g. Post-writing
Post-writing constitutes any classroom activity that the teacher and students can do with the completed pieces of writing.
This includes publishing, sharing, reading aloud, or displaying the texts on the notice board. Students must be made to feel that they
are writing for a very real purpose.
5. Problems of Writing
Writing is considered as the most difficult skill among other language
skills. Richard stated that “Learning to write in either a first or second language is
one of the most difficult task a learner encounters and one of that few people can be said to fully master”.
28
Therefore, there are often found problems in writing either for teacher or students.
There are so many problems in teaching and learning writing skill, especially in second language writers. The first problem is “I can’t write English”
problem.
29
This problem is found in most classes in Indonesia. Students are not confident with their ability in writing English composition. This negative attitude
affects students’ performance in writing because during the class students feel stress and they keep on thinking that they can’t make a good composition. To
solve this problem, teachers have to give a positive perspective about English, especially writing. Teachers have to show the student if writing is a fun thing to
do and everyone can write English well if they keep on practicing. Silva found that second language writers did less planning, and that they
were less fluent used fewer words, less accurate made more errors, and less
28
Jack C. Richards, Language Teaching Matrix, New York: Cambridge University, 1990, p.100.
29
Jerry G. Gebhard, Teaching English as a Foreign or Second Language 2
nd
ed., Michigan: The University of Michigan, 2006, p.220
effective in stating goals and organizing materials.
30
Most students did less planning whenever they want to write a composition, they just write what they
think and confuse in deciding which words to be used, and, as the result, their writing lacks careful development and clear organization.
Another problem that usually occurs in writing is the grammatical errors. The figure 2.2 shows some common grammatical errors in students writing.
Figure 2.2 Some Common Grammatical Errors in Student Writing
31
The next problem which is usually found in writing class is a bad writing environment.
32
Classrooms are sometimes not the best place to work. There are so
30
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy 2
nd
ed., New York: Addison Wesley Longman, 2001. p.339
31
Caroline Coffin, et all, Teaching Academic Writing, London: Routledge, 2003, p.33
1. Not putting a main verb in each sentence.
Example: Considering all positions. Alternative: All positions are being considered. Or: Having considered
all positions, the most convincing is that advanced by Thomas 1983.
2. Lack of pronoun agreement in sentences
Example: The teacher has a responsibility towards their students. Alternative: The teacher has a responsibility towards herhis students.
3. Unclear use of indefinite references words – pronouns such as it, they,
that, those. Example: This is an important area to consider. Unclear what ‘this’
refers to.
4. Inconsistent use of tensesmodels
Example: Pupils must have confidence in their ability before they could actually succeed in examinations.
Alternative: Pupils must have confidence in their ability before they can actually succeed in examinations.
5. Influence of speech on writing
Example: He could of examined the situation more carefully. Alternative: He could have examined the situation more carefully.
many distractions which can distract the student while they are making a composition, such as squeaky chairs, talkers, events outside the window. That is
why, teacher should try to build a fun environment to make students feel comfortable while writing.
From the problems of writing which have been shown above, it can be concluded that writing is a difficult skill since it is often found some problems of
it. By knowing the problems of writing, both the teacher and students can be aware of avoiding those problems.
B. Recount Text 1. Definition of Recount Text
A recount is a piece of text that retells past events, usually in the order in which they happened.
33
Its purpose is either to inform or to entertain the audience. Recounts are used to reconstruct and describe something that has
already happened. They are used to retell experiences and may include the author’s or other people’s feeling and responses to these experiences. Examples of
recount text can be found n a biography, news item, a journal, or a testimony of a witness of an event or incident.
34
2. Kinds of Recount Text
Kategori