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IMPROVING STUDENTS’ RECOUNT TEXT MASTERY

THROUGH STUDENT TEXT AND COOPERATIVE LEARNING

Skripsi

Oleh:

Ari Makmuroh

NIM:K 2205026

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SEBELAS MARET

SURAKARTA

2010


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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is the basis of humanity, especially in the communication need. We

use language to achieve our purposes and goals in society. When we need

information, we must read, listen, or ask others by using language. We extremely

need language to ask or to provide information, to influence the action of others, to

express feelings, and to arise feelings and attitudes in others. Without language we

cannot do any important activities related to social purposes. Therefore, it is

considered that language is a means of communication. It is stated in Grolier New

Webster’s Dictionary (1992: 341) that language is the organized system of speech

used by human beings as means of communication among themselves.

Nowadays, English becomes the most important language to learn because it

is the common language used for international communication. There is no other

language more broadly studied and applied as a foreign language than English.

Furthermore, English has also a great role in developing learners’ intellectual, social,

and emotional value and success in learning all subject matters. Hopefully, studying

English will help the learners to recognize themselves, their cultures, and other

cultures. Besides, learning English can help learners to express their ideas and

feeling, it can also help them to participate in society.


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English in Indonesia becomes the first foreign language which has to be

taught in schools as a compulsory subject. Unlike Indonesian and Javanese, English is

a new language for Indonesian students and most students consider it as a difficult

subject. Therefore, the result of English learning should be given attention more and

more. How far students succeed in learning is reflected in their achievement. Students

usually want to get as high achievement as possible.

English in Junior High School becomes a compulsory subject to be taught. As

a compulsory subject, English becomes very important subject in school. Nowadays,

the government policy is using genre approach in teaching and learning English.

Swales in Kaplan and William (1996: 78) states that text types (genre) refer to the

variation to be found, more generally, among different text types and the ways that

textual features combine to define these types. Furthermore, Swales (1990: 33) states

that genre refers to a distinctive category of discourse of any type, spoken or written,

with or without literary aspiration. Because of the reason above, the main material

that has to be delivered to the students is a text. As what Canale and Swan in

Richards and Rodgers (1993: 71) say, there are four dimensions of communicative

competence. They are grammatical competence, sociolinguistics competence,

discourse competence, and strategic competence. One of the communicative

competence dimensions is discourse competence. Related discourse competence, in

teaching and learning English the students must be able to interpret massage element

in terms of their interconnectedness and how meaning is represented in relationship to

entire discourse text.


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Harmer (1998: 68) states that an English teacher has an important job that is

teaching students to read English text. He says that it is important part of teacher’s

job because many of the students want to be able to read texts in English either for

their careers, study purposes, or simply pleasures. Reading texts also provides good

models for English writing. When a teacher teaches the writing skill, he or she will

need to show students a model of what she is encouraging them to do. Reading text

also provides opportunities to study language including vocabulary, grammar, and

punctuation, and to study the way of constructing sentences, paragraph, and texts.

There are eleven text types. They are narrative, descriptive, recount,

explanation, report, procedure, news item, discussion, anecdote, review, and

exposition. In the 2004 curriculum for Indonesian Junior High School and MTs,

English teaching has purpose to develop communicative competence in the form of

oral and written language, namely listening, speaking, reading, and writing. It means

that teacher must teach students to learn to use language. The objective of teaching

English in Junior High School and MTs stressed on the reading skill is providing the

students with comprehending knowledge. It means that the ability of reading must be

followed by understanding or comprehending of text. In 2004 curriculum,

competency standard of English shows that reading is one of the language skills

taught to comprehend meanings (interpersonal, ideational, textual) of interactive and

monolog written text especially in the form of descriptive, narrative, recount,

procedure, report, and anecdote by identifying meaning, main idea, supporting ideas,

and factual information.


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In line with the theories above, in the 2006 Kurikulum Tingkat Satuan

Pendidikan for SMP, the program of teaching and learning English as a foreign

language is focused on objectives to develop students’ skills in listening, speaking,

reading, and writing. The students are expected to achieve competencies to

communicate orally and written by using suitable language variation, fluently and

accurately in interaction or monologue in the form of descriptive, recount, narrative,

procedure, and report.

Generally teaching English is not easy. It acquires motivation and creativity in

order to create good atmosphere during the learning process. The focus of learning

English is to achieve the ability to communicate meaningful, purposeful within form

of oral or written text. To raise the goal, the students must understand the text, its

purpose and features.

Unfortunately, Junior High School students find that reading text is difficult.

They still get difficulties in understanding the content of the English text they read.

Based on the observation in SMP 7 Surakarta, the writer finds that there are some

students finding that reading a text is a difficult term. They are still confused with the

text they read. It is indicated by the low score of reading. The texts which are given in

second grade of Junior High school students are recount and descriptive. From the

observation in the classroom and interview with the teacher and students, the most

difficulty found by the students is in recount text. They still get difficulties in

understanding the content of the English recount text they read. They also find it


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difficult to know the structures of the recount text they read. From those previous

problems, the main problem found by the students is that they have difficulties in

comprehending the text. The further explanation is as follow:

First, the students have difficulty in finding the main idea of the text. It means

that the students do not understand the whole idea of the text. Second, the students

have difficulty in finding the supporting ideas. Third, the students have difficulty in

getting meaning of the word, phrase, and sentence. It causes students’ difficulty in

getting the messages of the text so it is difficult for students to find the main idea of

the text. Fourth, the students have difficulty in understanding the text organization.

Based on the problems above, the writer can predict the possible causes of the

problems. It may be caused by the internal factor that is from the students themselves

and from the external factors such as the differences between English as foreign

language and Indonesia as students’ second language. The difficulty is because the

structure of English and Indonesia is different. The other external factors come from

the teacher and the teacher’ teaching technique used. They can be explained as

follows:

First, the texts are not interesting. Texts are only from the students’ books.

The writer observes that teacher uses LKS (Lembar Kerja Siswa) as the source of

material to find the text in teaching process. The teacher seldom asks the students to

get or to choose their own text to be discussed in teaching process.


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Second, the teacher still uses traditional teaching. It makes the teaching-

learning process not interesting so the students become bored. The teacher tends to

explain more without giving chance to the students to ask a question. Some of the

students are only busy by themselves.

From the facts above, in this research, the writer proposes the way of teaching

English texts especially recount text by using students’ text. Students’ text means that

the text discussed in teaching process is coming from the students. The students are

allowed to find their own favorite text to be a main discussion in the class; therefore

they will be interested in the discussion.

The students will have good motivation to learn if their needs are fulfilled.

Maslow in Elliot and friends (2000: 335) mentions that there are five basic needs.

One of them is that people in this case students need for self-actualization. Tendency

(in spite of the satisfaction of lower needs) feel restless unless we are being all that

we can be. Encourage students to recognize their potential and guide them into

activities that will enable them to feel both competent and fulfilled.

However, motivation encourages the students to give good energy to get what

they want. Paying attention to what they need means giving motivation to the

students. It has been stated above that understanding a text is difficult for the

students. One of the factors is because the texts are not interesting. The text cannot

fulfill the students’ need; therefore they have no good motivation in reading the texts.

The students are not interested in reading the material which is given. To raise the

students’ motivation, certain technique and material are needed. In this study, the


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writer tries to ask the students to choose their own texts. The students will be more

motivated in the classroom activities if they are working with other friends.

Based on the description above, the writer is interested in using students’ text

in order to improve the students’ recount text mastery. From this idea, the writer

chooses and determines the topic of the thesis under the title:

IMPROVING THE STUDENTS’ RECOUNT TEXT MASTERY THROUGH

STUDENTS’ TEXT AND COOPERATIVE LEARNING (A Classroom Action

Research at the Eighth Grade Students of SMP N 7 Surakarta in the Academic

Year of 2008/2009)

B. The Statement of the Problem

Based on the background and limitation of the problem above, the writer

formulates the problem as follows:

1. Can students’ text and cooperative learning improve the students’ recount text

mastery of the eighth grade students of SMP N 7 Surakarta?

2. What happens when the students’ texts and cooperative learning are applied in

teaching and learning process?

C. The Objective of the Study

Based on the problem statement, the objective of the study can be stated as

follows:

1. To know whether students’ text and cooperative learning can improve the

students’ recount text mastery of the eight grade students of SMP N 7 Surakarta in

the academic year of 2008/2009.


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2. To describe what happens when the students’ texts and cooperative learning are

applied in teaching and learning process.

D. The Benefit of the Study

The result of the study is expected to give some benefits for the teachers,

students, and researcher. Some benefits are the following:

1. For the students

This study provides the students to study English through their own texts.

The students are given a freedom to choose their own material to improve

their own ability in reading a text. This study is expected to make the

students more interested in engaging in teaching and learning process

especially in reading.

