an analysis of participant and process in recount text ... · recount text made by the eighth grade...
TRANSCRIPT
i
AN ANALYSIS OF PARTICIPANT AND PROCESS IN
RECOUNT TEXT MADE BY THE EIGHTH GRADE
STUDENTS IN SMP ALHUDA SEMARANG
IN THE ACADEMIC YEAR 2009/2010
A THESIS
Presented to IKIP PGRI Semarang
In partial fulfillment of the requirement
For the degree of sarjana in English Language Education
By
HAPPY NUR INDAHSARI
06420302
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2010
ii
APPROVAL
Title : AN ANALYSIS OF PARTICIPANT AND
PROCESS IN RECOUNT TEXT MADE BY THE
EIGHTH GRADE STUDENTS IN SMP ALHUDA
SEMARANG IN THE ACADEMIC YEAR
2009/2010
Written by : Happy Nur Indahsari
06420302
Day : Saturday
Date of approval : 24th July 2010
Advisor,
Advisor I Advisor II
Dra. Listyaning S. M.Hum Drs. M. Wahyu Widiyanto, M.Pd
NPP. 19 610 514 198 503 2003 NPP. 996701148
iii
RATIFICATION
This thesis has been ratified by the team of examiners of FPBS IKIP PGRI
Semarang on:
Day :
Date of approval :
Committee:
Chairman, Secretary,
Dean of FPBS Head of English Department
Dra. Sri Suciati, M.Hum Drs. A. Wiyaka, M.Pd
NIP. 196503161990032002 NIP. 196412261990031002
The members of team:
1. Dra. Listyaning S. M.Hum ( ……………………………. )
NIP. 19 610 514 198 503 2003 First examiner
2. Drs. M. Wahyu Widiyanto, M.Pd ( ……………………………. )
NPP. 996701148 Second examiner
3. Dyah Nugrahani, S. Pd, M. Hum ( ……………………………. )
NPP. 077201191 Third examiner
iv
MOTTO
We only pray to Allah and to “You” we ask helps (Q.S. Al-Fatihah: 5)
Guide me in the right way (Q.S. Al Fatihah: 6)
In fact, Allah will not change someone’s fate until she/he takes any efforts
to change her/his own fates. (Q.S. Ar-Rath:11)
Do something what you can do now, if you don’t try you will not succeed.
v
DEDICATION
This thesis is dedicated to:
Allah SWT, I believe you never sleep. You are the great see and hear. You
are the great Allah.
My beloved father (Bambang Muchtar Kundhori Alm) and my mother
(Mergiyati), I was born to make you happy and I can not show gratitude for
your struggle. You are person who are proud me.
My beloved brothers (Edi Suprapto, S.Pd and Agung Prasetyo) and my
beloved sisters (Eni Prasetyowati, S.Pd and Veranie) you are my power.
You always give me imagination.
Mrs. YDL Retno Nugraheni thanks for your motivation.
All of my big family thanks for your pray and support.
My special best friends Riris, Ria, Uki, Marlina, thanks your suggestion
All my English department friends in the academic year 2006 especially
class C keep me in your mind and heart.
vi
ACKNOWLEDGEMENTS
In this very best and wonderful time the writer wishes to praise to Allah
SWT, the Almighty, who has given me a chance and a grace to the writer. Finally,
she could finish the thesis as a partial fulfillment for Sarjana degree at English
Department of Language Faculty and Art Education at IKIP PGRI Semarang
without any problems.
The writer realizes that she cannot complete this thesis without the
guidance, advice, suggestion and encouragement from many people during the
writing on the thesis. The researcher would like to express her sincere to the
following:
1. Dra. Sri Suciati, M.Hum, the dean of the faculty of language and art education
of IKIP PGRI Semarang.
2. Drs. A. Wiyaka, M.Pd, the head of the English department of IKIP PGRI
Semarang.
3. Advisor I Dra. Listyaning S., M.Hum who has advised, suggested, and
encouraged so that this thesis comes to be better.
4. Advisor II Drs. M. Wahyu Widiyanto, M.Pd, who had given his guides,
advices, suggestion, and encouragement for the completion this thesis.
5. All lecturers of the English Department and Alma-Ata of IKIP PGRI
Semarang.
6. Drs. H. Kasturi, M.M, the head master of SMP ALHUDA Semarang for his
allowance to the researcher in conducting research.
vii
7. The English teacher of the eighth grade students who had stood by me in
conducting the research.
8. All the eighth grade students of SMP ALHUDA Semarang.
9. The researcher’s parents thanks for the unlimited patience, pray, love and care
which had been the spirit for the kid on keep on survive.
10. Mrs. Retno who has never stopped to support the writer to finish her study.
11. The researcher’s brother and sister for being his and her solid companion who
always give his and her support and great affection.
12. All of my family who had given motivation and prayer for the researcher.
Finally, the researcher believes that there are still many weaknesses in
this thesis and she hopes this thesis to be useful for English department and for
those who are interested in learning English.
Semarang, July 2010
The writer
viii
ABSTRACT
Nur, Happy Indahsari. 2010. “An Analysis of Participant and Process inRecount Text Made by the Eighth Grade Students in SMP ALHUDA Semarang inthe Academic Year 2009/2010”. English Department, faculty of Language and ArtEducation, Institute of Teacher training and Education PGRI Semarang. AdvisorI: Dra. Listyaning S., M. Hum, II. Drs. M. Wahyu Widiyanto, M.Pd.
The purpose of the thesis are (1) to find out the students ability in writing recounttext (2) to find the participant and process in recount text displayed in the recounttext made by the eighth grade students of SMP ALHUDA Semarang (3) to findout problem faced by the students in mastering the language features of recounttext, especially participant and process (4) to suggest some possible solution forthe problems.
This research is categorized as qualitative descriptive method. Analysis of the datain this research use descriptive analysis. Qualitative data can be composed directlyto make decision of the research. The population of this thesis, the researchertakes all of the eighth grade students of SMP ALHUDA Semarang in theAcademic year 2009/2010. The researcher took 30 students for sample. Incollecting data, the researcher takes writing test. The main purpose of conductingthe test was to measure students’ ability in writing recount text.
The conclusion shows that the mean of mastery in writing recount text is 68, 80%,the mean of mastery participant and process is 67, 17% it is regarded as fair. Fromthe result, it can conclude 66, 67% students of the eighth grade students havemastered writing recount text and 33, 33% students still have some difficulties.
In terms of the research findings the writer would like to offer some suggestion,the teacher should know the suitable method of teaching, the teacher has to beable to create new situation during teaching and learning process in the classroomand it is also suggested that the teacher be more creative to motivate students toincrease the mastery of writing recount text. For the students, they should payattention and focus in learning pronouns when the English teacher explains aboutpronouns. For the reader, the writer hopers the result of the research can giveinput to the English teacher of future English teachers to improve their ability inteaching and learning process.
ix
TABLE OF CONTENTS
Page
TITLE ......................................................................................................... i
APPROVAL ............................................................................................... ii
RATIFICATION .......................................................................................... iii
MOTTO ...................................................................................................... iv
DEDICATION ............................................................................................ v
ACKNOWLEDGEMENTS ........................................................................ vi
ABSTRACT ................................................................................................ viii
TABLE OF CONTENTS ............................................................................ ix
CHAPTER I INTRODUCTION
A. Background of the Study ........................................... 1
B. Reason for Choosing the Title ................................... 3
C. Limitation of the Study .............................................. 4
D. Statement of The Problem ......................................... 5
E. Objective of The Study .............................................. 5
F. Significance of The Study .......................................... 6
G. Outline of the Study ................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study ........................................................... 8
B. Language Skill ........................................................... 9
C. Definition of Text ...................................................... 15
D. Genre of the Text ....................................................... 15
x
E. Analysis of the Text ................................................... 19
F. Recount Text .............................................................. 19
G. The Social Function of Recount Text ........................ 20
H. The Generic Structure of Recount Text ..................... 21
I. The Language Feature of Recount Text ..................... 22
J. Types of Recount Text ............................................... 25
K. Participant .................................................................. 26
L. Process ....................................................................... 28
CHAPTER III RESEARCH METHOD
A. Research Design ......................................................... 34
B. Subject of the Research .............................................. 35
C. Technique of Data Collection .................................... 36
D. Instrument of research ................................................ 37
E. Technique of Data Analysis ....................................... 42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. The Preparation of the Research ................................ 44
B. Research Findings ...................................................... 44
C. Discussion .................................................................. 53
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS ........................................................ 57
B. SUGGESTIONS ........................................................ 58
BIBLIOGRAPHY
APPENDIX
1
CHAPTER I
INTRODUCTION
Language is means of communication in school and everywhere we
want to communicate with other people. Learning a language needs an
important skill that children must learn it.
