ANALYSIS OF GENERIC STRUCTURE OF RECOUNT TEXTS( The Study of Fourth Semester Students of STAIN Salatiga in the Academic Year of 20122013) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of
ANALYSIS OF GENERIC STRUCTURE
OF RECOUNT TEXTS
(
The Study of Fourth Semester Students of STAIN Salatiga
in the Academic Year of 2012/2013)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of SarjanaPendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SYAIFUL AZHAR
113 07 131
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
20115
MOTTO
Keep on trying
Are surely, there is an easy after difficulty (QS. Al-Insyirah
6)
AKU ADA KARNA AKU BERKARYA
DEDICATION
This thesis is whole heatedly dedicated to: 1.
Allah SWT, I belive you never sleep. You are the great see and hear. You are the great God.
2. My beloved family, especially for the most great, beautiful and wonderful women all over the world; MY MOTHER, “Faizah” and also MY FATHER “Shonhaji”, and my beloved my brother “Qoyyimul Ikhsan”, sister “Alfiatul Karimah”, and grandmother “Mbah Sukaenah”, thanks for your kindness, togetherness, and love, I love you so much.thanks for all sacrifices, patience, trust, encouragement, support, finance, and pray.
3. My beloved girlfriend, Robi‟atul Awaliyah (MimiiQ) thanks for your helps, support, motivation, spirit, love and attention to me in everything I have done, and all of experience, I love you so much.
4. My best and beloved friends in life, especially Teguh, Pendel, Plolo, Kluwus, Kliwone, Danang, Rifqy, Muna, Tuba, Zulfi, Tuba, White, Deny, Agung, Latep, Udin, Ari, Inas, Irsa, Sugeng, lucas, Maya, Pak Jo, thanks for your support, help, kindness, experience, and togetherness. I would always remember you all.
5. All of SMC (Alfonso dkk, Dedicato, E- lano, Awarness, Willpower, Zealouz, Cambioso, Extender, Fidelio, cakrawangsa, and next future generations) “MUSIK CERMIN MANUSIA BER
X PRESI, SA LAM MELODI”.
6. All my English department friends in the academic year 2007 especially E class, keep me in your mind and heart.
ABSTRACT Azhar, Syaiful. 2013. “Analysis of Generic Structure of Recount Texts (The Study of Fourth Semester
Students of STAIN Salatiga in the Academic Year of 2012/2013 )”. English and Education Department,
State Institute of Islamic Studies (STAIN) Salatiga. Advisor. Mustikasari, Rr. Dewi Wahyu.
The title of this thesis is ANALYSIS OF GENERIC STRUCTURE OF RECOUNT TEXTS. His study is mainly aimed at describing the generic structure of recount texts made by the Fourth Semester Students of STAIN Salatiga in the Academic Years of 2012/2013. The purposes of the thesis are to analyze of generic structure of recount texts made by the fourth semester student of STAIN Salatiga in the academic year 2012/2013, to find out the problem faced by the students in mastering the generic structure of recount text, and find out the implications of the research for English educations department.
The writer uses descriptive qualitative method by describing and analyze the data taken from 30 texts made by student. In conducting the study the writer uses documentation method for collecting the data. The writer took 30 recount texts made by the student, the text were uploaded in blog staff
The writer classifying text passages recount text into a
generic structure to represent the extent to which students are able to understand the text according to the generic structure of recount text. After getting the result, the writer concludes that,the generic structure of student in writing recount text, as show by the percentage. From 30 recount texts, Orientation 93%, event with one paragraph 40%, event with two paragraphs 36%, event with tri paragraphs 20%, event with four paragraphs 3.3%, and re-orientation 86%. The problem faced by the student in writing recount text is the difficulties to faced orientation and re-orientation, there were two mistakes students in mastering genetic structure of recount text. Firestly, mis-organizing the paraghrap , they didn‟t have Orientation and Re-Orientation, as show in RT-07 and RT-25. Seccondly, mis organizing the paraghrap, they didn‟t have Re-Orientation, as show in RT-19 and RT-27. And the implication of the result for education is to be authentic material as teaching material in writing class.
