It presents the concluding comments. It expresses the author’s personal opinion regarding the events described.
Let’s look at the example below. This morning my friends and I went to EOS studio. It’s
not very far from our school, so we just rode our bicycles.
First, we met Shanti and Riko outside the studio. Then, they took us into the studio and showed us around.
After that, we had lunch at EOS canteen. The food was delicious. Before we went home, we took some
photographs with Santi and Riko. It was tiring but we were very happy.
3. Language features: personal recount
Every type of text has different linguistic feature, the linguistic features of recount text are:
1. A personal recount uses past tense.
It always uses past tense because all events in that text has already happened in the past and its contain only retell the event already
occured. e.g: this morning my friends and I went to EOS studio.
2. A personal recount also uses connectors to put the events in order.
e.g: first, we went to art studio. 3.
A personal recount describes events. So there are many verbs or action words used.
4. Personal recount uses mainly 1
st
person pronoun I or we
22
.
22
Mukarto, Sujamitko, Josephine Sri Murwani and Widya Kiswara, English on Sky SMP Book VIII, Jakarta: Penerbit Erlangga, 2007, p.62-63
Orientation
List of events
Reorientation
D.
The Technique
According to Oxford Advance Learners’ Dictionary of Current English by A. S. Horby, it is defined that
“technique is a method of doing something expertly.
”
23
In order to avoid misundestanding or confusing, firstly we diferentiate three terms, they are: approach, method, and technique. These terms are used in
teaching learning activity and many people confuse with the terms. Edward Anthony in 1963 identified there are three levels of
conceptualization and organization, which he termed approach, method, and technique. The arrangement is hierarchical. The organizational key is that
technique carry out a method which is consistent with the nature of language teching and learning. An approach is axiomatic. It describes the nature of the
subject matter to be tought. While method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is
based upon, the selected approach. An approach is axiomatic, a method is procedural. Within an approach, there can be many methods. Technique must be
consistent with a method, and therefore in harmony with an approach, there can be many methods.
24
Diane Larsen-freeman said that “technique is the behavioral manifestation
of the principles. ”
25
Based on the definitions above, it can be concluded that a technique is implementation which takes place in classroom. It is particular tricks, stratagem,
or contrivance used to accomplish an immediate objective.
23
A. S. Horby, Oxford Advanced Learner’s Dictionary of Current English, New York:
Oxford University Press, 1974, p. 887
24
Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, New York: Cambridge University Press, 1986, p. 15
25
Diane Larsen-Freeman, Technique and Principles in language Teaching, New York: Oxford University Press, 1986, p. xi
E
. The Clustering Technique
Melanie Dawson and Joe Essid said that “clustering is a type of prewriting
that allows you to explore many ideas as soon as they occur to you. ”
26
Prewriting is one of activities that prepare to write the first draft. Clustering is one of
prewriting activities that helps students to find a topic. John Langan said that
“clustering also known as diagramming or mapping, is another strategy that can be used to generate material for a paper. This method
is helpful for people to think in a visual way. In clustering, you use lines, boxes, arrows, and circles to show relationships among the ideas and details that occurs
to you. ”
27
Diagramming or mapping is same as clustering, it helps the students to generate the ideas before they start to write.
Gabrielle Lusser Rico defined that “clustering is a way of tricking the left-
brain into silence and using the right-brain to come up with your own unique overview of a subject.
”
28
Because it uses the right-brain, so it will evolve our creativity and idea.
Regina L. Smalley and Mary K. Ruetten told that “clustering is making a
visual map of the ideas. ”
29
It is so beneficial for students, especially the students who think visually.
Betty Mattix Dietch stated that “clustering is uncensored brainstorming
combined with doodling. Clustering produces an overview of a subject, suggests specific topics, and yield related details.
”
30
It helps to enrich ideas in details and also differs broad topics and narrow topics.
Santi V. Buscemi explained that “clustering is a good way to turn a broad subject into a limited and more
manageable topic for a short essay; it also called mapping, webbing, looping, or diagramming. It is another effective way to gather information for an
26
Melanie Dawson and Joe Essid, “Pre-Writing” from: http;google.com, p. 1
27
John Langan, English Skills, New York: McGraw-Hill Companies, Inc, 2001 7
th
Edition, p. 22
28
Gabrielle Lusser Rico, “Pre-Writing: Clustering” from http;exchanges.state.govforumjournal, p. 1
29
Regina L. Smalley and Mary K. Ruetten, Refining Composition Skill, New York: International Thompson Publishing Company, 4
th
Edition, p. 10
30
Betty Mattix Dietsch, Reasoning and Writing Well, New York: McGraw Hill Company, 2003, p. 26
essay. Clustering uses free association. To cluster ideas, begin with a blank sheet paper. In the center, write and circle the word or phrase that expresses
the broad subject you want to write about.
31
Students are free to write ideas whether the ideas are related or not, then associating the ideas.
“clustering is an invention activity which reveals possible relations among facts and ideas. Unlike listing the next mapping strategy, clustering requires a
brief period of initial planning. You must first come up with a tentative division of the topic into subparts or main ideas.
”
32
Based on the definition above, the writer concludes that clustering technique is a kind of prewriting activity which takes place in the classroom, it
uses lines, boxes, arrows, and circles to show relationship among ideas, it helps students to find ideas and also enrich the ideas.
31
Santi V. Buscemi, A Reader for Develcloping Writer, New York: McGraw Hill Company, 2002, p. 14
32
Rise B. Axelord and Charles R. Cooper , The ST. Martin’s Guide to Write, New York:
ST. Martin’s Press, 1985, p. 461
CHAPTER III RESEARCH METHODOLOGY