If someone wants to learn a foreign language, he will face many kind
of learning problems. Indonesia students will find difficulties in learning
process because in many aspects the language in different from their own. So
the teacher has to know the student’s difficulties and the way to solve their
problems in learning.
In this part the writer presents the background of the study, reason for
choosing the title, limitation of the study, statement of the problem, objective
of the study, and significance of the study.
A. Background of The Study
Learning English is not odd for everyone in our country. People realize
to survive their life, they need knowledge. The knowledgement that is needed
is only from their own country but also other countries. To make relationship
with them, people need English communication because English is as one of
the international language has an important role in international
communication. People use language as a means of communication. Through
language, people can express our thought and feeling.
2
Heidegger 1977 read in http://en.wikipedia.org/wiki/Martin_Heidegger
also says: Language first gives to every purposeful deliberation its ways.
Without language, there would be lacking to every doing every dimension in
which it could never primarily the expression of thinking, feeling, and willing.
Language is the primal dimension within which man’s essence is first able to
correspond at all to being and its claim and, in corresponding, to being. The
primal corresponding, expressly carried out, is thinking.
Language also has several functions. As Finocchiaro (1974:5) read in
http://egitim.cukurova.edu.tr/efdergi/download/36.pdf states that that language
has six functions they are personal, interpersonal, directive, referential, met
linguistic and imaginative. The function of language which is related to this
study is personal; that to express one’s emotions, need, thoughts, desires,
attitudes, etc.
Based on the explanation above people cannot imagine what will
happen if there were no language in the world. How can someone interact with
others without language? As Ramelan (1992:8) says “with language man can
express his ideas and wishes to other people such as when he needed their help
so that close operation among members of the group can carry out.” so it is
important to learn language in order to communicate successfully and
effectively.
Learning English is a window for our country progress because
English as one of international language has an important role in international
communication. It is used in many countries throughout the word.
3
According to English Content Standard of the eighth of Junior High
School, English is a means of communication either in spoken and written.
The ability of communicating is the ability of understanding and producing
texts in spoken and written which involving four skills consisting of listening,
speaking, reading and writing. The four skills are used to perceive or discourse
in society. Thus, the English subject in Senior High School is directed to
develop those skills so that the students are able to communicate in English
when graduate.
One of the English Subject’s scopes in Junior High School is the
ability to understand and create several short functional and monolog text and
also essay in the form of procedure, descriptive, recount, narrative, and report.
The gradation of the teaching material appears in the use of vocabulary,
grammar and rhetorical steps.
Recount text is one kind of text which retells some events in the
previous time.
B. Reason for Choosing The Title
The reasons why the writer chooses “An Analysis of Participant and
Process in Recount Text Made by the Eighth Grade Students of SMP
ALHUDA Semarang in The Academic Year 2009/2010” as the topic can be
stated as follow:
1. Text or genre is one of the materials which must be taught to the students
at school.
4
2. 40 % National Examination are about text or genre, while the rest, 60%
are grammar, vocabulary and expression.
C. Limitation of The Study
To avoid misunderstanding and different meaning for reader, they are
limitation of the study:
2. Analysis
Analysis is the process of breaking a complex topic or substance into
smaller parts to gain a better understanding of it.
( http://en.wikipedia.org/wiki/analysis )
3. Participant
Participant is realised by a nominal group. A participant can be a person,
things, a place or a subject.
4. Process
Processes are central to transitivity. Process is realised by verb.
5. Recount Text
Recount text is text which retells events or experiences in the past. It
purposes is either to inform or entertain the audience.
6. The Eighth Grade Students in SMP ALHUDA Semarang in the Academic
Year 2009/2010
The eighth grade students are subject on conduction the research, SMP
ALHUDA Semarang is the place conducting the research and 2009/2010
is the time conducting the research.
5
D. Statement of The Problem
This study is related to the analysis of participant and process in
recount text made by the eighth grade students of SMP ALHUDA Semarang
in the academic year 2009/2010.
1. To what extent are the eight grade students of SMP ALHUDA Semarang
able to write recount text?
2. How are the language features text especially participant and process
displayed in the recount text made by the eighth grade students of SMP
ALHUDA Semarang?
3. What problems are faced by the eight grade students of SMP ALHUDA
Semarang in mastering language features especially participant and
process of recount text?
4. What possible solutions are used for the problems above?
E. Objective of The Study
After having the formulation of the problems as stated above, the main
purpose of the study are:
1. To find out the students’ ability in writing recount text.
2. To find the participant and process in recount text displayed in the recount
text made by the eighth grade students of SMP ALHUDA Semarang.
3. To find out problems faced by the students in mastering the language
features of recount text, especially participant and process.
4. To suggest some possible solution for the problems.
6
F. Significance of The Study
This research is expected to having some significance especially for:
1. For the students
The students of SMP ALHUDA Semarang can improve their ability in
writing text especially in recount text and they can transfer what they
know cognitively about language features of recount text especially in
participant and process.
2. For the teacher
This result of the study will help the teacher to find out their student’s
weaknesses in writing and understanding recount text so they can take
same steps to improve they student’s ability in writing recount text.
3. For the writer
The writer can increase her knowledge about participant and process in
text.
4. For the readers
Enlarge the readers’ knowledge about text or genre, especially recount
text.
7
G. Outline of the Study
This thesis consists of five chapters:
Chapter I : Introduction. It consists if Background of the study, Reason
for choosing the title, Limitation of the study, Statement of
the problem, Objective of the study, Significance of the
study, and Outline of the study.
Chapter II : Review of Related Literature. It consists of Language Skill,
Definition of text, Definition of Genre, Analysis of the text,
Recount text, the social function of recount text, the generic
structure of recount text, the language feature of recount
text, Type of recount text, definition of participant, and
definition of process.
Chapter III : Research Method. It consists of Research design, Subject of
the research, Technique of data collection, Instrument of
research, and Technique of data analysis.
Chapter IV : Research Finding and Discussions. It consists of
Preparation of the research, Result of the Try Out test,
Research finding and Discussion.
Chapter V : Conclusions and Suggestions. It consists of Conclusions
and Suggestions.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Study
A human being can not leave in the world without others human being
help him. Man is a social being who always needs company in his life. It can
hardly imagine that he should alive by himself without anyone accompanies
him. He needs help from others. That is why human being always live
together in groups, cooperate interact with one another interaction is a
realization of human beings instinct to fulfil their needs.
One ways to provide the necessities of life are cooperate, associate,
and exchange information and experiences. To express their ideas, the
absolutely need of communication, which is called language, because trough
communication, we will understand each other Ramelan on his book
“Introduction to Linguistic Analysis” (1992:8) stated that “with language man
can express his ideas and wishes to other people such as when he needed their
help so that close operation among members of the group can carried out.”
In this part, the writer discusses about language skill, definition of text,
genre of the text, analysis of the text, recount text, the social function of
recount text, the generic structures of recount text, the language features of
recount text, type of recount text, definition of participant, and definition of
process.
9
B. Language Skill
Language skill is the mode in which language used. Listening,
speaking, reading and writing are generally called the four language skills.
Sometimes speaking and writing are called the active or productive skills, and
reading and writing are the passive or receptive skills. Often the skills are
divided into sub skills such as discriminating sounds in connected speech, or
understanding relations within a sentence. (Richard and Schmidt, 2002:293
read in internet http://www.esp-world.info/Articles_21/Docs/Age.pdf)
Based on the theory above, the writer concluded that language skill is
property only possessed by humans. It functions as a bridge to convey
message, to share, wishes and desires. Language skills are mastered by
learning and acquisition. Listening and speaking are learned unconsciously,
but learning writing is always learned consciously. Here the writer focused on
writing skill.
1. Listening Skill
The first skill is listening. Listening can be defined as o pay attention
to what someone is saying or to a sound that you can hear. Listening skill
is very important in our daily life, and according to Rivers (1981) in
Himawati (2009:9), we listen twice as much as we speak, four times as
much as we read and five times as much as we write. So, to teach this
skill, teacher can provide many activities to develop pupils understanding.
10
2. Speaking Skill
The second language skill is speaking. It is important as a
communication tools and making relationship with others.
