The Definition of Recount Text and Its Types

2.10 The Definition of Recount Text and Its Types

Junior High Schools students in Indonesia are taught some types of texts that include descriptive text, procedure text, recount text, narrative text and etc. As Stated in the 2006 School Based Curriculum at Junior High School, the students are taught several types of texts that include procedure text, descriptive text, recount text, narrative text, and report text. Recount text was used in this research. A recount text is a text that retells past events or past experience in order they happened. It consists of three main parts, they are Orientation, Events, and Reorientation. The orientation contains some information about the detail of whowhatwherewhenwhy the event happened. The events are parts that contain the detail of the events and retell the event in a more detailed explanation with chronological order. The reorientation is a part that states the personal comment or feeling by the writer on the events happened. There are two types of recount texts namely factual recount and personal recount. The recount text that was used in this research was personal recount texts. This research focused on vocabularies mostly used in the recount text taught to the eighth grade students of Junior High School at SMP N 9 Jember. The recount text was used as a medium and as the material to teach vocabulary. The students were taught about the meanings of some words used in the context of the recount text. Here is an example of recount texts: Recount Text Text Structure One day when I was a child, my mother and I were in a market, we were going shopping at that time. I saw a toy seller and I wanted to buy a new toy. The toy cost five thousands rupiahs. I asked my mother to buy the toy for me, but unfortunately my mother did not want to buy it for me. Orientation My mother suggested me to save money and buy it Event by myself. She bought me a box to save my money. She promised that she would give me five hundreds rupiahs each day in the morning if I woke up before six oclock and five hundreds more if I didnt mind to have a nap at one oclock in the afternoon and also she would give me five hundreds more for sleeping early before the clock stroke nine in the evening. The first day, I woke up at 5.30 in the morning, I took a nap in the afternoon and slept at eight oclock in the evening. I got a thousand and five hundreds rupiahs that day. The second day I did the same thing. In the third day I did the two things but I woke up lately in the morning, so my mother did not give me five hundreds rupiahs in the morning, I only got one thousand rupiahs that day. In the fourth day I did all the things my mother asked, I got a thousand and five hundreds rupiahs that day. I counted my money at that day, my money was five thousands and five hundreds rupiahs. I told my mother that I had enough money to buy the toy, then she accompanied me to come to the market to buy the toy, I was so happy at that time. I thanked my mother for giving me the money. That was an unforgetable experience of mine. Since that time I liked saving my money, I believed that it could give benefits to my future. Re-orientation From the example of the recount texts above, the vocabulary that can be learned by the students are the use of past verb, the use of nouns, adjectives and adverbs. By providing the text as a context, the students also learn how the meaning of a word may change when it is combined with another word.

2.11 Vocabulary and Recount Text