Professional Documents
Culture Documents
RECOUNT TEXTS
(The Case of the Twelfth Year Students of SMA N 1 Slawi, Tegal
in the Academic Year of 2006/2007)
a Final Project
by
TONI HARYANTO
2201402050
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2007
ACKNOWLEDGMENTS
besought of all for blessing), who has led me to the completion of this final
(The Case of the Twelfth Year Students of SMA N 1 Slawi, Tegal in the Academic
Year of 2006/2007.
My first respect and thank go to Dra. Hj. Dwi Rukmini, M.Pd., my first
advisor and Rudi Hartono, S.S., M.Pd., my second advisor for their invaluable
assistance, guidance and valuable suggestions during the writing of this final
project.
Indah, Beni and Adhi for their love and patience in waiting for my graduation.
Great thanks also goes to Carol, my humble one, your understandings and
supports are essential. To my friends Adji, Heru and all of my friends in Beswan
Djarum 05/06 who have given their wonderful supports. Ganesha Squad, thanks
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ABSTRACT
v
TABLE OF CONTENTS
ACKNOWLEDGMENTS ................................................................................. iv
ABSTRACT ....................................................................................................... v
I INTRODUCTION ......................................................................................... 1
vi
2.7 Error Analysis .............................................................................................. 20
REFERENCES ................................................................................................... 49
APPENDICES ................................................................................................... 51
vii
LIST OF APPENDICES
Appendix
viii
1
CHAPTER I
INTRODUCTION
can also be regarded as one of human criteria, because only human beings speak a
social group.
should master the communicative competence. Johnson & Johnson (1999: 62-68)
to use a language effectively and their ability to actually use this knowledge for
communication.
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competence.
Besides, people also have to know what so called language skills. These
skills ease them to communicate. They are the media of communicating. They
communication almost all over the globe. It is used mainly in Britain and its
commonwealth all over the world. For instance: in Singapore English is used as
one of the main languages of international communication, and even people who
are not speakers of English often know words such as television, hotel, and radio.
advances.
where he/ she applies his/her mother tongue or first language structure to structure
of the foreign language which is different from his/ her native language.
Indonesian students learn English as the first foreign language. Therefore, English
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3
is a new language so that they get some difficulties and they also need much time
to learn.
objectives, arrangement of parts of the text, and certain linguistics features should
be noticed by every language learners. It means that the learners can not only
create English sentences in isolation, but also arrange them to become texts that
caused by different elements found between the two languages. Therefore, he will
be able to learn the elements of the target language which are similar to those with
his own more easily than those which are not found in his native language.
students make some grammatical errors. Brown (1980: 165) stated that an error is
noticeable grammar from the adult grammar of native speaker, reflecting the
(1) Interference errors occur as a result of the use of element from one language
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4
gehe nicht”.
(3) Developmental errors occur when the learner attempts to build up hypotheses
Indonesian does not have tenses like English. It could be seen in the table
below:
tomorrow.
From the description above, it is clear that the way Indonesian sentences
year, so the twelfth year students have mastered how to write a good recount
composition in English. They have had the basic of making a good composition in
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5
People tend to acquire spoken language easier than the writing language.
This is because people first know the spoken before they know the written one
and a human child always speaks a language first before he is accustomed to the
The explanation above does not imply that writing or written language is
less important than the spoken one. The more cultivated and more technologically
commonly have only little enthusiasm for their writing tasks. Every time they
have writing tasks, they feel it is difficult to do. But, they should have strong
foundation for their writing skill before entering a higher level of education. So, it
one important aspect that should be mastered in order to make a well structured
writing. But, writing in different language is not always as easy as writing in our
own language since there are some different rules in the writing systems and these
differences sometimes make us make errors. That is why; I choose to analyze the
This study primarily deals with the students’ English grammar mastery,
specifically in writing. Therefore, the main reasons for choosing this topic are the
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6
(1) What kind of grammatical errors are faced by the twelfth year students of
(2) to describe the possible causes of the errors. Because, identifying the possible
causes of the errors made by the students may help the teachers as well as the
The significance of this study can be classified into two parts, for the
teachers and the students. For the teacher by reading the result of this study they
can find new methods to anticipate the making of the errors and to improve their
teaching ability. For the students, by reading the result of this study they can
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7
From the result of this study, it can be concluded that error is the failure to
use the grammatical system correctly made by the students which is caused by the
This final project consists of five chapters. The first chapter describes the
general background of the study, reasons for choosing topic, statement of the
problem, objectives of the study, significance of the study and the outline of the
study.
