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

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.

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.

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.

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 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

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.

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 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

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.

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.

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.

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 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

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.

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.

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

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

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

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.

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 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

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.

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

The language features of recount are: 1)

Introducing personal participant

Using chronological connection

Using linking verb

Using adjective

Using action verb

Using simple past tense 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 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

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 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

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 3) The use of thinking verbs and feeling verbs

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

3) Using simple past tense

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.

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

2) Using action verb

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:

1) Featuring generic participant

2) Using chronological connection

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.

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

(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:

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:

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

4) Using action verb

5) Using conjunction of time

6) Using simple past tense 6) Using simple past tense

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 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

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: 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:

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.

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.

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.

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 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

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.