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The average of the students’ result in the pre-test was 42.06 The result was lower than the criterion that has been stipulated by the Department of
National Education. The writer concluded that the student had not understood recount text yet, so the treatments in each cycle were necessary to improve
students’ ability in writing recount text.
4.2 Analysis of the First Cycle
The first cycle consisted of two meetings. It was conducted on Friday, 29 May 2009 and Saturday, 30 May 2009. There were 35 students who followed the
teaching learning process. In the first cycle, the focus of the treatment was to eliminate the students’ difficulties in implementing the structure of recount text in
their writing. The writer explained about recount text, such as: lexicogrammatical features and the generic structure. The writer also explained the grammar used in
recount text past tense form and the component of a good writing. The process of teaching and learning during the treatment was represented in the teaching-
learning stages. The stages of the cycle are: Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text and Independent
Construction of the Text. Those linking stages informed the classroom activities by showing the process of learning this text.
In the first meeting, Building Knowledge of the Field BKOF and Modeling of the text MOT stages were presented. In the second meeting Joint
Construction of the Text JCOT and Independent Construction of the Text ICOT were elaborated. Here is the elaboration of the stages:
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1 Building Knowledge of the Field
At this stage, the writer introduced the social context of recount text, its general cultural context in which recount text is used, its social purpose, its
generic structure and the tense that is used. Firstly, the writer asked the students whether or not they have experience about going somewhere in their
holidays and then the writer chose some students to tell their story.
2 Modeling of the Text
Modeling does not merely involve teacher as the model but also requires students as actors who have to perform the language. In the first activity of
modeling of the text, the writer introduced the recount text to the students. The title of the text was” Visiting Mount Bromo”. Then the writer distributed the
reading text to the students. The writer asked them to understand the content of the text and discuss it with the writer. In the second activity of modeling of
the text, the writer asked them to understand the generic structure of the text first. The generic structure of recount text is orientation, events, re-
orientation. In the third activity of modeling of text, the writer explained about the Simple Past Tense. Then the writer asked the students to analyze the words
or phrases indicating the past tense. In the last activity of modeling of the text, the writer explained about the component of a writing and peer-editing. Next
is the students were asked to make a paragraph and the writer asked them to practice peer editing. The students had to analyze other students’ work and
correct the work.
3 Joint Construction of the Text
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The second meeting was Join Construction of the Text JCOT. Firstly, the writer reviewed what has been explained in the first meeting of cycle I. After
that, the students were asked to make a paragraph based on the theme given. And then the writer asked them to practice peer editing by exchanging their
work to the friend beside them and the students had to analyze and to correct the works.
4 Independent Construction of the Text
Independent Construction of the text was conducted on the second meeting of the first cycle. In this stage the students were asked to make a paragraph based
on the theme given. The writer reminded them that the recount text had to be written in Simple Past Tense.
Table 4.2. The result of the students’ writing in the first cycle
No Test
Code F G V C S Total
Mark 1
A - 1 3
3 3
3 3
15 60
2 A - 2
3 4
4 3
3 17
68 3
A - 3 2
2 3
2 2
11 44
4 A - 4
2 2
3 2
3 12
48 5
A - 5 2
3 3
2 3
13 52
6 A - 6
2 3
3 2
3 13
52 7
A - 7 2
3 3
2 3
13 52
8 A - 8
2 3
3 3
3 14
56 9
A - 9 3
2 3
2 2
12 48
10 A - 10
2 4
4 2
3 15
60 11
A - 11 2
3 3
2 3
13 52
12 A - 12
2 2
2 2
2 10
40 13
A - 13 3
3 3
2 3
14 56
14 A - 14
2 3
3 2
3 13
52 15
A - 15 2
2 3
2 3
12 48
16 A -16 2 4 3 3 4 16
64 17
A - 17 2
2 3
2 2
11 44
18 A - 18
2 4
4 3
4 17
68 19
A - 19 2
2 2
2 3
11 44
20 A - 20
3 2
2 2
3 12
48
40
21 A - 21
3 2
3 2
3 13
52 22
A - 22 2
2 3
2 2
11 44
23 A - 23
4 4
4 4
4 20
80 24
A - 24 3
4 4
4 4
19 76
25 A - 25
2 3
3 3
3 14
56 26
A - 26 2
2 2
2 2
10 40
27 A - 27
4 4
4 4
4 20
80 28
A - 28 3
3 3
2 3
14 56
29 A - 29
2 2
3 2
3 12
48 30
A - 30 3
4 4
3 4
18 72
31 A - 31
3 3
3 2
3 14
56 32
A - 32 2
3 3
3 3
14 56
33 A - 33
2 2
3 2
2 11
44 34
A - 34 4
4 4
4 4
20 80
35 A - 35
4 4
4 4
4 20
80 88
102 110
88 106
494 1976
The total of the percentage
The number of the students 1972
35 = 52.46
The average achievement of the students in the first cycle was 56.46 . According to the criterion provided by the Department of National Education,
65 was said to be successful. Therefore, it cannot be concluded that the first cycle was said successful.
Based on the evaluation, there were twenty eight 28 students who got below 65. They made some mistakes when they produce recount text, such as in
grammar, spelling, and arranging good sentences. Consequently, the writer conducted the next cycle by emphasizing on that difficulties.
The average of the students’ test results =
=
41
4.3 Analysis of the Second Cycle
