Theoretical Framework

3) Process of Writing

According to Department of Education of Western Australia (2013:210), the process of writing stated as follows.

a) Planning is the activity of the students to consider their topic of writing, the purpose and audience for their text and making some choices about the form that

the writing will take. It also involves anything that helps the students figure out what they will say and how they will say it.

b) Drafting is the process of transferring initial ideas or plans into texts.

c) Conferring is receiving feedback from others that can be used to help improve and polish drafts.

d) Refining is the process to take closer the text for completion. Here, the students take a closer look at their drafts to make decisions about whether to move text,

add text, cut text or leave things alone. The refining process consists of revising, editing and proofreading.

e) Publishing is the process of preparing a text for final presentation or for sharing to the intended audience.

Stead and Hoyt (2012:26) state the writing process as follows.

a) Prewriting: planning and research.

b) Drafting.

c) Revising.

d) Editing

e) Publishing. Besides, the Ontario Ministry of Education (2005:I.11) explains the writing process through five steps, namely.

a) Planning is the stage wherein the students think and generate idea related to their prior knowledge or personal experience.

b) Writing a draft is time for the students to start to write on paper as much as they plan before.

c) Revising is the stage wherein the students revise all things should be revised in their draft. They should add more specific information for the vague explanation and reorganize their writing logically and makes a sense.

d) Editing is the stage wherein the students allow to edit again their draft and check for the correctness of grammars or mechanics of writing. They also need to be

taught to proofread their own writing and the writing of others.

e) Publishing is the time for the students to publish their writing by presenting it to the audiences.

All in all, it can be concluded that composing a good writing, it must go through steps as process of writing to produce better writing. Here the researcher concluds the process of writing as follows.

a) Planning; wherein the students select the topic should they write, and to generate their ideas.

b) Drafting; allowing the students start to write or to put their idea onto the pieces of paper.

c) Revising; letting the students recheck and revise their writing after drafting process.

d) Editing; asking the students rewrite or edit their writing to the correctness spelling, grammar, better organization, and to proofread their writing.

e) Publishing; finalizing activity of the students’ writing by publishing or sharing their final writing to their friends.

As a whole, writing is not a simple activity. It is a complex one that should be done through sequence of steps. It starts of planning, drafting, revising, editing end publishing the writing itself for the last time. Through Modelled Writing, the researcher shown how the process of writing itself exists in sequence.

4) Elements of Writing

Bailey (2006:68) confirms the elements of writing are the various skills that are needed for most types of academic writing, whether it is a short report, a long essay or a dissertation. It is like components that is structured the writing itself. There are several elements of writing as follows.

a) Argument or idea in writing.

b) Cause and effect that shows the relationship between two different situations.

c) Cohesion which is functioned as linking phrases together so that the whole text is clear and readable.

d) Comparison that shows the differences between two different things or situations.

e) Definitions which uses to clarify or gives more detail information about the topic and its explanation.

f) Discussion that is close related to the situation when the students share opinions such essay to other for examining the essay itself.

g) Examples that is used as additional information to support statements in writing.

h) Generalizations which is used to present complex ideas or data in a simple form which easy to understand and remember.

i) Numbers that was used as statistical data to support the statements. j) Opening paragraphs which is containing general information about the topic of writing. k) References and quotations that are used to quote the other writers’ idea. l) Restatement and repetition that are used to give more explanation about certain

point.

m) Style is the design and structuring of writing, includes the diction or word choice. n) Synonyms is the paraphrasing of sentence in writing. o) Variation in sentence length is the length of each sentences. However, short

sentences are better, more clear and easy to read, than long sentences. p) Visual information that shows additional information through graphs and tables. Ontario Ministry of Education (2005:I.14) provides several elements of

writing like as.

a) Ideas or content is the main focusing information of writing itself.

b) Organization is an effectiveness of the structuring of the draft.

c) Voice is connecting the writing to the author.

d) Word choice (diction) is word with appropriate selection used in the draft of writing.

e) Sentence fluency is reflects to the rhythm and flow that is given to a peace or paper.

f) Conventions is point to the mechanics of writing and include spelling, grammar, punctuation, capitalization, and paragraphing.

g) Presentation is dealing with the visual layout of the text that is needed to be organized well before publishing.

