BAB II STUDENTS’ ABILITY IN WRITING RECOUNT TEXT AT GRADE XI MAS THOYIBAH ISLAMIYAH HUTARAJA PALUTA
CHAPTER II
THEORITICAL DESCRIPTION
A. Theoritical
Study
1.
Students’ Ability
Students ability is capacity of mental power,
intellegence, talent, and etc from someone. There are some defenition of
students ability by some experts. Students ability consist of two words. The
firts is students’ come from student is singular added with –s become plural.
Students is a
person who studies or investigates or a person who is entrolled for study at a
school, college, university, etc”.[15] According
to A.S Hornby that “ the ability is possible capacity of power (to do something
or mental), cleverness, intelligence and mental power, talent.[16] So,
students is a person who is studying at a school or collage from elemantary
school, junior high school, senior high school and university.
Ability is physical, mental, or legal to
perform (he has ability to accomplish whatever he sets his mind to).[17] Ability
is a power mental that have by someone to do something a property.[18] So, the
ability is talent, skill, or profeciency in particular area. So, students’
ability is intended in this research is the students’ ability in writing of
recount text consit of talent intellegency, cleverness from studentselves or
special nature power to do something well of the students.
2.
Writing Recount Text
a.
Defenition of Writing
Writing is one of the most important skills in
learning language besides reading, speaking, and listening. In English, the
term writing used in various senses. Writing can refer to the content or
literary and writing can refer to writing systems.[19] Writing
is a process and product a writer such a
symbol, letter, sentence, and paragraph which has a meaning. Writing is largely
a solitary act. It is formed in isolation.[20] So, writing is about the content consist of
symbol, letter, sentences and paragraph.
David Nunan stated that, writing is both a
physical and a mental act the most basic level. On other hand, writing is the
mental work of inventing of ideas. Thinking about how to express them and
organizing them into statements and paragraph that will be clear to a reader. Writer
typically serve two masters: themselves, and their own desire to express an
idea of feeling and reader, also called the audience, who need to have ideas
expressed in certain ways. It also both a process and product, the researcher
imagines, organizes, drafts, edits, and reads. This is process of writing is often cyclical and
sometimes disorderly.[21] So, writing
is expressing idea and organizing ideas
into statements and paragraph that will be clear to a reader. Whereas H.
Douglas Brown state that writing is two-step process. First you figure out your
meaning, and then you put it into language.[22] So,
writing So,
based on explanation above, writing is transferring activity of ideas in to a
written that have some procedures.
Writing is a discovery process that involves
discovering ideas, how to organize them and what that you want to put over to
your order, so a lot of what a writer does as a writer doesn’t actually appear
on the pag. It is a means of communication. Whenever the writer want to write,
the writer has to knowing the audience or reader. It will help inn reaching the
goal of communicating clearly and effectively.[23] It
means that writing is a way to produce language that comes from our thought. In
writing process, the researcher tries to developing their ideas and feelings to
produce into a good sentence, in other to inform the other.
Writing is a way communicating to give a message by
writer. It tends to be a means how to express though, ideas and feelings.
Rivers as quoted by Swarbick describes five stages of development which
students need to go throuhg in acquiring competence in writing, copying,
reproduction, recombination, guided writing and free writing. In terms of
writing process, the content and the medium of the writing may influence it.
The proceses are planning, drafting, editing and final version or final draft.
The steps are important in composing a good writing. [24] From
the statement writing is to give message
by writer to the reader or audience. Further, writing is powerful process for
learning: for describing, synthesizing, analyzing and communicating experience.[25] So,
writing is describe, synthesize, analyze and comunnicate from experience.
So, based
explanation above, the writer concluded writing is a process where a writer
needs his ability in transforms what he thought into verbal symbols and
activity to transfer the ideas and expressing thougt by experiences in draft of
the paper, and describe language in written form so the readers can understand
what the writer means.
b.