2. For the teacher

The result of this study provides the teachers to create new varieties of

reading material in teaching and learning English. The teacher is expected

to consider the students’ interest in choosing the material. Through this

study, the teacher is expected to understand the nature of reading skill so

that the teacher is able to apply one of the appropriate methods in teaching

a texts and the teacher is expected to make the students engage in teaching

learning process.


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3. For the researcher

This study can be used by the researcher to have experience in conducting

the research directly involving in the real teaching learning process and

especially related to improve the students’ skill in reading a text. This study

also gives the researcher better understanding to improve their ability in

choosing the appropriate material in teaching a text.


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CHAPTER II

THEORITICAL REVIEW

A. The Review on Text

1. Definition of Genre

Before the writer proposes some theories about recount text, she wants to

review the term of genre first. Genre is the variation of texts which has different

features in its characteristics. It can be differentiated from other types by knowing the

textual features of texts. Grabe and Kaplan (1996: 78) state that genre or text types

refers to the variation to be found, more generally among different text types and the

ways that textual features combine to define these types.

The term genre is also stated by Swales in Bhatia (1993: 13). He defines genre

as follows:

Genre is a recognizable communicative event characterized by a set of communicative purpose(s) identified and mutually understood by the member of the professional or academic community in which it regularly occurs. Most often it is highly structured and conventionalized which constraint on allowable contributions in term of their intent, positioning, form, and functional value. These constraint, however, are often exploited by the expert members of the discourse community to achieve private intentions within the framework socially recognized purpose(s). Genre has a social function which is mutually understood by the reader.

According to Pardiyono (2007: 2), genre is text types that function as a frame

reference that a text can be constructed effectively; effective purpose and construction

of text element and diction. Swales (1990: 33) also states that genre is quite easily


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used to refer to a distinctive category of discourse of any type, spoken or written, with

or without literary aspirations.

The types of genre can be identified from the social function. Genre is a

purposeful text which has its own features. It is supported by Martin in Swales (1990:

41) that genre refers to the staged purposeful social processes through which a culture

is realized in language. In line with Martin, Nunan also points that:

The term genre refers to a purposeful, socially constructed communicative event. Most event result in text (that is, pieces of oral or written communication). These are all different text types, which have different communicative function. Each has its own distinctive linguistic characteristics, and its own generic structure (that is, its own internal structure)

From this definition, genre is appreciated in a text (oral or written) which have

different types and function. It has also different linguistic characteristics.

Based on the theories above, it can be concluded that genre is the variation of

communicative event which results in text (oral or written), has different types and

communicative function, and each has its own distinctive linguistic characteristics

and its own generic structure.

2. Text and Context

Halliday in Kaplan and Grabe (1996: 40) argues that a text is a structural

equivalent of language in real use which conveys meaning in all four senses of

communicative competence (whether a text is: possible, feasible, appropriate, and

performed) and which suggests a topic of discourse.


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A text may be defined as a purposeful language which has communicative

function. It can be spoken or written expression. Crystal in Nunan (1993: 6) defines a

text as a piece of naturally occurring spoken, written, or signed discourse identified

for purposes of analysis. It is often a language unit with a definable communicative

function, such as a conversation, a poster.

Hyland (2004: 26) states that the relationship of texts and contexts is central

to this framework, as interactions can only be understood by seeing them against their

social setting. Each context is seen as having the possibility for a range of possible

texts, or generic structure potential, which is verbal expression of the context. It

means that a text can only be understood by knowing the context. The context means

the social setting.

3. Text and Interpretation

To make a text have a sense; the reader must interpret the text they are

reading. A text can be interpreted differently according to the reader. One reader may

interpret differently from another reader. Mccarthy (1997: 27) states that

interpretation is making sense of a text. It depends on what we as readers bring to a

text as what the author puts into it. Interpretation can be seen as a set of procedure

and process. He also states that interpretation as a set of procedure relates to

procedural approach. Procedural approach is the approach to the analysis of texts that

stresses the mental activities.


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A text is interpreted by the readers based on their background knowledge and

their experiences. It is stated by McCarthy as follows:

Procedural approach emphasizes the role of the reader in actively building the world of the text, based on his/her experience of the world and how states and events are characteristically manifested in it. The reader has to active such knowledge, make inferences and constantly assess his/her interpretation in the light of the situation and the aims and the goal of the text as the reader perceives them.

4. Kinds of Reading Comprehension Skill

De Boer and Dallmann (1964: 134) state that there are two specific skills of

comprehension. They are:

a. According to the reader’s purpose

1) Reading to find main idea

2) Reading to select significant details

3) Reading to answer questions

4) Reading to arrive at generalizations

5) Reading to follow directions

6) Reading to predict outcome

7) Reading to evaluate critically

8) Reading graphs, tables, charts, and maps

b. According to the length and nature of the selection read

1) Getting phrase meaning


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2) Getting sentence meaning

3) Getting paragraph meaning

4) Comprehension of longer selection

There are also three kinds of reading comprehension which is stated by

Kennedy (1981: 199). They are literal comprehension, inferential comprehension, and

evaluative comprehension. The further explanations of them are as follows:

a. Literal comprehension

It means reading to understand, remember or recall the information

explicitly, contained in a passage such as identifying explicitly stated main

ideas, details, sequence, cause-effect relationship, and patterns.

b. Inferential comprehension

It means reading in order to find information, which is not explicitly stated

in passage. The readers use his experience and intuition. This activity

includes inferring main ideas, details, comparison, cause-effect

relationship which is not explicitly stated, drawing conclusions, or

generalizations form a text, predicting outcome.

c. Evaluative comprehension

It means reading in order to compare information in a passage with the

reader’s own knowledge and values; for examples, distinguishing between

facts and opinions, reacting to a text’s content, characters, and use of

language.

Greenal and Swan (1986: 1) also state some purposes of reading. They are:


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a. Reading for extracting main ideas

b. Reading for understanding text organization

c. Reading for predicting

d. Reading for checking comprehension

e. Reading for inferring

f. Reading for dealing with unfamiliar words

g. Reading for understanding complex sentence

h. Reading for understanding writer’s style

i. Reading for evaluating the text

j. Reading for reacting to the text

Meanwhile, Richards (2002: 101) states the main purpose of reading is to

understand what a text contains or to gain the specific information one intends to gain

from the text. Understanding the text means to gain the main ideas of the texts, to be

able to find the specific information related to the text, to draw the general idea from

the text, and to gain the contextual reference from the text.

From the theories above, it can be concluded that understanding the text

means: (1) to gain the main ideas of the text, (2) to select detail information of the

text, (3) to identify the contextual reference from the text.

5. Reading Comprehension

Before investigating the term of reading comprehension, it is necessary to

elaborate the term of reading. Wallace (1996: 4) defines reading as interpreting which

means reacting to a written text as a piece of communication. It means that there are


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communications between the readers and the writer. In other word, the reader has a

purpose in attempting to understand what they read. It is supported by De Boer and

Dallman (1964: 22) who define reading as more than sounding letters, calling words,

or responding to print. It is communication between an author and a reader, which

culminates in a reader relating printed word forms to ideas or expression by an

author. Reading is also said as an active skill in which readers search, predict, and

think to get meaning of text. It is supported by Harmer (1998:70) who says that

reading is an incredibly active occupation. It is not a passive skill. Readers have to

understand what the words mean.

Kennedy (1981: 188) says that comprehension is the ability of one to find,

interpret, and use ideas. Then, in oxford Advanced Learner’s dictionary,

comprehension is defined as a power to understand something. According to these

two definitions, it can be said that comprehension is the ability to understand

something through finding interpreting, and using ideas.

From the theories above, it can be concluded that reading comprehension is an

active activity which needs an ability to understand and get ideas from printed

language that is done by reader. A good reader is not only understanding every word

but also understanding all about the text. In this case the text which has to be

understood is recount text. So, comprehension here means understanding all about

recount text.


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6. Recount Text

To get better understanding about recount text, the writer would like to

propose some definitions of recount text. According to Pardiyono (2007: 63), recount

is a text which retells events or experiences in the past. Its purpose is either to inform

or to entertain the audience. He states the generic structure and language features of

recount as follows:

a. The generic structure of recount is:

1) Orientation : Introducing the topic of an event, participants, place

and time.

2) Record of events : Describing series of event that happened in the past.

3) Reorientation : It is optional. Stating personal comment of the writer

to the story

b. The language features of recount text is:

1) Introducing personal participant

2) Using chronological connection

3) Using linking verb

4) Using adjective

5) Using action verb

6) Using simple past tense

Recount text is the text which tells what happened. It purposes to tell a

sequence of events so that it entertains. Recount reconstruct past experiences by


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retelling events in the order in which they have occurred.

(http://www.lmpc.edu.au/Resources/science/research projects/text types/2 recount.

html)

Sugeng (2008: 47) defines recount text as a text which focuses on sequence of

event, all of which relate to a particular person. Recount generally begins with

orientation. It gives the reader the background of information needed to understand

the text (who, where, when). Recount unfolds with a series of events (ordered in

chronological sequence). At various stages there may be some personal comment on

the incident that is called re-orientation.