The second chapter is the review of the related literature consists of the
definition of grammar, writing, recount, errors and mistake, error analysis, and the
sources of errors.
research design, participants of the study, role of the researcher, types of the data,
The next chapter discusses the grammatical errors in writing made by the
The last chapter concludes what the grammatical errors are made by the
students, the possible causes of errors and the suggestions that are explained based
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CHAPTER II
In this chapter I will explain what grammar is, writing, recount text and its
2.1 Grammar
accepted definition. Different experts define the term grammar differently. There
which words can change their forms and can be combined into sentences in that
language.
understand why grammar is useful and important. Without knowing the grammar
of a language, one can not be said to have learned the language. Besides, it seems
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9
impossible to learn a language without learning the grammar because it tells him
People learn how to construct a good message based on the rules they have
known and try to convey the message to the others. These rules are termed as
grammar.
works. One way of describing this mechanism is by means of a set of rules which
allow us to put words together in certain ways which do not allow others. The
together according to grammatical rules and these words are then conveyed by
sounds.
2.2 Writing
linguist. L. Strauss in J. Hartley, et al (1962: 66) stated that “writing might, that is
In fact, there are some acts of writing which can be used as the basis for
conceiving the meaning of writing. Those acts of writing are in line with the
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10
words and sentences which are grammatically and logically linked, so that the
purpose we have in our mind will suit the intended readers. In this way, it is meant
that the style of language used in a piece of writing designed for layman and
people living in the village, for example should be different from the one designed
for educated people such as students, teachers, doctors, professors, etc. Therefore,
talking and writing about and acting upon worlds, a means which both constructs
and is constructed by asset of social practices within these worlds, and in so doing
and expression rather than to the substance of the thought or matter expressed and
ordinary conversation.
Writing should be done with the understanding from the past time in order
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writing we may flow out a burden occupying our mind offer our ideas and
lasts not longer than the moment of speaking. It is gone as soon as it is uttered. In
holding a pen and facing a piece of paper ready to write, apparently we are
engaging in more than just one act of consciousness, such as the contents of
thought, and so on. These acts lead us to create a good and careful thinking which
Writing as one of the four language skills, in real world contexts, is not a
solitary enterprise, it is a social act. It is not an activity in its own right but one
which serves the other skills. So, writing has a relation with grammar, reading,
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12
Most students find foreign language writing is difficult; they will rarely
need to write in adult life, so they will decrease the amount of writing. Rivers as
content and the medium of the writing. The processes are planning, drafting,
editing, and final draft (Harmer, 2004: 4-6). They are the steps if we want to
Before writing, we should plan what we are going to write about and the
purposes of the writing. After that, we can start to write. We may produce a
number of writing (draft) and editing in order to get the good writing – that is the
final draft.
Writing involves some activities before, when we write, and after writing.
The activities before we write include exploring ideas which could be building
information, using a time sequence, making an idea map, categorizing and making
outline, summarizing ideas, writing titles, etc. When we write we should develop
cohesion and style which includes connecting ideas, adding details, selecting the
correct verb tense, selecting the correct tense, and writing the first draft.
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This is not the end of writing. After we write the first draft we should edit
and revise it. It could be the content, form, organization, cohesion and style, and
grammar. In order to produce a good writing we should write more than just one
draft. A good writing could be the fourth or fifth draft or even more.
unfolding sequence of events over time and the purpose is to tell what happened.
Recounts begin with by telling the reader who was involved, what
happened where this event took place and when it happened. The sequence of
event is then described in some sort of order, for instance a time order (Seaton,
2007).
The generic structure of a recount consists of three parts; they are the
background information answering who, when, where and why. It is also where
you give an outline of what you are writing about. Events are where you write
about the things that happened and are identified and described in chronological
order. And the conclusion expresses a personal opinion regarding the events
described. In other words this is where you bring your writing to a close by;
saying how things went, saying what you felt about the things that happened
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A recount has a title, which summarizes the text. Since recount tells about
past experiences, it uses past tenses; such as simple past, past perfect, past
words), and of adverbs (describe or add more detail to verbs). And since it
describes events in a chronological order, to describe the events words which link
events in time can be used, such as next, later, when, then, after, before, first.
taught in the tenth year. The basic competence is the students can use various
The different system of language could make learners to make errors and
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2.4.1 Errors
errors when using the target language. Here I will try to define what an error is.
