The students will learn words more. The teacher writes words on the board surrounding the picture. That chart will be a kind of dictionary. The chart helps
students pronounce the words after the teacher says them. By applying PWIM, the students will not only learn how to guide their ideas to create a text, but also
listen, read, spell, and pronounce the words chart . Besides, the students‟ attention
will focus on the picture. The classroom participation and interaction will be good enough. Therefore, PWIM is an appropriate strategy in English class in general
and recount text in particular.
2.2 Review of Related Studies
In this part, the researcher talks about the review of theoretical studies. It includes curriculum, writing, genre, teaching writing strategies, PWIM strategy,
characteristics of junior high school, classroom action research and instrument used in this study.
2.2.1 Curriculum 2013
Curriculum is a set of plan of purpose, content, materials and method used as a guide of learning process to gain the certain aim. UU number 20 year 2003, PP
number 19 year 2005 in Document of Curriculum 2013. Curriculum development is directed to reach the competences as stated in Basic Competences. The
students‟ learning responsibility in Junior High School is 38 hours every week. English subject is taught 4 hours of learning. Usually, it is divided into 2 meetings
which each meeting is conducted for 40 minutes, as presented in the table below.
Table 2.1 Curriculum Stucture of Junior High School
English belongs to Group A. It is a group of subjects tending to intellectual and affective aspect, while Group B tends to affective and psychomotoric. In
curriculum 2013, there are Core Competences and Basic Competences that should be gain by the students with the teacher as the media, supporter, facilitator of
learning. The core competences of curriculum 2013 are as follows: 1.
Menghargai dan menghayati ajaran agama yang dianutnya 2.
Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli toleransi, gotong royong, santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan faktual, konseptual, dan
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret menggunakan,
mengurai, merangkai, memodifikasi, dan membuat dan ranah abstrak menulis, membaca, menghitung, menggambar, dan mengarang sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandangteori.
As stated in syllabus of grade VIII, there are three texts that should be
mastered by the students. Those texts are: 1.
Descriptive text Descriptive text stands in core competence 3.5 Menerapkan struktur teks dan
unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan keberadaan orang, benda, binatang dalam jumlah yang tidak tertentu, sesuai
dengan konteks penggunaannya, core competence 3.6 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan
menanyakan tindakankejadian yang dilakukanterjadi secara rutin atau merupakan kebenaran umum, sesuai dengan konteks penggunaannya, and core
competence 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan
tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya.
2. Recount text
In syllabus, recount text stands in core competence 3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan
menanyakan tindakankejadian yang dilakukanterjadi di waktu lampau, sesuai dengan konteks penggunaannya and core competence 3.12 Menerapkan struktur
teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks recount dengan
menyatakan dan menanyakan tentang kegiatan, kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks penggunaannya.
3. Narrative text
It is stated in core competence 3.14 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk fabel, sesuai dengan konteks
penggunaannya. In mastering those kinds of texts, the students must be able to produce the
texts. So that writing should be taught to them in order to gain the basic competence as stated in syllabus.
2.2.2 Writing
