TEACHING RECOUNT TEXT AT SMPN 1 BATU
TEACHING RECOUNT TEXT AT SMPN 1 BATU
THESIS
Written by: Nuryaman 201110100311189
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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iii
This thesis written by Nur Yaman and was approved on 24th April 2016.
Advisor I
Santi Prastiyowati, S.Pd., M.Pd
By:
Advisor II
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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on 4th may 2016.
Approved by :
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes
Examiners : Signatures:
1. Santi prastyowati,S.Pd,M.Ed 1... 2. Munash Fauziea.Drs,M.M 2...
3. Dra. Erly Wahyuni,M.Si 3... 4. Adityo, S.S.,M.A 4...
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V
MOTTO AND DEDICATION
Truly, Allah will not alter what in a tribe unless they try to change it by themselves... (Ar Ra’d:11)
“when there is a will, there a way”
“Belajarlah dengan sunguh-sunguh, belajar yang pintar, cepatlah lulus, mau malu atau mau kerja keras”(my parents)
DEDICATION
I dedication my thesis for my family ( Bapak, Ibuk, Adek), they are the only my motivation for accomplishing my study. My truly bestfriend ever : All students in Class D 2011,
Rojik,Wisnu, Ikbal, Ichal,Ulum.
My partner in enhancing my achievements, LSO Teater Katamati, Bang Johan Odoi Ganteng, Mbak Ratna, Mas Adit, Dimas, Haedar, Hadi and others. And thanks for my sister
sulastri always gave me motivation and information
“I am done with my thesis. Fighting for your thesis, Guaeeyss Lastly, my words can’t even describe how to say thanks to my bestfriend, my partner and my sister. Thanks for
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ACKNOWLEDGMENTS
Alhamdulillah, the researcher would like to express his sincere thanks to Allah SWT who has given health, blessing, inspiration, and guidance to the researcher in order to accomplish this thesis entitled: Teaching of Recount text at SMPN 1 Batu “
First and foremost, I am deeply grateful for the continuous guidance,insight, support and patience of my thesis supervisors, Santi Prastiyowati, S.Pd., M.Pd and Munash Fauziea. Drs,M.M ,without their constant trust and, sometimes, gentle prodding, this thesis would not have been completed.
Moreover, this thesis would not have been accomplished without the permission from the Education Office of Batu and SMPN 1 Batu. I was extraordinarily fortunate in having Desi indriani, S.Pd along with his students of eight G class. As the researcher subject, I thanks to her for her cooperation to be observed and interviewed in completing the research data.
Additionally, the writer would like to say thanks to : 1) The Dean of the faculty of Teacher Training and Education , Dr. Poncojari Wahyono, M.Kes, 2) The Head of English Department, Dr. Sudiran, M.Hum, 3) All lecturers of English Department, 4) My beloved Teater Katamati, Mas johan,mbak Ratna,mas adit,Dimas,haedar, nurhadi 5) My sister adek sulastri always to accompany me for my thesis.
Finally, I dedicate my thesis to my parents, bapak and mama. My sister and gratitude for my parents can hardly be expressed in words. They have given they fully support both emotionally and financially.
1th May 2016
The Writer
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STATEMENT OF WORK’S ORIGINALITY
The written work here enclosed is authorized by: Name : Nur Yaman
Nim : 201110100311189 Major : English Department
Faculty : Teacher Training and Education Title of work :
Teaching recount text at SMPN 1 Batu
With my signature, I here by confirm that this thesis has not been published in any form of publication for achieving Sarjana degree in other universities. I am the sole author of this work and that I have compiled it in my own words. I have committed none of the forms of plagiarism. Moreover, as citation etiquette, all citation have been mentioned in the following bibliography.