Purpose of Writing
Michael and Lorraine, there are at least three
purposes in writing. They are: informative writing, expressive writing,
expressive/ narrative writing and persuasive writing. [26] Whereas
Henry Guntur stated there are seventh purposes of writing, they are Assigment
purpose, Altruistic purpose, Persuassive purpose, Informational purpose, Self
Expressive purpose, Creative purpose, Problem Solving purpose. [27] Based on the statement above, the researcher
had been explained one by one from the purpose of writing:
1)
Informative Writing
Informational purpose means the
writers’ purpose is giving the information or explanation to the readers. It is
supported by Micahel & Lorraine stated that “ informative writing is used
to writing also known as expository. Informative writing used to share knowoledge
and give information, directions or ideas. The examples of informative writing
include describing events or experiences, analyzing concepts, speculating on
causes and effects, develoing new ideas or relationship. Informative writing
helps a writer to integrate new ideas and examine existing knowledge”. [28]
2)
Experessive/
Narrative Writing
Experessive/Narrative writing is a
personal or imaginative expression in which the writer produces stories or
essays. It may include an autobiographical incident or reflection. This type of
writing is often based on observation of
people, objects, and places and is often used to entertain people.
3)
Persuassive
writing
In persuassive writing, a writer
attempt to influence others and initiate action or change. This type is often
based on background information and fact. The Writer use higher level cognitive
skills, such as analysis and evaluation. Persuassive writing is used to argue a
particular point of view in a convicing way. This type of writing might include
evaluation of book, a movie, a consumer product or a controversial issue
problem. [29]
4)
Assignment
purpose
The writer write somethig because
it is a task that must be finished by the writer. The motivation to write
something is come from other not by her/ himself. For instance, the students
are given task by teacher to summary a book, or a secretary is ordered to write
a report.
5)
Altruistic
purpose
The
writers’ purpose is to make the readers happy and fun, the writer desire to
help readers understand and appreciate the writer feelings. The writer desire
to make the readers’ life and fun when read the writer’s book.
6)
Self-Expressive
purpose
The writer’s purpose is introduce or clarify
the writer self to the readers.
7)
Creative
Purpose
It has deep relation with self-expressive
purpose but it has “creative will”. It is more than self-expression and
involving herself with will to reach artistic norm or ideal art. So, it is
purpose is to reach artistic value and art value.
8)
Problem
Solving Purpose
The
researcher wants to solve the problem is faced. The writer wants to explain, to
clear, and to explore also to search the toughts and ideas carefuly to be
understood and received by the readers.[30]
Based on the purposes of writing above, the researcher
concluded that the purpose of writing as follow:
1)
To give
information and knowledge to the readers
2)
To introduce
or define author to the readers
3)
To make
the readers happy or entertain
4)
To make
sure the readers about the truth of idea.
In this research, the researcher focuses to
recount text. Recount text is to tell somebody about something, especially
something that have been experienced. The purpose of writing recount text is to
inform the reader about an event have been experienced by the writer in the
past. Recount text give knowledge to the readers. The readers can know about
activities from author.
c.
Kinds of Writing
Writing is the expression of the main of
writers, and most of writers write when they have some inner feelings related
to their own self, their surroundings, the political and the economical
situation of the state or the facts related to their profession. while various
genres of writing text abound, writing performances is by comparison, limited.
Consider the follwing five major categories of classroom writing performances:
1)
Imitative or Writing Down
At
the begining level of learning to write, students will simply write down
English letter, words and possibly sentences in order to learn the conventions
of the orthographic code. Some forms of dictation fall into this category
although dictations can serve to teach and test higher order processing as
well.
2)
Intensive or Controlled
This
intensive writing typically appears in controlled, written grammar exercises.
This type of writing will not allow much if any creativity on the part of the
writer. A common form of controlled writing is to present a paragraph to
students in which they have to alter a given structure througout.
3)
Self Writing
A
significant proportion of clasroom writing may be devoted to self-writing or
writing with only the self in mind as an audience.
4)
Display Writing
For
all language students, short answer exercises, essay examinations and even
reserach reports will involve an element of display. For academically bound ESL
students, one of academic skills that they need to master is a whole array of
display writing tehnique.
