38
2. Dialogue The dialogue was aimed at introducing the students to a personal spoken
recount which retold past holidays. Then the students were asked to answer the questions based on the dialogue. The questions indirectly discussed the
elements of generic structure and lexicogrammatical features of recount. 3. Generic structure and lexicogrammatical features of recount
The elements of generic structure and lexicogrammatical features of recount were introduced and discussed in this stage. It was intended to prepare the
students to be able to analyse the texts in the next stage.
4.1.1.2 Stage 2: Modelling and Deconstructing the Text
In this stage, the students were given the deconstructed personal spoken recounts in the form of monologues and dialogues. Then, they were asked to
analyse the generic structure and lexicogrammatical features of the texts given. The generic structure of recount covered orientation, sequence of events, and
reorientation. The lexicogrammatical features of recount covered simple past tense, action verbs, circumstances of time and place, specific participants, and
temporal connective words. The objective of this stage was to give models of spoken recount texts. It was also intended to help the students understand the
important elements that should exist in recount text. 1. Dialogues
Two dialogues were involved in the second stage. The first dialogue was the model of the deconstructed personal spoken recount. It showed the example of
39
the elements of generic structure and lexicogrammatical features of recount. After the students were given the model of a dialogue, then they were asked to
analyse the elements of generic structure and lexicogrammatical features of the second dialogue. It helped them understand the elements of generic structure
and lexicogrammatical features of recount. 2. Monologues
Two monologues were involved in the second stage. The first monologue was the model of the deconstructed personal spoken recount. In the second
monologue, the students analysed the generic structure and lexicogrammatical features of recount. The repetition of analysing the elements of generic
structure and lexicogrammatical features of recount helped the students memorize the important elements of generic structure and lexicogrammatical
features of recount.
4.1.1.3 Stage 3: Joint Construction of the Text
In this stage, the students worked in pairs or together with the whole class and the teacher to construct personal spoken recounts. This stage was to prepare
them to be able to construct a personal spoken recount independently in the next stage.
1. Monologue The students listened to a monologue text. Then, they were asked to arrange
jumbled clauses and pictures based on the monologue text. This activity assessed the students’ understanding of generic structure of recount.
40
2. Dialogue The students arranged jumbled clauses into a meaningful dialogue. They were
also asked to construct and perform a dialogue. This activity was intended to assess the students’ understanding of generic structure and lexicogrammatical
features of recount.
4.1.1.4 Stage 4: Independent Construction of the Text