From those theories above, it can be concluded that recount text is a text

which retells the past event, has some features and it has a purpose to inform or to

entertain the readers. Recount text has the language feature and generic structure.

Those features are to make the readers understand easily.

7. Recount Text Mastery

Before discussing about recount text mastery, it will be necessary to know

what mastery is. According to Hevenstein (1998: 96) mastery is the ability and desire

to originate and perfect abilities and skill. Besides that, Bloom (in Winanti 2006: 15)

also states that mastery is regarded as the ability of a student to implant the essence of

the lesson given as a whole. Mastery is also considered as a skill. It is stated by

Hornby (1995: 721) that mastery is complete knowledge or great skill.


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Based on some previous theories above, it can be concluded that recount

mastery is the ability to implant and comprehend a text which retells the past event,

has some features and it has a purpose to inform or to entertain the readers.

From the previous theories, it can be concluded that mastering recount text

means to understand the text. Recount text mastery means to understand the main

idea, detail information, contextual reference, social purpose, generic structures, and

language features of the text.

8. Text Types

Pardiyono (2007: 63) divides the type of text as follows:

a. Recount

Recount is a text which retells events or experiences in the past. Its purpose is

either to inform or to entertain the audience. There is no complication among

the participants that differentiates it from narrative.

The generic structure of recount is:

1) Orientation : Introducing the topic of an event, participants,

place and time.

2) Record of events : Describing series of event that happened in the past.

3) Reorientation : It is optional. Stating personal comment of the writer

to the story


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The language features of recount are:

1) Introducing personal participant


3) Using linking verb

4) Using adjective



Example of recount text:

It was my grandpa’s birthday last Sunday. On Friday, my sister

and I went shopping. We found a nice batik shirt. We bought it

and wrapped it in a blue paper. Blue is my grandpa’s favorite

color.

On Saturday morning, my brother and I helped our sister in the

kitchen. We made a birthday cake. It was a big and beautiful cake.

I wrote happy birthday on it. We put some chocolate and a big

candle on top of it.

On Sunday evening, we had a party. My uncle and my aunt

came to my house. They brought some cake and flowers for my

grandpa. We sat together in our living room. My dad said a

beautiful prayer. Then, we sang “happy birthday” and my grandpa


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blew out the candle. He cut the cake and gave it to everybody in

that room.

He opened his present and he was very happy with the shirt.

Finally, my grandma told us some stories about my grandpa.

Taken from “EOS” erlangga

The analysis of the text:

a. Social purpose: to retell the writer’s experience in celebrating her grandpa’s

birthday party.

b. Generic structure of the text

1. Orientation: It was my grandpa’s birthday last Sunday. On Friday, my

sister and I went shopping. We found a nice batik shirt. We bought it

and wrapped it in a blue paper. Blue is my grandpa’s favorite color.

2. Event 1: On Saturday morning, my brother and I helped our sister in

the kitchen. We made a birthday cake. It was a big and beautiful cake.

I wrote happy birthday on it. We put some chocolate and a big candle

on top of it.

3. Event 2: On Sunday evening, we had a party. My uncle and my aunt

came to my house. They brought some cake and flowers for my

grandpa. We sat together in our living room. My dad said a beautiful


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prayer. Then, we sang “happy birthday” and my grandpa blew out the

candle. He cut the cake and gave it to everybody in that room.

4. Re-orientation: He opened his present and he was very happy with the

shirt. Finally, my grandma told us some stories about my grandpa.

c. Language features of the text

1. Introducing personal participant: the participant is the writer self.

2. Using chronological connections: Finally, my grandma told us some

stories about my grandpa.

3. Using action verb: We bought it and wrapped it in a blue paper.

4. Using simple past tense: He opened his present and he was very happy

with the shirt.

b. Description

Description is a type of written text, which has specific function to give

description about an object (human or non human).

The structure of the text consists of:

1) The identification that identifies the phenomenon described

2) The description which describes parts, qualities, and characteristics

The grammatical pattern which is used in description text is:

1) The use of simple present tense

2) The use of adjective

3) The use of thinking verbs and feeling verbs


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c. Narrative

Narrative is a text focusing specific participants. Its social function is to tell

stories or past events and entertain the readers.

A narrative text consists of the following structure:

1) Orientation : Introducing the topic of and activity or event,

participants and informing the time and the place

2) Complication : Describing the rising crises which the participants

have to do with. It consists of sequence of events

that leads to conflict-climax.

(a) Resolution : Telling the problem solving and the end of the story.

(b) Coda : Telling short message to gives moral lesson to

reader. It is optional.

The language features of narrative are:

1) Using processes verbs

2) Using temporal conjunction


4) Using subjective pronoun

d. Procedure

Procedure is a text that shows a process in order. Its social function is to

describe how something is completely done through a sequence of series.


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The text element of procedure is:

1) Topic and statement of purpose which show the job to be

accomplished

2) Sequence of steps to accomplish the job stated in the topic which

describes the steps to achieve the purpose

3) Closing (optional) which tells the conclusion or statement about other

suggestions to do

The language features of procedure are:

1) Using temporal conjunction


3) Using imperative sentence

e. Explanation

Explanation is a text which has function to explain why an object exists as

it is and to describe how an object works.

The generic structure of explanation is:

1) Topic and general statement that states the phenomenon issues which

are to be explained

2) Sequenced explanation which states a series of steps which explain the

phenomena

3) Closing which consists of conclusion and it is optional

The linguistic features of explanation are:


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1) Featuring generic participant


3) Using passive voice pattern

4) Using simple present tense

f. Discussion

Discussion is a text which presents a problematic discourse. This problem

will be discussed from different viewpoints. Discussion is commonly found

in philosophical, historic, and social text.

The text element of discussion is:

1) General statement of issue which states the issue which is to discussed

2) List of supporting points which presents the point in supporting the

presented issue

3) List of contrastive point which presents other points which disagree to

the supporting point

4) Recommendation which states the writer’ recommendation of the

discourse

The grammatical patterns of discussion are:

1) Introducing category or generic participant

2) Using thinking verb, such as feel, hope, believe, etc.

3) Using additive, contrastive, and causal connection like similarly, on

the hand, however, etc.


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4) Using modalities, such as must, should, could, may, etc.

5) Using adverbial of manner like deliberately, hopefully, etc.

g. Exposition

1) Analytical Exposition

Analytical exposition is a text that elaborates the writer‘s idea about the

phenomenon surrounding. Its social function is to argue that something is

the case.

The generic structure of analytical exposition is:

(a) Thesis : Introducing the topic and indicating the writer’s

position.

(b) Arguments : Explaining the argument to support the writer’s

position.

(c) Reiteration : Conclusion which affirms the explanation of arguments

to prove that something is true.

The language features of analytical exposition are:

(d) Using relational process,

(e) Using internal conjunction

(f) Using causal conjunction

(g) Using simple present tense


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(h) Using verbs of being, verbs of having, and verbs of doing

2) Hortatory Exposition

Hortatory exposition is a text which represents the attempt of the writer to

argue that something should be or ought to be.

The generic structure of hortatory exposition is: (a) thesis, (b) Arguments,

and (c) Recommendation.

The grammatical patterns of hortatory exposition are:

(a) Focusing on the writer

(b) Using abstract noun, such as policy, advantage, etc.

(c) Using action verb.

(d) Using thinking verb.

(e) Using modal adverb like certainly, surely, etc.

(f) Using temporal connective for example firstly, secondly, etc.

(g) Using evaluative words, such as important, valuable, trustworthy, etc.

(h) Using passive voice.

(i) Using simple present tense

h. News Item

It is a type of written text that has the main function or communicative

purpose to inform readers or listeners about events of the day that are

considered newsworthy or important.

The rhetorical structures of news item are:


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1) Headline which tells the points will be reported

2) Summary of event

3) Background events (participant, time, place, detail of event)

4) Resource of information

The language features of news item are:

1) Focusing on circumstances

2) Using material process

3) Using reported speech

i. Report

Report is a text which presents information about something (natural or

non natural phenomena in the world). It is as a result of systematic

observation and analysis.

The generic structure of report is:

1) Title in form of phrase that consists of topic to be informed.

2) General classification which states classification of general aspect of

thing; animal, public place, plant, etc which will be discussed in

general

3) Description that describe the thing which will be discussed in detail

part per part, customs or deed for living creature and usage for

materials.

The language features of report are:


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1) Introducing group or general aspect

2) Using conditional logical connection

3) Using simple present tense

4) Using conjunction

j. Anecdote

Anecdote is a text which retells funny and unusual incidents in fact or

imagination. Its purpose is to entertain the readers.