According to Buechner in Himawati (2009: 10), “they may forget
what you said, but they will never forget how you made them fell”. When
we speak, we must use never correct words, pronunciation and the
intonation. Through this way, we can deliver they skill perfectly to the
other person. To develop pupils understanding on this skill, teachers can
do a lot of activity like role-play, story telling and games.
Human is able to speak after he has listened words, sentences, etc.
from his around-environment. Speaking is a way to say something.
(Hornby, 195:398)
3. Reading Skill
Reading is the receptive skill in the written mode. It can develop
independently of listening and speaking skill, but often develops along
with them, especially in societies with a highly developed literary
tradition. The abilities required for skilful reading: such as, discerning
main ideas, understanding sequence, noticing specific details, making
inferences, making comparison, and making prediction.
Reading skill is kind of language a skill where someone can
understand the passage and can concludes the main idea in a passage.
11
4. Writing Skill
According to A.S. Hornby (1995:1383), writing is the activity
occupation of writing for example books, stories or articles.
Writing skill is as important as others English skills. Writing is not
an easy ask. It needs practice to develop this skill. Writing activity needs a
process by which people comprehend what they have trough seen. The
goals of writing instruction can be achieved if the teachers understand the
concept of writing. So it is important for the teachers to know the nature of
writing. To be good writing the students should practice to write and
improving vocabulary.
The writer details the stages of writing process as follows:
1) Prewriting
Prewriting is the time to gather information, experiment with
ideas and to plot a course. It is time for the students to get ready to
write, and it is time to think where they are going.
2) Drafting
This is the process that most of people think of as writing.
During this stage, one translate his though and ideas into sentences and
paragraph.
3) Sharing
The writer reads the pieces of writing aloud, the listeners
respond to the questions and comments. It has purpose to help the
writer clarify audience intention.
12
4) Revising
During the process of revision, the writer expands ideas,
clarifies meaning and reorganizes information.
5) Editing
The writer focuses on the conventions of language, spelling,
punctuation, syntax, structure are analysed and corrected.
6) Publishing
The writer completes her work. It can a variety of form:
individually books, class books, news letters, literary magazines and so
on. But not all pieces of writing need to be presented in a polished
form.
They are many purposes in writing activities. They are:
a) Reflecting writing
We often did not understand ourselves as a means of
organizing our thought or providing ourselves with reminders. When
we write our unforgettable experience.
The purpose of the writing is to entertain the readers and it
belongs to reflective.
b) Documentation Writing
The purposes are documentaries which require ti give personal
information because errors could have legal or other important
consequences.
13
c) Expressive writing
It is the way to communicate with one another. It is much like
written speech which is use to express or convey attitudes, emotions,
modes, and so forth. Personal letters, notes and card are expressive; of
course the may informative and persuasive as well.
d) Artistic writing
Creating a poem, a short story, a tall tale or an essay falls into
the category of artistic writing.
e) Persuasive writing
Consumer’s complains, letter to editor advertisement and job
application letters are all persuasive writing, targeted to influence
other.
f) Informative writing
It is used to convey information such as reports, business letter,
memos and notes.
The writer must learn to be clear and concise so that the reader
will know what to d with the information.
g) Letter writing
One of the most important reasons for leaning to write is to be
able to communicate through letter.
14
There are five components of writing, they are:
1. Content
Content is the substance of writing. It is the expression of ideas, which
the writer needs to design her writing, such as to carry her thought to
the reader head effectively. The content will be acceptable to the
reader if it is constructed so well.
2. The language use
To compose the specific writing purpose especially persuasive
composition, we should determine the types language we use. The
writer should be able to use effective sentence patterns. In other words,
types, the length and the variety of sentences should be applied in
writing article.
3. The vocabulary use
Vocabulary is the special set of words in a particular kind of business
worth. A strong vocabulary is an important tool of effective
communication. The more words you know the more clearly you will
be able to express yourself.
4. The organization
One very common problem in longer composition is weak paragraph
ideas organization. To make readers understand the content of writing,
it will be difficult without well organization. We have to collect our
information in well-organized way. We should decide which scheme
15
use for ordering the main point. We have to realize that the best order
is the one that makes our topic clearer and to be understood.
5. Mechanics
In all writing refers to the use of punctuation, capital letter, and
abbreviations. In a scientific or technical report, you pay special
attention to mechanics in order to express your thoughts more
precisely.
C. Definition of Text
When we study about genre, we must know about a text completely
because genre ha very close relation with a text. Generally, a text is something
that we usually read. There is definition of a text that the writer takes from
Exploring How Text Works book, in order to support his study in her book,
Derewianta (1995:17) in Himawati (2009:20) stated that a text is any
meaningful stretch of language – oral or written.
Mean while, Halliday (2004:10) explained that text is not group of
words hut as a semantic unit. From the quotation above, it is clear that in
defining about text we must also regard to the group of word meanings in one
text.
D. Genre of the Text
Theory known as genre theory about forward, methods and suggestion
about the teaching of writing. One of its main concerns is to discover and
describe the major characteristic of kinds of writing.
16
Genre are kind of text that each of them has communicative purpose,
text structure and characteristics of linguistic. Language is social phenomena
and that to use language – to speak or write is to be engaged in an entirely
social activities (Smith:1990) in Himawati (2009:21). It means that anything
about language is the kin of words. We use sentences, we construct ways, we
interact with language has social reason and social effect.
In the genre based approach to teaching writing yea 3-6, genre are
divided into 2 ranges. They are:
1. Story Genre ( Non Factual)
a. News Item
A non factual text which informs readers of daily newspapers about
events of the day which are regarded as newsworthy or important.
Newspapers need to make the news as readable as possible in order to
attract as may readers as possible.
b. Narrative
A non factual text used in a variety of modes to amuse, entertain and to
deal with actual of vicarious experience in different ways. Stories deal
with events that are problematic and which lead to crisis or turning
point of some kind.
It has schematic structure orientation, evaluation, complication,
resolution, and reorientation.
17
c. Recount
Recounts are used in most subjects to show memory of series of events
as in accounts of Science excursion, everyday life in another time or
culture. Personal letters to friends are often recounts of experience
d. Spoof ( Anecdote )
The anecdote is almost exclusively an oral genre and is a common
feature of casual conversation. An interesting anecdote is one in which
the teller makes the listener want to listen for more. Therefore,
handling interpersonal meanings well is an important part of the
narrator’s anecdotal skill.
e. exemplum
Exemplum deals with incidents that are in some respect out of the
usual.
2. Factual Genre
a. Report
Factual text which describes the way things are, with reference to a
whole range of phenomena, natural, synthetic and social on our
environment.
It has schematic structure general classification, description ( types,
part and their function, qualities, behaviours/habits )
b. Procedure
A factual text designed to describe how something is accomplished
through a sequence of actions or steps. Procedures are also more about
18
process than things but explain how people perform different processes
in a sequence of steps. Procedures are found in the written text to do
with science, art and craft, cookery, media studies and health as well as
other subjects.
c. Explanation
Explanation text used to explain the processes involved in the
evolution of natural of socio cultural phenomena. Explanations are
used to account for why things are as they are. Explanations are more
about processes than things, in the school curriculum, explanations are
often found in science and social studies.
d. Discussion
Discussion text used to present information about and arguments for
both sides of an issue, concluding with a conclusion or
recommendation based on the weight of evidence.
It has schematic structure issue, arguments for and against (pros and
cons), statements of differing points of view, and conclusion or
recommendation.
e. Exposition
Exposition is a factual text used to put forward a point of view or
arguments. Purpose an exposition attempts to persuade the reader to
believe something by presenting one side of the argument.
19
E. Analysis of the Text
Reid (2000: 146) in Kristiyanto (2009:28 – 29) says that when we
analyze the ideas from written material, try to follow these guidelines:
1. Read the material carefully and reread it, making the points (i.e., the ideas)
you choose to discuss and/ or evaluate.
2. Take notes about your agreement/disagreement, about your evaluative
comments, or about your ideas or questions concerning the selected points
in the written material.
3. Use one or more of the Collecting Strategies (listing, brainstorming,
revising, clustering, outlining) to gather support for your opinions, your
evaluative comments, or your ideas(i.e., your analysis).
4. Identify facts, examples, physical description, and/or personal experience
suitable to support your opinions or ideas about points in the written
material.
5. Decide on an overall thesis statement that agrees or disagrees (or perhaps
both) with the main point of the written material.