Key Words: Genre, Recount Text, Generic Structure of Recount Text.
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious, The Most Merciful, The Lord of the Universe.Because of Him, the writer is able to finish this graduating paper as one of the requirements for the degree of Sarjana Pendidikan in English Department of Education Faculty of State Islamic Study is Institute (STAIN) of Salatiga. Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance, advice, help and encouragement from individuals and institution, and the writer somehow realizes this is an appropriate moment for him to deepest gratitude to: 1.
Dr. Imam Sutomo, M. Ag, the head of STAIN Salatiga.
2. Rr. Dewi Wahyu M, S.S., M. Pd., the Chair person of English educational faculty, and The consultant who has educated, supported, directed and give the researchers advices, suggestions, pray and recommendations for this thesis from beginning until the end.
3. All my whole lecturers in English Department of STAIN Salatiga, thanks for your supports, guidance and helps.
4. My beloved, my mother and my father. Allah will give you more. I really love you so much.
5. My brothers, Fika and Qoyim. Thanks for all your support.
6. My beloved, my dearest, someone in my heart, Robi‟atul Awaliyah, thanks for all. I love you so much.
7. My best and beloved friends and brothers, Teguh, Pendel, Plolo, Kluwus, Kliwone, Danang. Thanks for all your support.
8. The big family of SMC thanks for all.
9. All my friends in GETAR, SSC, MAPALA.
10. All students of TBI 06, thanks for our memories.
11. All my friends in English department.
12. All my friends in STAIN Salatiga.
13. Those who can‟t be mentioned one by one because of their support to the writer in realizing the study.
Finally, the writer expects constructive critics and suggestions from readers, because this paper is still far from perfect. This paper is expected to be able to provide useful information to the reader.
th
Salatiga, 16 September 2013 The writer
Syaiful Azhar
TABLE OF CONTENTS
TITLE .................................................................................................................... i DEKLARASI ........................................................................................................ ii ATTENTIVE COUNSELOR ................................................................................ iii MOTTO ................................................................................................................ iv DEDICATION ...................................................................................................... v ABSTRACT ........................................................................................................... vii ACKNOWLEDGEMENT .................................................................................... viii TABLE OF CONTENT ........................................................................................ x
CHAPTER I INTRODUCTION A.
1 Background of the Study........................................................
B.
3 Problem of Study ...................................................................
C.
3 Objective of the Study ...........................................................
D.
3 Limitation of The Problem ....................................................
E.
3 Benefit of The Study ..............................................................
F.
4 Clarification of Key Terms ...................................................
G.
7 Thesis Organization ..............................................................
CHAPTER II REVIEW OF RELATED LITERATURE A.
8 Previous Studies .....................................................................
B.
9 Discourse ...............................................................................
C.
11 Discourse Analysis .................................................................
D.
12 Text .......................................................................................
E.
13 Genre .....................................................................................
F.
16 Recount .................................................................................
G.
20 Generic Structure ...................................................................
CHAPTER III RESEARCH METHOD A.
22 The General Description of STAIN Salatiga .........................
B.
24 Research Methodology ..........................................................
C.
Object of Research .................................................................
24 D. Method of Data Collection .....................................................
24 1. Documentation ...............................................................
25 E. Method of Data Analysis 1.
Categorizing ...................................................................
26 CHAPTER IV DATA ANALYSIS A. Data Analysis ........................................................................
29 1. The Generic Structure of Student in Writing Recount Text
......................................................................................... 29 2. Identifying The Problem Faces by The Student in Mastering Generic Stricture of Recount Text ...............................................
50 3. Implications of The Research for Education ...................
55 CHAPTER V CLOSURE A. Conclusion ............................................................................
56 B. Suggestion .............................................................................
57 BIBLIOGRAPHY CURICULUM VITAE APPENDIX
CHAPTER I INTRODUCTION In this chapter the writer tries to present the introduction of study. It the background of the
study, problems of the study, limitation of the problem, objectives of the study, benefits of the study, clarification of key terms and paper organization.
