Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Lecturer
Dr. Ainur Rochim, M.Pd
Compiled by :
ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2010
ABSTRAK
Bahasa inggris merupakan salah satu mata pelajaran yang perlu mendapatkan
perhatian khusus dalam proses belajar mengajar, karena tujuan utama pelajaran
bahasa inggris yang sesuai dengan kurikulum terbaru yaitu tercapainya
communicative competence, dimana dalam pembelajarannya tidak hanya terfokus
pada bahasa yang benar secara gramatik tetapi juga diharapkan siswa mampu
menggunakan bahasa inggris dalam berkomunikasi baik secara tertulis maupun lisan.
Dalam bahasa inggris, terdapat banyak jenis teks yang akan dipelajari oleh
siswa SMA, yang tentunya tidak lepas dari 13 teks yang ada. Perbedaan generic
structure dan lexicogrammatical features setiap teks harus dapat sipahami oleh siswa.
Jenis-jenis teks tersebut yakni : narrative, descriptive, recount, report, analytical
exposition, hortatory exposition, anecdote etc. diantara teks tersebut, ada satu teks
yang mempunyai generic structure yang mudah dibedakan dengan teks yang lain
adalah recount teks, yang menerangkan tentang urutan waktu atau kejadian yang
berlangsung.
Dengan adanya susunan teks tersebut, diharapkan guru bahasa inggris dapat
menyampaikan materi sesuai dengan kurikulum yang berbasis pada genre based
approach, maka di dalam makalah ini penulis mengutarakan sebuah contoh yang
membahas tentang jenis teks recount beserta penjelasannya. Dalam pembahasannya,
penulis hanya membicarakan tentang teori-teori yang ada dalam recount teks serta
implementasinya dalam proses belajar mengajar ( the implementation of teaching ).
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PREFACE
Thanks to God that gives us the charily and gives spirit. So that writer can finish
this paper about Teaching Recount text by using Direct Method. Thanks to all people
that had helped us :
1. Dr. Ainur Rochim, M.Pd as a lecturer, which can gives instruction to writer so
that the writer can finish the paper.
2. All people who help us to finish it, the writer hope that all of you help will be
require by Allah SWT. Amin
The writer conscious that many mistakes in this paper, so we hope that the
readers would like to give suggestion for our next paper to be better.
We hope this paper can useful especially for teacher and all the readers
generally to get more knowledge and new strategic about recount text.
Writer
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TABLE OF CONTENT
TITLE.................................................................................................................. i
ABSTRACK........................................................................................................ ii
PREFACE............................................................................................................ iii
TABLE OF CONTENT....................................................................................... iv
CHAPTER I INTRODUCTION
1.1 Background of Study............................................................................... 1
1.2 Formulation of Study............................................................................... 2
1.3 Purpose of My Study............................................................................... 2
CHAPTER II THEORITICAL FRAME WORK
2.1 Get The Knowledge................................................................................. 3
2.2 See The Model......................................................................................... 4
2.3 Work Jointly............................................................................................. 5
2.4 Make it by Your self................................................................................ 5
CHAPTER III DISCUSSION
3.1 The proccess of learning text recount................................................... 7
3.2 Student Role and Teacher Role............................................................. 7
3.2.1 Student Role................................................................................. 7
3.2.2 Teacher Role................................................................................ 7
3.3 Evaluation............................................................................................. 8
3.4 Advantages and Disadvantages............................................................. 8
3.4.1 Advantages................................................................................... 8
3.4.2 Disadvantages.............................................................................. 9
CHAPTER IV CONCLUSION AND SUGGESTION
4.1 Conclusion............................................................................................ 10
4.2 Suggestion............................................................................................. 10
PREFERENCES.................................................................................................. 11
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CHAPTER I
INTRODUCTION
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1.2 Formulation of Study
From some statements above we have some problems, which should be
discuss and solve the problems with the some questions below :
1. What is Recount Text ?
2. What is the function of Recount Text ?
3. How to Learn about Recount Text ?
4. What is Direct Method?
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CHAPTER II
THEORITICAL FRAME WORK
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2.2 See The Model
The students in the stages are given some models of a certain text. They
will have to analyze the application of the generic structure and features and the
used grammar, and vocabulary in the given models. The teachers facilities
students to understand better the kind of the text in order that they can produce
the similar text in the stages. This is a example of recount text:
My Last Holiday
Last week I went to east Java for holiday. On the first day I went to Mount
Bromo. I stayed at my uncle’s house at Cemara Lawang, Probolinggo. It has a
big garden with lots of colorful flowers and a fish pond.
