Some might spend a good

deal of time writing letters, instruction, report etc. For others this will only be

occasionally activity.

3. Form of Writing

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According to KTSP 2007, based on Genre-Based Approach there are five forms of

writing. They are as follows: Narrative, Descriptive, Recount, Report, and

Procedure.

a. Narrative

A narrative is a story. Mostly narrative are imaginary stories but

sometimes narrative can be factual too. Narrative includes fairy stories, fables,

mystery, stories, science fictions, romance, horror, etc.

Structure of the text:

1. Orientation : Introduce the character, place and time

2. Complication : Develop a conflict.

3. Resolution : End of the conflict.

4. Coda : (if any) shows the change that happens to the characters and

the moral value of story.

b. Description

A description is a text describes the person things or place, even of units,

times of day, or season.

Study the structure of the text:

1. Definition / Classification introduce the person, thing, or place

that will be described.

2. Description picture of the characters of person, the thing or place

that talk about.

Mostly, a description uses simple present tense but sometimes it uses

simple past tense when the person, thing or place that is talked about longer exists.

c. Recount

Recount is a report of even or activity in the past. It is to inform or to

entertain the readers.

→

→

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Structure of the text:

1. Orientation give information about who, what, when and where.

2. Report of event or activity (in chronological order)

d. Report

Report is a text describes the way of things are, with reference, to arrange

of natural, man made and social phenomena in our environment.

Structure of the text:

1. General statement, which explain treatment of the subject and

classification.

2. Descriptive (describes the way of the things are, with reference, to arrange

of natural, manmade and social phenomena in our environment )

e. Procedure

Procedure is a text describes how something is accomplished through a

sequence of action or steps.

Structure of the text:

1. The goal

2. The material (not required for all procedural text).

3. Step (goal followed by a series of steps oriented to achieving the goal).

4. Writing Evaluation

According to Harris (1969:68-69), there are at least, five general component

of writing ability. These five elements are:

a. Content; the substance of writing, the ideas expressed

b. Form; the organization of the content

c. Grammar; the employment of grammatical forms and syntactical

patterns

d. Style; the choice of structure and lexical item to gives a particular tone

of flavor to the writing

e. Mechanic; the use of the graphic conventions of the language.

→

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Concerning his abilities, Brown (1994; 342) gives wider description about

element of writing as follow:

a. Content. It included thesis statement, related ideas development of

ideas through personal experience, illustration, facts opinions,

using of description, cause/effect, comparison/contrast, and

consistent focus.

b. Organization. It concluded effectiveness of introduction, logical

sequence of ideas, conclusion, and appropriate of length.

c. Discourse. It concluded topic sentences, paragraph unity,

transitions, discourse markers, cohesion, rhetorical conventions,

reference, fluency, economy, and variation.

d. Syntax

e. Vocabulary

f. Mechanics. It concluded spelling, punctuation, citation of reference

(if applicable), neatness, and appearance.

5. Characteristics of Written Language

According to Brown (1994:278-288) students already literate in their

native languages will of course be familiar with the broad, basic characteristics of

written language; however, some characteristics of English writing, especially

certain rhetorical conventions, may be so different from their native language that

reading efforts are blocked. The characteristics listed below will also be of some

helps:

a. To diagnose certain reading difficulties arising from the idiosyncrasies

of written language.

b. To point your techniques toward specific objectives

c. To remind students of some the advantages of the written language

over spoken.

Furthermore, Brown (1994:325-327) states in detail some characteristic of

written language of a writer's view:

a. Permanence

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One something is written down and delivered in its final from to its

intended audience, the writer abdicates a certain power: power to emend, to

clarify, and to withdraw.

b. Processing or production time

The good news of writer is that, given appropriate stretches of time, a

writer can indeed become a "good" writer by developing efficient processes

for achieving the final project. The bad news is that many educational contexts

demand student writing within time limits, or 'writing for display',

(examination writing, for example)

c. Distance

One of the thorniest problems writer face is anticipating their audience.