A. Background of the Study
Writing is one of the four language skills: reading, writing, listening and speaking. Writing and speaking are productive skill. That means they involve producing language rather than receiving it (Mary Spratt, 2005: 26). Writing clear sentences requires you to learn the rules of English grammar and mechanics such as the correct use of verbs and pronoun, as well as commas and other marks of punctuation. It is also included in one of the existing syllabus.
English Education Department of STAIN Salatiga is one of the majors are taken into account in STAIN Salatiga. In English Education Department, students acquire writing material sequentially. For example, students can take a course in writing II if had graduated in writing I, writing material in English Education Department, That student is required to understand and know about the text or genre.
There are various ways to organize the sentences in a piece of writing. One of them is recount text. According to Hyland, recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining ( Ken Hyland, 2004:29). In the recount text, the sentences are usually organized according to time order or chronological order. One thing happens and then another thing happens, and the events are told in the same order. Based on my experiences, there are some problems found in field when giving writing materials to the students, especially the recount text.
Based on learning proses in English Education Department, there are many problems faced by students when writing.
The first problem is that the students‟ writing is not comprehensible. Because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The second problem is that there are many errors in structure, vocabulary, grammar, and spelling.
The existence of some problems in learning English, especially in writing recount text, writer tried to determine the extent of students' understanding of text recount, with doing this research. In this study more specific about the generic structure of the text contained in the recount.
By conducting this research, the writer hopes to determine the extent of student understanding in drafting recount text. In this study more specific about the generic structure of the text contained in the recount, called Analysis of Generic Structure of Recount Texts
( The Study of Fourth Semester Students of STAIN Salatiga in the Academic Years of 2012/2013).
B.
Problems of Study To specify the topic, the writer proposes the problems as follow: 1.
How are the generic structures in the recount texts made by fourth semester student of STAIN Salatiga in the academic years 2012/2013?
2. What problem are faces by the fourth semester students of STAIN Salatiga in the academic years 2012/2013 in mastering generic structure of recount text?
3. What are the implications of the research for English education department?
C. Objectives of the Study 1.
To analyze of the generic structure of recount texts made by the fourth semester student of STAIN Salatiga in the academic years 2012/2013.
2. To find out the problems faced by the students in mastering the generic structure of recount text.
3. To find out the implications of the research for English education department.
D. Limitation of The Problem
The Writer limits the study only in analyzing of generic structure of recount text the case study fourth semester student STAIN Salatiga in the academic years 2012/2013.
E. Benefits of the Study
This writer is expected to having some benefits especially for: 1. For the students
The students of STAIN Salatiga can improve their ability in writing text especially in recount text. Furthermore, they can transfer what they know cognitively about language features of recount text especially in generic structure.
2. For the teacher This result of the study helps the teacher to find out their student‟s weaknesses in writing and understanding recount text.
3. For the writer The writer can increase his knowledge about generic structure in recount text.
4. For the readers It can enlarge the readers‟ knowledge about text or genre, especially recount text.
F. Clarification of Key Terms
1. Genre Genre is used to refer to particular text-types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purpose (Rudi Hartono, 2005: 4). The meaning of the genres intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.
2. Text Human being lives in a world of words. When these words are put together to communicate a meaning, a piece of text is created. When speaking or writing to communicate a message, there are constructing a text. When reading, listening or view a piece of text, there are interpreting its meaning (Mark Andersons and Kathy Andersons, 2003: 1).
In general, text is an article which often read. It is the language unity that expresses the meaning contextually. The limitation of the text is that the text is not measure the number of sentence or page, but the text is measured from the meaning expressed and context. Thus, the quality of the text is not measured from the quantity of the sentences (Tri Wiratno, 2003: 3-4).
3. Recount Text Recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining. The tense that used in recount text is past tense. Social purpose of recount is to reconstruct past experiences by retelling events in original sequence. We can look at the sample of recount in personal letters, police report, insurance claims, and incident reports (Ken Hyland, 2004; 29).