The generic structure of anecdote is:

1) Title informs phrase which consists of ridiculous event

2) Abstract which consists of rhetorical question or exclamation

3) Orientation that tells the introduction or setting of the scene

4) Crisis which tells the incidents

5) Reaction that shares the reaction or solution

6) Coda or ending

The language features of anecdote are:

1) Using exclamation words

2) Using imperative

3) Using rhetoric question


5) Using conjunction of time



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k. Review

Review is a text which is used to give criticism; evaluation resulted from

scientific work, book, film, etc.

The generic structure of review is:

1) Title

2) Identification which consists of reviewer statement about something to

do dealing with the title

3) Summary of the work and evaluation which consist of the summary of

book or others and comment from reviewer

4) Author and publisher which tell the identity of the book

The grammatical patterns for review are:

1) Using present tense

2) Using conjunction

3) Using adjectives

B. Review on Students’ Text

1. Definition of Text

Halliday in Kaplan and Grabe (1996: 40) argues a text is a structural

equivalent of language in real use which conveys meaning in all four senses of

communicative competence (whether a text is: possible, feasible, appropriate, and

performed) and which suggests a topic of discourse. A text may be defined as a


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purposeful language which has communicative function. It can be spoken or written

expression.

Crystal in Nunan (1993: 6) defines a text as a piece of naturally occurring

spoken, written, or signed discourse identified for purposes of analysis. It is often a

language unit with a definable communicative function, such as a conversation, a

poster. Furthermore, Nuttal (1996: 24) also defines a text as a piece of language,

complete in itself and written (or spoken) for a purpose.

From the definitions above, it can be concluded that a text is a piece of

structural spoken and written language which has a communicative purpose.

2. Students’ Motivation

Motivation is one of the factors affecting the students’ interest in joining the

class. The students are interested in joining the lesson if they are motivated. The

teacher must be able to encourage the students’ motivation in the class. Elliot and

friends (2000: 332) states that motivation is an internal state that arouses us to action,

pushes us in particular directions, and keeps us engaged in certain activities. Brown

(1994: 33) says that if the learners are motivated, they will learn and if not they

won’t. The learners will do what they want and need. They will have higher

motivation if they use something to be learned based on their need and want.

Motivation is a factor which encourages person to do something by a certain

way. Elliot, et al. (2000: 332) says that motivation is an important psychological

construct that affects learning and performance in at least four ways:


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a. Motivation increases an individual’s energy and activity level. It influences

the extent to which an individual is likely to engage in a certain activity

intensively or halfheartedly.

b. Motivation directs an individual toward certain goals. Motivation affects

choices people make and the results they find rewarding.

c. Motivation promotes initiation of certain activities and persistence in those

activities. It increases the livelihood that people will begin something on

their own, persist in the face of difficulty, and resume a task after a

temporary interruption.

d. Motivation affects the learning strategies and cognitive processes an

individual employ. It increases the livelihood that people will pay attention

to something, study and practices it, and tries to learn it in meaningful

fashion. It also increases the likelihood that they will seek help when they

encounter difficulty.

Elliot and friends (1999: 332) divides motivation into two. They are intrinsic

motivation and extrinsic motivation.

a. Intrinsic motivation means desire of students themselves to learn in order

to achieve specific objectives. The students themselves demonstrate the

desire to learn without the need for external inducements.

b. Extrinsic motivation is motivation which is influenced by external

inducements. Marks, prizes, and other tangible rewards are used to

motivate the students.


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Motivation influences the students to do something in order to get the

objective they need. In this case, a teacher must be able to give motivation to the

students so that they will be successful in learning. Motivation has relation to success

and failure. It is stated by Brown (1994: 33) that if they’re motivated, they’ll learn,

and if not, they won’t. Motivation can be given to the students by paying attention to

their need and interest, such as giving them opportunity to get their own texts in

reading classroom activity.

3. Students’ Needs

Every student has his own needs in his life. It has been stated above that

students need to be motivated in order to get their interest in learning process. The

motivation can be reached by giving their need. Maslow in Elliot and friends

(2000:335) states that there are five basic needs. They are:

a. Psychological needs. Psychological needs, such as hunger and sleep, are

dominant and are basic to motivation. Unless they are satisfied, everything

else recedes. For example, students who frequently do not eat breakfast or

suffer from poor nutrition generally become lethargic and stop interacting;

their learning potential is severely lowered.

b. Safety needs. These are needs for security, protection, stability, and

freedom from fear and anxiety, and also for structure and limits in our

lives. Any of your students who are afraid of school, of their peers, of a

teacher, or of their parents’ reactions have their safety needs threatened,

and their classroom performance can be affected.


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c. Love and belongingness needs. This category refers to the human need for

family and friends. Healthy, motivated people wish to avoid feelings of

loneliness and isolation. Students who feel alone—not part of the group—

or who lack any sense of belongingness usually have poor relationships

with others, which can then affect their classroom learning.

d. Esteem needs. These needs encompass the reactions of others to us as

individuals, and also our own opinions of ourselves. We want favorable

judgments from others, which should be based on honest achievement. Our

own sense of competence combines with the reactions of others to produce

our sense of self-esteem. As a teacher, be sure to provide opportunities for

students to satisfy this need: help the students to achieve and achieve

deserved reinforcement.

e. Need for self-actualization. This is Maslow’s term for the tendency, in spite

of the satisfaction of the lower needs, to feel restless unless we are doing

what we think we are capable of doing. Encourage your students to

recognize their potential, and guide them into activities that will enable

them to feel both competent and fulfilled.

Paying attention to what the students’ need can prove the students’

motivation. It is stated above that students get difficulty in understanding the recount

text. One of the factors causing this difficulty in understanding the recount text is that

the text is not interesting for the students. The text cannot fulfill the students’ need.


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4. Students’ Interest and Selected Text

Harmer (1998: 8) states that teachers must provoke interest and involvement

in subject even students are not initially interested in it. It is done by their choice of

topic, activity, and linguistic content that they may be able to turn a class around. It

means that the teachers should find a good ways to encourage the students in

accepting the goal of classroom activities. It is done by selecting topic of learning

which is suitable with the students. To encourage the students, teacher should give

something which is interesting for the students. Elliot and friends (2000: 349) state

that interest is an enduring characteristic expressed by a relationship between a

person and a particular activity or object. Furthermore, they state that interest occurs

when students’ needs, capacities, and skills are good match for the demands offered

by a particular activity.

Elliot and friends (2000: 349) also state

…to facilitate the development of interest, teacher should structure their classroom around goals such as (a) inviting students to participate in meaningful projects with connections to the world outside of the classroom, (b) providing activities that involve students needs and provide them developmentally appropriate challenges, (c) allowing students to have a major role in evaluating their own work and in monitoring progress, (d) facilitating the integration and use of knowledge, and (e) learning to work cooperatively with other students. It means that to make the students interested in the learning process, the

teacher should develop their interest. It can be done by those activities which have

been stated above. One of them is providing activities that involve students need and

provide the developmentally appropriate challenge. Involving the students need can


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be done by giving chance to the students to choose their own text to be discussed in a

classroom. In line with Elliot and friends, Silberstein (1994: 103) says that activities

should reflect the needs and desires of the students.

As what has been stated before, comprehending the recount text is difficult

skill faced by the students. One of the factors is because the text is not interesting.

The text cannot fulfill the students’ need. Silberstein (1994: 20) says that students

will read material that is relevant to their communicative needs. Furthermore,

Kennedy (1981: 195) also states some causes affecting the difficulties in

comprehension. Some of the causes are lack of interest and unsuitable materials.

a. Inadequate instruction

Many teachers are poorly prepared to teach the basic reading skills. As a

result, they may follow the general instructions given in teaching manual,

without regard to the specific needs of their pupils. Or they may teach as

they were taught when they were in grade school, or without any

systematic plan.

b. Lack of interest

Children who say hate to read are giving evidence of one of the most

powerful deterrents to comprehension—disinterest. It is difficult for any

but the thoroughly disciplined readers to concentrate on material they

dislike or that is unrelated to their personal interests.


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c. Unsuitable material

When reading materials are adopted for an entire school system and each

teacher is expected to use them, regardless of whether they are appropriate

for pupils in a particular classroom, difficulties in comprehension can

result. Such required material may be too difficult or too easy, stress the

wrong skills, have little relationship to pupil interests, or generally be of

poor quality. If unsuitable materials are used exclusively, interest lags,

skills development is unbalanced, and all forms of comprehension are

discouraged.

The only ways to cope with inappropriate materials are to supplement or

replace them. All reading materials should be selected only after

ascertaining the needs, interests, and achievement levels of the pupils with

whom they will be used.

d. Difficult concepts

In the content fields, especially, the large number of new concepts

introduced can reduce the rate and level of comprehension. The best

corrective procedures are to choose less difficult materials, give shorter

assignments, devote attention to direct teaching, and plan for increased

pupil participation.