That anticipation ranges from general audience characteristics to how specific

words, phrases, sentences, and paragraphs are going to be interpreted. Writers

need to be able to predict the audience general knowledge, cultural and

literary schemata, specific subject-matter knowledge, and very importantly,

how their choice of language will be interpreted.

d. Orthography

Everything from simple greetings to extremely complex ideas is

captured through the manipulation of a few dozen letters and other written

symbols.

e. Complexity

Writers must learn how to remove redundancy (which may not be with

their first language rhetorical tradition), how to combine sentence, how to

make reference to other elements in a text, how to create syntactic and lexical

variety and much more.

f. Vocabulary

Writing places a heavier demand on vocabulary use than does

speaking. Good writers will learn to take advantages of the richness of English

vocabulary.

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g. Formality

Writing is quit frequently more formal than speech. Formality refers to

prescribed forms that certain written message must adhere to. We have

rhetorical, or organizational formality in essay writing that demands a writer's

conformity to conventions like paragraph topics, logical order for, say,

comparing and contrasting something, opening and closings, preference for

non-redundancy and subordination of clauses, etc. for ESL students, the most

difficult and complex conventions occur in academic writing where students

have to learn how to describe, explain, compare, contrast, illustrate, defend,

criticize, and argue.

6. Types of Classroom Writing Performance

While various genres of written texts around, classroom writing

performance is, by comparison, limited. Brown (1994:327-330) states about types

of classroom writing performance as follow:

a. Imitative, or writing down.

At the beginning level of learning to write, students will simply "write

down" English letters, words, and possibly sentences in order to learn the

conventions of the orthographic code. Dictation can serve to teach and test

higher order processing as well. Dictation typically involves the following

steps:

1) Teacher reads a short paragraph one or twice at normal speed.

2) A teacher reads a short paragraph in short phrase units of three or

four words each and each unit is followed by a pause.

3) During the pause, students write exactly what they hear.

4) Teacher reads the whole paragraph one more at normal speed, so

students can check their writing.

5) Scoring of students' written work can utilize a number of rubrics

for assigning points. Usually spelling and punctuation errors are

not considered as serve as grammatical errors.

b. Intensive or controlled

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Writing is sometimes used as a production mode for learning,

reinforcing, or testing grammatical concept. This intensive writing typically

appears in controlled, written grammar exercises. Guided writing loosens the

teacher's control, but still offers series of stimulators. For example the teacher

might get students to tell a story just viewed on videotape by asking them a

series of questions.

Yet another from of controlled writing is a dicto-comp. here, paragraph

is read at normal speed; then the teacher puts key words from the paragraph

from the best of their recollection of the reading, using the words on the

blackboard.

c. Self writing

A significant proportion of classroom writing may be devoted to self-

writing or writing with only the self in mind as an audience. The most salient

instance of this category in classrooms is note taking where students take

notes during a lecture for the purpose of later recall. Other note taking may be

done in margins of books and on old scraps of paper.

Diary or journal writing also falls into this category. However, in recent

years more and more dialogue journal writing takes place, where students

write thoughts, feeling, and reactions in a journal and an instructor reads and

responds in which case the journal while ostensibly written for oneself, has

two audiences.

d. Display writing

For all language students, short answer exercises, essay examination,

and even research report will involve an element of display. For academically

bound ESL students one of the academic skills that they need to master is a

whole array of display writing techniques.

e. Real writing

According to Brown (1994:330) there are three subcategories illustrate

how reality can injected:

1) Academic. The language experience approach gives groups of

students' opportunities to convey genuine information to each other.

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2) Vocational/technical. Quite a variety of real writing can take place in

classes of students studying English for advancement in their

occupation.

3) Personal. In virtually any ESL class, letters, post card, notes,

personal message, and other informal writing can take place,

especially within the context of an interactive classroom. While

certain tasks may be somewhat contrived, nevertheless the genuine

exchange of information can happen.