To finalize the statements above, it can be mentioned that elements of writing are the basic components of the writing composition itself. They are just like ideas, words, sentences, voice, organization, fluency, convention, and some others that are build the correct and functional writing. In other view, elements of writing are very important to be known by the students to increase their writing skill to produce the

meaningful text. For instance, a paragraph contain many words that are combined becoming sentences, having idea and composed in good organization. Besides, a text also contain diction and convention that makes the usage of words themselves are functioned. Lastly, recognizing elements of writing affected to the result of writing activity itself. Moreover, recognitions toward them helped the students to have greater understanding about writing and production. Thus, the researcher had guided the students also to have a look about this point when the research was conducted.

5) Purposes of Writing

The Ontario Ministry of Education (2005:I.4) writes four main goals of writing instruction for student s’ achievement as follows.

a) Conveying a message clearly and creatively.

b) Communicating ideas, thoughts, feelings, and experiences.

c) Understanding that writing is a reflective and interactive process.

d) Understanding the elements of writing or things are constituted to writing. Besides, Yunus, et al, (2013:1.3) provide several functions of writing, namely.

a) Personally function; used to express thought, attitude and feeling.

b) Instrumental function; used to influence attitude and mindset of others.

c) Interactional function; used in social interaction.

d) Informative function; used to assert information.

e) Heuristic function; used to learn by getting the information.

f) Aesthetic function; used to express feelings toward art value.

Furthermore, Ferguson (2004:11-13) concludes that purposes of writing as follows.

a) It is used as tool for persuading other.

b) It can be medium to explaining information.

c) It is used to describe things through written text form. All in all, it can be said that the purpose of writing is to help the students to mastery communication competence through written text language. However, the students are expected to express their idea, thought, feeling and experience to others through writing. Writing is also letting the students share idea to others for persuading, explaining and describing things. Recognition on purposes of the writing

itself will increase the students’ motivation in developing their writing competence. This point will show the students how greater the importance of the writing itself and

how better its affection on their ability. Here, the researcher had let the students know more about purposes of writing, so that it can help the students themselves to

be more serious in acquiring the writing competence as expected on the research.

7) Assessment of Writing

To know the students’ ability in writing, the researcher performs the test in form of essay test; that is composing personal writing which is related to the teaching

material. As the scoring guideline, the researcher used evaluation guideline of analytic scoring as supported by Weir (1990) in Weigle (2002:117) which consider five important things should be seen on writing as written as follows.

a) Relevance and Adequacy of content

0. The answer bears almost no relation to the task set. Totally inadequate answer.

1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and / or pointless repetition.

2. For the most part answers the tasks set, though there may be some gaps or redundant information.

3. Relevant and adequate answer to take set.

b) Compositional organization

0. No apparent organization of content.

1. Very little organization of content. Underlying structure not sufficiently controlled.

2. Some organizational skills in evidence, but not adequate controlled.

3. Overall shape and internal pattern clear. Organizational skills adequately controlled.

c) Cohesion

0. Cohesion almost totally absent. Writing so fragmentary that comprehension of the intended communication is virtually impossible.

1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.

2. For the most part satisfactory cohesion although occasional deficiencies may mean that certain parts of the communication are not always effective.

3. Satisfactory use of cohesion resulting in effective communication.

d) Adequacy of Vocabulary for purpose

0. Vocabulary inadequate even for the most basic parts of the intended communication.

1. Frequent inadequacies in vocabulary for the task. Perhaps frequent lexical inappropriate and / or repetition.

2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriate and / or circumlocution.