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e. Vocabulary difficulties

The vocabulary of upper-grade and high school reading materials is

virtually uncontrolled. The text content many new terms that is difficult to

understand.

5. Cooperative Learning

The students will be more motivated in the classroom activities if they are

working with other friends. To make the technique of using students’ text more

maximal, the writer also uses cooperative learning method in teaching. Roger, Olsen,

and Kagan (in Kessler, 1992:8) say that cooperative learning is group learning

activity organized so that learning is dependent on the socially structured exchange

information between learners in groups and in which each learner is held accountable

for his or her own learning and is motivated to increase the learning of others. From

this definition, it can be said that by using cooperative learning, the students in group

can exchange their knowledge to others. The interaction between students in group

makes the students get high motivation in learning process.

a. Key elements and characteristics of cooperative learning

Lundgren (1994: 5) mentions that there are some basic elements of cooperative

learning. They are:

1) Students must perceive that they “sink or swim together”.

2) Students are responsible for everyone else in the group, as well as for

themselves, learning the assigned material.

3) Students must see that they all have the same goals.


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4) Students must divide up the tasks and share the responsibilities equally

among group members.

5) Students will be given one evaluation or reward that will apply to all

members of the group.

6) Students share leadership while they acquire skills for collaborating during

learning.

7) Students will be held individually accountable for material worked on in

cooperative group.

b. The kinds of cooperative learning tasks

There are three major types of cooperative learning stated by Kagan (in Kessler

1992: 131).

1) Team practice from common input: skills development and mastery of facts.

a) All students work on the same material.

b) Practice could follow a traditional teacher-directed presentation of new

material and for that reason is a good starting point for teachers and/or

students new to group work.

c) The task is to make sure that everyone in group knows the answer to a

question or understand the material. Because students want their team to do

well, they coach and tutor each other to make sure that any member of the

group could answer for all of them.

d) When the teacher takes up the question or assignment, anyone in a group

may be called on to answer for team.


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e) This technique is good for review and for practice tests; the group takes the

practice test together, but each student will eventually do an assignment or

take a test individually.

f) This technique is effective in situation where the composition of the groups

is unstable (in adult programs, for example). Students can form new groups

every day.

2) Jigsaw: differentiated but predetermined input; evaluation any synthesis of

facts and opinion.

3) Cooperative projects: topics/resources selected by students; discovery

learning.

c. The benefits of cooperative learning

Olsen and Kagan (in Kessler 1992: 3) state that cooperative learning classes are

often more relaxed and enjoyable than traditional classes. This creates a positive

learning environment, with more students attentive to assigned tasks. As a result,

academic achievement increases for all students. Another benefit is that cooperative

learning can help address the needs of heterogeneous classes—diverse in home

languages, English-language proficiency, and academic achievement. Kessler (1992:

1) also states that for limited English proficient and English functioning students,

cooperative learning provides increased interactions between students. This, in turn,

increases opportunities for language practice—especially listening and speaking—

while using those same interactions to increase comprehension of lesson material.


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C. Rationale

Text becomes the most important thing to teach in formal education,

especially in Junior High School. Teaching text means that teacher must be able to

make the students understand the whole part of the text including the purpose, the

generic structures, the language features, the information, and the main idea of the

text. To make the students understand the text easily needs a certain technique.

By giving a chance to the students to select their own text, the students can

find out any kinds of texts which can fulfill their interest and need. The students will

be more encouraged in understanding the text well by reading their own selected text.

At least they will try to understand the text and learn the characteristics of the text

that are found. The learners are motivated to read because of their own selected text.

It will be easier for them to understand the text because they have read the text

intensively. It is caused by the interesting text they choose themselves. Because

motivation relates to success and failure of students learning, applying students’ texts

in teaching can motivate their learning. The motivation will influence the students’

frequency in reading the text. By reading text a lot, the students’ comprehension in

reading text increases. By comprehending the text, it is easy for them to understand

the characteristics of the text. The students also have a good motivation in working a

group. They can share their difficulties with their friends so that they are active in the

class.


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D. Action Hypothesis

Considering the theoretical above, it is assumed that students’ recount text

mastery can be improved through students’ text and cooperative learning. The use of

interesting text will encourage their motivation in reading so that it is easier for them

to master the recount text. Working in group also encourages them to learn.


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CHAPTER III

RESEARCH METHODOLOGY

A. The Setting and the Time of Research

In this study, the writer uses the eighth grade students of SMP N 7 Surakarta

academic year 2008/2009 as the research. The school is located in Jl. Mr. Sartono no

34 Surakarta. SMPN 7 Surakarta is located in strategic place; therefore it is easy to

find some facilities supporting the learning process, for example, photo copy service,

internet café, and so on.

SMP Negeri 7 Surakarta has some facilities supporting the students’ activities

in learning such as language laboratory, library, physical laboratory, biological

laboratory, computer laboratory, sport place, mosque, and so on. The research is

conducted through teaching and learning process in the classroom of VIII F. The

research is carried out in September.

B. The Method of the Research

The method used in this research is action research method. For getting better

understanding about action research, the writer will elaborate some definitions of

action research. Mills (2000: 5) defines action research as systematic inquiry

conducted by teachers, researcher, principles, school counselors, or other stakeholders

in teaching learning environment, to gather information about the ways that their

particular schools operate, how to teach, and how well the students learn. Kemmis in


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Hopkins (1993: 44) considers action research as a form of self-reflective

inquiry undertaken by participants in social (including educational) situation in order

to improve the rationality and justice of (a) their own social or educational practices;

(b) their understanding of these practices; and (c) the situations in which the practices

are carried out.

According to Burns (1999: 30), there are four characteristics of the action

research. They are:

1. Action research is contextual, small scale and localized. It identifies and

investigates problems within a specific situation.

2. It is evaluating and reflecting as it aims to bring about change and

improvement in practice.

3. It is participatory as it provides for collaborative investigation of team of

colleagues, practitioners and researchers.

4. Changes in practice are based on the collection of information or data that

is provides the impetus for change.

Kemmis and McTaggart in Nunan (1992: 17) also state that there are three

characteristics of the action research. First, the action research is carried out by the

practitioners rather than outside researchers. Second, the kind of action research is

collaborative, and third, the action research is aimed at changing condition.


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From the definition above, it can be summarized that action research is the

systematic study to overcome the education problems or to change things related

to educational problem for improvement. Action research is conducted by

practitioners or teacher to gather information about the ways that their particular

schools operate how to teach, and how well the students learn.

In this study, the classroom action research that is conducted is an attempt

to improve the students’ recount text mastery. This classroom action research is

going to be carried out through the collaboration of the writer and the teacher. The

practical action is implemented by students’ text. The effects of the action can be

known after using students’ text in teaching recount text. The reflection shows

whether the students’ text can improve the students’ recount text mastery or not to

be higher than before.

C. The Model of Action research

The model of classroom action research used in this study is based on the

model developed by Kemmis and McTaggart in Burns (1999: 32). They state that

action research occurs through a dynamic and complementary process, which

consists of four essential moments: of planning, action, observation and reflection.

Each moment will be explained as follows:

1. Moment of planning is a process of developing a plan of critically

informed action to improve what is already happening.

2. Moment of acting is a process of taking the action to implement the

plan.


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3. Moment of observation is a process of observing the effects of the

critically informed action in the context in which it occurs.

4. Moment of reflection is a process of reflecting the effects as the basis

for the future planning, subsequent critically informed action and so

on, through a succession of stages.

Kemmis develops this model based on the Lewin’s original concept in

Sukidin et.al (2002: 48). Those steps can be illustrated as follow:

PLAN

AC

T OBSERVE

RE

FLE

CT

AC

T OBSERVE

RE

FLE

CT

REVISED PLAN

My students think that science means recalling facts rather than a process of inquiry. How can I stimulate inquiry in my students?change the curicullum? Change my questionaing? Settle on my questioning strategies?

Shift questioning strategy to encourage students to explore answer to their own questions

Continuou general aim, but reduce number of control statements.

Use fewer control statements for a couple of lesson.

My inquiry questioning is disrupted by my need to keep control in ways the class expects.

Tape-record questions and responses for a couple of lessons to see what is happening. Keep notes on my impressions in diary.

Inquiry developing, but students are more unruly. How can I keep them on track? By listening to one onather? By probing their questions? What lessons help?

Tape-record questioning and control statements. Note in diary effects on students behaviour.

Shift questioning strategy to encourage students to explore answer to their own questions


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The diagram can be explained as follows:

1. Identifying problem

The teacher identifies the problem before planning the action. The problem

refers to the students’ difficulties in understanding the text. In this study, the

writer does the observation technique to find the problems. The writer observes

the learning activities during the lesson.