Recount text is based on the life experience and foreign language. Recounts are used in most subjects to show memory of series of events as in accounts of Science excursion, everyday life in another time or culture.
4. Generic Structure The common grammatical features of recount text (Ken Hyland, 2004; 135) are: a.
Orientation: provides the setting and produces participants. It provides information about whom, where, and when.
b.
Record of Events: tell what happened, present event in temporal sequence. It is usually recounted in chronological order. Personal comments and/ or evaluative remarks, which are interspersed throughout the record of events.
c.
Re-orientation: optional-closure of events. It is rounds off the sequence of events.
5. Language Feature of Recount Text According to Mark Anderson and Kathy Anderson (1998:49) the language features usually found in a recount text are: a.
Proper noun and pronouns to identify those involved in the text b.
Action verb c. Descriptive word to give details about who, what, what, when, where, and how.
d.
The use of the past tense to retell the events.
e.
Conjunction and time connectives.
f.
Adverb and adverbial phrase.
g.
Words that show the order the events.
G. Thesis Organization
The thesis organizations of the study are as follow:
Chapter I is Introduction it consists of the background of the study, problems of the study, objectives of the study, limitation of the problem, benefits of the study, clarification of key terms and thesis organization.
Chapter II is about the review of related literature. It consists of previous research, definition of discourse, discourse analysis, definition of text, and genre, recount text and generic structure of recount text.
Chapter III is about the methodology of the research. It consists of the general description of STAIN Salatiga, research methodology, and object of the researches, data and data source and method of data collecting.
Chapter IV is finding of this research: it describes the generic structure of student in writing recount text, the problem faces by the student in mastering generic stricture of recount text, and implications o the research for education
Chapter V is about conclusion based on the analysis result. The writer also proposes some suggestion to improve the teaching learning process in writing session.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter the writer tries to present the related literature theories. It consists of the previous
research, definition of discourse, discourse analysis, definition of text and genre of text, recount text and generic structure of recount text.
A. Previous Research
In this research the writer reviews some reports of related researches to enrich the data about analysis recount text. The previous studies were from the students of English Education Department in Central Java.
Firstly, Haryanto in his researched conducted the 2007. He was analyses about grammatical error analysis in students‟ recount texts. Which were made by (Twelfth Year Students of SMA N 1 Slawi in the Academic Year of 2006/2007). He was study of English Department Faculty of Languages and Arts in Semarang State University (UNNES). This final project primarily dealt with grammatical error analysis. It described the grammatical errors on recount texts made by the twelfth year students of SMA N 1 Slawi in the academic year of 2006/2007. It used the qualitative approach of which the data were obtained from the students‟ recount text writing. These writings were then analyzed. The grammatical errors were classified into seven groups. It could be concluded that the possible causes of errors are overgeneralization, and interference.
Secondly, Nur Happy Indahsari in her researched conducted the 2010. She was analyses about an analysis of participant and process in recount text made by the eighth grade students in SMP ALHUDA Semarang in the academic year 2009/2010”. She was the study of English Department, faculty of Language and Art Education, Institute of Teacher Training and Education PGRI Semarang. This research was categorized as qualitative descriptive research. The analysis of the data in this research used descriptive analysis. The qualitative data can be composed directly to make decision of the research. The population of this graduating paper, the writer takes all of the eighth grade students of SMP ALHUDA Semarang in the Academic year 2009/2010. The writer took 30 students for sample. In collecting data, the writer took writing test. The main purpose of conducting the test was to measure students‟ ability in writing recount text.
In contrast to previous studies, there are similarities in methodology and object in the research, which is recount text. Furthermore there are underlying differences in this study, if in the previous studies describe the grammatical error analysis and an analysis of the participants and processes recount text, in this research the writer analyzed the generic structure of recount text, so the writer can continue the research because there is no similarity among those previous studies.