3. Almost no inadequacies in vocabulary for the task. Only rare inappropriate and /or circumlocution.

e) Grammar

0. Almost all grammatical patterns inaccurate.

1. Frequent grammatical inaccuracies.

2. Some grammatical inaccuracies.

3. Almost no grammatical inaccuracies.

f) Mechanical Accuracy I (Punctuation)

0. Ignorance of conventions of punctuation.

1. Low standard of accuracy in punctuation.

2. Some inaccuracies in punctuation.

3. Almost no inaccuracies in punctuation.

g) Mechanical Accuracy II (Spelling)

0. Almost all spelling inaccurate.

1. Low standard of accuracy in spelling.

2. Some inaccuracies in spelling.

3. Almost no inaccuracies in spelling. Maximum Score = 7 x 3 = 21

Constant Number = 100

Note: The guideline for scoring according to this evaluation rubric before can be seen on Chapter III page 54.

b. Recount Text

1) Definition of Recount Text

Recount text is a text that tells about the story or experience in the past even. According to Widiati et al (2008:29), “Recount is a text which has social function to retell events for the purpose of informing or entertaining.”

2) Purposes of Recount Text

According to Priyana, Irjayanti and Renitasari (2008:89) about the purpose of recount text is as follows.

Recount text has purpose to document a series of events and evaluate their significance in some way. It focuses on sequence of events, all of which related to the occasion. It also has expression of attitude and feeling, usually made by the writer about the events.

Besides, Wardiman, Djahur and Djusma (2008:70) write two purposes of recount text, namely.

a) It is used to give the students a description of what occurred and when it occurred.

b) It is used to retell events for the purpose of informing and entertaining the students.

Based on the elucidation before, the researcher takes point that the purpose of recount text is to retell events that happened in the past to the students as readers. It is also used to inform or to entertain them. Similarly, it is also used to share events as part of personal experience. Thus, by learning recount text, the students had competence to share their experience, or events that ever happened before in written text form.

3) Generic Structure of Recount Text

According to Anderson and Anderson (1997) as quoted in Yuliana (2014:21) recommending the steps for constructing recount texts, which are consist of three main parts: the first paragraph that gives background information about who, what, where and when (an orientation); a series of paragraphs that retell the events in the order in which they happened; and a concluding paragraph that may include a personal comment.

Wardiman, Djahur and Djusma (2008:70) confirm three main parts of recount text as follows.

a) Orientation; the part contains the setting and introduction of participants of the event.

b) Events; the part which tell of what happened chronologically.

c) Reorientation; the part contain the optional-closure or ending of event. Similarly, Widiati, et al., (2008:29) affirm that recount text is structured by

three main parts, namely, orientation (the part provides setting and introduces participant), events (the part that tells what happened chronologically) and reorientation (contains the optional-closure or ending of events). All of these parts are integrated in recount text. They also constructed chronologically to save the meaning for better understanding because randomization sentences will provoke the existence of ambiguous and vagueness.

On the whole, the correct recount text is organized correctly, by means; it is constructed by three main parts, namely, orientation, events and reorientation. The information about the setting or participants of events can be seen in the orientation part, the list of events are composed chronologically in the events part, while the optional-closure or the ending of the events themselves can be seen on the reorientation part. Here the researcher noticed that knowing the parts of recount text helped the students to compose the recount text correctly without randomization sentences, ambiguous and vagueness of meaning.

4) Language Features of Recount Text

Priyana, Irjayanti and Renitasari (2008:89) notice that the language features of recount text as follows.

a) Using nouns or pronouns to identify people, animals or things involved.

b) Using action verbs to refer to events.

c) Using past tense to tell the past event.

d) Using appropriate conjunctions and time connectives to put the events chronologically.

e) Using the adverb or adverbial phrases to indicate place and time.

f) Using adjectives to modify the noun. Likewise, Widiati, et al., (2008:29) describe the language features of recount text like as.

a) Using the participants such as people, animals or things that are involved in events.

b) Using the action verbs in clarifying the events.

c) Using the simple past tense.

d) Using connectives or transitional devices in constructing sentences orderly.

