The Formulation of Problem

telephones directories, ballot papers, computer manuals, information for example, news and current affairs magazines, hobby magazines, nonfiction books, public notices, advertisement, political pamphlets, reports, entertainment for example comic strips, fiction books, poetry and drama, newspaper features, film subtitles, games. The third, Raimes mentioned the purpose of writing as belows: ―Writing helps our students to learn. How? First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be the adventurous with the language, to go beyond what they have just learned to say, to take risks. Third, when write they necessarily become very involved with the new language.‖ 7 In conclusion, the purposes of writing are to give a message, to express ideas, to get things done, to provide information and entertainment, and to give a chance to our students for applying the language in written form.

B. Recount Text

1. The Definition of Recount Text

Recount text is one of common text types that used in writing. It is the unfolding of a sequence of events over time and reconstruct past experience. Many experts propose the definition of recount text but their words lead to the same meaning. Anderson defines recount text as a piece of text that retells past events, usually in the order in which they happened. 8 The purpose of recount text is to give the audience a description of what occurred and when it occurred. Hyland, in other word, said that recount text is a text that reconstructs past experiences by retelling events in original sequence. 9 The social function of recount text is to retell events for the aims of informing or entertaining. Some 7 Ann Raimes, Techniques in Teaching Writing, New York: Oxford University Press, 2001, p. 3. 8 Mark Anderson and Kathy Anderson, Text Types in English, South Yarra: Macmillan Education Australia Pty Ltd, 2003, p. 48. 9 Ken Hyland, Second Language Writing, Cambridge: Cambridge University Press, 2003, p. 20.