B. Discourse
Discourse is a dicipline to the investigation of the ralationship berween from and fungtion in verbal communication (Renkema, 1993:1). Verbal comunication relate to spoken language, while written language is appeared in the form of text. Therefore, discource is different from text. Discource focused on process, while text focuses on language production. Text is all forms of language not just the words printed on sheets of paper but also all kinds of expressions of communication, speech, music, pictures, sound effects, images, and so on. Context includes all situations and things that are beyond the text and influence the use of language, such as participants in the language, situations where the text is produced. The discourse here, then interpreted as text and context together.
Tarigan in Sumarlam (2008:7) states that discourse is a unit of language that the highest or most comprehensive and largest on the sentence or clause with a high coherence and cohesion and sustainable, has a real beginning and end, delivered orally or in writing.
According to the definitions and statements above, it is clear that discourse is a linguistic element that is relatively the most complex and most complete. Linguistic support unit includes phonemes, morphemes, words, phrases, clauses, sentences, paragraphs, until the whole essay. However, discourse is basically also an element of pragmatic language. Moreover, the use and understanding of discourse in communication require different tools and it is quite a lot. Therefore, the study of discourse becomes mandatory in the process of language learning. The goal is to equip the language user in order to understand and use language properly and correctly. Each study discourse will always associate the elements of the unit underneath the existing language, like phonemes, morphemes, phrases, clauses, or sentences.
From the description and some definitions above, it can be concluded that discourse lies higher than the level of sentence grammar on a scale of grammar and logical mind has regularity (coherence) and also a link (cohesion) in its structure. Discourse is characterized by continuity of information. The meaning of sustainability is defined as unity of meaning. Important elements in the discourse is like a language unit, complete, address the sentence or clause, regular or compact, sustainable, cohesion, oral or written, the beginning and end of the real.
C. Discourse analysis
Linguistic had focused its analysis on sentence until the beginning of decade 1950s. Then in 1952, a famous linguist in linguistic discipline, Harris published an article entitled “Discourse Analysis” in Language magazine. He expressed a new opinion stating that the most complete unit of language is discourse, not a sentence. That opinion had brought linguist started to analyze language basic on discourse.
Discourse analysis is not only widely recognized as one of the vastest, but also the least defined areas in linguistics. One reason for this statement is that our understanding to discourse analysis is based on scholar from a number of academic disciplines that are actually very different from one to another. However, as the least defined areas in linguistics, the study of discourse analysis is supposed to be the most important study of language.
According to Schiffrin (1994:20), there are three definitions of discourse which are influenced by different paradigms where they reflect to different assumption between formalist, functionalist, and formalist-functionalist dichotomy. Discourse is often defined in two ways: a particular unit of language (above the sentence), and a particular focus (on language use). These two definitions of discourse reflect the difference between formalism and functionalist paradigm. And Schiffrin also suggests two prominent definitions, namely as a unit of language larger than a sentence and as language use.
D. Text
When we study about genre, we must know about a text completely because genre ha very close relation with a text. Generally, a text is something that we usually read. There is definition of a text that the writer takes from Exploring How Text Works book; in order to support his study in her book, (Derewianta, 1995:17) as quoted by (Himawati, 2009:20) stated that a text is any meaningful stretch of language – oral or written.
Mean while, (Halliday, 2004:10) explained that text is not group of words hut as a semantic unit. From the quotation above, it is clear that in defining about text we must also regard to the group of word meanings in one text
Human being lives in a world of words. When these words are put together to communicate a meaning, a piece of text is created. When speak ing or writing to communicate a message, there are constructing a text. When reading, listening or view a piece of text, there are interpreting its meaning (Mark Andersons and Kathy Andersons, 2003; 1)
In general, text is an article which often read. It is the language unity that expresses the meaning contextually. The limitation of the text is that the text is not measure the number of sentence or page, but the text is measured from the meaning expressed and context. Thus, the quality of the text is not measured from the quantity of the sentences (Tri Wiratno, 2003; 3-4).