Malang, 1th may 2016
The Writer
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TABLE OF CONTENTS
COVER ...ii
APPROVAL ...iii
MOTTO AND DEDICATION...v
STATEMENT OF WORK’S ORIGINALITY...vi
ABSTRACT...vii
ACKNOWLEDGMENTS...viii
TABLE OF CONTENTS ...ix
CHAPTER I : INTRODUCTION 1.1Background of the study ...1
1.2Statement of the problem ...2
1.3Objective of the study ...3
1.4significance of study ...4
1.5Scope and limitation ...5
1.6Definition of key term ...6
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The nature of Writing...7
2.2 The Component of Teaching and Learning...8
2.3 Teaching technique...9
2.4 Teaching technique of mind-mapping...10
2.5 Teaching methodology...11
2.6 Teaching writing skill...12
2.7 The Definition of recount text...13
2.8 Teaching writing skill at Junior High School students...14
2.9 Basic Competence of Writing in Junior High School Level...15
CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design...16
3.2 Research Subject...17
3.3 Research Instrument...18
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3.3.2 Observation...20 3.4 Data Collection...21 3.5 Data Analysis...22
CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Findings...23 4.1.1 The Teaching technique used in recount text at SMPN 1 Batu...24 4.1.2 The Implementation of the Teaching technique in Teaching
Recount Text at SMPN 1 Batu ...25 4.2 Discussion...26
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions...27 5.2 Suggestions ...28
BIBLIOGRAPHY APPENDIXES
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Referensi
Brown H. Douglas San Francisco. 2000. Teaching by Principles (Second Edition). California. Brown H. Douglas San Francisco. 2000.principle of language learning and teaching.fourth Edition.White plains,NY:pearson Education.
Katherine Ploeger.2010 /Writing is Recursive /html.
Dan Kirby and Tom Liner.2013. Strategies for Teaching Writing (Fourth Edition). New York: Teachers College Press.
M. Arifian Rosyadi.2004.Teaching Recount text-learning material. Junior Highschool second-years student.
Nunan_David.2004.Task-based language teaching.Cambridge University Press.University of Hong Kong.
Buzan, Tony.( 2010). Buku pintar mind-mapping untuk anak. Jakarta : PT gramediapustaka Utama.
Jeremy porter (2010) Five Ws and One H
Desimane (2007) Neaton (1990) Weigle (2002) Hayes (1996)
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CHAPTER I INTRODUCTION
This chapter presents background of study, statement of problems, purposes of the study, significances of the study, scope and limitation, and definition of key terms. Each section is presented consecutively in the following section.
1.1Background of Study
In Indonesia, English is taught in school as a foreign language. As a foreign language, English is only taught in schools a subject of instructions, it is not used as official communication.
Realizing the important of English nowadays, our government states that, English should become a compulsory subject at school. It is taught from junior high school to university and it becomes one of the subjects in National Test (UN). Because of that students need to understand spoken and written English to communicate their ideas effectively.
Today, Indonesian students have serious problem in English teaching learning process. In second language writing, the teaching of writing in ESL and other foreign language have not surprisingly, coincided with those of the teaching of other skill, especially listening and speaking (Brown, 2000:334). The student cannot decide topics and they are still confuse to classify subtopics into topics that appropriate with the theme in English articles that they would to write, because they cannot organize or classify subtopics according to the topics and theme at article in English. This is of course due their lack of understanding in the English language especially in the planning to draft the article that will be share about teaching learning technique by using Mind-mapping in order to implimentation student’s writing skill.
There are many reasons that make the students have low achievement in writing. The first, students found difficulties to write because writing is sometimes used as a production mode for learning, reinforce, or testing grammatical concepts.
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2 Brown, (2001). They do not have any idea to write. Their grammar and vocabulary is not good, and also they are not confident use their own language. When someone wants to write for a specific purpose, they have to think who will be their audience and how provide the information the readers need to know in their writing.
The second reason is not only from students themselves, but also from teacher. In interpretation neither teacher or student are randomly assigned to class rooms, attributing teacher and teaching quality to student achievement gains is not straight forword (Desimone, 2007). But, the teacher only asks the students to read the text, translate the text by using dictionary, and rewrite the translation. The students are not asked to practice their writing ability. In addition, the teacher never makes variation in teaching and learning process. This situation made the students’ motivation in writing decrease. So, teacher has high responsibility to improve students’ achievement in writing. Teacher has to create interesting activities in the classroom. So that, students can develop their ideas in writing.