2. Implementing the action

a. Planning

In this step the researcher develops a plan of critically informed action to

improve what was already happening. In this step the researcher makes plan

to teach by making lesson plan and preparing the materials, pre and post

test.

b. Action

The researcher implements the plans that have been made before. In this

step the researcher implements her teaching by using students’ text.

c. Observing

The researcher observes the effects of the critically informed action in the

context in which it occurs. The researcher also observes how the process of

teaching runs, whether it is suitable with the plan or not. In this part the

researcher notes everything during the teaching process. In this step, the

researcher is also helped by the teacher as her collaborator. The teacher

notes events happening in the teaching learning process. The researcher also

notes her perceptions dealing with critical events or issues occurring in the


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classroom. She makes reflection and interpretation of her teaching in her

note.

d. Reflection

Reflection is done to know the problems and an issue when the action is

implemented. If the researcher finds some weaknesses of the activities that

have been carried out in using the technique, the researcher revises it in the

next cycle. The researcher reflects on these effects as the basis for further

planning in the next cycle. If the progress has reached the standard

expected, the cycle will be stopped. The indicator of the standard

expectation is that if the students recount text mastery has improved.

3. Doing evaluation

In order to make sure whether there is an improvement of the students’ recount

text mastery or not, the researcher gives the test.

D. The Technique of Collecting Data

In this classroom action research, the sources of the data are in the form of

numbers and words. The data in numbers are from the tests that are carried out

before and after the cycles are implemented. The test is scored by looking for the

mean score. The instrument for test is tried out to find the validity and reliability.

Meanwhile, the data in words form are taken from the result of observation and

interview done by teacher and collaborator while the action is being carried out.

The observation is about the whole activities and the students’ behaviors during

the teaching learning process.


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The techniques used for collecting data are observation, field notes,

researcher’s diary, and test.

E. The Technique of Analysis Data

1. Qualitative data

The data analysis consists of five stages. Burns (1999: 157) states:

a. Assembling the data

In this step the researcher assembles the data that she/he has collected over

period the research. The data are from field note, research’s diaries, and

interviewing result.

b. Coding the data

Coding is a process attempting to reduce the large amount of data that may

be collected to more manageable categories of concept, themes or types.

Categories or codes can be developed to identify pattern more specifically.

c. Comparing the Data

The main aim at this stage is to describe and display the data rather than to

interpret or explain them. Comparison can be made to see whether themes

or patterns are repeated or develop across different data techniques.

d. Building interpretation

This stage demands a certain amount of creative thinking as it is concerned

with articulating underlying concept and developing the theories about

why particular pattern of behaviors, interaction or attitudes have emerged.

The researcher may need to come back to the data several times of pose


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questions, rethink the connections, and develop the explanation of the

bigger picture underpinning the research.

e. Reporting Outcome

A final stage involves presenting an account of the research or others. A

major consideration is to ensure that the report sets out the major process

of the research, and that the finding and outcomes are well supported with

example from the data.

2. Quantitative data

The students’ achievement data are the result of pretest and posttest. In

analyzing the test score of the written test, a statistical technique is used to find

the mean score of the students. The data from the written test are analyzed in

order to know whether the technique used can overcome the students’ problem

in understanding the text or not. The objective and the hypothesis of this

research are tested using the non-independent t-test. It is used to answer the

problem that claims that there is a significant difference between the students’

achievement before and after the action. The formula used as follows:

a. The mean of pretest and posttest can be calculated with the formula as

follows:

NX

XS

=

NY

YS

=

Where

X = mean of pretest scores


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Y = mean of posttest scores

N= the number of sample

b. The t-value can be calculated with the formula as follows:

( )

( )1

22

--

S-S

=

NNND

D

Dt

t = the t-value for non independent (correlated) means

D = the differences between the paired scores

D = the mean of the differences

å 2D = the sum of the squared differences

N = the number of pairs

(Sumanto, 1995: 201)


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CHAPTER IV

THE RESULT OF THE STUDY

In chapter IV, the writer describes the actions that have been done for two

months. Those activities are used to show how students’ text in cooperative

learning can improve the recount text mastery of the eight grade students of

SMPN 7 Surakarta.

The main objective of this research is to find whether students’ text in

cooperative learning influences the students recount text mastery. It will be used

as evidence in answering the problem statements stated in chapter I.

E. Introduction

Pre-research was held before conducting the research. It was held to

identify the problems occurring during the teaching learning process in relation

with students’ recount text mastery before using new method, to identify the

teacher technique in teaching recount text, and also to identify the students’

learning activity during the teaching learning process. Pre-research here included

observing the teaching learning process.

The result of observation in pre-research reported that, first, the students

got difficulties in understanding the text which was given by the teacher. The text

was not related to their background knowledge, so they felt lazy to read the text.

The effect was that they were lazy to learn English. They did not have any

motivation to study. For the result, they got low achievement in doing the test

from their teacher. Second, they were bored with textbooks (module/LKS) which


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they had. The reason was some materials in textbooks were not related to their

background knowledge. They often did not understand the content of the texts. It

made them feel difficult to comprehend the text. They never read another English

texts except those found in module.

The pretest was held to the eight grade students in class F of SMPN 7

Surakarta which consisted of 40 students. The mean score of students’ pretest was

2.92. It indicates that the students had low mastery in comprehending recount text

since they got unsatisfying results in pretest.

There were some cases causing those problems. The cases came from the

teacher and the students. First, the teacher was less creative in delivering the

material. He only focused in teaching vocabulary. The teacher used to ask the

students to do the exercises in their module. Second, the students were not

motivated or interested in teaching and learning process because the texts which

were discussed were not interesting. Third, the students of class eight were

categorized as students which have low achievement in any subject matter.

Considering the problems which were found in classroom, the writer

decided to apply students’ text and cooperative learning in teaching recount text

through classroom action research in order to improve students’ recount text

mastery. The research was conducted to the eight grade students in class F. The

students were allowed to find their own texts for teaching material; therefore they

were interested in the teaching and learning process. Being interested in the text

that they learned, the students were motivated to discuss the text.


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F. Research Implementation

Table 1 Procedure of the Research

No Procedure activity Doer Specific activity I Pre-research observation AM Observation to identify the

problem in teacher MYD’ classroom

II Research implementation

Cycle 1 a. planning AM Planning the action for cycle 1 b. implementing AM Implementing the action in four

meetings and one meeting for post test

c. observing Teacher MYD and AM

Observing the action of cycle 1

d. reflecting Teacher MYD and AM

Reflecting the observation results

Cycle 2 a. revising plan AM Planning the action for cycle 2

based on the weaknesses found in cycle 1

b. implementing AM Implementing the action in three meetings, two meetings for teaching, and one meeting for post test

c. observing Teacher MYD and AM

Observing the actions of cycle 2

d. reflecting Teacher MYD and AM

Reflecting the observation results

III Result discussion discussion AM Discussing the result of the research as a conclusion

The implementation of teaching recount text using students’ text and

cooperative learning method through classroom action research included two

cycles. The first cycle was held in four meetings, while the second cycle was held

in two meetings. Each meeting took 80 minutes except the third meeting of cycle

one and second meeting of cycle two were held only 40 minutes. In all cycles, the

texts which were used were recount text. The implementation of cycle one was

held in October, 22nd until November 5th, 2009. Meanwhile, the second cycle was

held from November 23th until November 25th, 2009. Each cycle consisted of four


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steps. The steps were (1) planning the action; (2) implementing the action; (3)

observing the action; and (4) reflecting the observation result.

1. Cycle 1

a. Planning the action

Based on the problems faced by the students that they had difficulty in

comprehending recount text, the researcher decided the way to solve problem by

asking students to find their own recount text from any sources.

To make the lesson effective, the class was divided into 5 groups. Each

group consisted of eight students. The aim of grouping the students was to make

them easier to find the texts and encourage them to work in a team. After each

group found their texts, they were asked to analyze the characteristics of the text

based on the researcher’s command.

Because there were five groups, it was impossible to discuss their texts in

one day, so the researcher decided the groups to present their texts randomly, one

group in one meeting. Because there was only one group presenting the text in

one meeting, the researcher asked the students to submit their text’ analyses in

written form together. Then, it would be presented the next meeting. The way in

presenting texts was that they discussed the text with other groups. They found the

characteristics of the text, main idea of the text, textual references, and answered

some questions dealing with their own text.

b. Implementing the action

The action plan was implemented by AM. In the first meeting, she

introduced recount text with theme “Holiday” with the topic “Mr. and Mrs.


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Gunawan’s Travelling to Europe”. She also guided them to learn text and guided

them how to comprehend it. The implementation of students’ text in cooperative

learning is described for each meeting as follows.

1) First meeting

The first meeting was conducted on Thursday, October 22nd, 2009. The

lesson started at 09.55 a.m. The action was aimed to make the students understand

recount text. It was also aimed to know what kinds of text they wanted to learn.