6. Use the overall organization for the explaining essay to draft your analysis.
F. Recount Text
Recount is typically tells entertain by dealing with a sequence of
events that establishes a relationship between a writer/reader/ speaker/listener.
A recount is a story about the sequence of happening in past time to entertain
the readers. It uses past tense to tell the story and focuses on individual
20
participant. “Recount text retells the events for the purpose of informing or
entertaining.” In the Handout of Writing 3 (2010: 19).
Recount text based on the life experiences and familiar language.
Recounts are used in most subjects to show memory of series of events as in
accounts of Science excursion, everyday life in another time or culture.
Personal letters to friends are often recounts of experience.
G. The Social Function of Recount Text
Recount text has some social functions, which are:
1. To retell something happened.
Recount retells past event. Recount begins by telling the reader ho was
involved, what happened, where this even took place and when it
happened.
2. To inform something to the readers.
It informs to the reader about what happened, where this even took place
and when it happened.
3. To entertain.
Sometimes, recount retells a funny experience. It has a function to
entertain the reader.
21
H. The Generic Structure of Recount Text
The generic structures of recount text are:
a. Orientation.
Orientation tells who was involved in the story, when, where, and why the
story happened.
Orientation provides the setting and introduce participant.
Example of orientation:
I had just got into bed about past eleven when I felt the tremor. The
bed started to tremble and I noticed the electric light, which was hung on
the ceiling, was swaying.
b. Record of events.
Records of the story tell what are in the story. Events are usually arranged
in a temporal sequence.
It tells what happened, in what sequence.
Example of events:
Then I got out of bed quickly and went to look out of the windows.
As I looked, I saw the house opposite began to fall sideways. Then I
realized what was happening. I put on my dressing gown hurriedly and
rushed out into the garden.
I was alone in the house. My wife and children had gone to visit my
mother-in-low.
22
For three or four minutes, I heard a terrible noise of walls falling
down and people screaming, and I saw clouds of dust in the air. Then, the
trembling stopped.
c. Re- orientation.
Re- orientation is the conclusion of the story. It is optional element. It is at
the end which summarizes at the events.
Example of reorientation:
There were about fifty persons killed and more than two hundred
injured. The damage to property was considerable, and about three
hundreds house would have to be completely rebuilt.
I. The Language Feature of Recount Text
The language features of recount text are:
1. Focus on individual participant/a group participant.
Recount text focus on what an individual or a group of people were doing.
It can be written in the first or the third person.
Fist person, is happening to the person writing the recount. Example: I
went to the park. The third person, an observer is telling it. Example: Vera
went to the park, she saw a pond near that park.
2. Using past tense
Past tense is the form a verb used to describe actions in the past. Many
linguistics explain by the own term but most of them have the same
23
content. Betty Schrampfer Azar (1989: 24-29) explained four forms of
past tense as follow:
a) Simple Past
The simple past indicates that the activity or situation began and ended
at a particular time in the past.
For example:
I walked to school yesterday.
If a sentence contains when and has the simple past tense in both
clauses, the action in the ‘when clause’ happen first.
For example:
I stood under a tree when it began rain.
b) Past Progressive
The progressive indicates that the activity was in progress in the past.
For example:
I was studying at eight o’clock last night.
Sometimes the past progressive is used in both parts of a sentence
when two actions are in progress simultaneously.
For example:
While I was studying in one room my house, my brother was
having a party in other room.
c) Past Perfect
The past perfect expresses an activity that was completed before
another activity or time in the past.
24
For example:
My parents had already eaten by the time I got home.
If before or either is used in sentence, the past perfect is not necessary
because the time relationship is already clear. The simple past may be
use.
For example:
After the guests had left, I went to bed.
d) Past Perfect Progressive
The past perfect progressive emphasizes the duration of an activity that
was in progress before another activity or time in the past.
For example:
The police had been looking for the criminal for two years before
they caught him.
This tense also may express an activity in progress recent t another
time or activity in the past.
For example:
When Agung got home, his hair was still wet because he had been
swimming.
3. Using Material (action) Process
Material Processes are processes of material doing. They express the
notion that some entity physically does something-which may be done to
some other entity.
25
4. Focus on temporal sequence of events (temporal conjunction)
Conjunction is a connective. It is a part of speech (or word class) that
serves to connect words, phrases, clause or sentence.
Example: Last year, on the weekend, then, etc
J. Types of Recount Text
Lexicogrammatical features of recount text divided into:
1. General
a) Specific participant (Mrs. Agung, our dog, the shopkeeper)
b) Use of simple past tense (she smiled, it barked, he pointed)
c) Use of action verbs /material processes ( went, climbed, etc)
d) Use of linking item to do with time (on Wednesday, then, at the same
time, next, later, before)
e) Detail irrelevant to the purpose of the text should be avoided.
2. Personal Recount
a) Use of first person pronouns (I, we)
b) Personal Responses to the event can be included, particularly at the
end.
c) Details are often chosen to add interest or humor.
3. Factual Recount
a) Use of third person pronouns (he, she, it, they)
b) Details are usually selected to help the reader reconstruct the activity
or incident accurately.
26
c) Sometimes the ending describes the outcome of the acidity (e.g. in a
science experiment)
d) Mention of feelings is probably not appropriate.
e) Details of time, place and manner may need to be precisely stated (e.g.
at 1.45 pm, between Johnson St and Park Rd, the man drove at the
speed of 85 kph)
f) Descriptive details may also be required to provide precise information
(e.g. a man with a blue shirt, black shoes, and short hair, weighing 76
kilos and approximately 189 cm tall).
g) The passive voice may be used (e.g. the beaker was filled with water)
h) It may be appropriate to include explanation and justifications.
4. Imaginative Recount
This type of recount that the text presented an imaginary role and giving
details of event.
b) Usually written in the first person
c) It may be appropriate to include personal reactions.
K. Participant
Participant is realised by a nominal group. A participant can be a
person, things, a place or an object. Participants are incumbent upon the
doings, happenings, feelings and beings. This suggests that there are different
kinds of goings on, which necessarily involve different kinds of Participant in
varying Circumstances.
27
According to David Butt (1995: 53), the premodification can be
functionally divided into several parts:
1. DEICTIC which point to, or in some way select, the noun functioning as
Thing. Deictic includes demonstratives, possessives, and a few non-
specific pointers.
2. NUMERATIVES which tell how many of the Thing there are or in what
order they occur. Numeratives include cardinal number and ordinal
number.
3. EPITHETS which describe a quality of the thing. Epithets can usually be
intensified by the word very. Epithets include adjectives
4. CLASSIFIERS which establish the Thing as a member of a class.
Summary of Processes and incumbent Participants:
Process type Participants
Material
Behavioural
Mental
Verbal
Identifying
Attributive
Existential
Actor
Behaver
Senser
Sayer
Taken
Carrier
Existent
Goal
Range
Phenomenon
Verbiage
Value
Attribute
Initiator
Inducer
Assigner
Attributor
Beneficiary,
Range
Target
28
L. Process
Processes are central to transitivity. Participant and circumstance are
incumbent upon doings, happening, feeling, and being. This suggests that
there are different kinds of goings on, which necessarily involve different
kinds of participant in varying circumstances.
Process is realised by verb. There are indeed different process types
identified by Halliday read in Linda Gerot and Peter Wignell (1995: 54):
Material Doing Bodily, physically, materially
Behavioral Behaving Physiologically and psychological
Mental Sensing Emotionally, intellectually, sensorial
Verbal Saying Lingual, signally
Relational Being Equal to, or some attribute of
Exisstential Existing There exists
Meteorological Weathering
1. Material Processes
Material Processes are processes of material doing. They express
the notion that some entity physically does something-which may be done
to some other entity.
So clauses with a Material process obligatory have a doing
(process) and a doer (participant).
29
Example:
a. The water flows
Participant process
b. The kid slept on the couch
Participant process circumstance
The entity who or which does something is the Actor.
There optionally is an entity to which the process is extended or directed.
This entity which may be done is the Goal.
Example:
c. Mr. Prasetyo combs his hair.
Participant: Process: Participant:
Actor Material Goal
d. Mr. Prasetyo drives his kids to school.
Participant: Process: Participant: circumstance:
Actor Material Goal place
2. Behavioral Processes
Behavioral Processes are processes of physiological and
psychological behaviour, like breathing, dreaming, snoring, smiling,
hiccupping, looking, watching, listening, and pondering.
There is one obligatory Participant: Behaver, like a senser, the
beaver is a conscious being. But the process is one of doing, not sensing.