The next day, my aunt, my uncle and I saw Gunung Batok and went on
scenic ride on horseback. It was scary. Then we went to get a closer look at the
mountain. We took a picture of beautiful sceneries there.
On the last day we went to the zoo at Wonokromo. We saw cockatoos
having shower. In the afternoon we went home. It was fun.
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The students produce the type of particular text in group. They work
together to create one spoken text, not a written text. The oral text can be
monolog or dialog. The production is based oh their knowledge. They later
present the result. In this stage, students speaking is especially trained.
One of the simple social interactions in the classroom is the group system.
Through a little social interaction they can communicative actively. The group
work is one of way to help student to solve their problems since it involves
peoples with several ideas. Clifford states that: Group as an aggregation of three
or more persons in informal face to face relation where three is direct and
dynamic interaction among the individual comprising it. As a result, the
personality of its member is fundamentally modified.
The teacher should use group work as a guidance vehicle, where the
students can learn from the other classmates on the process of learning language
in the class.
We cannot forget the purpose of group work itself. Clifford states some
purpose of Group work. They are:
1. To help the students learn how to live effectively by participating in the
activity of the group.
2. To help the students discover, as a member of group, that they are not so
different from other people as they feel they were.
3. To provide an opportunity for students to weigh and evaluate the argument
and evidence submitted to the group.
4. To provide an opportunity for pupils to adjust their behavior in accordance
with group value. It is clear that group work is one of the technique make
student activities in class.
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good procedure in spoken language. The teacher can asses their achievement
here. The success of learning can be observed in this very stage. The student
have to really work independently. They use the knowledge they got in the
previous stages. It is alright for them to create short and simple oral texts, in
accordance with the students.
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CHAPTER III
DISCUSSION
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To respond calmly and non judge mentally in supporting.
The teacher is responsible for providing a safe environment in
which learners can learn and grow.
3.3 Evaluation
Evaluation in speaking class involves directing in controlled or the skill
being examined and asking learner to monitor and asses their own progress.
Extension consist of activities that ask students to use the skill in a different
context or to integrate use of the new skill with previously acquired ones
( Brown, 1994 Burn Joyce 1997, Curter & Caty, 1995 ). Assessment instrument
should reflect instruction and be incorporated from the beginning stages of
lesson planning ( O’Mally & Pience, 1996 ).
Speaking assessment can take many forms, form oral section of standard
dized tests such as the basic skill of speech in classroom interactions. From the
quotation above. The evaluation will take from students participation during
discussion about reading. The teacher take the result by the observe the student
presentation when student express their opinion about the topic that have been
choosen.
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3.4.2 The Disadvantages
There are many disadvantages in teaching speaking use group. The
Disadvantages are:
Some shy student might slip though the cracks or just keep silent
and manage to avoid speaking in most class activity.
It is not the best presentation for the oral presentation aspect of
student professional careers.
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CHAPTER IV
CONCLUSSION AND SUGGESTION
4.1 Conclusion
Recount text is a text that purpose to retell events in squences for
informing ar entertaining. We can use Direct Method in teach learn process of
explanation text because this method is more effective, The student not only can
understand about the explanation text, but also they can increase their
vocabulary. The weakness of this method is we can not use this method in big
class.
4.2 Sugestion
From this paper, the writer hope that it can help the teacher to teach the
students more effectively and also the students can understand well about
recount text.
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PREFERENCES
Agustine, Helena. Genre Based Approach and the 2004 curriculum. 2006. //
http:www.google.com ( download on 7 january 2010 ).
Achinstein, Peter (1983). The Nature of recount. New York: Oxford University Press.
Hempel, Carl G. (1965) Aspects of Scientific recount and other Essays in the
Philosophy of Science. New York: Free Press.
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