AM came to the class and greeted the students. In this meeting, the

researcher has prepared the materials before she entered the class. Before the

researcher explained about recount text, she brought the students to the topic that

they were going to discuss by giving introduction about the topic. Most of the

students were responding enthusiastically. They gave good responses to any

questions which the researcher gave. The researcher then explained recount text to

them. She explained the social function, language features, and generic structures

of recount text. She also explained how to find the main idea of a text, contextual

reference, and how to find any information from a text. From her explanation,

there were some students that were still confused. Then, she divided the students

in a group. She asked the students to practice finding the main idea and language

features of the text. The students did the exercise with the researcher’s guidance.

After they practiced to find them, they looked better. From their expression, the

researcher knew that the students understood her explanation. After the discussion

had been over, the researcher reminded the students how to find the main idea, the

social purpose, the language and generic features, and the contextual reference of


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the text. She also reminded the students how to answer question from the text. In

this meeting, the researcher asked the students to choose any kind of recount text.

She asked the students to find recount text based on their interest. She gave them a

chance to find their own interesting text.

2) Second meeting

The second meeting was conducted on Thursday, October 29th, 2009. The

lesson started at 09.55 a.m. To help the students become easier to understand

recount text, the researcher asked them to discuss their text outside the class.

Then, she asked them to present their text in front of the students. In this meeting,

the researcher asked the first group to present their text. Although there was only

one group which was presenting the text, another group must submit their text and

its analyses to her. It was aimed to know the students’ improvement in analyzing

their recount text. The first group took ten minutes in presenting their text. In this

presentation, the researcher asked the students to discuss the text together. She

asked other groups to give question if they hadn’t understood yet. In this time,

there were only two students who asked the question to the group. The question

was about the language features of recount text. One of the student’s questions

was, “kalimat manakah yang termasuk oreientation nya?” the first group could

answer the question after they discussed it first. There was also student asking

about detail information of the text “who is sweeping and picking up the dags?”

The leader of first group also could answer this question. The researcher, then,

checked the students’ understanding by giving questions dealing with the first

group’ text. After the discussion had been over, she reminded students about


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orientation of the text. She also explained about action verb. One of her student

asked, “Miss, klo action verb tu yang gimana? Klo enjoy ini termasuk action verb

bukan?” After she had explained, most of students said, “oooo…ternyata

gampang”.

3) Third meeting

The third meeting was held on Wednesday, November 4th, 2009. The

lesson started at 08.20 a.m. The aim of this activity was to know the students’

improvement in analyzing their recount text. The researcher wanted to know how

the students presented their text that they had found and how far they could

understand it. Before she asked the students to present their text, she reminded the

students that the discussion might run better. She asked the students to sit in their

group. After one of the members in second group distributed the text, one of

students said, “miss, ko ini teks nya bagus gini ya”. It indicated that the students

like the text. After the presentation had been over, the researcher asked the

students to ask question. One of the students asked about reorientation. The

researcher felt that the students were still confused with the generic structure of

recount text especially reorientation. To give better understanding about

reorientation of the text, she reminded the students about reorientation of the text.

She explained that reorientation is optional. There can be a reorientation or not.

“Students, reorientation states personal comment of the writer to the story. It

usually consists of the writer’s feeling”. She, then, explained it in bahasa

Indonesia. Most of the students said “ooo ni brarti teks nya ga ada reorientation

nya ya miss?”


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4) Fourth meeting

The fourth meeting was conducted on Thursday, November 5th, 2009. As

usual the English lesson started at 09.55 a.m. Before the presentation was started,

the researcher checked the students’ understanding about recount text by asking

some students to answer her questions. Some students were able to answer her

questions. After she had reminded the students about the recount text, she asked

the students to start discussion. The last presentation was group 3, they discussed

the text entitled “Spent My Holiday Abroad”. Like the previous group, group 3

also distributed their text to other groups. They read the text, then found main

idea, language features, social purpose, and contextual references of the text.

There were many questions from other groups. The class was very noisy during

the discussion. Although there was a discussion, there were some students who

were only busy with themselves. They didn’t pay full attention to the discussion.

5) The fifth meeting

In the fifth meeting, post test 1 was conducted. This test was conducted to

know the students’ achievement in comprehending recount text after she has

implemented the action plan.

c. Observing the Action

When the researcher (AM) implemented the students’ texts in cooperative

learning in teaching recount text, it had been observed and the result can be

explained as follows.


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1) The first meeting

In the first meeting, the teaching learning process ran slowly. The students

were still busy with themselves. They seemed strange with the situation. When the

researcher gave explanation about every thing was done, the students responded

enthusiastically. The students were still confused of the materials, but they gave

good responses to learn the material.

2) The second meeting

In the second meeting, the teaching learning process ran better than the

previous meeting. Most of the students had sat properly in their group. The

discussion ran well. The students with the researcher’s guidance were active

during the discussion. There was such kind of competition in each group. The

students in different groups tried to ask question to the group. Another group also

gave their opinion. The class was very noisy but the researcher felt that the

students were enjoy with the teaching learning process.

3) The third meeting

In this meeting, the students said that the text which was discussed was

easy to understand. They could find the main idea easily. From their analysis

which was submitted to the researcher, it could be seen that the students had better

work than the second meting. In this meeting, the researcher checked the students’

understanding by giving some questions related to the text. Sometimes the

researcher pointed the student to answer the question about the text; the students

were able to answer her question. After she had checked the students’

understanding, she asked the group to present their text. The presentation ran well.


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As usual there was discussion after the presentation. Although there was a

discussion, there were some students who were busy with themselves and didn’t

pay attention to the presentation.

4) The fourth meeting

In this meeting, as usual the researcher reminded the students about

recount text. She reminded the students of how to find the orientation,

reorientation, events of the text. Sometimes she pointed the student to answer her

question. There were still some students in each group who didn’t know what the

researcher asked.

5) The fifth meeting

In the fifth meeting, post test 1 was conducted. This test was held to know

the students’ achievement in mastering recount text after the action plan was

implemented. The result of the post test 1 showed good improvement of students’

mean score. The mean score increased from 2.92 in pre test to 5.02 in post test.

d. Reflecting the Observation Result

In reflecting the result of the implementation in the first cycle, there are

some strengths and weaknesses and also the problems which must be solved in the

second cycle. The strength means the success of the implementation of the action,

while the weaknesses are regarded as problems that need to be solved. The results

of the implementation are as follows.


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1) The strength of the action

a) The students’ motivation to join the English class has improved

Given freedom to find their own texts, the students feel involved in

learning process. This makes them have more spirit.

b) The students had desire to look for their favorite texts. They like to find

the text from internet.

c) The students enjoy working in group. By working in group, they can share

their idea and opinion. They can also ask their friends’ help in solving

their difficulty.

d) Most of the students pay attention to the lesson. They pay attention to the

presentation and the researcher’s explanation. They tried to understand

another friends’ text by concerning and understanding on the text.

e) The scores increased. The implementation of the first cycle seems that it

has improved the students’ score. The researcher compared the result of

pre test in which the mean was 2.92 and the result of post test in the first

cycle was 5.02, it can be concluded that there is a progress. It means that

there is an improvement of the students’ ability.

2) The weaknesses of the action

a) Time used

In presenting their texts, the students didn’t pay attention to the time given.

They could not manage the time effectively. Sometimes they used the time

only to read their text and analysis, so the time for discussion was less.


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b) There were students in each group who didn’t know the content of their

text. They only depend on the leader of the group.

2. Cycle 2

a. Revising the Action Plan

Based on the two problems in the first cycle, the researcher made some

evaluations to solve the problems in the second cycle. To eliminate the problem in

time used the researcher limits the time for presentation, to eliminate the problem

of the students’ understanding, the researcher changed the way of discussion. In

this cycle, the researcher asked every group to present in front of their own group.

The student who was presenting the text would be chosen by the researcher

randomly, therefore, they all were ready anytime the researcher chooses them.

b. Implementing the Action

The action plan was implemented by AM. In the second cycle, she still

asked the students to select their own texts, and then they were asked to analyze

their texts. The second cycle was conducted in two meetings. The first meeting

took 80 minutes, while the second meeting took 40 minutes.

1) The First meeting

The first meeting was conducted on Thursday, November 23th, 2009. this

meeting was aimed to know every students’ understanding about recount text. As

usual the English lesson started at 09.55 a.m. AM entered the classroom at 09.55

a.m. She started the lesson by greeting the students and checking the students’

attendace. Before she asked the students to present their texts, she explained the

new way of discussing the text. Before the presentation started, she asked the


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students to submit their texts and the analysis. The students’ work looked tidier.

AM asked the leader in every group to present the text in front of their own group.

She told the students that there would be question for each student in each group.

AM gave 10 minutes for presenting the text. She then gave a chance to every

group to discuss the text. The class was very noisy because there was a discussion

in every group. They were active during discussion. To check the students’

understanding about the texts that had been presented, AM asked some students a

question. The students kept silent and paid attention during AM was giving

question. They made preparation anytime AM asked them question. Finally, AM

closed the lesson by reminding students in identifying the contextual reference.