Interlanguage (IL)
There are two ways to conceptualize ‘interlanguage /IL’. First, it can refer
Errors are typically produced by people who do not yet fully command
errors are marker of the learners’ competence (Richards, 1974). Errors are caused
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16
learners make errors when they have not learnt something correctly.
From the linguists’ opinion above, I would conclude that mistake refers to
the failures to use the language system correctly caused by some factors such as
carelessness, memory lapses, and physical condition. While error, refers to the
failure to use the system correctly caused by the lack of the learners’ competence.
2.4.2 Mistakes
that is either random or a slip of the tongue, in that it is failure to utilize a known
that it is failure.
Mistakes are caused by hesitation, slips of the tongue. The learner, who
makes mistakes, will sometime use one form and sometime the others. This shows
“instruction”.
language might be derived from the interference of the learners’ mother tongue
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17
and the general characteristics of the rule learning. The errors that are caused by
the general characteristics of the rule learning are also called the intralanguage
errors. And the errors caused by the interference of the learners’ mother tongue
(1) Interference errors occur as a result of the use of element from one language
gehe nicht”.
(3) Developmental errors occur when the learner attempts to build up hypotheses
(1) Overgeneralization
other structures in the target language. It generally involves the creation of one
deviant structure in place of two target language structures (for example, ‘He
can sings’ where English allows ‘He can sing’ and ‘ He sings’).
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18
with the majority of verbs that take infinitival complements (for example, ‘He
interrogative word order (for example, ‘Do you like to sing?’). This type of
language.
their composition errors in particular – are not one remove, but two removes from
the NS’s version. We are not only correcting the errors into what learners want to
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say but also correcting the errors into what the native speakers would have said or
write.
He thus challenges Corder’s claim that the data of EA are ‘two sentences:
[that which the native would have produced]’. These two sentences would then be
compared. This is not the case, however. The data of EA comprise not two but
three sentences: (i) what learner said; (ii) what they were attempting to say; and
(iii) what the NSs would have said (or written) (James, 1998: 255).
under these two conditions in order to find out which way is the more effective
Learning other language becomes difficult since the target language has
different system from the native language. This difference sometimes makes the
learners (in this case – the students) make errors especially in applying the
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James in James (1998: 4) stated that in the 1950s and 1960s the favoured
paradigm for studying FL/ SL learning and organizing its teaching was
apologizing), and then comparing the forms and resultant meanings across the two
languages in order to spot the mismatches that would predictably (with more than
comparing two linguistics systems, the learners L1 and the target L2 with a view
clear, “The teacher who has made a comparison of the foreign language with the
native language of the students will know better what the real problems are and
can provide the easy way for the teaching and learning process.”
involves the making of mistakes and errors. Errors help the learners to establish
the closer and closer approximations to the system of the target language. Brown
(1980: 163) stated, “….by gradual process of trial and error and hypothesis
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21
testing, the learner slowly and tediously succeeds in establishing closer and closer
The students get problems in learning English because there are many
As Lado (1977) said, “errors made indication of the difficulties the learner
had with certain aspects of language.” The study of learners’ errors has been a
on the TL. It means that error analysis is concerned with the explanation of the
occurrence error and the production of their oral or written expression differs from
be significant in three ways: they provided the teacher with information about
how much the learner had learnt, they provided the researcher with of evidence of
how language was learnt, they served as devices by which the learner discovered
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CHAPTER III
RESEARCH METHODS
Yin in Nunan (1992: 76) stated that a case study is an empirical enquiry
the boundaries between phenomenon and context are not clearly evident; and in
In addition, Merriam in Nunan (1992: 77) stated that the qualitative case
and heuristic and rely heavily on inductive reasoning in handling multiple data
resources”.
Adelman et al. in Nunan (1992: 74) said a case study should not be
adequated with observational studies as this world rule out historical case study,
that case studies are not simply pre-experimental, and that case study is not a term
Adelman et al. in Nunan (1992: 74-75) also stated that although case
only role. The understandings generated by case study are significant in their own
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right. It is tempting to argue that the accumulation of case studies allows theory-
building via tentative hypotheses culled from the accumulation of single instances.