5)
Real Writing
Every classroom writing task have an element
of display writing in it virtually. Nevertheless some classrom writing aims at
the genuine communication of message to an audience in need of those message.[31] It
means the two categories of real writing are actually two ends of continum.
The researcher concluded that a part of us have
read about many influences on writing instruction and been introduced to
general techniques for writing and evaluating students writing. Many people
falsely believe that writing is a talent that is present in the lucky few and
cannot be taught to the rest. Finally, helping students understanding the
process of writing by guiding them throuhg the steps of invetion, drafting,
review, revison, and evaluation will help writing and make it an important part
of their learning of English.
d.
Kinds of
Text in Writing
There are many kinds of writing texts, they
are: descriptive, narrative, persuassion, argumentative, procedure, report,
recount and others. In English syllabus at eleventh grade class, the students
will learn about descrptive, procedure, narrative, and recount text.
1)
Descriptive
Description is a written English text which the
writer describes an object. In this text, the object can be a concrete or
abstract object. It can be person, animal, tree house, or camping. It can be
any topic. Its’ function to describe a particular person, place or thing.[32]
Whereas George and Julia sttates that “ description gives the sense impression
like: feel, sounds, taste, smell and tool of things. Description can help the
readers, through his/her imagination, to visualize a scene or person or to
understand s sensation or emotion”.[33] So,
description is describe someone, something, place, and thing. There are two
generic structures of description text, they are identification and
description.
2)
Procedure text
A procedure text is a piece of text that retels
the reader or listener how to do something. Its purpose is to provide
instruction for making something, doing something or getting somewhere. Example
of procedure texts include: recipes, itineraries, instruction manuals,
directions. [34]
So, procedure is a text that explains or helps how to make or use something or
describe something completely done through a squence of series.
3.
Narrative Text
Narrative is any written English text in which
the writer wants to amuse, entertain people, and to deal with actual or
vicarious experience in different ways. Its’ functions is to amuse, entertain
people, and to deal with actual or vicarious experience in different ways.[35]
So, narrative is a text an imaginative story to entertain people and story with
complication or problematic events and it triesto find the resolution to solve
the problems.
The researcher concluded that so many kinds of
writing text in writing such as: description, persuassion, argumentation,
process, report, narration. Students should know the kinds of writing text.
e.
Evaluation of Writing
In
evaluation the writing, the researcher have looked at type of knowledge
writers bring to the writing task. The researcher have indicated that purpose
of writing and genre determine what and how students write. The assesment
criterion of writing ability is needed to recognize the criteria for writing
assesment in the research study. Components of writing assesment according to
genre based. According Nunan “genre is a purposeful, socially constructed oral
or written communicative event, such as narrative, a casual conversation, a
poem, arecipe, or a description. Different genres are characterized by
aparticular structure or stages, and grammatical forms that reflect the
communicative purpose of the genre in question. [36]
In summary, the researcher needs The
assesment criterion of writing ability is needed to recognize the criteria for
writing assesment in the research study. There are some criterias of writing
asessment:
1)
Grammar
Based
on Michael and O’dell, grammar is the part of the study of language which deals
with forms and structure of words with their customory arraengement in phrase,
sentence and often with language sounds and word meanigs.[37]
It means grammar is necessary for students to master this writing skill. Help
students build confidence in their writing skills by helping them edit
mechanical mistakes in their writing or by allowing them to dectate ideas to
you. Grammar is a one of important aspect for assesment.
2)
Vocabulary
Vocabulary
in Victoria Neufelt is defined as an interrelated group of non-verbal system,
symbols, sign, gesture, ect. It is simply understood as all the words that
writer uses in writing. English vocabulary has rematkable range, flexibilty,
and adaptability. There are many steps of words which add greatly to our
opportunities to express suitable shades of meaning at various levels of style.[38] It
means vocabulary is one of the important in writing skill.
3)
Mechanics
This
criterion is talk about puntuation and spelling of the writing. In good writing
is correct use of English writing coventions: left and right margins, all
needed capitals, paragraph intended, puntuation and spelling.[39]
It means puntuation and spelling are equally as important because students may
not use words they are not sure how to spell.