She explained it by giving examples. She also reminded the students to find the

main idea, social purpose, language feature, and generic structure of the text. She

also reminded the students find details information from the text.

2) The Second meeting

The second meeting was conducted on Wednesday, 25th November, 2009.

The lesson started at 08.20 a.m. This meeting was aimed to guide each group to

discuss their own texts. The researcher guided the students to solve their

difficulties in recount text. To make them more interested in learning English, the

researcher gave motivation. After she explained the activities which would be

done, she asked the students to sit with the group. The way of discussion was the

same as the first meeting. In this meeting, the presenter was not the leader. The

presenter was chosen by the researcher randomly. It was aimed to make the

students ready any time. During the discussion, the researcher walked around the


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class. She monitored every group discussion. Sometimes she saw some students

who didn’t pay attention to the discussion. She, then, asked that students questions

dealing with their text. Some of them could not answer the question, and then

their friend helped them. The class was very noisy. As the first meeting, the

students were active. They wanted to speak up together. They sometimes came to

the researcher to ask their difficulties.

3) The third meeting

In this third meeting, the posttest 2 was conducted. It was conducted to

identify the improvement after the action of cycle 1 had been revised.

c. Observing the Action

The result of the observation can be explained as follows.

1) The first meeting

In this first meeting, the teaching learning process became more alive. The

students also followed the teaching and learning process enthusiastically. In this

meeting, AM explained the different way of discussing the texts. She asked each

group to present their texts in front of their own group. She gave chance to the

students who were still shy to speak in front of the class to speak in small group.

Some students looked very happy but some students were afraid. She told that she

would give question dealing with their text to each student. In this meeting, AM

asked each student to practice finding the main idea, social purpose, language

feature, and generic structure of the text. She also asked each student to practice

finding contextual reference and finding details information from the text.


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There were fun situation during the teaching and learning process. When

AM gave question to some students, sometimes they laughed because the students

called were surprised. Sometimes there were students who never thought that they

would be called, they were confused.

2) The second meeting

In this second meeting, the teaching learning process ran well. The

students were interested in studying the text by group activity. Moreover the text

was found by themselves. Some of them said “kayak kemarin aja miss...” In this

meeting, she observed that the students started to enjoy discussing the text with

their friends in their group. As usual the class was very noisy. They were active in

giving opinion. In the end of the lesson, AM reminded the students of the

materials that had been discussed.

d. Reflecting the Action

Based on the observation results which were gathered in field notes, the

researcher reflected the result of the action in the second cycle. The strengths of

the action are as follows: (a) the students became more active individually and in

group. Their activity could be seen from their behavior when they joined the

discussion. They had more braveness to ask question and give opinion in the

group. They were able to answer the researcher’s question dealing with their texts.

They also began to ask some questions if they did not know the lesson given; (b)

every student got ready during the teaching and learning process; (c) their desire

to read English text improved. The students used to ask the words that they hadn’t

known yet. It indicated that the students had have desire to read the text seriously;


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(d) the class became more fun and the situation was more alive; (e) their

comprehension increased. It can be seen from the second cycle, the mean of

posttest in the first cycle was 5.02 and the mean of post test in the second cycle

was 7.03, it can be concluded that there is an improvement score.

G. Discussion

The last step in the action research process was discussing the results of

the research as a final reflection and getting conclusion.

In this process, the researcher identified some factors causing the low

achievement of students’ recount text mastery. The factors came from the students

and the teacher. The students were not motivated or interested in teaching and

learning process because the texts which were discussed were not interesting,

while the teacher was less creative in delivering the material. He only focused in

teaching vocabulary. The teacher used to ask the students to do the exercises in

their module.

From the results of the research, it showed that there were some

improvements. The improvements were as follows.

1) The students had more motivation to learn English so they became more

active individually and in group. By giving a chance to the students to choose

what they want to learn, the students enjoyed doing what the teacher asked. In

this activity students are involved to choose what they want to learn. Brown

(1994: 33) states that if they’re motivated, they’ll learn, and if not, they won’t.

This activity made the students have more bravery to show their ability in

their class so they were more active in class. The improvement of their


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motivation can be seen from their behavior during teaching learning activity in

class. They became active, paid attention to the lesson, tried to respond what

the teacher asked.

2) The class situation was more fun and the class was more alive. The students

were not bored anymore. It can be seen from the students’ responses in

responding the researcher’s teaching. Olsen and Kagan (1992: 3) state that

cooperative learning classes are often more relaxed and enjoyable than

traditional classes. This creates a positive learning environment, with more

students attentive to assigned tasks.

3) There was comprehension improvement of the students. By using the

students’ texts in teaching learning activity, the students’ motivation in joining

the class was improved. Students’ motivation made them have more energy to

understand text that they have chosen. Harmer (1998: 8) states that teachers

must provoke interest and involvement in subject even students are not

initially interested in it. It is done by their choice of topic, activity, and

linguistic content that they may be able to turn a class around. The students’

improvement can be seen from the result of the student’s pretest and posttest

which is done in every cycle. The result of pretest is 2.92 and the result of

posttest 1 is 5.02, it means that there is the improvement. The improvement

happens after teaching learning activity used students’ text. There was also

improvement in cycle 2 that the mean score of students are increased into

7.03. It can be concluded that there was the improvement of the students’

recount text mastery. In other words, there is an improvement of students’


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recount text mastery. By using t-test of non independent, the result showed

that is to=34.50. Because to (34.50) is higher than tt(39,0.05)=2.704, it can be

concluded that the students’ recount text mastery improves significantly.


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CHAPTER V

CONCLUSION, IMPLICATION, SUGGESTION

H. Conclusion

In conclusion, there are several findings which are revealed during the

research. Before the research is done, the students get difficulties in understanding

the recount text which is given by the teacher. They do not have any motivation to

study. For the result, they get low achievement in comprehending recount text.

The students are bored with texts from their textbook. After the researcher

conducts a research in teaching reading a recount text by giving freedom to

choose their own texts, it can be seen that their motivation, activeness, and

recount mastery improve. Those can be seen from the students’ participation

during the teaching and learning process and their way in comprehending the

texts. The students become more active during the teaching and learning process.

They pay attention the lesson, and they try to respond and discuss the material

which is given by the researcher. The students also become active individually.

They are not depending on their friends’ ability but they try to comprehend the

text individually. The result of the test is satisfying. The means of the score from

pretest and posttest from cycle one to cycle two improve. It indicates that giving

them a freedom to choose their own material using their own texts gives a

contribution to improve their recount text mastery.

Working in a group also makes the students become easier to comprehend

the texts which have been chosen by them. The students don’t mind to analyze the


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text in group. The students can share their difficulties with their friends

freely. They are active in the class, so the class situation is more alive. The

students are more enthusiastic in joining the lesson so the classroom becomes

more living. Based on the discussion in the previous chapter which is summarized

above, the writer concludes that teaching students through students’ text and

cooperative learning can improve the students’ recount text mastery.

I. Implication

In language teaching and learning, it is important to implement an

appropriate technique. The result of the research shows that giving a chance to the

students to find their own material that is finding their own text can improve their

motivation in comprehending the text. It not only improves their motivation in

comprehending the text, but also their activeness individually or in group during

the lesson. Based on this result, teaching English especially teaching English texts

using students’ text is a good technique. It has been proved by the researcher that

giving a chance to choose their texts makes the students enjoy learning. Because

of their enjoyable learning, the students have high motivation to study. The

students’ motivation which is combined with a certain technique of teaching from

the teacher will give a good result. So the teacher must be able to find the way to

motivate their students and apply suitable technique.

J. Suggestion

Having concluded the result of the research which is using students’ text in

teaching recount text, the writer would like to propose some suggestions.

Hopefully, her suggestions are useful for teachers, students, and other researchers.


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1. To the teacher

a. The teacher must be able to choose a suitable technique of teaching. A

suitable technique can influence the students’ achievement in reaching the

goal. Students’ text can be used by the teacher in teaching recount text.

The teacher must give a chance to the students to choose what they want to

learn. Being given freedom to the students to choose what they want to

learn they feel they are involved in teaching and learning process. So the

students will be motivated to learn.

b. The teacher also should give a chance to the students to work

cooperatively. By cooperative learning, the students don’t mind to do the

exercise. They can share their difficulties to their friends.

2. To the students

The students are expected to be more interested in learning English

especially comprehending the English text. By giving a chance to the students to

choose their own text, the students feel that they are involved in the teaching and

learning process. So they feel that a text is not only from their textbook. From the

text they choose then they are accustomed to reading English text, and start to like

other English texts.

3. To the researcher

For other researchers, this study can be an additional reference for them in

conducting further action research. This is not the end of the problems being

studied. The writer hopes that the finding of this study will be used as a starting

point of the future research in similar problems.

improving students’ recount text mastery …/improving...perpustakaan.uns.ac.id digilib.uns.ac.id...

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