The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short 1 kilometer walk below a dense
rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-time visitors to the cave will discover the unique feature of the glow
worms. Picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces; however, overnight camping is not permitted.
For the schematic and significant language features of the text above see appendix 2.
3. Recount Text Recounts tell the reader what happened. They retell a past event e.g. a visit to a
farm. Recounts begin by telling the reader who was involved, what happened, where this event took place and when it happened. This is called the orientation.
The sequence of events is then described in some sort of order e.g. time. There may be a reorientation at the end which summarizes the event.
Example of a recount: shows the structure and language features of a recount text. When writing recounts you should:
• Focus on individual people i.e. use the words, I or we • Use words which indicate when e.g. after lunch and where the events
took place e.g. in the shed • Write in the past tense e.g. had, visited
• Use action words e.g. helped, crutched
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. The example of recount text:
Earthquake When I got back to town, well, as I said, there wasn’t much left. At first I
thought a tyre had gone but then I saw telegraph poles collapsing like matchsticks. The rocks came tumbling across the road and I had to abandon the car. I
was driving along the coast road when the car suddenly lurched to one side. For the schematic structure and significant language features see appendix 3.
G. The Aspect of Learning Material:
According to the Pedoman Penulisan Buku Pelajaran by Balitbang DEPDIKNAS 2002, the material given should be put on the four skills ;
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http:www.lmpc.edu.auresourcesScienceresearch_projectstext_types2_recount.html
listening, speaking, reading, and writing, the kinds of task, how, and exercises given to the students.
The material includes: 1.
The materials given are in line with the curriculum, they also represent the basic competence which involves discourse, linguistic, socio cultural, and
strategic competence. 2.
Materials should be integrated given: listening, speaking, reading, and writing, or at least the materials consist of two integrated skills for
example: reading and writing or listening and speaking. 3.
Material should consist of the variety of text genre or reading type mentioned in the curriculum. They are not only textual reading materials
such as : narrative, descriptive, expository, argumentative or persuasive and injunction instruction, rule, regulatory; but also non-textual reading
material such as announcement, invitation, graphic, picture, map, table, etc.
4. Materials should consist of phonology, vocabulary, and grammar
components in line with the demand of curriculum. 5.
Materials are adjusted with the level of difficulty of the phonology, vocabulary, and grammar components as well as the task giving activity.
Text materials are graded from the easy to more difficult ones. 6.
Tasks or assignments are expected to improve students’ ability in the aspect of phonology, vocabulary, and grammar.
7. Materials consist of knowledge as well as attitude that support students’
life skills. 8.
Materials should consider the gender, racial, religion, and cultural aspect
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.
H. The Competence Standard of English Lesson in Junior High School
To do verbal and written communication in suitable language choice accurately and properly involves many genre of text such as: descriptive, narrative, recount,
report, and procedure. The curriculum provides the genre of texts and their characteristics.
Table.2 The Genre of Texts and Their Characteristics.
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Alwasilah A. Chaedar, Pedoman Penilaian Buku Teks Pelajaran Bahasa Inggris SMPMTs dan SMAMA,
Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2006, p.27-28.
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
From the diagram above, it is obvious that the 2004 National Curriculum for English lesson at Junior High School has a distinct characteristic; that is the
reading texts are based on genre. The point is, students are expected to comprehend the characteristics of each type of text, the function of each text, the
generic structure of texts that includes among others; the orientation of text, events, crisis, reaction, coda, etc. Each type has somewhat different text structure.
The significant lexicogrammatical features or simply the features of the language of the text are the points that students should comprehend as well. They
include among others ; the use of generic human and generic non-human, the use of material process, the use of tenses, the use of exclamation mark, etc.
CHAPTER III RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