But the generalizations produced in case study are no less legitimate when about
the instance, rather than the class from which the instance is drawn (i.e.
In this study, I tried to do a case study. So, the result of this study can not
only relevant to the twelfth year students of SMA N 1 Slawi in the academic year
to refresh the students’ understanding about recount itself, got them writing a
The instrument of this research is the free recount writing made by the
students which I applied as the data to be analyzed and described the errors made
by the students.
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the students’ errors and the concern of this final project is to find out the
grammatical errors done by students in writing recount texts. I came to the field,
got the students writing a recount, collected their works, and analyzed them. In
The participants of the study are the immersion class of twelfth grade
students of SMA N 1 Slawi in the academic year of 2006/ 2007 which consists of
two classes; they are XII IA5 and XII IA6. Each of them consists of 19 students.
Thus, the total number of the participants is 38 students. And I choose ten of them
randomly. I chose them to be the subject of his research because they have already
learnt the English grammar and they also use more English in the classroom
Ellis (1994: 48) suggests the following steps to conduct an error analysis research:
No Steps Explanations
1. Collection of samples Deciding what samples of learner
of learner language language to use for the analysis
and how to collect these samples
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Referring to the steps of error analysis method above, the data will be
analyzed as follows:
In this step, I studied the acquired data and tried to find out the
objective as possible.
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In this step, I calculated the errors in order to know how frequent these
errors have been made by the students of immersion class in the twelfth
n1
P= X 100%
∑N
in which,
frequent error and the least frequent error made by the students.
Once the errors are calculated and arranged, I tabelized the result of the
each error. Therefore, the result of the analysis of the grammatical errors in
recount writing made by the students of immersion class in the twelfth grade
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this step, I have to make a valid conclusion in the form of a brief description
of the errors.
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CHAPTER IV
After conducting the research, the result and its discussion will be
4.1 Findings
twelfth year of SMA N 1 Slawi. After collecting and analyzing the data, I found
that there were a lot of grammatical errors. The errors are classified based on the
Two hundred and thirty five (235) grammatical errors of various kinds
e. Errors in pluralization = 12
n1
P= x 100 %
∑N
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in which :
The errors in this area is 153, the total errors is 235. So, the frequency of this
error is:
n1
P= x 100 %
∑N
153
= x 100 %
235
= 65 %
n1
P= x 100 %
∑ N
3
= x 100 %
235
= 1.3 %
n1
P= x 100 %
∑N
30
10
= x 100 %
235
= 4.3 %
The errors in the use of preposition are 30. So, its frequency is:
n1
P = x 100 %
∑ N
30
= x 100 %
235
= 12.8 %
n1
P = x 100 %
∑N
12
= x 100 %
235
= 5.1 %
n1
P = x 100 %
∑N
23
= x 100 %
235
= 9.8 %
31
n1
P = x 100 %
∑N
4
= x 100 %
235
= 1.7 %
4.2 Discussion
The errors done will be written with “asterisks” (*) and underlined. They
Errors in using verb groups are the most frequent ones made by the
students. In using verb groups, there are some rules to be obeyed, such as: the
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form of the sentence whether it is in the active or passive form, and the tense of
the sentence. These rules are complex so that the students often make errors in this
b.* I stayed there to joined the First Centered Training Olympiad Central
Jawa Tengah).
students failed to figure out the non-finite verbs. They should be in the form of
infinitives (to + the simple form of the verb) whether in sentence d, the non-
finite verb should be in the form of the simple form of the verb because modals
are followed by the simple form of the verb. Although the tense used in writing
recount is in past form, but there are still infinitives should be used.
Besides the infinitive forms, verb groups could also be in the form of
linking verbs (to be). Frank (1972: 48) stated that linking verbs are verbs of
incomplete predication; it merely announces that the real predicate follows. The
In five sentences above, the students failed to put the linking verbs. In
sentences a, b, and e, for instance, the student failed to recognize the passive form
sentences c, and d; they failed to put the linking verbs before a noun and an
adjective.
Still in relation to linking verbs, the students also failed to recognize the
mountain.
activities in Slawi.