30
So we can have:
a. Riski snores loudly
Participant: Process: Circumstance:
Behaver behavioral manner
We can have the enacted behaviour mentioned:
b. He heaved a great sigh
Participant: Process: Participant:
Behaver behavioral range
Sometimes it is difficult to distinguish Behavioral Process Range
from material process with Goal or Range. Several example of each are
provided below to illustrate the difference.
Behavioral Material
He did the shopping He shopped
He took a nap He tool two briefcases
He threw a tantrum He threw a stone
He drew a ragged breath He drew a picture
He drove a hard bargain He drove a BMW
3. Mental Processes
Mental Processes are ones of sensing: feeling, thinking, perceiving.
There are three types: affective or reactive (feeling); cognitive (thinking);
perceptive (perceiving through the five senses).
31
Thus, the participant roles in mental processes are senser and
phenomenon.
The phenomenon is that which is sensed: felt, thought or seen.
Example:
a. Mr. Agung loves Indah
Participant: Process: Participant:
Senser mental(Affect) Phenomenon
b. Senser only: Wildan understood
Participant: Senser Process: Mental (cognitive)
c. Phenomenon only: loneliness hurts
Phenomenon Mental Affect
4. Verbal Processes (Projecting Processes)
Verbal processes are processes of saying, or more accurately, of
symbolically signalling. Very often these are realizes by two distinct
clauses: the projecting clause encodes a signal source (sayer) and a
signalling (verbal process) and the other (projecting clauses) realizes.
Example:
a. Dini said Edi doesn’t like juice
Participant: Process: Participant: process: participant
Sayer verbal senser mental phenomenon
32
The sayer (signal source) need not to be a conscious being.
Example:
b. The sign says ‘no smoking’
Sayer verbal material
These are three other Participants that may be incumbent upon verbal
Processes:
1) Receiver: the one to whom the verbalization is addressed.
2) Target: one acted upon verbally (insulted complimented, etc.)
3) Range/verbiage: a name for the verbalization itself.
Example:
c. Vera told Salsa an interesting story
Participant: Process: Participant: verbiage
Sayer verbal receiver
d. Indra slurred Ega
Participant: Process: Participant:
Sayer verbal target
5. Relational Processes
Relational Processes are often described as processes of being. Relational
Processes involve starts of being (including having). They can be
classified according to whether they are being used to identify something.
Processes which establish an identify are called identifying processes and
processes which assign a quality are called Attributive Processes. Each has
33
own characteristic participant roles. In Attributives these are Carrier and
Attributive.
Example:
a. Yasir is a good football player.
Carrier attributive attribute
In identifying Processes the Participant roles are token and value.
Example:
b. Yasir may be the best football player.
Token Identifying value
6. Existential Processes
Existential Processes are processes of existence.
Example:
a. There appears a problem
Existential existent
b. On the teacher’s table was an English book
Circumstance: place existential existent
7. Meteorological Processes
Meteorological Processes has no representational function, but does
provide a subject. Example:
a. It is hot
Meteorological
b. It was windy
Meteorological
34
CHAPTER III
RESEARCH METHOD
In every research, there are data and method to study. The data can be taken
from which researcher gets data (Arikunto, 2006 : 102).
Related to this statement, a through consideration ought to be done before
coming to decision to select the subject of the population of the study. In this
chapter the writer presents the type of research, sample, instruments, and
technique in analyzing data.
A. Research Design
Methodology is important in research activity, because the method that
is used in research influence whether or not the research will be applied. The
choice of method has to be adapted to the aim of the research.
Research is investigation held scientifically, systematically, and
logically to obtain new empirical findings objectively.
The method used in the research is qualitative descriptive method. The
purpose of the research is to analyze the participant and process of students’
recount text writing.
35
B. Subject of the Research
The subject of the research consists of population, sample and
sampling.
1. Population
Population is the total number of people living in a certain place.
According to Suharsimi Arikunto (2006: 102), states the population is all
numbers of research subject. In this study, the populations are the eighth
grade students of SMP ALHUDA Semarang in the academic year 2009/
2010. The number of population is 60 students.
2. Sample
The sample of research is the persons from the population who are
chosen to participate in the research. According to Suharsimi Arikunto
(2006:117), “Sample is a part of representative of the population which is
investigated”.
Sample is the representative of the population and reflects the
condition of the population. The sample of study is taken 50% of the total
of the population. The total samples are 30 students. They are the students
of the eighth grade students of SMP ALHUDA Semarang in the academic
year 2009/ 2010.
3. Sampling
According to Arikunto (2006:131) states that sampling mean a
technique to get the sample. There are two kinds of sampling, random
sampling and non random sampling. In random sampling, all individuals
36
of the population have equal chance being the sample but in non random
sampling, all numbers of population have not equal chance being the
sample.
In this study, the writer uses non random sampling, total non
random sampling is 30 students.
C. Technique of Data Collection
To collect the data in this study, the writer used documentation
method. The documentation method is used to find the data kept in the
documents.
In collecting data, there are some steps taken by the writer, they are as
follows:
1) Making research instrument.
It means to get the data of students’ recount text writing
2) Asking permission
The writer asks for permission to the students to give writing test. But
before doing it the researcher asks permission to the headmaster first.
3) Explain the students recount text.
After asking permission to the headmaster and the students, the researcher
explains to the students about recount text.
4) Ask them to write recount text.
After explain recount text, the researcher asks the students to write recount
text based on their experience at least 15 sentences.
37
5) Collect the students’ works.
Collect the students’ works, after they finished their writing test.
6) Analyze of participant and process of the students’ works.
Before analyze the participant and process of the students’ works, the
writer read the students’ work. Then, the researcher analyzes and
computes he score of the writing test. After result of the writing test is
known then it will be inserted to the table of the students’ score.
D. Instrument of Research
In applying methodology the research, researcher had to use
instrument in collecting data. Arikunto (2006:151) says that instrument of the
research is a tool or facility that is used by researcher to collect the data in
order to get better results. It will be accurate, complete and systematic, so it
will be easy to research.
The writer uses test method. It is an assignment to measure the ability
of student’s writing. Writing recount text based on their experience, measure
their ability in expressing ideas and writing well. Based on the method uses by
the writer that is test method instrument used by the students is students’
worksheet or test paper.
The test material is writing test, which includes the elements of writing
that are content, organization, vocabulary, grammar and mechanic, and he/ she
wrote the test.
38
After classifying the test item, the criterion of elements of writing can
be seen on the table:
No. Statement of writing, grade and score
1. Content
30-27
26-22
21-17
16-13
Excellent to very good: knowledge-substantive etc.
Good to average: some knowledge of subject-adequate
range, etc.
Fair to poor: limited knowledge of subject-little substance,
etc.
Very poor: does not show knowledge of subject-non
substantive etc.
2. Grammar
25-22
21-18
17-11
10-5
Excellent to very good: effective complex grammar
construction
Good to average: effective but simple construction in
grammar
Fair to poor: major problem is simple/complex construction
in grammar
Very poor: poor grammatical construction
3. Vocabulary
20-18 Excellent to very good: sophisticated range-effective
word/idiom choice and usage.
39
17-14
13-10
9-7
Good to average: adequate range-effective word/idiom form,
choice, usage but meaning not obscured
Fair to poor: limited range-frequent errors of word/idiom
form, choice, usage, etc.
Very poor: essentially translation-little knowledge of English
vocabulary.
4. Organization
20-18
17-14
13-10
9-7
Excellent to very good: fluent expression-ideas clearly
stated, etc.
Good to average: loosely organized bit main ideas stand out
etc.
Fair to poor: not fluent-ideas confused or disconnected, etc.
Very poor: does not communicate-no organization, etc.
5. Mechanic
5
4
3
2
Excellent to very good: demonstrates mastery of construction
Good to average: occasional errors of spelling, punctuation
Fair to poor: frequent error of spelling, punctuation,
capitalization
Very poor: no master of convention, dominated by errors of
spelling, punctuations, capitalization, paragraphing.
Total of Score 0 – 100
(Nurgiyantoro: 2001: 307-308 read in Himawati)
40
Explanation:
1) Content
a) Excellent to very good: the text gives any information, substantive,
development.
b) Good to average: the text given information, some knowledge subject
development of the text is good enough, and relevant with the problem
but it is not complete, adequate range.
c) Fair to poor: there is limited knowledge of subject, little substation,
development of the text is enough.
d) Very poor: there is no information, no substation, no knowledge of the
subject and text does not give the problem.