4)
Fluency and Form
In
influency of writig must be consistence between choice of structures with
vocabulary and also both of them must be appropriate. Then Form is of the main
assesment in writing ability. This criterion is identified introduction, body
and conclusion of writing task.[40]
The researcher concluded that the students
including such activities like exploring the cultural context, analyzing the
target situation and models of specific genres and identification of
grammatical patterns. The whole process generates a great amount of integration
of teacher and learners or beetwen learners including uderstanding of social
functions and language, analyzing language, using of language, discussing
social contexts, communicational purposes, text structure, rhetoric features.
The indicators that the writer used to test an analysis on students’ mastery writing
Recount text are genre based, based on the elements of the recount text, they
are generic structure and lexicogrammar features.
f.
Procedures of writing ability
In
do anything. The researcher have to use
steps or procedure. So, in Dorothy and Carlos’ book the procedure of writing
are:
1)
Use a separate, whole sheet of paper.
2)
Write your topic at the top
3)
Write many ideas as you can about the topic.
4)
Write single words or shorts phrases, but don’t
write long sentences.
5)
Write down every idea that come to you, and
don’t worry about whether the ideas are good or bad.
6)
Underline and highlight the good ideas.
7)
Cross out ideas that are not related to your
topic or that you don’t want to use.[41]
Based on the explanation above, there are
procedures in teaching writing when the researcher will give the test about recount text to students.
1)
The first,
the researcher introduce herself to students
2)
The second, the researcher ask to students
about their knowledge in writing recount text.
3)
The third, the researcher explain about recount
text well such as defenition, generic structures, language features, social
function, and scoring of writing recount text.
4)
The fourth, after students understand about
recount text, the researcher give test to students
5)
The next, the researcher give instruction about
the way a test.
6)
Then, the researcher limit the time
7)
Then, after finish the researcher collect the
test.
g.
Recount Text
Recount text is one of lesson from English
language about genre in writing at grade tenth and eleventh in SMA/MA. Recount
text is storytelling about something that often do everyday, life, stories that
told from thoughts, sad stories, history
or anything else.
1)
Defenition of Recount Text
There are many defenitions of recount text by
some experts such as, according to Hornby AS says that recount is to tell
somebody about something, especially something that you have experienced.[42]
In Addition, Linda Gerot and Peter Wignell say that recount text is to retell
events for the purpose of informing or entertaining.[43] In
summary, rcount text is text retells in
past time about experience.
Anderson, a recount text is writing about past
events or a piece of text that retells past events, usually in order which they
happened.[44]
Morever Sanggam Siahaan stated a recount is type of spoken or written text that
deals wtih past experiences. The function is to retell some events that happend
in the past for certain purposes to inform or to entertain the listeners or
readers.[45]
In summary, recount text is to retell some happends in the past events.
Recount is a text which retells events or
experiences in the past. Its purpose is either to inform or entertain the
audience, there is no complication among the participants and that
differentiates from narrative. Recount text is a piece of text that retells pas
event, usually in the order in which
they happened and or retell other people about something that has happened and
order words to retell the real past activities, experiment or events. And recount
text is the type of the text can be simply defined as a text that is create
with the purpose to inform about the activities in the past.[46]
In summary recount text is retell other people about something that has
happened and other words to retell the real past activities, experiment or
events.
Recount is a kind of genre that has
social function to retell event for the purpose of informing or entertaining.
The tense that used in recount text is past tense. Social purpose of recount is
to reconstruct past experiences by retelling events in original sequence. We
can look at the sample of recount in personal letters, police report, insurance
claims, and incident reports.[47] In
summary recount text is text to purpose
informing and entertaining.
So from defenition above, the writer concluded
that recount text is the type of text which retells past activities or event
happened in the past. It means that the purpose of recount text is to inform
about past activities well about events, experiences or what happened in the
past time.
2)
The Social Function of Recount Text.
