The Definition of Recount Text

The Definition of Recount Text

1.   The Meaning of Recount

Recountis the text telling the reader what happened. It retells a past event. It begins by telling the reader who was involved, what happened, where this event took place and when it happened (Pardiyono, 2007: 63). At an Online Education Journal, writing recount is said that it may be a reorientation at the end. It summarizes the event in the order in which they happened (chronological order). Recount is written to retell events with the purpose of either informing or entertaining their audience (or both). 

2.   Purpose

Derewianka (2004: 18) states that the purpose of a recount is to list and describe past experiences by retelling events in the order in which they happened (chronological order). To achieve its purpose, the text will move through a different set of stages: a) an orientation letting the reader knows who is involved, where, when, etc. b) the retelling of a series of events in chronological sequence. Recountsare written to retell events with the purpose of either informing or entertaining their audience (or both). Frequent use is made of words, which link events in time, such us next, after, when then, after, before, first, at the same time. It describes events, so plenty of use is made of verbs (action words), and of adverbs (which describe or add more details are often chosen to add interest or humor to the recount).

3.   Types of Recount

a.    Personal Recount

These usually retell an event that the writer was personally involved in.

b.   Factual Recount

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

c.    Imaginative Recount

Writing an imaginary role and giving details of events, e.g. A day in the life of a pirate.

4.   Features of Recounts and Conventions

The recount has a title, which summarizes the text. Past tense verbs are used, and frequent use is made of words which link events in time, such as next, later, when, then, after, before, first. Recounts describe events, so plenty of use is made of verbs (action words), and of adverbs (which describe or add more detail to verbs).

5.   Structure

The recount has a title, which usually summaries the text specific participants (Mum, the crab). The basic of recount consist of three parts:

a.    The setting or orientation – background information answering who? when? where? And why

b.   Events are identified and described in chronological order.

c.    Concluding comments express a personal opinion regarding the events described.

6.   The Example of Recount Text

The sample text of Recount such as Newspaper reports, diary entries, interviews, conversation, letters. This sample recount is labeled to show you the structure and language features of a recount text. (source: Derewianka, 2004: 16” Exploring How Texts Work”)

Please read also Definition of Speaking Skill

REFERENCES

Derewianka, Beverly. (2004). Exploring How Texts Work. Australia: Primary English Teaching Association. Get the Book Here
Pardiyono. 2007. Pasti Bisa!! Teaching Gendre-Based Writing. Yogyakarta: C.V Andi Offset. Get the Book Here

THE EFFECTIVENESS OF USING SCRAMBLED PICTURES TO IMPROVE THE STUDENTS’ ABILITY IN SPEAKING NARRATIVE TEXT.

THE EFFECTIVENESS OF USING SCRAMBLED PICTURES TO IMPROVE THE STUDENTS’ ABILITY IN SPEAKING NARRATIVE TEXT.

(An Experimental)

CHAPTER I

INTRODUCTION

A. Background of The Study

Language is the medium for communication and to transfer the message, informations or knowledge we sure use the language. In communication process, receiver can understand when we speak clearly. In example in conversation, we are free to turn taking between the speakers, ask question and change the topics. Many spoken interactions consist of commenting on immediate actions or events, or casually moving from one topic to another.2 It mean that when we do the conversation activities, there will be some transformations of ideas and information¶s which is very beneficial for human progress as unconsidered

learning. Learning something new is not only in formal learning, but also in any situations.

We know that God created human in different kinds so, they need to be interact between people that make them understand each other. Allah has explaining this statement in the Koran :

³Hi, Human, actually We created you from a men and women and becoming you in different nations and tribes in order to know between each other. Actually the most lofty people in side of Allah is they are who has a pious between them. Actually only Allah, the God omniscient and Almighty. ( Al-Hujarat: 13 )

From the explanation above, it is means that people have been instructed by Allah to be a friendship or understand one to another, although they have a different in sex, tribe, country, and language. To be know and understand another, we need a communication, and Language is one media to????????????????

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Increasing the Students Listening Comprehension through Dictoglos strategy at the Second Year Students of SMA

Increasing the Students Listening Comprehension through Dictoglos strategy at the Second Year Students of SMA

CHAPTER I

INTRODUCTION

A.    Background

         Everybody has learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society environment. Listening comprehension plays an important role in building communication skill, as well as we know, communication is a part of human’s daily activity. Through communication by using language, we can share our ideas with other people. In that way, a smooth interaction between people can take place.

