an analysis of participant and process in recount text ... · recount text made by the eighth grade...

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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

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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

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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

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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.

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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.

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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.

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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

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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.

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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

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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

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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.

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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.

http://egitim.cukurova.edu.tr/efdergi/download/36.pdf

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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.

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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.

http://en.wikipedia.org/wiki/analysis

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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

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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.

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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

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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


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


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


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://en.wikipedia.org/wiki/Martin_Heidegger

http://www.esp-world.info/Articles_21/Docs/Age.pdf



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









19 R –19 Relevant

INSTRUMENT OF THE RESEARCH

Name : …………………………..

Class : ………

Student’s Number : ………

Write a recount text based on your experience, at least 15 sentences.

……………………………………….

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