The social function in the recount text is to
retell some events that happened in the past for certain purposes: to inform or
to entertain the listeners or readers. Recount
text is a kind of text which has function to retell past events for the purpose
of informing or entertaining. Gerot and Wignell said ”social function to
describe the way things are, with refernce to range of natural, manmade and
social phenomena in our environment”.[48] In
summary the social function of recount text is to inform or to entertain the
listener or readers. Then Stefen Peter said that “the social function is near
the same with the communicative purpose which refers to the aim of the text
which want to be expressed by the writer to the reader”.[49]
In summary recount text is also purposing to entertain with expressing what the
writer want to inform to the reader.
So based on above the researcher concluded the
social function of recount text is to inform or to entertain. Recount
retells past event. Recount begins by telling the reader who was involved, what
happened, where this even took place and when it happened. Recount text is to inform
something to the readers and It informs to the reader about what happened,
where this even took place and when it happened. And also to entertain,
sometimes recount text is funny experience, it has function to entertain the
readers.
3)
Lexicogrammatical Features of Recount Text
Language
feature is the rule in arranging a text. It is the domain language feature that
use in the text such as using noun or participant, using conjunction and time
connective, adverb of time and using past tense.[50] It
means that lexicogrammar is identic to syntax in traditional grammar and refers
to certain structure which is used to express certain meaning. In recount text,
it has some lexicogrammar features such as: noun, past tense, time connective
and adverb. The common grammtical features of recount text are:
a)
Using of and pronouns to identify people
animals, things involved. Nouns, noun is the name of place, thing pronouns,
animals, and certain things in the story, such as, I, We, A friends of mine,
you, my mother.
b)
Use of actions verbs to refer to events
c)
Conjunction and connective such as but, then,
finally, when
d)
Adverb of time, using past time such as
yesterday, last Friday.
e)
Using past tense, example: asked, left, choose,
got, bored, went, broken, waited, told, called, said, walked, did, happened,
arrived, gone, and tired.[51]
The
writer concludes that recount text has its structure and language features as
the draft of its text. To give more understanding about it, the recount text.
The lexicogrammar are one of is important in recount text.
4)
Generic Structure of Recount Text
Generic structure is the content of a text that
consists of orientation, events, incident, general, and so on. Orientation is a
part of text that gives a setting or introduction.[52] Recount
text has several elements, one of is the generic structures. There
are three generic structures of recount text that important to expand generic
recount text structure is as follows that are:
a)
Orientation
Orientation
consist of opening, introduction the participant, time and the place. The part
will guide the reader to make guessing of the content or from of the text which
is read. It means that after the reader an orintation of the text, the reader
can guest the content of the text. Furthermore, in short defenition, Gerot ang Wignell
said: “orientation provides the setting and introduces the participants. [53]
It means, the writer begins to write something on the paper.
Related
to above of exlpanation, the writer concludes that orientation is a part of
structure of recount text which content participant, place, and time of the
events. It can be determined by giving question “who, where and when”, and
usually occurs the beginning of the text. For example: (who) Ilham, Hendra, I
and You, (when) last time, yesterday, last week, (where) in the scholl, at
home, and in Jakarta.
b)
Events
An event is a part of recount text that
contains sequences of phenomenon or tells what happenend in the story. And
Gerot and Wignell said “ event tell what happened, in what sequence.[54]
In another word according pardiyono said “events contains of recording of
activities or events in the past that is told based on it chronological events.[55]
The conclusion is events refer to show phenomenon that happen. Such as: I
bought many books last week. In the sentence, the event can be found on verb is
”bought”. Here the word “bought” shows the subject phenomenon or activity.
c)
Re- orientation
Re-orientation is a part of structure of
recount text contains optional closure of the event in the text. Pardiyono said
that re-orientation contains the brief conclusion of the record events. [56]
The researcher concludes both experts determine re-orientation as the
conclusion of the text. It also can be determined as the ending of the events
in the text or story. Briefly, re-orientation contains the brief conclusion of
the record events. By comprehending the quotations, the researcher concludes
both expert determine re-orientation as the conclusion of the text. It also can
be determined as ending of the events in the text story.