2) Grammar
a) Excellent to very good: complex construction, but it is effective and it
effective and it just has one mistake in using grammar.
b) Good to average: simple construction bit it is effective, there is a
mistake in complex instruction but it does influence the meaning of the
sentences, but it does not influence the meaning.
c) Fair to poor: there are some mistakes in construction of sentences but it
does not influence the meaning.
d) Very poor: there is no rule of syntax in sentences, it has many mistakes
and it is not communicative.
41
3) Vocabulary
a) Excellent to very good: the use of words and idiom is very good,
effective, sophisticated range.
b) Good to average: the use of words and idiom is good enough, adequate
range.
c) Fair to poor: there is some mistakes of using words, idiom but does not
influence the meaning of sentences and limited range.
d) Very poor: the use of words and idiom is very restricted, little
knowledge of English vocabulary.
4) Organization
a) Excellent to very good: there is fluent expression; the idea is a written
clearly.
b) Good to average: there is loosely organization but main idea stand out.
c) Fair to poor: the expression is not fluent, the idea is not clear and
complete, ideas confused or disconnected.
d) Very poor: it is not communicative, there is no expression, no
organization of the content.
5) Mechanic
a) Excellent to very good: there is one mistake of mechanic, but it has the
rules of writing, demonstrates mastery of conventions.
b) Good to average: there are some occasional errors of spelling,
punctuation.
42
c) Fair to poor: there are frequent errors of spelling, punctuation and
capitalization.
d) Very poor: there is no mastery of convention, dominated by errors of
spelling, punctuation, capitalization, paragraphing.
E. Technique of Data Analysis
Data is analysis from the test result. Analysis of the data in this
research use descriptive analysis. Qualitative data can be composed directly to
make decision of the research. By this way, the writer categorizes qualitative
data based on statement of the problem and the purpose of the research
without processing data through mathematical enumeration.
Based on the statements of the problem is this research, data needed in
this analysis include of the ability in writing a recount text and in analyzing on
participant and process in recount text of the eighth grade students in SMP
ALHUDA Semarang in the academic year 2009/2010.
To know the students’ ability in writing and analysing the participant
and process of recount text need criteria in making score to each other
These are the steps:
1. Scoring language features (participant and process) of recount text
No Language Feature Score
1. Pronouns ( Participant ) 0 – 50
2. Process 0 – 50
43
Scoring of the student’s ability in analyzing participants and process of
recount text, the score is given 0 – 5 for pronouns and process. The
formula used in scoring is:
Student’ Mark = Total Score
2. Finding out the problems those were the student faced with the test from
the data.
a) content ability : the highest score is 30 and the lowest score is 13
b) grammar ability : the highest score is 25 and the lowest score is 5
c) vocabulary ability : the highest score is 20 and the lowest score is 7
d) organization ability : the highest score is 20 and the lowest score is 7
e) mechanic ability : the highest score is 5 and the lowest score is 2
List of achievement show the students’ mark in writing recount text.
Letter
GradeThe percentage of ability Criteria Score
A 90 – 100 Excellent
B 75 – 89 Good
C 65 – 74 Fair
D 50 – 64 Poor
E 1 – 49 Very Poor
Based on the table above, the writer determines the level of the student’s
ability in writing recount text.
44
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The research finding and discussions of the study are presented in this
chapter. The total number of population 60 students. Based on the population, the
writer takes 30 students to be sample.
A. The Preparation of the Research
Before doing the research, the writer made preparation of the
research such as note the students’ name, explain the ways to write recount
text and give support to the students that writing is not difficult as they
think. The list of the sample can be seen on Appendix I.
B. Research Findings
The research findings in this research are student ability in recount
text, students problems, participant and process of recount text, relevance of
written recount text.
1. Students ability in recount text
Writer continues to analyze the data after she conducted the
test. The data obtained from the result of the students’ writing test,
which consist of 30 students.
In this part, the writer discusses the data analysis by
determining the table of criterion of writing mastery, especially in
writing recount text. The students’ score can be seen in appendix II.
45
The result is viewed from the mean score of the students. These
scores are to know the percentage of the students who have mastered
writing recount text, especially in mastering the elements of writing
(content, grammar, vocabulary, organization, and mechanic).
The researcher took 30 students as sample. The name of
students writing recount text can be seen in Appendix I.
After getting the total of mean score, the writer categories it
into the following criterion:
Table II
List of Achievement
The percentage of
abilityCriterion Level of Achievement
90 – 100 Excellent Outstanding achievement
75 – 89 Good Above average
65 – 74 Fair Average Achievement
50 – 64 Poor Below Average
1 – 49 Very Poor Insufficient Achievement
From the data above the researcher found some data. The
students of eighth grade of SMP ALHUDA Semarang in the academic
year 2009/2010 able write recount text is relevant, although they were
mistakes.
46
The steps which are done by the writer in analyzing writing
recount text; the writer formulated the result of the writing test to get
the total score by using this formula:
Mxt = %100Smax
Xxt
Where ∑xt = 2064
N = 30
Smax = N x 100
= 30 x 100
= 3000
So, Mxt = %100Smax
Xxt
= %1003000
2064X
= 68, 80%
After getting the result of written recount text in percent, the
writer categorizes it into the table of criterion above. In the level
mastery of writing, the mean of the students’ score is 68, 80%. Based
on the table of criterion above 68, 80% is in the fair grade or has
average achievement.
47
2. Students problems
Based on the table criterion in the previous page, the students’
ability in writing elements. It is cause many students can not construct
the grammatical form, use tense and pronouns. They do not master
grammatical forms well and they have some mistakes in writing
recount text.
For Example:
Incorrect sentence Correct Sentence
I and my friends ride to Jembatan
Layang.
My friends and I rode to
Jembatan Layang.
Jembatan Layang is only 3
kilometers from my house.
It was only 3 kilometers from my
house.
There is so many place in my
grandmother village.
There were so many places in my
grandmother village.
I miss she. I missed her.
Family stayed in my uncle’s
house
My family stayed in my uncle’s
house.
Last holiday, I go to Jepara Last holiday, I went to Jepara.
I and my grandmother go to
traditional market.
My grandmother and I went to
traditional market.
Air in the morning is so fresh. Air in the morning was so fresh.
I see a crazy girls. I saw a crazy girl.
She is very angry She was very angry.
48
After we finished our lunch, I
asked the waiter for the bill in the
cashier.
After we had finished our lunch, I
asked the waiter for the bill in the
cashier.
I can’t find my relief fund. I couldn’t find my wallet.
I and my friends see train from
the upstair.
My friends and I saw train from
the upstairs.
On the weekend morning, there
are always many people coming
on jembatan layang to see train
and railway.
On the weekend morning, there
were always many people coming
on jembatan layang to see train
and railway.
Spent weekend in the morning in
jembatan layang is very popular
in my village.
Spent weekend in the morning in
jembatan layang was very
popular in my village.
At 07.30, I and my friends come
back to my house.
At 07.30, my friends and I came
back to my house.
But we are very happy. But we were very happy.
I and my parent arrived at my
father’s company at 03.00 p.m.
My parents and I arrived at my
father’s company at 03.00 p.m.
I take a bath at there. I took a bath at there.
I see many kind of traditional
house.
I saw many kind of traditional
house.
I am very happy when I am
visiting Jakarta.
I was very happy when I was
visiting Jakarta.
49
My parent also happy too. My parents were also happy too.
Two month ago, the student of
SMP ALHUDA Semarang go to
Jakarta, Bandung, and Bogor.
Two months ago, the students of
SMP ALHUDA Semarang went
to Jakarta, Bandung, and Bogor.
After that we prepare packing our
goods.
After that we prepared packing
our goods.
We arried in Semarang on
Thursday 18th march 2010.
We arrived in Semarang on
Thursday 18th march 2010.
We have still tired. We had still tired.
3. Participant and Process of recount text
In this part, the writer discusses the data analysis by
determining the table of writing mastery, especially in mastering
participant and process in recount text. The students’ score can be seen
in appendix III.
The result is viewed from the mean score of the students. These
scores are to know the percentage of the students who have mastered
writing participant and process in recount text.
After getting the total of mean score, the writer categories it
into the following criterion (see table II), from the data above the
researcher found some data. The students of eighth grade of SMP
ALHUDA Semarang in the academic year 2009/2010 able write
recount text is relevant, although they were mistakes.