English is one of language that has been learned in many countries. As an international language, it has significant role to assist human communicating one another, more over, in globalization era. Mastering English both written and spoken are absolutely needed, especially for Indonesians who live in a developing country. Besides, it is useful to follow the globalization era to become a modern nation. Thus, English is taught formally in high school as a compulsory subject, even now the elementary schools have begun to introduce English in their curriculum (Nurmayanti, 2008: 1).

Psychologically, many factors influence the success of learning, such as, the teacher and the learner. The success of learning depends on the teacher and learner. Rasyid (1990), the factors influencing the low achievement of language class are low motivation and interest of the students.

Therefore, in this case the English teachers have to consider how to motivate, arouse the students’ interest and ability, and also look for ways to make the teaching of the language more interesting, so that the students will enjoy learning it and they can improve their ability on the language.

In learning language, there are some basic skills that the students have to master. One of these basic skills is listening. Listening is the foundation of all human communication

Listening is one of the most important language skills. Feyten (1991) claims that more than 45% of communicating time is spent listening, which clearly shows how important this skill is in overall language ability.  However, the students always think it is difficult to listen well because sometimes they are bored and not interested in the subject. The lack of interest and motivation of the students to study may be caused by the methods and techniques that are not suitable with the students’ need or the students’ interest. Of course it can be the serious problems for the students. As the result, they are not enthusiastic in learning English and it can influence their achievement such as in listening comprehension.

As a teacher, it is important to find out some methods to solve the problems that faced by the students. One way to attract the students’ attention in learning English especially for listening is using dictogloss strategy. The use of dictogloss as a strategy in teaching listening

Improving the Students’ Reading Comprehension through Guided Reading Strategy at the Second Year of SMPN 1.”

Improving the Students’ Reading Comprehension through Guided Reading Strategy at the Second Year of SMPN 1.”

CHAPTER I

INTRODUCTION

A.    Background

Globalization is new term describing new conditions which all nations, societies or formal state become close one another. In this era our world seems to be smaller before. People agree that globalization is caused by communication and information instrument, particularly those which something to do with technology, for instance, radio, television, internet, etc. Indeed the globalization era cannot be separated from

the concept of information and the role of language such English and Arabic. Whether we like or not, we are obliged to master foreign languages. (Noer: 2006)

   Language is used to communicate with others and it permits sharing of ideas and experiences. One of those languages is English language which becomes an international language. English is considered in applied as international language. Since then, it is very popular and has been spoken and learnt by almost people in the world. In Indonesia, English has been taught in educational institution as one of the important skill. To know English well, people must be able to speak, read, write, and listen.

Reading is one of the major skills to master English. By reading we can get information, knowledge and pleasure. Today there are so many books are written in English. Since the students study at the Elementary School, Junior High School, Senior High School they have been taught English. The priority of teaching English in school is reading because it can cover the three other skills. The people who always read books are written in English, they will easier to do the other skills as Achsin (1985) states that “reading skills involves the three other skills: listening, speaking and writing.” But, the problem is most of the student cannot catch or comprehend what they are reading. Students may have ability to read English reading material, but it does not mean that they can also comprehend reading material. They are also difficult to read aloud with good pronunciation.

Based on the result of observation before in PPL at SMPN 1 Pallangga, the students’ ability to read or catch what is actually stated in the text (literal) and what is implied or meant in the text (interpretive) is low. Therefore, the students need teaching strategy which can improve their skill in reading comprehension. Many strategies have been applies in schools or collage just to make the students understand what they have learned, and of course each strategy has good values for students. And this research tries to apply a strategy namely “Guided Reading Strategy”.

Williams states that guided reading is concerned with the teaching of reading; it is not just about hearing children read. There should be a specific focus and learning objective for the reading session. Guided reading includes not only the decoding of a text, but also the understanding and interpreting of that text. Students should engage with the text, critically evaluating it and reflecting on their responses to it, bringing prior knowledge to their understanding of the text. In guided reading, students develop the skills of inference, deduction, justification and evaluation.

Based on the statement above, the researcher is interested to study entitled “Improving the Students’ Reading Comprehension through Guided Reading Strategy at the Second Year of SMPN 1 Pallangga.”

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