8. Principles for designing writing technique

Out of all those characteristics of this written word, along with micro

skill and research issues, a number o specific principles or designing writing

techniques emerge. Brown (1994:331-338) states a number of principles for

designing writing techniques as follows:

a. Incorporating practices of "good" writer

Furthermore, Brown (1994:33) explains the various thing that efficient

writers for example, good writer:

1) Focus on a good or main idea in writing

2) Perceptively gauge their audience

3) Spend some time (but not too much)planning to write

4) Easily let their first ideas flow onto the paper

5) Follow a general organizational plan as they write

6) Solicit and utilize feedback on their writing

7) Are not wedded to certain surface structures

8) Revise their work willingly and efficiently

9) Patiently make as many revision as needed

b. Balancing process and product

A good deal was said about the process approach. The application

of the process principles does not detract from a careful focus on the

product as well.

c. Accounting for cultural/literary backgrounds

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The technique does not assume that the students know English

rhetorical conventions.

d. Connecting reading and writing

By reading and studying a variety of relevant types of text, students

can gain important insight both about how they should write and about

subject matter that may become the topic of their writing.

e. Providing as much authentic writing as possible

Writing that is shared with other student in the class is one way to

add authenticity. Publishing a class newsletter to people outside of class,

writing a script for a skit or dramatic presentation, writing a resume,

writing advertisement-all these can be seen as authentic writing.

f. Framing techniques in terms of free-writing, drafting, and revising

stages

Process writing approaches tend to be farmed in three stages of

writing. According to Brown (1994:334), the prewriting stage encourages

the generation of ideas, which can happen in numerous ways:

1) Reading (extensively) a passage

2) Skimming and/or scanning passage

3) Conducting some outside research

4) Brainstorming

5) Listening (in writing-individually)

6) Discussing a topic or question

7) Instructor-initiated questions and probes

8) Free-writing

9) Clustering (begin with a key word then add other words,

uses three association)

Furthermore, he states several strategies and skill that apply to the

drafting/revising process in writing:

1) Getting started (adapting the free-writing technique)

2) "Optimal" monitoring of one's writing (without premature editing

and diverted attention to wording, grammar, etc.)

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3) Peer-editing (accepting/using classmates' comment)

4) Using the instructor's feedback

5) "Read aloud" technique (in small groups or pairs, student read their

almost-final drafts to each other for final check on errors, flow

ideas, etc.)

6) Proofreading

g. Techniques should be as interactive as possible

Writing techniques that focus on purpose other than composition

(such as letters, forms, memos, directions, short report) are also subject to

the principles of interactive classroom. Group collaboration,

brainstorming, and analyzing, are as easily and successfully a part of many

writing-focused techniques.

h. Sensitively applying methods of responding to and correcting your

students' writing

In the case of writing, error correction must be approached in a

different manner, because writing, unlike speaking, often includes an

extensive planning stage, error treatment can begin in the drafting and

revising stages, during which time it is more appropriate to consider errors

among several features of the whole process of responding to students

writing.

i. Clearly instructing students on rhetorical formal conventions of

writing

According to Brown (1994:338), some of the features of English

rhetorical discourse for academic writing that writers use to explain,

propose solutions, debate, and argue are as follow:

1) A clear statement of the thesis, topic, or purpose

2) Use of main ideas to develop or clarify the thesis

3) Use of supporting ideas

4) Supporting by "telling:" describing

5) Supporting by "showing:" giving evidence, facts statistics, etc

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6) Supporting by linking cause and effect

7) Supporting by using comparison and/or contrast

j. Making final evaluation of student writing consistent with your

overall approach

Evaluation is based on the material that has been delivered and

based on the approach and method used.

B. Recount

1. The Meaning of Recount

Recount is the text telling the reader what happened. It retells a past event. It

begins by telling the reader who was involved, what happened, where this event

took place and when it happened (Pardiyono, 2007: 63). At an Online Education

Journal, writing recount is said that it may be a reorientation at the end. It

summarizes the event in the order in which they happened (chronological order).