Since recount functions to tell our past experiences, normally we use past
tense. Here the students also failed to recognize the past form of to be should be
used.
mountain.
c. The house was the biggest house that I had ever stayed.
e. I was in Jogjakarta just for two days only because I still had many
tells about past experiences. In the sentences below, the students failed to put the
(7) a. *The doctor examined my ears and say that my “membrane tympani”
elementary school.
c. *In the twenty third day, it means the last day we studied together, was
e. *I only know there were many bats in every room in the second floor
of the verbs. They still used the simple form of the verbs. This is incorrect since in
telling their past experiences they should use the past form of the verbs (verb2). In
sentence d, the student also failed to recognize the past form of the verb. Instead
of using the past form, she added the verb with –ed. This is wrong since the verb
is the irregular one. She can not add –ed. She just generalized that the past forms
(8) a. The doctor examined my ears and said that my “tymphani membrane”
elementary school.
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c. On the twenty third day, it meant the last day we studied together, was
e. I only knew there were many bats in every room in the second floor
f. It looked beautiful.
Still related to verb groups, there is gerund (-ing form of the verbs). It
explains that the process of something has been done. And it also functions as
noun. The students made errors in this area. They are as follows:
(9) a. *Then we continued study about leadership with Mr. Sapto Sri Nugroho
c. *After two hours traveled in Sragen, I got conclusion that Sragen was a
unique city.
d. *After spent time in Kuta beach, we did not forget to buy something for
my family at home.
e. *When New Order Regime “fell”, New Ceper sugar factory was closed,
include my family.
verbs. Instead of using the –ing form they used the simple form of the verbs. They
failed to recognize that in order to explain a process, they should use the –ing
form of the verbs. In sentences b and e, the students they also failed to recognize
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the –ing form of the verbs. Here they failed to recognize that in order to form a
noun derived from a verb they should use gerunds (the –ing form of the verbs).
(10) a. Then we continued studying about leadership with Mr. Sapto Sri
unique city.
d. After spending time in Kuta beach, we did not forget to buy something
e. When the New Order Regime collapsed, New Ceper sugar factory was
As I stated above, in using verb forms we should consider the form of the
sentence whether it is in the active or passive form. The students made errors in
this area. They failed to recognize the formula of forming passive sentences that is
(11) a. *People still stayed in tents, because their house had been rebuilt.
Instead of using past perfect tense, she should use the past continuous tense since
the process of rebuilding the houses was still happening when she saw it. In
sentence b, the student failed to recognize the correct form of the verb and how to
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spell the correct form of the verb. But, here I just analyzed student’s failure in
(12) a. People still stayed in tents, because their house was being rebuilt.
verb must agree with the subject. Fail to recognize this means we are failed to
construct correct sentences structurally. Thus, the students must be able to identify
the subject will make students fail to produce the correct form of the verb. It
means that the students have made errors in making the agreement between
tells about past experiences. In past tense there is an agreement between subject
and verb in this case to be. For third person singular subject we should use was,
The students made some errors in this area. They are as follows:
(13) a. *We were very confused because the walls were glass walls and the house
were dark.
b. *We ought to stand in line because there was many patients in there.
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c. *On the way to the river, the sight was very beautiful. So did in the river.
subject and verb. Instead of using was for third person singular subject they use
were and vice versa. In sentence c the student also failed to make agreement
between subject and verb. Here she failed in relating the idea from the previous
sentence.
(14) a. We were very confused because the walls were glass and the house was
dark.
c. On the way to the river, the sight was very beautiful. So was in the river.
or uncountable and whether it is singular or plural. There are two kinds of article;
they are definite article (the) and indefinite articles (a/ an). We use definite article
(the) if the noun has been mentioned before or if the noun has been familiar. The
developed historically from a word meaning this and still retains some of the
It helps to distinguish the known from the unknown. It may narrow down a class,
While, we use indefinite article (a/ an) if the noun has not been mentioned
before. The use of indefinite article also takes into account whether the noun is
40
singular and has not been mentioned before, the indefinite article must be used.
in differentiating the use of definite article, indefinite article and even using no
article at all. If they are not able to differentiate them, they will make errors as
follows:
(15) a. *On Saturday, I visited Pangandaran beach. The condition of society was
still same.
c. *It was the one and only house with two floors and the biggest official
e. *In twenty third day, it means the last day we studied together, hold a
farewell.