All in all, it can be said that the language features of recount text refers to the common grammatical patterns that are constructed implicitly toward the body of recount text itself. A great recount text has the participants like the people, animal, or thing that is involved in the events that might be described more detail by using adjective. In telling the events, of course the action verbs are used, while to put them chronologically, the conjunctions or connectives might be used. Recognizing that

events that are told in recount text are happened in the past time, undoubtedly, it uses the simple past tense. All of the points before refer to the language features of recount text that must be known by the students in learning recount text. Fortunately, mastering the language features had guided the students to compose recount text correctly and grammatically.

5) Examples of Recount Text

a) Holiday in Pasir Kencana Beach Last week my friend and I were bored after three weeks of holidays, so we rode our bikes to Pasir Kencana Beach, which is only five kilometres from where I live. When we arrived at the beach, we were surprised to see there was hardly anyone there.

After having a quick dip in the ocean, which was really cold, we realized one reason there were not many people there. It was also quite windy. After we bought some hot chips at the takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part of the sand. We had the wind behind us and, before we knew it, we were many miles down the beach.

Before we made the long trip back, we decided to paddle our feet in the water for a while, and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly dawned on us that all the way back, we would be riding into the strong wind.

When we finally made it back home, we were both totally exhausted! But we learned some good lessons that day. (Written by Muhammad Fadhil Immas)

b) My vocation with my beloved persons One day, my sister said to me that she really wanted to go to the beach. So I promised her that the next day we would go to Maron beach in Semarang. The next day, we prepared many things in the morning. We brought some foods and beverages, such as fried rice, chocolate wafers, potato chips, water and orange juice. Before going to the beach, I ask my boyfriend, Kiki, to join us going to the beach. He agreed to join and he came to my house. After that, we went to the beach. We went there by motorbike. It took 25 minutes to arrive there. Then, we bought tickets in the entrance gate. Before swimming, we changed our clothes first. We swam there for more than one hour. We felt so tired that we decided to eat the foods that we had brought. Next, my boyfriend and I created a very big sand castle, while

my sister continued swimming. After that, we decided to go home because it was getting dark.

On the way home, we still felt hungry. So we stopped at a Javanese restaurant to eat something. I ordered gudeg, while my boyfriend and my sister ordered rames rice. After finished eating, we paid our bills. Then, we went home. We arrived at home at 6 o’clock and we were absolutely

exhausted. That was a very exhausting day, but I felt so happy that I could have a vacation with my sister and my boyfriend. (Written by Ilima Fitri Azmi)

All of the examples before constructing through correct generic structures and language features. In the first and second examples before, the first paragraph are part of orientation; the second paragraph are events, while the third paragraph are reorientation. While in the third example, the first paragraph is orientation, the second and the third paragraphs are events, and the fourth paragraph is reorientation. Besides, all of the examples before use the simple past tense and connectives in constructing sentences. By recognizing all the generic structures and language features that composing the examples before, it can be said that they are correct example of recount text. Thus, the researcher explained clearly and precisely to the students about generic structure ad language features of recount text itself before they turned to create their personal recount text individually. Surprisingly, the students could understand those points quickly and correctly which could be seen from the result of their writing. Most of them had competence to compose correct writing about their personal recount text related to their past experience or event that ever happened before.

c. Relationship between Modelled Writing and Writing Recount Text

Modelled Writing is close related to the recount text as the material teaching that is selected in the research. At the very beginning, Modelled Writing is defined as the teaching of writing by demonstrating the writing itself to the students at first with purpose to produce the text which is usually based on a situation or experience. As Ontario Ministry of Education (2005:2.3) writes,

In modelled writing, the teacher demonstrates a specific aspect of writing to the whole class: for example, a new writing skill, text form, genre, or format. The text produced during the lesson is usually based on a situation or experience with which students are familiar so that they can relate to the content of the writing.

Besides, New South Wales Department of Education and Training, (2007:31) asserts specific detail about Modelled Writing toward recount text as follows. Modelled Writing is used to build the students’ writing competence to

generate same types of text, they are, descriptions, reports, procedures, recounts explanations, expositions and discussions.

In summary, both theories above shown that Modelled Writing is appropriate to be used in teaching recount text specifically about past experience.