50
The steps which are done by the writer in analyzing participant
and process in writing recount text made by eighth grade students in
SMP ALHUDA Semarang; The formulated the result of the writing
test to get the total score by using this formula:
Mxt = %100Smax
Xxt
Where ∑xt = 2015
N = 30
Smax = N x 100
= 30 x 100
= 3000
So, Mxt = %100Smax
Xxt
= %1003000
2015X
= 67, 17%
After getting the result of written recount text in percent, the
writer categorizes it into the table of criterion above. In the level
mastery of participant and process, the mean of the students’ score is
67, 17%. Based on the table of criterion above 67, 17% is in the fair
grade or has average achievement.
51
4. Relevance of written recount text
Based on the previous page, to know relevant or not relevant,
the writer knew it from the students’ score achievement. It can be seen
in Appendix IV.
They are five levels of achievement which use five letters as
their symbol. The complete description about level achievement can be
seen the following percentage:
Table III
Letter
Grade
The percentage
of abilityCriterion Level of Achievement
A 90 – 100 Excellent Outstanding achievement
B 75 – 89 Good Above average
C 65 – 74 Fair Average Achievement
D 50 – 64 Poor Below Average
E 1 – 49 Very Poor Insufficient Achievement
Based on the clarification the students’ score achievement in
Appendix IV, the data analysis shows no students got A, 10 students
got B, 10 students got C, and 7 students got D and 3 students who got
E. It indicates that most of the students are relevant to write recount
text.
52
The researcher classified the students’ score as follows:
Table IV
Grade FrequencyPercentage of
StudentsClassification
A 0 0 % Outstanding achievement
B 10 33, 33 % Above average
C 10 33, 33 % Average Achievement
D 7 23, 33 % Below Average
E 3 10 % Insufficient Achievement
The result of the test, based on the level students’ achievement
show that 0 % students get an outstanding achievement, 33, 33 %
students get above average achievement, 33, 33 % students get average
achievement, 23, 33 % students are below average and 10 % get
insufficient achievement. So the criterion of the means is fair.
There is relevance between written recount text of the eighth
grade students in SMP ALHUDA Semarang in the academic year
2009/2010.
53
C. Discussion
In this research, the researcher gets the data from components of
writing, participant and process in the recount text made by students of SMP
ALHUDA Semarang.
There are five components of writing, they are: content ability, the
language use ability, the vocabulary use ability, the organization ability,
mechanics ability.
After obtaining the data in written recount text, the result of the level
mastery of writing, the mean of the students’ score is 68, 80 %. Based on the
table of criterion above 68, 80 % is in the fair grade or has average
achievement.
Based on the writing recount test result, it was found that most of
them can make a good recount text. Although several students made
mistakes: the content is not logic, they can not use incorrect language, some
of them have a lot of vocabulary, etc.
The data analysis participant and process from the recount text made
by the eighth grade students of SMP ALHUDA Semarang shows that the
result of the level mastery of writing, the mean of the students’ score is 67,
17 %. Based on the table of criterion above 67, 17 % is in the fair grade or
has average achievement.
Based on the writing test result, the students also have problems in
language features especially participant and process: there were many
mistakes, such as: the incorrect pronouns. Several students use incorrect
54
personal pronoun. For example: Family stayed in my uncle’s house
(incorrect sentence). My family stayed in my uncle’s house (correct
sentence). My family as a participant, stayed as process, in my uncle’s house
as circumstance place. I miss she (incorrect sentence). I missed her (correct
sentence). I as participant (senser), missed as process (mental), her as
participant (phenomenon).
Some of the eighth grade students of SMP ALHUDA Semarang also
have incorrect in process (verb). For example: Last holiday, I go to Jepara.
(incorrect sentence). Last holiday, I went to Jepara. (correct sentence). I as
participant (Actor), went as process (Material), to Jepara as circumstance
place. I and my friends ride to Jembatan Layang. (incorrect sentence). I and
my friends rode to Jembatan Layang. (correct sentence). I and my friends as
participant actor, rode as process material, to Jembatan Layang as
circumstance place. Air in the morning is so fresh (incorrect sentence). Air
in the morning was so fresh (correct sentence). Air in the morning as
participant, was so fresh as process metrological. I and my grandmother go
to traditional market (incorrect sentence). I and my grandmother went to
traditional market (correct sentence). I and my grandmother as participant
actor, went as process material, to traditional market as circumstance place.
According to English Content Standard of the eighth of Junior High
School that one of the English Subject’s scopes in Junior High School is the
ability to understand and create several short functional and monolog text
55
and also essay in the form recount. The gradation of the teaching material
appears in the use of vocabulary, grammar and rhetorical steps.
After obtaining the data in written recount text, the result of the level
mastery of writing, the mean of the students’ score is 68, 80 %. Based on the
table of criterion above 68, 80 % is in the fair grade or has average
achievement. And the data analysis participant and process shows that the
result of the level mastery of writing, the mean of the students’ score is 67,
17 %. Based on the table of criterion above 67, 17 % is in the fair grade or
has average achievement. There were also many problems faced by students.
Based on the writing test result, it was found that most of them can
make a good recount text, although several students made mistakes. The
students problems were language features; there were many mistakes, such
as the incorrect pronouns, verb, and how to make recount text with the
correct organized structure.
From the problems faced by students, it has discussed how to solve
the problem. There are the solving problems:
1. The students must more pay attention and focus in teaching and
learning process.
2. The teacher must prepare carefully the material before doing teaching
and learning process.
3. The teacher has to give repeating explanation to his or her students
about pronouns.
56
4. The teacher gives more exercise to the students to improve their ability
in constructing the grammatical forms in order that their writing is
better.
5. It must practice fluently.
6. The teacher should create the motivation to the students.
7. Don’t force the students in their written, just let them flow but still
guide them.
8. Never afraid and ashamed for the students to ask the teacher.
9. The teacher does not forget to ask the problem faced by students.
57
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
This chapter presents information about the conclusion and
suggestion from the researcher and the data analysis discussed in the
previous chapter. These conclusion and suggestions hopefully will give
more advantages for improving students’ ability in recount text.
Based on the result of the research, the data analysis shows no
students got A, 10 students got B, 10 students got C, and 7 students got D
and 3 students who got E. It indicates that most of the students are relevant
to write recount text. It means 0 % students get an outstanding achievement,
33, 33 % students get above average achievement, 33, 33 % students get
average achievement, 23, 33 % students are below average and 10 % get
insufficient achievement. So the criterion of the means is fair.
From the data above, the researcher would like to conclude the result
of the study as follows:
1. The majority (66, 67%) of the eighth grade students of SMP
ALHUDA Semarang mastered writing recount text.
2. Some students (33, 33%) still have some difficulties in writing recount
text; they do not master participant and process well.
3. They are many factors which can make the teaching learning English
in writing skill.
58
Firstly, they are the teachers. In teaching process, if the teachers are
professional, innovative, manageable, and interesting, of course the students
will be more innovated to learn. So, as the teacher they must give motivation
to the students and give more exercise to the students. It is to improve their
quality in teaching, innovative and clever to get the purpose of teaching.
Secondly, they are the students. If the students have great motivation
to learn English especially for writing skill, the purpose of the teaching will
be easy to be got.
B. SUGGESTIONS
In this paper, the researcher would like to offer some suggestion for
the English teacher and the students to improve their ability to write recount
text in order to get the better result. The suggestions are:
a. For the English teacher
1) The teacher must prepare carefully the material before doing
teaching and learning process.
2) The teacher should know the suitable method of teaching. It is
important because it can be influence the result of the students’
achievement in learning.
3) The English teacher has to be able to create new situation during
teaching learning process in the classroom, so that the students will
be interested in learning English.
59
4) The teacher should apply the various classroom techniques such as
discussion, role play, etc.
b. For the students
1) The students must more pay attention and focus in teaching and
learning process.
2) They should practice to improve their ability in constructing the
grammatical forms in order that their writing is better.
3) They should pay attention and focus in learning pronouns when the
English teacher explains about pronouns.
c. For the reader
1) The reader should be more interested in English, especially Genre.
2) The writer hopers the result of the research can give input to the
English teacher of future English teachers to improve their ability
in teaching and learning process.
d. For the writer
1) It is hoped the writer can increase knowledge about Genre,
especially recount text.
2) It can increase the writer’s ability in mastering language features of
recount text, especially participant and process of recount text.
BIBLIOGRAPHY
Arikunto, Suharsimi. 2006. Prosedur Penelitian, Jakarta: PT Rineka Cipta
Azar, Betty Schrampfer. 1989. Understanding and Using English Grammar. New
Jersey: Prentice-Hall Inc.