(the). Here they omit the definite article. In sentences a and c above they failed in
c. It was the one and the only house with two floors and the biggest official
e. On the twenty third day, it means the last day we studied together, the
connective words that show the relationship between the nouns following them
and one of the basic sentence elements: subject, verb, object, or complement.
manner, agent, possession, and condition, between their objects and other parts of
the sentence (Wishon and Burks, 1980: 288). A preposition may be composed of
for this. One has to determine which preposition should be used based on its
context.
Some of the errors made by the students in this area are as follows:
b. *It was the one and only house with two floors and the biggest official
c. *I didn’t realize if my aunt and my brother had crossed it, because I was
activities at Slawi.
g.*It was very big and has a big swimming pool with many of plants at its
surrounding.
b. It was the one and the only house with two floors and the biggest official
c. I didn’t realize if my aunt and my brother had crossed it, because I was
d. I was at Jogjakarta just for 2 days because I still had many important
activities in Slawi.
g. It was very big and had a big swimming pool with many plants on its
surrounding.
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5. Errors in pluralization
There are many exceptional nouns that do not use adding -s/es to construct their
Singular Plural
mouse mice
person people
deer deer
fish fish
The function of pluralization is to show that the noun is more than one.
(19) a. *It was a beautiful beach, with a big wave and many of hill around it.
d. *People still stayed in tent, because their house had been rebuilt.
e.* The next day we went to the garden and took some mangos.
In six sentences above, the students failed to recognize the plural form of
(20) a. It was a beautiful beach, with big waves and many hills around it.
d. People still stayed in tents, because their houses were being rebuilt.
e. The next day we went to the garden and took some mangoes.
Pronoun is used to substitute nouns. It has many types; they are personal,
pronouns.
pronoun.
Conjunctions are used to connect words. They connect not only words, but
also phrases and clauses. The rules in using them are the same with their rules in
Indonesian. Despite the same rules, the students still make errors in this area.
b.* Next when we throughed the traffic light, the red blazed.
c. *Besides that, most of them live in one place or never moved to another
city.
recognize the correct form of the conjunctions. They just added them with –ed,
just like what we do when we form the past form of verbs. They generalized what
c. Besides, most of them live in one place or never moved to another city.
After conducting the research, doing the analysis, and presenting the
5.1 Conclusion
(1) Based on the finding of the analysis, it shows that the students made a total of
235 errors which consists of 153 or 65 % errors in using verb forms, 3 or 1.3
% errors in agreement between subject and verb, 10 or 4.3 % errors in the use
(2) According to the findings, it can be concluded that the students have not
mastered the use of verb groups. We can see it from the number of the errors
made. Although they had been taught about it before, they were still confused
bahasa Indonesia we do not have the verb conjugations. We do not have time
signaling in expressing ideas. They are unfamiliar to this form and because
English is still foreign for them. And those are the possible causes of their
errors.
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47
The students were still confused in making the agreement between subject and
The students were still confused in differentiating whether to use the definite
The students overgeneralized the pluralizing of nouns. They just added the -s/
-es without considering that there are some irregular forms of nouns
pluralization.
pronouns.
From the explanations above, I can conclude that the students still confused in
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48
(1) In teaching English related to its grammar, the teacher should give more easily
(2) The teacher teaches the grammar elements explicitly with adequate exercises.
(3) The teacher should give more exercises in applying grammar not only by
giving the theory of grammar. Because, based on the results the students seem
not quite understand how to differentiate when to use either past or present
(4) Teacher could apply a method where he/ she explains the correct uses of the
verb (when to use past and present) forms, gives examples of the usage, and
tests the students understanding which will assure the teacher that the students
differentiating the uses of past and present forms of verbs whenever they learn
English and because this is the very basic step to learn English.
(5) The teacher could also apply the communicative language teaching method
(6) In writing class, the teacher should give more writing exercises to the students.
48
REFERENCES
Corder, S.P. 1974. Error Analysis. In J. Allen and S. P. Corder (eds.), The
Edinburgh Course in Applied Linguistic. Vol.3. Oxford: Oxford
University Press.
Hartley, J. and R. Male. 1962. Reading and writing. Alternate Edition. The
United States of America: Holt, Rinehart and Winston. Inc.
