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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on some theories as the foundation of this research. It will be divided into two parts. They are the
theoretical description and theoretical framework. The theoretical description discusses the underlying theories which are related to the implementation of flash
cards to improve the students’ irregular verb mastery. Meanwhile, the theoretical
framework concludes all relevant theories which can help the researcher to answer the research problem.
A. Theoretical Description
The theoretical description contains related theories to this research. This part presents five major topics. They are theories of standard of content VIII,
theories of recount text, theories of teaching grammar, theories of teaching media, theories of flash cards, and theories on classroom action research.
1. Standard of Content of VIII Grade Students
In Indonesian curriculum 2006, Junior High School students are expected to be able to communicate or to participate in the creation of text that serves their
daily needs to entertain themselves, to read manuals, to carry out transaction exchange and to write simple narratives, descriptions, reports, and recounts
Depdiknas 2006. Unfortunately, there are some Junior High School students who encounter the problem in comprehending English in many forms of text
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genres Sutikno, 2004. For instance, to obtain the objective in learning a recount text, the students should achieve what are expected in standard of content. Based
on the Government Regulation No. 19, 2005, standard of content is a range of learning materials and competence level in criteria of graduation competence,
lesson competence, and syllabus that must be completed on a certain education. By looking at standard of content VIII, there are standard of competence and basic
competence in learning a recount text especially for reading skills are as follows: 11. Understand the meaning of short functional texts and simple essays in
a form of recount and narrative to interact with surrounding. 11.1. Read short functional texts and simple essays loudly in a form of
recount, and narrative with pronunciation, and intonation acceptably related to the surrounding.
2. Recount Text
According to Curriculum 2006, a recount text is a text which retells past events for the purpose of informing and entertaining. Meanwhile, Anderson
1997: 48 states that recount is a piece of writing which tells past events usually in order in which they happen. The purpose of recount is to give the audience a
description of what occurred and when it occurred. Hammon et al. 1992 states that the social function of recount is to record for the purpose of informing.
Generally, a recount text explains about two important parts, namely, generic structure and language feature. Firstly, by looking at the generic structure of a
recount text, it begins with an orientation which gives the background knowledge
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for the reader in order to understand about the text i,e. who was involved, where it happened, and when it happened. Then, a recount text unfolds with a series of
events ordered in chronological sequences. At various stages there may be some personal comment on the event which is called as reorientation. Secondly, it is
about the language features, language features in a recount text are: 1 Proper nouns to identify those involved in a text, 2 Descriptive words to give details
about who, when, where, what, and how, 3 The use of past tense to retell the
events, 4 Words which show the order events for example: first, next, then.
From the explanation above, it can be concluded that a recount text has three elements, namely, orientation, events, and reorientation or concluding
statement of the story. In a recount text, one of the language features is past tense.
3. Teaching Grammar
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