He tried to move all of the motorcycles, so that his motorcycle could be moved from the garage b
ut he couldn’t do it. He kept trying to no avail. Then, he called Budi, Deni, and I whose motorcycles had blocked his up.
After that, we helped him to move our motorcycles. It took five minutes to move the motorcycles. Finally, he could move his motorcycle and rode it to go to campus.
Inspite of he was already late for twenty minutes. From the text above we can ask a question lik
e, “What does the text tell us about?” The answer is “We must prepare everything before doing something” because the text tell
us if you must go to campus early in the morning we must prepare every little thing like where you park your motorcycle in your boarding house.
2.3 Reading Comprehension Achievement
The goal of every reader in reading is to enable them to comprehend the whole text because the main objective of reading is comprehension. They read a text in order to get
some information. In practice reading comprehension is frequently assessed by reading test. One of the test is reading comprehension achievement test.
Hughes 2003:12 defines that achievement is related to test that is done to discover how successful students have been in achieving the objective of a course. It means that
achievement test is used to determine whether our teaching method and techniques are in fact producing learning and which aspects of these are in need of revision.
Hughes 2003:13 points out that one of the ways to measure the students’
comprehension in reading is through achievement test. Achievement test is directly related to language courses. The purpose of this test is to measure how successful individual
students, groups of students, or the courses themselves have been in achieving the learning objectives. From the result of the achievement test, the teacher will know what students
achieve and check whether the students have understood the reading lesson or not, good achievement test can be gain by administering an appropriate reading comprehension test
after the lesson finished. So, the students will be asked to answer the problems based on the
reading text they have learned. The students’ reading achievement is indicated by the students’ score of reading
comprehension achievement test, dealing with word comprehension, sentence comprehension, paragraph comprehension, and whole text comprehension.
2.4 Recount Text
Based on the 2006 Institutional-Based Curriculum Kurikulum Tingkat Satuan Pendidikan, there are two kinds of texts that should be taught to the eighth grade level. The
texts are descriptive and recount texts BSNP, 2006. In this research, the researcher focuses only on the recount text. Wardiman et al. 2008:116 said that recount text is a text
that tells the reader about one story, action, or activity. According to Goatly 2000:30 the purpose of recount text is to construct past experience event and incidents in the order in
which they occurred. It means that recount text recalls and reconstructs event, experiences and achievements from the past in a logical sequence. Some recounts will be purely
informative, while others will aim to both inform and entertain. It can be said that recount text tells about the experience in the past where the writer himself involved that entertain or
inform the readers, yet can be both. The generic structures of a recount text are orientation,
series of events, and re-orientation
1. Orientation
Orientation provides all the necessary background information to enable the audience to make sense of text. The writer needs to give information about what
happened, who or what was involved, when the events occurred and why. 2.
Series of Events Series of events describe series of events that happened in the past. The writer
should use precise details, places, times and specific participants to expand the topic.
3. Re-orientation
Re-orientation concludes the recount by summarizing outcomes or results, evaluating the topic’s importance or offering personal comment or opinion. It can
also look to the future by speculating about what might happen next. The Language features of the recount text are listed below:
1. Personal participant
For example: I, my group, etc. 2.
Chronological connection For example: first, then, finally.
3. Linking verbs
For example: was, were, saw, heard, etc. 4.
Action verbs For example: looked, went, changed, etc.
5. Using simple past tense
For example: I ate mango, she wrote a letter, etc. source:
http:www.englishindo.com201403recount-text-full-materi-contoh.html
The example of a recount text is presented below:
Our Trip to the Blue Mountain
Orientation On Friday we went to the Blue Mountains. We stayed at
David and D ella’s house. It has a big garden with lots of
colourful flowers and a tennis court.
Series of Events
On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went
shopping with Della. We went to some antique shops and I tried on some old hats.
On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower.
Re- orientation
In the afternoon we went home, we were tired but happy. That was a very pleasant moment with my family that I ever
got.
Source: http:www.belajarbahasainggris.us201402recount-text-penjelasan-contoh-
lengkap.html
The first paragraph is the orientation of recount text above introducing the participant we, the place Blue Mountain. The second paragraph tells the events done by the
participants. The third paragraph is the re-orientation which tells about the writer’s personal
comments.
2.5 Lecturing and Question-Answer Teaching Methods
