1

Orientation
Record of Events
Collecting The
Data-Understanding
Implementation of
Data-Categorizing
Teaching Recount
DataThe model
(done in
of temporal
teaching
Data Analysis
sequence)
recount writing
Interpreting
in Data-Synthesizing
SMPN 8 Bandung Data
Re-orientation
(closure)

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

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)
ABSTRACT
Penelitian 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, contohcontoh 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
A.

INTRODUCTION
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 ones 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

in the conversation. Thus, writing is a catalyst of expressing peoples 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,

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 teachers 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?

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

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.

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

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

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

10

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

11

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.

12

Structure of the text:

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

2.

Report of event or activity (in chronological order)

d.

1.

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.

13

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

14

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.

15

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

16

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 selfwriting 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.

17

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

18

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.)

19

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

20

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

21

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.

22

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).

23

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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Derewianka, Beverly. (2004). Exploring How Texts Work. Australia: Primary
English Teaching Association.
Donn, Byrne. 1988. Teaching writing skill. London: Longman group ltd.

25

Harris, P, David. 1969. Testing English as A Second Language. New York.

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www.lmpc.edu.au/resources/Science/research_projects/text_types/2_recount.html
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topic=/com.sybase.dc35892_1500/html/instalibm/BA