5)
Example of Recount text
My Vocation in Portibi Temple
a)
Orientation
|
Last week, my family and I went to Portibi
temple or Bahal temple. Bahal temple was one of relic buddha yore. We visited
all of temple in Portibi together. |
b)
Record of events
|
The First, we visited Bahal temple I. It was
familiar temple there. It was one of big temple there. Head of makaro was one of interesting in front of temple.
There was carving all of side part temple. So it made visitor to visited temple. And I thougt it was one of a uniqueness of
bahal temple. It was not scary but it was beautiful. We took pictures all of
the side of temple. We made free
styles when we took pictures. Everyone can enjoyed there and made styles
herself, especially my parents. After
that we took a rest and we lunch under big tree together there. we really
enjoyed the beauty of the scenery of Bahal temple in Portibi. We stayed there
for several hours, before finally we decided to continued our trip. The second, we continued our trip to bahal
temple II. It was not so far from
Bahal temple I it was about 300 meter. We went there by car. We saw the
scenery was very beautiful more than Bahal temple I. As long as tour my father sang a song so
that we don’t felt bored when we toured. We still took picture when we
arrived there. It never forgot for us. The Third, it was the last Bahal temple III.
If we went there we must got footpat because is not like another temples. We
went there on foot. After we had a walked around the place for a few minutes,
we saw a sanca snake gone across in front of me. I cried because I’m afraid
but my father said it was be okay. And my mother said will be okay we back to
Bahal temple I. And we back to Bahal temple I. After we arrived there we decided
to back home. |
c)
Reorietation
|
For
me, that was a good moment because I could spend my time with family. We
really enjoyed there, however we was very tired and I was be afraid because a
sanca snake but it was really fun to have vocation in portibi temple. It was
the first time to us to vacation together but I hope my next vocation will be
more interesting. It was my vacation of Bahal temple in Portibi |
B.
Review Of Related Findings
There
were some related findings to this research about writing recount text. The
first is Siti Zamilah, concluded that the ability of the tenth grade students
of SMA N 3 Padangsidimpuan is good. It can be seen througt the average scoreis
74.14. The difficulties of the students in mastering recount text are: vocabulary,
structure and grammar. The collecting data get from the writing test and questionare
that made by tenth grade students of SMA N 3 Padangsidimpuan. After obtaining the data in writing recount
text, the result of the level ability writing, more than 70% of students get
the score over. It means the students are in the average level.[57] The researcher analyzed the result of the test
by using mean score and they took the concluding of the research with
descriptive. The result of the research, there were some difficulties of
students for recount text.
The
second is Arif Rahman Hakim, he concluded that the result of the the research
problem analysis and the discussion, so based on researcher “the ability of the
tenth grade students in SMA N 3 Batang Angkola in writing recount text categoriezd into
enouhg category, it was 67%. The
researcher concluded based on the result the students in the mastery still is
low. The ability in writing recount text in Sma 3 Batang Angkola must increase
in motivation in learning writing recount text. [58]
The
third is Jamiluddin, concluded that the students’ mastery and ability in writing recount text was very
good category. the researcher found that the result was categorized
substantial. It means that simple past tense gives contribution in writing
recount text. In the objective test, the researcher found that there was
90.62% students getting scores 91-100 which categorized as excellent.There was
6.25% students getting scores 81-90 which categorized as very good. It can be
said that the result of objective test was classified excellent. The researcher
also calculated the students’ error in simple past tense. The researcher found
that there was 53,12% of the students had error in simple past tense. It is
proved by looking the students’ score, where 17 of 32 students getting correct
answer on all objective test items.[59]
From the review of related findings above, it
can be concluded that the students’ ability
in writing recount text has many problems. Those research gave the information
how students’ ability in writing recount text. So, the researcher believe that the
ability in writing recount text at grade MAS Thoyibah Islamiyah Hutaraja Paluta
can be better from research previously. Hopefully, this research would complete
and contribute a finding in teaching writing focus enrich knowledge in language
teaching literature for students.
C.