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50
Wishon, George E. and Julia M. Burks. 1980. Lets Write English Revised
Edition. New York: Litton Educational Publishing International.
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APPENDIX 2: Students’ Recount Texts
Dear diary,
On 4th July 2003, my school held a vacation to Dunia Fantasi. There were
many attracting games such as bumper car, jet coaster, glass house, etc. before we
entered it, we were given tickets by the committee.
Firstly, we entered glass house. My friends and I tried to reach the outway.
We were confused because the walls were glass walls and the house were dark.
Afterwards, my friend could reach the outway after a quarter. However I was
astrayed and separated from them. Then, I tried harder and finally I could reach it.
When I went out from it, I met a young foreign tourist. She was very young but
taller than me.
Secondly, we went to bumper car zone. We ought to stand in a queue. It
was my first time riding the car. I was entrapped in the corner. Next, I learned and
tried until I could. Immediatly, after it clashed my friend’s car. I clashed from
many way. Unfortunately, I lost my money there and I couldn’t find it.
Later, we went to the other attracting games. Lastly, we stayed in Dunia
Fantasi canteen and bought some souvenirs.
However, I enjoyed it.
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Nur Indah Septriani (XII IA5/ 10)
Last month, in the fasting month, I got sick. I got fever, I had got
recovered, but after that I got hearshore. So I ought to saw a doctor. At November
9th 2006 at 08.00 a.m, I went to hospital in Dukuhringin hospital, Slawi.
I and my mother went to the hospital by public transportation. After
arrived, we registered, we ought to stood in line, because there was many patients
in there. After registered, we waited for a doctor in “THT” specialist policlinic.
While waited for a doctor we looked hospital environment. The hospital
environment very clean and fresh because there are many plants, but some
building had been repaired.
The doctor came at 10.00 a.m., I waited for turn me. When I was called by
an assistant the doctor, I entered the policlinic room directly. The doctor examined
my hear and say that my “membrane tymphani” (hear tool to catch the sound)
have broken and wounded from this part out liquid. There is relation between my
fever that I was suffered before it. For this cases doctor usually call “otitis media”
case.
After the doctor examined me, he gave me the prescription. We ought to
took the medicine in the hospital drugstore. We ought to stood in line again until
01.00 p.m.
Those day, I was bored, and I was very tired. And I hope I could get
recover soon.
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Rizky Nurul Amalia (XII IA5/ 13)
Last week I spent the night at my beloved school, SMA N 1 Slawi with the
members of ROHIS (Rohani Islam). It was called as pembekalan. We studied
about Islam all night.
There was a invited guest, so I could came late. I came at 07.00 p.m. after
they had gotten prayer in the mosque. Next, we went to class to have dinner
together, but I was late because I awaited for other invited guest. Then we
continued study about leadership with Mr. Sapto Sri Nugroho until 11.00 p.m.
Because we were very sleepy, we went to class to sleep on mat on tile floor.
In the schedule, we had to wake up at 02.00 a.m. to tahajud prayer in the
mosque with overcast light and continued with reflection in the main room
without light. It was the best activity for which I waited, but because of my sleepy
I didn’t concentrate with it so I was regret.
Next we prayer together still with overcast light at 4.05 a.m. After that we
waited for breakfast. The last activity was informal discussion. And we went to
home at 08.30 a.m.
This is a very long night will full of advantages. I enjoyed it.
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Syaikhul Mu’thi (XII IA5/ 16)
UNFORGETTABLE EXPERIENCE
56
Yani Sanwati (XII IA5/ 17)
STAYED IN SEMARANG
57
Brian Shendy (XII IA6/ 06)
Last year, I saw my brother off in the railway station in Tegal. He went
back to Salatiga after his holiday at home. My brother is now studying at the
Satya Wacana University.
It was almost 7 p.m. when our motorcycle was stopped at A.R. Hakim
street.
“The train would leave at 7 p.m”, my brother said. He got upset for
missing the train. I did not say a word for I have no solution to give. We didn’t
say one another up to the railway station.
Getting off the motorcycle, we become hopeless. The train was moving.
“Oh my God”,
“Let’s meet the chief of the station, he may help us”, I suggested. “Okay,
let’s go”, my brother answered.
We met the official and reported that we came late for the 7 o’clock train.
We explained it was because of the traffic jam. For our surprise, the official let
my brother take the next train. He gave him a note for the conductor.