Butt, David. 1994. Using Functional Grammar. Sydney: National Centre for
English Language Teaching and Research Macquarie University
Fani, Entika and Siti Musarokah. 2010. Handout and Assignment of Writting 3.
Semarang: IKIP PGRI
Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar.
Sydney: Gerd Stabler Antipodean Educational Enterprises
Hadi, Sutrisno. 2004. Statistik Jidid I. Yogyakarta: Penerbit Andi
Halliday, M. A. K.2004. An Introduction to Functional Grammar. London:
Oxford University Press
Himawati, 2009. Written Recommendation of Hortatory Exposition Text of the
Sixth Semester Students of IKIP PGRI Semarang in Academic Year
2008/2009. Semarang: IKIP PGRI
Hornby, AS.1995. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University Press
Jeremy, Harmer. 1998. The Practice of ENGLISH LANGUAGE TEACHING.
Longman.
Kristiyanto. 2009. An Analysis of Schematic Structure and Language Features of
Recount Text Written By the Tenth Year Students of SMA BOPKRI 3 Pati
Academic Year 2008/2009. Semarang: IKIP PGRI
Martin, J. R and David Rose. 2003. Working with Discourse. London: Continuum
Nunan, David. 1992. Research Methods in Language Learning. New York:
University Cambridge
Ramelan, Prof, Dr, MA.1992. Introduction to Linguistic Analysis. Semarang:
IKIP Semarang Press
http://egitim.cukurova.edu.tr/efdergi/download/36.pdf
http://en.wikipedia.org/wiki/analysis
http://en.wikipedia.org/wiki/Martin_Heidegger
http://www.esp-world.info/Articles_21/Docs/Age.pdf
APPENDIX I
THE LIST OF SAMPLE
NO CODE NAME
1 R – 1 Abdurrozak
2 R – 2 Ahmad Fatulrizal
3 R – 3 Ajik Nur Rohmad
4 R – 4 Anggun Cyntia Sari
5 R – 5 Atika Choirunnisak
6 R – 6 Deviana Nur Widyastuti
7 R – 7 Dhiki Azis Kurniawan
8 R – 8 Eka Aprilia Susanti
9 R – 9 Fajar Wahyu Mukti
10 R – 10 Indah Kurniawati Putri
11 R – 11 Joan Andi Pratama
12 R – 12 Lina Mufidatul Kusna
13 R – 13 Mar'atus Sholekah
14 R – 14 M Nanang Kurniawan
15 R – 15 Muchamad Arifin
16 R – 16 Muhamad Magfuri
17 R – 17 Muhammad Afif Ansori
18 R – 18 Mega Suciati
19 R –19 Muksin Abdul Muntolib
20 R – 20 Nandar Purnomo
21 R – 21 Narsih
22 R – 22 Nila Arum Sari
23 R – 23 Rafi Andika
24 R – 24 Risalatul Fauziah
25 R – 25 Rifki Maulana
26 R – 26 Rizal Kusuma Budi
27 R – 27 Venny Sindy Marisheila
28 R – 28 Yaya Tristiana
29 R – 29 Widiyanto Ali Wibowo
30 R – 30 Vani Oktaviana
APPENDIX II
SCORE OF ELEMENTS WRITING
NO. Code Cont. Gram Vocab Org Mechanic ∑xt
1 R – 1 28 22 16 15 3 84
2 R – 2 20 17 14 17 4 72
3 R – 3 18 13 12 13 3 59
4 R – 4 25 14 15 17 4 75
5 R – 5 26 19 14 15 4 78
6 R – 6 23 13 15 14 4 69
7 R – 7 20 15 13 14 4 66
8 R – 8 20 19 18 19 4 80
9 R – 9 20 15 18 17 4 74
10 R – 10 19 17 17 18 4 75
11 R – 11 21 17 19 19 4 80
12 R – 12 15 13 14 16 3 61
13 R – 13 19 15 18 17 3 72
14 R – 14 15 10 14 14 4 57
15 R – 15 20 15 18 19 3 75
16 R – 16 18 15 15 17 3 68
17 R – 17 16 15 14 17 3 65
18 R – 18 10 13 15 16 2 56
19 R –19 20 15 17 14 3 69
20 R – 20 20 17 18 15 4 74
21 R – 21 15 10 12 11 2 50
22 R – 22 15 11 13 13 3 55
23 R – 23 27 18 15 17 4 81
24 R – 24 15 14 14 16 3 62
25 R – 25 20 20 17 15 4 76
26 R – 26 21 24 17 16 4 82
27 R – 27 14 13 12 14 3 56
28 R – 28 15 15 15 16 3 64
29 R – 29 13 12 14 13 3 55
30 R – 30 20 17 16 18 3 74
TOTAL 2064
APPENDIX III
SCORE OF PARTICIPANT AND PROCESS
NO. CODE PARTICIPANT PROCESS SCORE
1 R – 1 50 40 90
2 R – 2 40 40 80
3 R – 3 25 30 55
4 R – 4 40 30 70
5 R – 5 40 40 80
6 R – 6 30 35 65
7 R – 7 35 30 65
8 R – 8 50 35 85
9 R – 9 40 30 70
10 R – 10 40 35 75
11 R – 11 45 40 85
12 R – 12 30 30 60
13 R – 13 35 30 65
14 R – 14 20 15 35
15 R – 15 40 30 70
16 R – 16 35 30 65
17 R – 17 40 30 70
18 R – 18 30 20 50
19 R –19 40 35 75
20 R – 20 40 40 80
21 R – 21 25 15 40
22 R – 22 25 20 45
23 R – 23 50 40 90
24 R – 24 30 30 60
25 R – 25 40 30 70
26 R – 26 50 35 85
27 R – 27 20 20 40
28 R – 28 35 30 65
29 R – 29 25 20 45
30 R – 30 40 45 85
TOTAL 2015
APPENDIX IV
NO. Code
SCORE OF
ELEMENT
WRITING
SCORE OF
PARTICIPANT
AND PROCES
MEAN GRADE
1 R – 1 84 90 87 B
2 R – 2 72 80 76 B
3 R – 3 59 55 57 D
4 R – 4 75 70 72,5 C
5 R – 5 78 80 79 B
6 R – 6 69 65 67 C
7 R – 7 66 65 65,5 C
8 R – 8 80 85 82,5 B
9 R – 9 74 70 74,5 C
10 R – 10 75 75 75 B
11 R – 11 80 85 82,5 B
12 R – 12 61 60 60,5 D
13 R – 13 72 65 68,5 C
14 R – 14 57 35 46 E
15 R – 15 75 70 72,5 C
16 R – 16 68 65 66,5 C
17 R – 17 65 70 67,5 C
18 R – 18 56 50 53 D
19 R –19 69 75 72 C
20 R – 20 74 80 77 B
21 R – 21 50 40 45 E
22 R – 22 55 45 50 D
23 R – 23 81 90 85,5 B
24 R – 24 62 60 61 D
25 R – 25 76 70 73 C
26 R – 26 82 85 83,5 B
27 R – 27 56 40 48 E
28 R – 28 64 65 64,5 D
29 R – 29 55 45 50 D
30 R – 30 74 85 79,5 B
APPENDIX V
NO. CODE RELEVANT OR NOT RELEVANT
1 R – 1 Relevant
2 R – 2 Relevant
3 R – 3 Not Relevant
4 R – 4 Relevant
5 R – 5 Relevant
6 R – 6 Relevant
7 R – 7 Relevant
8 R – 8 Relevant
9 R – 9 Relevant
10 R – 10 Relevant
11 R – 11 Relevant
12 R – 12 Not Relevant
13 R – 13 Relevant
14 R – 14 Not Relevant
15 R – 15 Relevant
16 R – 16 Relevant
17 R – 17 Relevant
18 R – 18 Not Relevant
19 R –19 Relevant
20 R – 20 Relevant
21 R – 21 Not Relevant
22 R – 22 Not Relevant
23 R – 23 Relevant
24 R – 24 Not Relevant
25 R – 25 Relevant
26 R – 26 Relevant
27 R – 27 Not Relevant
28 R – 28 Not Relevant
29 R – 29 Not Relevant
30 R – 30 Relevant
INSTRUMENT OF THE RESEARCH
Name : …………………………..
Class : ………
Student’s Number : ………
Write a recount text based on your experience, at least 15 sentences.
……………………………………….
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................