Recount is written to retell events with the purpose of either informing or

entertaining their audience (or both).

2. Purpose

Derewianka (2004: 18) states that the purpose of a recount is to list and

describe past experiences by retelling events in the order in which they happened

(chronological order). To achieve its purpose, the text will move through a

different set of stages: a) an orientation letting the reader knows who is involved,

where, when, etc. b) the retelling of a series of events in chronological sequence.

Recounts are written to retell events with the purpose of either informing

or entertaining their audience (or both). Frequent use is made of words, which link

events in time, such us next, after, when then, after, before, first, at the same time.

It describes events, so plenty of use is made of verbs (action words), and

of adverbs (which describe or add more details are often chosen to add interest or

humor to the recount).

3. Types of Recount

a. Personal Recount

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These usually retell an event that the writer was personally

involved in.

b. Factual Recount

Recording an incident, e.g. a science experiment, police report.

c. Imaginative Recount

Writing an imaginary role and giving details of events, e.g. A day

in the life of a pirate.

4. Features of Recounts and Conventions

The recount has a title, which summarizes the text. Past tense verbs are

used, and frequent use is made of words which link events in time, such as next,

later, when, then, after, before, first. Recounts describe events, so plenty of use is

made of verbs (action words), and of adverbs (which describe or add more detail

to verbs).

5. Structure

The recount has a title, which usually summaries the text specific

participants (Mum, the crab).

The basic of recount consist of three parts:

a. The setting or orientation – background information answering who?

when? where? And why?

b. Events are identified and described in chronological order.

c. Concluding comments express a personal opinion regarding the events

described.

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6. The Example of Recount Text

The sample text of Recount such as Newspaper reports, diary

entries, interviews, conversation, letters.

This sample recount is labelled to show you the structure and

language features of a recount text.

(source:Derewianka, 2004: 16” Exploring How Texts Work”).

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III THE RESULTS OF STUDY

As the result of investigation and study about the implementation of

teaching recount writing at the Eight Grade of SMPN 8 Bandung, the writer

concludes that:

1. The study showed that generally, the teacher used methods in teaching

recount are Audio Lingual Method, Direct Method and Community Language

Learning with communicative approach. Technically, the teacher's preparation,

at the first step, are the preparation of the teacher before teaching in the

classroom, making lesson plans, deciding methods, a handbook, and

supporting media. Furthermore, the teacher carried out and reinforced the

materials with several exercises and task for homework, gave the factual

examples and drills in order to make lesson easier and more understandable,

developed students' capacity to write their experiences and elicit their

knowledge. And he also used media in comprehending grammar and tenses

when they compose recount, besides the teacher helped students to provide

creating attractive process in learning English. The teacher evaluated the

students' comprehension in writing recount.

2. Moreover, students' responses to the implementation of teaching recount

shows that teaching recount runs more joyful and helps the students to dig

their ideas and construct the text more easily both in-group and individually.

B. Suggestion

24

Considering the significance of the implementation of teaching recount

writing, the writer suggests some points that should be taken in action by an

English teacher and students as follows:

1. Generally review for junior high school students:

a. Students need to learn more grammar to facilitate them in

writing recount

b. The most important thing is students should throw away their thinking

that English is difficult. Students should be aware that English is

knowledge, which is as fun as what they learn at junior high school.

c. Students should practice to write recount by writing their, experience in

diary or making journals.

2. Generally review for teachers:

a. It is better for English teachers to make their students realize that

English materials related to recount is much easy to be learned. The

teachers can use some media and factual examples in order to make

situation of learning more attractive and understandable.

b. In teaching recount, the teacher should explain more about recount writing

such as the types of recount including personal recount, factual recount, and

imaginative recount and explain about text elements of recount.

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Donn, Byrne. 1988. Teaching writing skill. London: Longman group ltd.

25

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www.lmpc.edu.au/resources/Science/research_projects/text_types/2_recount.html

http://infocenter.sybase.com/help/index.jsp?

topic=/com.sybase.dc35892_1500/html/instalibm/BA