Based on the researcher experience in teaching writing recount text at SMPN 1 Batu, the difficulties in writing is not only related with finding the right words and using the correct grammar, but also about generating the ideas. Most of the students always feel confused when they want to start writing. They have difficulties to discover what they want to write and how they develop it. It took a long time before they start writing. They often got stuck in expressing their ideas and put it into right words, phrases, and sentences in the target language.
There are various ways to organize the sentences in a piece of writing. One of them is recount text. Recount text tells what happened, the purpose of actual recount text is to document a series of events and evaluate their significance in some way. The purpose of literary or story recount text is to fell a sequence of events so that it entertains or informs. The story recount text has expressions of attitude and feeling, usually made by the narrator about the events. Usually, the students have difficulty to learning about teaching recount text at telling their experience. This is because
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3 teaching recount text in writing is difficult for them because they lack vocabulary, spelling, and grammar. The same condition is also found in SMPN 1 Batu.
1.2Statement of Problem
Based on the research background, the research problem is formulated as follows:
1. What are the techniques used in teaching recount text at second-year students in SMPN 1 Batu ?
2. How are the techniques applied in teaching recount text at second-year students in SMPN 1 Batu ?
1.3Objective of the Study
The objectives of the study in this thesis are stated as follows:
1. To know the techniques used in teaching recount text at second-year students in SMPN 1 Batu .
2. To know how the techniques are applied in teaching recount text at second- year students in SMPN 1 Batu.
1.4 Significance of the Study
The result of the research was expected to give contribution to the English teacher and students:
1. For English teachers
The result of the study will be a beneficial reference for teachers as a consideration in teaching writing in the classroom.
2. For the students
The result of the study will be a beneficial reference for students in teaching and learning learning written procedure text, especially in teaching recount text.
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1.5 Scope and Limitation
This research is focus on the technique of teaching recount text as instrument or object to improve English writing skill. In this research the researcher choose the second-year students in SMPN 1 Batu.
1.6 Definition of Key Terms
In order to clarify the title “Teaching recount text in SMPN 1 Batu. The researcher gives the definition of key terms to avoid misunderstanding, as follows:
1. Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened.
2. Teaching technique is showing or helping someone to learn how to do something, guiding in the study of something, providing, with knowledge, causing to know or understand (Brown in Prastiwi, 2005).
3. Teaching writing are the complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgemental element Heaton (1990:135).
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ix
3.3.2 Observation...20 3.4 Data Collection...21 3.5 Data Analysis...22 CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Findings...23 4.1.1 The Teaching technique used in recount text at SMPN 1 Batu...24 4.1.2 The Implementation of the Teaching technique in Teaching
Recount Text at SMPN 1 Batu ...25 4.2 Discussion...26 CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions...27 5.2 Suggestions ...28
BIBLIOGRAPHY APPENDIXES
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Edition.White plains,NY:pearson Education.
Katherine Ploeger.2010 /Writing is Recursive /html.
Dan Kirby and Tom Liner.2013. Strategies for Teaching Writing (Fourth Edition). New York: Teachers College Press.
M. Arifian Rosyadi.2004.Teaching Recount text-learning material. Junior Highschool second-years student.
Nunan_David.2004.Task-based language teaching.Cambridge University Press.University of Hong Kong.
Buzan, Tony.( 2010). Buku pintar mind-mapping untuk anak. Jakarta : PT gramediapustaka Utama.
Jeremy porter (2010) Five Ws and One H Desimane (2007)
Neaton (1990) Weigle (2002) Hayes (1996)
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1 CHAPTER I
INTRODUCTION
This chapter presents background of study, statement of problems, purposes of the study, significances of the study, scope and limitation, and definition of key terms. Each section is presented consecutively in the following section.
1.1Background of Study
In Indonesia, English is taught in school as a foreign language. As a foreign language, English is only taught in schools a subject of instructions, it is not used as official communication.