Conceptual Framework
Based on
the theoritical review of related findings, the researcher make conceptual
framework of this research. In teaching and learning process, especially in
English, there are four skills must mastered by students, they are: listening,
speaking, reading and writing, especially in writing. The succesfulness of
writing depands of many factors one of
them is how the tehnique of teaches students’ English. The suitable tehnique is
very important for teacher especially to teach writing. Writing skill has
siginificances in determining the students comminicative competence in target
language, also having good abilities in writing will help the students to
explore ideas and write them into readable texts orderly and grammatically. The
researcher made conceptual frame work below:
|
Students’ Ability in writing Recount Text |
|
Ø Students’
were lack of vocabulary, structure, grammar and spelling Ø Students
were less motivation in English lesson such as writing recount especially and
had low achievement in writing Ø Students
were lazy to write because writing English is different from our native
language, the words, grammar and also the way of organizing ideas are
probably different from write indonesian sentences |
|
The researcher just used writing test to know
the students’ ability in writing recount text. The researcher solved this
problem by test |
|
Students’ ability in writing recount text was
enough category. |
So based
on framework above the researcher concluded One of the students’ problems in
learning English is in writing, especially in writing recount text. Students
ability is still low. It can be seen there are many students that wrong in
language feature, they less in mastered recount text many of students did not
know verb two, less of vocabulary and development idea to arrange recount text.
On the other hand in generic structure most of them have known and understand
to identify where is orientation, events and re-orientation. Expressing idea,
thought, opinion, feeling and experience what in their mind directly to their
friend or the other people. Therefore the researcher conducted a research to
find out and explain about students’ ability in writing recount text.
As well
as producing skill of the lesson content, moderate, to apply their learned
knowledge in their other classroom activities such as answering question and
problem solving. Writing as a productive
competence actually requires a skill to
plant what is to write , organize the ideas, persuades the reader to accept,
the idea and add something to be proecessed in comminicative itself.
D.
Hypothesis
Hypothesis is a provisional result of the
research.[60]
L. R Gay said, “ A hyopothesis is a tentative prediction result of research
findings.[61]
The purpose of hypothesis is to answer a certain specific question. Based on
curriculum , the teacher must understand
about text genre. It can be seen on syllabus of English lesson. The researcher
should know and understand about text genre minimally in enough category. The
hypothesis needed to show the researcher’s thinking and expectation about
outcomes of the research. The hypothesis of this research stated that: “The students’
ability in writing recount text at grade XI MAS Thoyibah Islamiyah are enough category”.
[15] Victoria Neufelat, David B. Gralamik,
Webstren New World Collage Dictionary (USA: Macmilan, 1995), P. 1330
[16] AS. Hornby,Oxford Advenced Learner’s Pocket Dictionary(New York: Oxford University Press, 1995), p. 429.
[17] A. Mariam Webste, Webster’s Colegiate Thesaurus (USA: Massa Chusest,
1976),p. 33
[18] Tim Prima Pena, Kamus Bahasa Indonesia (NP: Gitamedia Press, NY),P. 511
[19] Henry Rogers, Writing and Systems A Lingusitic Approach (UK: Blackwell, 2005), P. 1.
[20] Jane B Hughey, Teaching ESL Composition
Principle and Tehniques ( New York: Newbury House Publisher, 1983), P. 4.
[21] David Nunan, Practical English Language Teaching, (America: The MC,Grow Hill Companies,
2003), p. 88.
[22] H. Douglas Brown, Teaching By principle An Interactive Approach to Language to Language
Pedagogy, (New Jersey: Prentice Hall Regents, 1994),
p. 321.
[23] Alice Ochima And Ann Hogue, Writing Academic
English: A Writing And Sentence Structure Handbook 2nd Ed. (
Addison-Wesley Publishing Company), P. 2.
[24] A. Swarbick, Teaching Modern Language
(London: Longman, 1994), P. 142
[25] Mary Louise Holly And Friends, Authentic
Assesment For English Language Learners (New Jersey: Columbus, Ohio, 2005),
P. 235
[26] J. Michael O, malley & Lorraine Valdez Pierce, Authentic Assesment
for English Language Learners, ( Addison – Wsley Publishing Company, Inc,.
