the event why. This information is important to make the reader know what the writer want to retell.
b. Series of events
This part tells the series of events that happened in the past. This is arranged based on the chronological order.
c. Re-orientation and personal comment
Re-orientation is optional part in recount. This part is usually written by rounding off the series of events. It refers some of the information in the
orientation of paragraph. Furthermore, the writer can state hisher feeling or personal comment about the story occurred.
It can be concluded that the recount has three main sections. The first is orientation which is an introduction or the background information of story.
Then, series of events which are the events happened in the story. The last is re- orientation. It is a conclusion of story that can be consisted of the rounding off
story and the writer’s personal comment.
4. Language Features of Recount
Recount has several language features that make differences with other texts. The language features include the following:
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a. Nouns and pronouns are used to identify people, animals, or things involved in the story. e.g. Mr. Sam, our cat, he, etc.
b. Action verbs are used to refer to events. e.g. she walked, they jumped, I slept, etc.
c. Past tense is used to locate events in the writer’s time. e.g. she looked, they ran, he laughed, etc.
d. Conjunctions and time connectives are used to sequence the series of events. e.g.
then, first, finally, but, etc. e. Adverbs and adverbial phrases are used to indicate place and time. e.g. at
the beach, to the zoo, yesterday, etc.
30
Joko Priyana, Arnys R Irjayanti, and Virga Renitasari, Scaffolding English for Junior High School Students
, Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008, p. 69.
f. Adjectives are used to describe nouns. e.g. the winding track lead to the tumbledown house.
5. An Example of Recount Text
Table below shows an example of recount text:
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Table 2.2 The example of Recount Text
My Holiday Generic Structure
Last week, I went to Mount Bromo. I stayed at my friend’s house in Probolinggo, East Java. The house
has a big garden with colorful flowers and a small pool.
Orientation
In the morning, my friend and I saw Mount Batok. The scenery was very beautiful. We rode on
horseback. It was scary, but it was fun. Then, we went to get a closer look at the mountain. We took pictures
of the beautiful scenery there. After that, we took a rest and had lunch there under a big tree. Before we got
home, we went to the zoo at Wonokromo. We went home in the afternoon.
Series of Events
We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday
will be more interesting. Re-orientation
and personal comment
C. Guided Question Technique 1.
Definition of Guided Question
Guided question is a teaching technique which is conducted by giving students questions in order to direct them in learning. According to Traver,
31
Ibid, p. 68.
guiding question is “the basic question that directs students for understanding.”
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It means that students’ ideas in writing can be directed through guided question that serve as an outline of written text. This outline can help guide the students
through a logical development of ideas.
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Moreover, this technique can help students do the first step in writing process. It is exploring their topic in writing. Raymond stated that questions can
be a way to help exploring topic in writing skill. Asking questions can be a way of playing with material before what you want to make of its shape.
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In addition, teacher can direct students’ writing by giving 5 W and 1 H questions what, why,
where, when, who and how to generate ideas and details especially when the
writers are going to write an event or story.
35
Then writers can think about the answer of each question and decide what information would be the most
important to the readers that should be written on the paper.
From the explanations above, it can be concluded that guided question is a teaching technique which is used by giving the students 5W + 1H questions in
order to direct students to generate their ideas and details when they are writing an event or story. When students answered the questions, those answers can be
an outline of their writing before generating into a paragraph.
2.
Kinds of Question
There are some questions can be used as a guided question to direct students in writing. According to Taylor in his book entitled A Student’s Writing Guide,
these several questions can be used to open up lines of thought. They are:
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32
Rob Traver, Educational Leadership ASCD March 1998, http:smallschoolproject.org
, accessed in June 15th 2015 at 3:51 p.m, p. 1.
33
H. Douglas Brown, Language Assessment Principles and Classroom Practices, California: Longman, 2003, p. 235.
34
James C. Raymond, Writing Is an Unnutural Act, New York: Harper Row Publisher, 1980, p. 16.
35
Ibid, p. 20.
36
Gordon Taylor, A Student’s Writing Guide How to Plan and Write Successful Essay, New York: Cambridge University Press, 2010, pp. 28-33.
