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a Use of first pronoun I, we. b Personal responses to the events can be included, particularly in the end.
c Details are often chosen to add interest or humour.
2 Factual Recount Text
Factual recount is a recount that records the particulars of an accident. E.g. report of a science experiment, police report, news report, historical recount.
Language features of factual recount are:
a Use of third person pronouns he, she, it, they. b Details are usually selected to help the reader reconstruct the activity or
incident accurately. c Sometimes the ending describes the outcome of the activity e.g. in a
science experiment. d Mention of personal feelings in probably not appropriate.
e Details of time, place, and manner may be need to be precisely stated e.g. at 2.35 pm, between John st, and Park rd, the man drove at 80 kbp.
f Descriptive details may also be required to provide precise information e.g. a man with a red shirt, brown shoes and long his, weighing 75 kilos
and approximately 189 cm tall. g The passive voice may be used e.g. the breaker was filled with water.
h It may be appropriate to include explanations and satisfactions.
3 Imaginative recount Imaginative recount is a recount that takes on an imaginary role and giving
details events e.g. a day in the life of a Roman Slave: how I invit ed…
5. Teaching-learning process using the scientific approach
The learning process is very important and takes the important key in the teaching-learning activity and the achievement of the students. The learning process
means the students and the teacher have the correlation between them to be a unity in
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a class. It can be student-centered approach, where the teaching-learning activity is not teacher-centered.
A student-centred approach which actively engages the young person in the learning process is critical if skills which result in healthy behaviours are to be
fostered and developed. Some of the learning strategies that could be incorporated in the comprehensive approach include self-directed learning, co-operative learning,
role playing, behavioural rehearsal, peer education and parent involvement. Consideration should be given to allow students to plan some learning experiences.
They could be provided with opportunities to identify topics or areas for further study, contribute information relevant to an issue for study andor make suggestions
for follow-up activities. It is important for the teacher to understand how their students learn, because
it will be a consideration how heshe will teach them. There are many different theories of learning process. Slavin in Brown 2007:7 defines learning as a change
in an individual caused by experience. Burns in Dunn 2002 conceives learning as a relatively permanent change in
behavior with behavior including both observable activity and internal processes such as thinking, attitudes and emotions. Then, Brown 2007:8 breaks down the
components of the definition of learning, those are: 1.
Learning is acquisition or getting. 2.
Learning is retention of information or skill. 3.
Retention implies storage systems, memory, and cognitive organization.
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4. Learning involves active, conscious focus on and acting upon events
outside or inside the organism. 5.
Learning is relatively permanent but subject to forgetting. 6.
Learning involves some form of practice, perhaps reinforced practice. 7.
Learning is a change in behavior. Because learning is a natural process, Curriculum 2013 proposes the
scientific approach in learning process. The scientific approach is believed as a golden bridge of the development of attitude, skill, and knowledge of students.
And the scientific approach means the basic concepts underlying the formulation of inspiring or teaching method by applying scientific characteristics.
The scientific approach is part of the pedagogical approach to learning in the classroom implementation that underlies the application of the scientific method.
Understanding the application of the scientific approach to learning does not only focus on how to develop student competence in observation or experiment, but
how to develop the knowledge and thinking skills that can support creative activity in innovating or work.
It is stated in Permendikbud 2014 that the scientific approach in Curriculum 2013 has some steps. They are observing mengamati, questioning menanya,
experimenting mengumpulkan data, associating mengasosiasi and communicating mengkomunikasikan.
1 Observing mengamati
The process of observing by senses reading, listening, seeing, watching etc. with or without tools. It has certain advantages, such as the media presents a
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real object, learners happy and challenged, and easy to be implemented. Of course learning activities in order to observe this usually requires a long time
preparation, relatively large cost and effort, and if it is uncontrolled it will obscure the meaning and purpose of learning.
2 Questioning menanya
In this process, the students create and ask questions, discuss about some problems, the extra information they want to know, or as a clarification.
3 Experimenting mengumpulkan data
The third process is experimenting. It means to explore, try, discuss, demonstrate, imitate the shape or motion, experiment, read other sources
beside text book, collect data from informants through questionnaire, interview, and modifyadddevelop. Students should have skills to develop
knowledge about the environment, and able to use the scientific method and scientific attitude to solve the problems that they face everyday.
4 Associating mengasosiasi
Associating means processing information that has been gathered, analyzing data in the form of creating category, associating or linking
phenomenarelevant information in order to find a pattern and conclude them.
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5 Communicating mengkomunikasikan
It is a process of presenting a report in the form of charts, diagrams, or graphics, prepare written reports, and presenting a report covering the
process, results, and conclusions orally. Another explanation is stated by Richards and Renandya 2002:316, those
are planning, drafting, revising, and editing. In every stage, it is suggested that it provides various learning activities that can support the learning of specific writing
skills. The planned writing experiences for the students can be described as follows:
1 Planning Planning or pre-writing is an activity of writing that aimed to encourage
and stimulate the students to write. Planning also brings the students away to have many ideas to write. Since its function is to stimulate students’
ideas to write, the writing activities must be prepared to provide them learning experiences of writing, such as clustering, brainstorming and etc.
2 Drafting At this stage, the students will focus on the fluency of writing and write
without having much attention to the accuracy of their works. They must also focus on the content and the meaning of the writing. Besides, the
students may be encouraged to deliver their messages to different audience, such as peers, other classmates and etc.
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3 Revising The students review and re-examine the text to see how effectively they
have communicated their ideas to the reader. Revising is not a simply activity of checking language errors but it is done to improve global
content and organization of the ideas so the writer’s intention is clearer for the reader.
4 Editing At this stage, the students are focused on tidying up their works as they
prepare the final draft to be evaluated by the teacher. The main activity done by the students at this stage is editing their mistakes on grammar,
spelling, punctuation, sentences, diction, sentence structure, and accuracy of supportive textual material.
The students are not always expected to know where and how to correct every error, but editing of the best of their ability should be done as a matter of
course.
6. Media in Teaching Language