Then he got the train and say goodbay to me. After the train leaving, I got the
motorcycle and went home alone.
58
Maulana Khakim (XII IA6/ 12)
59
Resti Ariesta F. (XII IA6/ 15)
60
Tika W. (XII IA 6/ 17)
Most usually told about doll, Play Station, or another games when I ask
their period as a kid. They played indoor games because they live on a communal
housing or perumahan. Besides that, most of them live in one place or never
moved to another city. That’s why I always feel so lucky because of my beautiful
past. I didn’t only play indoor games but also outdoor games. I played with
nature. I also explore Central Java from west to east, from north to south before
my twelve.
I was born on Jatibarang (Brebes), in one of Sugar Factory official house.
At the time, the serial number of my house was seventeen, but because of a belief
it was changed became eighteen. Some people said that there was ‘something’ or
‘someone’ who cause everybody’s hair to stand on end. Believe or not, I had
never mind because my parents said that everything was OK. I lived there for a
year only.
On 1990, my family, and me of course, moved to New Ceper Sugar
Factory on Klaten. We lived in a small house which the walls made from
plywood. Although it was located on the corner of a dead-end alley, it hadn’t had
mystic atmosphere like my former house because it was clean and bright house.
Two years after that, my family moved to a big house not far from my plywood-
house. The house is the biggest house that I have ever stayed. Three years later,
my family moved again. The new house was still on New Ceper Sugar Factory.
It’s the most unforgettable house for me. A small and clean river flowed from the
front to the behind of the house. It flowed beside my biggest garden. I called the
big garden “Fruit Jungle” because there were so many fruit big trees that the
garden became dark and sinister like a jungle. In the Fruit Jungle, there was a
guava big tree which inclined toward the river. I often fed up when a guava which
I’ve got by climbing with great difficulty fell into the river.
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When New Order Regime ‘felt’, New Ceper Sugar Factory was closed, so
everyone had to move to another Sugar Factory official house, include my family.
My family moved to Pangkah Sugar Factory official house. My first official house
on Pangkah was located on a dead-end alley. Two hundred meters from the house
was Administrator’s official house. It was the one and only house with two floors
and the biggest official house on Pangkah Sugar Factory. Many people said that
those were ‘something’ of ‘someone’ on the second floor. I didn’t know much
about that. I only know there were many bats in every rooms of second floor
because the floor had been used for nothing. My friends and I often playing cards
on the floor every Friday Kliwon night. One year later, my family moved to
another house not far from the former house. I like the new house so much! There
was a red guava big tree in front of the house which inclined toward the house’s
roof. Its fruits were so sweet. Fortunately, some of my neighborhoods love
climbing tree very much. That’s why we often held a ‘Tree Party’ on the tree. We
cllimbed, took the fruits as many as possible, and ate them on the roof. Usually,
we also take a nap there, on the tree or on the roof. It was not dangerous because
the house was designed as a Dutch house, so the roof was flat horizontally. Two
meters from the tree, there was a small front yard. Japan grass growth fertile.
There was an Apple Mangoes tree and some fragrance flower around the yard. My
friends, who worried about climbing or couldn’t climb, sat on the grass.
It was fun! What a lucky girl I am. I had ever been a girl who closed to the
nature. Unfortunately, I live on a communal housing since my twelve. No tree, no
yard, no river! But I always feel the luckiest girl on the world.
62
Yesi Febriani (XII IA6/ 19)
MY HOLIDAY
On the last holiday, I went to Bali. Bali has many beautiful tourism object.
One of them is Kuta Beach. In Kuta Beach, I saw the large of white sand, the blue
sea, sunset and also foreign tourist from the various of countries.
I did many activities in Kuta Beach. I played the white sand with my
friends. Made the toys from sand like castle, mountain, house and so on. Beside
that, we also played water in seashore chased with my friends. Then we
introduced with foreign tourist from France and Korea. They were very kind with
us. After acquainted, we took the photos with theirs.
Before we leaved Kuta Beach, we saw the scenery of sunset. It looks
beautiful. After spent time in Kuta Beach, we unforgot to bought somethings for
my family at home. We visited Joger shop, a shopping center that popular in Bali.
Today, we were so tired. We must came back to Slawi tomorrow.
It’s my holiday that interesting. We was enjoyade.
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