Realizing the important of English nowadays, our government states that, English should become a compulsory subject at school. It is taught from junior high school to university and it becomes one of the subjects in National Test (UN). Because of that students need to understand spoken and written English to communicate their ideas effectively.
Today, Indonesian students have serious problem in English teaching learning process. In second language writing, the teaching of writing in ESL and other foreign language have not surprisingly, coincided with those of the teaching of other skill, especially listening and speaking (Brown, 2000:334). The student cannot decide topics and they are still confuse to classify subtopics into topics that appropriate with the theme in English articles that they would to write, because they cannot organize or classify subtopics according to the topics and theme at article in English. This is of course due their lack of understanding in the English language especially in the planning to draft the article that will be share about teaching learning technique by using Mind-mapping in order to implimentation student’s writing skill.
There are many reasons that make the students have low achievement in writing. The first, students found difficulties to write because writing is sometimes used as a production mode for learning, reinforce, or testing grammatical concepts.
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2 Brown, (2001). They do not have any idea to write. Their grammar and vocabulary is not good, and also they are not confident use their own language. When someone wants to write for a specific purpose, they have to think who will be their audience and how provide the information the readers need to know in their writing.
The second reason is not only from students themselves, but also from teacher. In interpretation neither teacher or student are randomly assigned to class rooms, attributing teacher and teaching quality to student achievement gains is not straight forword (Desimone, 2007). But, the teacher only asks the students to read the text, translate the text by using dictionary, and rewrite the translation. The students are not asked to practice their writing ability. In addition, the teacher never makes variation in teaching and learning process. This situation made the students’ motivation in writing decrease. So, teacher has high responsibility to improve students’ achievement in writing. Teacher has to create interesting activities in the classroom. So that, students can develop their ideas in writing.
Based on the researcher experience in teaching writing recount text at SMPN 1 Batu, the difficulties in writing is not only related with finding the right words and using the correct grammar, but also about generating the ideas. Most of the students always feel confused when they want to start writing. They have difficulties to discover what they want to write and how they develop it. It took a long time before they start writing. They often got stuck in expressing their ideas and put it into right words, phrases, and sentences in the target language.
There are various ways to organize the sentences in a piece of writing. One of them is recount text. Recount text tells what happened, the purpose of actual recount text is to document a series of events and evaluate their significance in some way. The purpose of literary or story recount text is to fell a sequence of events so that it entertains or informs. The story recount text has expressions of attitude and feeling, usually made by the narrator about the events. Usually, the students have difficulty to
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3 teaching recount text in writing is difficult for them because they lack vocabulary, spelling, and grammar. The same condition is also found in SMPN 1 Batu.
1.2Statement of Problem
Based on the research background, the research problem is formulated as follows:
1. What are the techniques used in teaching recount text at second-year students in SMPN 1 Batu ?
2. How are the techniques applied in teaching recount text at second-year students in SMPN 1 Batu ?
1.3Objective of the Study
The objectives of the study in this thesis are stated as follows:
1. To know the techniques used in teaching recount text at second-year students in SMPN 1 Batu .
2. To know how the techniques are applied in teaching recount text at second- year students in SMPN 1 Batu.
1.4 Significance of the Study
The result of the research was expected to give contribution to the English teacher and students:
1. For English teachers
The result of the study will be a beneficial reference for teachers as a consideration in teaching writing in the classroom.
2. For the students
The result of the study will be a beneficial reference for students in teaching and learning learning written procedure text, especially in teaching recount text.
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4 1.5 Scope and Limitation
This research is focus on the technique of teaching recount text as instrument or object to improve English writing skill. In this research the researcher choose the second-year students in SMPN 1 Batu.
1.6 Definition of Key Terms
In order to clarify the title “Teaching recount text in SMPN 1 Batu. The researcher gives the definition of key terms to avoid misunderstanding, as follows:
1. Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened.
2. Teaching technique is showing or helping someone to learn how to do something, guiding in the study of something, providing, with knowledge, causing to know or understand (Brown in Prastiwi, 2005).
3. Teaching writing are the complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgemental element Heaton (1990:135).