2
lectures, talking about serious matters, reading popular and scientific texts, and writing for different purposes Agustien, 2005. Thus, the kind of texts they learn
should include those they are mostly to encounter during their academic lives. Some texts to be taught in Senior High School are recount, narrative, procedure,
descriptive, news item, report, analytical exposition, spoof, hortatory exposition, explanation, discussion, and review BSNP, 2006.
Some problems are found in the implementation of KTSP. In fact, the teachers’ quality and readiness towards this new curriculum are crucial to achieve
the successful of the implementation of KTSP since they are given the freedom to develop the curriculum. However, some schools are not completely ready to
develop their own curriculum as they still lack the teachers’ quality and readiness Sudaryanto, 2006. Inadequate knowledge of KTSP might hinder the teachers to
carry out their roles as the facilitator of the teaching and learning process. One of the roles of the teachers is to plan proper instructional materials to
develop the students’ competence. Based on KTSP, the competence should be achieved by the students is discourse competence. Discourse competence is the
ability to create and interpret spoken and written text in real communication Agustien, 2005. In other words, the teachers are expected to plan text-based
instructional materials to help students obtain the discourse competence.
1.2 Problem Formulation
This study aims at answering one major problem, namely what is the proposed model of recount instructional material for Senior High School students?
3
1.3 Problem Limitation
This study focuses on designing recount instructional materials for the first grade students of Senior High School. The designed materials will be divided into
spoken and written cycle Depdiknas, 2003: 19. Spoken cycle will be presented first. Each of the cycles includes four stages. According to Feez 1998: 28 those
four stages are sequenced as follows: building the context, modelling and deconstructing the text, joint construction of the text, and independent
construction of the text Feez, 1998: 28. Recount is chosen as the main discussion in this study for at least two
reasons. First, recount is one of the texts that have more value in the context of schooling Gerot and Wignell, 1994: 191. Second, recount is classified as the
simplest story text Feez, 1998: 86. Using the story text which has the simplest generic structure and language features to teach genre in early stage might give
meaningful basic knowledge to learn more complicated text-types. In other words, the features the students already know from the previous text scaffold the learning
of a new text-type since there are common features within several text-types Feez, 1998: 91.
1.4 Research Objective
The objective of this study is to answer the problem stated in the problem formulation, namely to propose a model of recount instructional materials for
Senior High School students.
4
1.5 Research Benefits
This study will hopefully be beneficial for English teachers and future researchers who want to design a set of English instructional materials focusing
on text-type. They may find this study as a useful resource and continue to do further research and elaborate a more effective and complete design to achieve
more successful teaching English for Senior High School students.
1.6 Definition of Terms