1996), P. 137
[27] Henry Guntur Tarigan, Menulis Sebagai Suatu
Keterampilan Berbahasa (Bandung: Angkasa, 1986), P. 24-25
[28] J. Michael O, malley & Lorraine Valdez
Pierce, Op, Cit. 137
[29] Ibid., P. 138
[30] Henry Guntur Tarigan, Op., Cit, P. 36
[31] H. Douglas Brown,Op, Cit ), P. 327-330.
[32] Pardiyono, pasti bisa! Teaching genre based
writing, (Yogyakarta: Penerbit Andi, 2007), P. 125
[33] Peter Knapp & Megan Wastkin, Genre
Text, Grammar, (Sidney: Unsw Press, 2005), P. 153.
[34] Pardiyono Op. Cit., P. 125
[35] Sanggam Siahaan & Kisno Shinoda, Generic
Structure, ( Yogyakarta: Graha Ilmu, 2008), p. 73-112
[36] David Nunan, Second Language Teaching & Learning,( USA:Heinle,
1999), p. 308
[37] Michael McCarthy and Felicity, O’Dell, English Vocabulary In Use:
Upper-intermeditate & Advenced (Cambridge: University Press, 1994). P.
2
[38] Victoria Neufelt, Webstre’s New World
College Dictionary (Usa:Macmilan, 1998), P. 1287
[39] H. Douglas Brown, Language Assesment:
Principles And Classroom Practice (New York: Pearson Eduucation, 2004), p.
244-245.
[40] Ibid., P. 289
[41]
Dorothy E.Zemach and Carlos Islam, paragraph writing, (Macmillan: 1997),
p.22.
[42] AS. Hornby, Op. Cit., P. 1106.
[43] Linda Gerot And Peter Wignell, Making Sense
Of Functional Grammar (Australia : Gerd Stabler, 1994), p. 194.
[44] Mark Anderson & Kathryn Anderson, Text
Types In English, (Australia:Mcmilan Education, 1997), p. 48
[45] Sanggam Siahaan & Kisno Shinoda, Op.
Cit, P. 35
[46] Pardiyono, Teaching Genre Based Writing (Yogyakarta: Andi
Press, 2007), P. 63.
[47] Syaiful Azhar, “Analysis Of Generic Structure Of Recount Text The Study Of
Fourth Semester Students Of STAIN Salatiga, in acadenic year of 2012/2013,
p. 24.
[48] Linda Gerot And Peter Wignell, Op., Cit,
P. 127.
[49] Stefen Peter, Living English Structure (New
York: Prentice Hail, 2002), . 28.
[50] Pardiyono, Loc. Cit.
[51] Ken Hyland, Genre And Second Language
Writing, ( The United State Of America: The University Of Michigan Press,
2004), p. 135
[52] Sanggam Siahaan,,Teaching
Genre-Based Writing. (Yogyakarta: Andi Offset, 2007), p.
73
[53] Linda Gerot And Peter Wignell, Op,Cit p.
194.
[54] Linda Gerot And Peter Wignell, Loc,Cit
[55] Pardiyono, Loc. Cit.
[56] Pardiyono. Ibid.,67
[57] Siti Zamilah, “ The Students’ Ability In
Writing Recount Text At Grade X In Sma N 3 Padangsidimpuan In Academic Year
2015/2016” ( An Unpublished Thesis, Padangsidimpuan IAIN 2016).
[58] Arif Rahman Hakim, “The Analysis on the Students’ Ability in Writing Recount Text of the tenth grade students in SMA N 1 Batang Angkola in the 2015/2016 academic year. ” ( An Unpublished Thesis, Padangsidimpuan IAIN 2014).
[59] Jamiluddin, “ The correlation students’
mastery and the ability In Writing
Recount Text At the tenth grade of SMA Negeri 1 Torue In Academic Year 2013/2014” ( An
Unpublished Thesis, Padangsidimpuan Iain 2016).
[60] Suharsimi Arikunto, Prosedur Peneltian Suatu Pendekatan Praktik
(Jakarta: Rineka Cipta, 2006), P. 71
[61] L.R Gay and Peter Airasian, Educational Research For Analysis and
Application ( America: Prentice Hall, 1992),p.71