According to Hartono, text is a unit of meaning which is coherent and appropriate for its context (Rudi Hartono, 2005; 4).Human beings are different from other creatures that live in a world of words. When these words are put together to communicate a meaning, a piece of text is created. They will think to express their expressions; it is mean human need to express their own in many ways that can be understood by others. Human can use a text as one of the ways to express their own. It means that when the writer uses language to write, he is creating and constructing a text. When the reader reads a text, he is interpreting texts. Moreover, creating and interpreting text also occur when they are talking and listening.
E. Genre “Genre is used to refer to particular text-types, not to traditional varieties of literature.
It is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purpos e” (Rudi Hartono, 2005; 6). The meaning of the genres intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.
Know as theory of genre about forward, methods and suggestion about the teaching of writing. One of its main concerns is to discover and describe the major characteristic of kinds of writing.
Genre are kind of text that each of them has communicative purpose, text structure and characteristics of linguistic. Language is social phenomena and that to use language – to speak or write is to be engaged in an entirely social activities (Smith: 1990) as quoted by (Himawati,
2009:21). It means that anything about language is the kind of words. We use sentences, we construct ways, we interact with language has social reason and social effect.
There are fifteen types of genre text, (Rudi Hartono, 2005; 6) they are: 1. Recount is a kind of genre used to retell events for the purpose of informing or entertaining.
2. Narrative is a kind of genre used to amuse, to entertain and to deal with actual or various experiences in different ways.
3. News story is a factual text which informs reader‟s events of the day which are considered newsworthy or important.
4. Anecdote is a kind of genre used to share with others an account of an unusual or amusing incident.
5. Spoof is a kind of genre used to retell an event with a humorous twist.
6. Procedure is a kind of genre used to describe how something is accomplished through a sequence of actions or steps.
7. Explanation is a kind of genre used to explain the processes involved in the formation or workings of natural or socio-cultural phenomena.
8. Report is a kind of genre used to describe the way things are, with reference to arrange or natural, manmade and social phenomena in our environment.
9. Analytical exposition is a kind of genre used to persuade the reader or listener to take action on some matter.
10. Discussion is a kind of genre used to present (at least) two points of view about an issue.
11. Description is a kind of genre used to describe a particular person, place or thing.
12. Review is a kind of genre used to critique an art work or event for a public audience.
13. Commentary is a kind of genre used to explain the processes involved in the information (evolution) of a social-cultural phenomenon, as though a natural phenomenon.
14. Hortatory exposition is a kind of genre used to persuade the reader or listener that something should or should not be the case.
F. Recount
Recount is typically tells entertain by dealing with a sequence of events that establishes a relationship between a writer/reader and speaker/listener. Recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining. The tense that used in recount text is past tense. Social purpose of recount is to reconstruct past experiences by retelling events in original sequence. We can look at the sample of recount in personal letters, police report, insurance claims, and incident reports (Ken Hyland, 2004; 29).
Recount text based on the life experiences and familiar language. Recounts are used in most subjects to show memory of series of events as in accounts of Science excursion, everyday life in another time or culture. Personal letters to friends are often recounts of experience.
1. The Social Function of Recount Text Recount text has some social functions, which are: a.
To retell something happened.
Recount retells past event. Recount begins by telling the reader who was involved, what happened, where this even took place and when it happened.
1) To inform something to the readers.
It informs to the reader about what happened, where this even took place and when it happened.
2) To entertain.
Sometimes, recount retells a funny experience. It has a function to entertain the reader.
2. The Language Feature of Recount Text The language features of recount text are: a.
Focus on individual participant/a group participant.
Recount text focus on what an individual or a group of people were doing. It can be written in the first or the third person. Fist person, is happening to the person writing the recount. Example: I went to the park. The third person, an observer is telling it. Example: Vera went to the park; she saw a pond near that park.
b.
Using past tense Past tense is the form a verb used to describe actions in the past. Many linguistics explain by the own term but most of them have the same content.
c.
Simple Past The simple past indicates that the activity or situation began and ended at a particular time in the past.
For example: I walked to school yesterday.
If a sentence contains when and has the simple past tense in both clauses, the action in the „when clause‟ happen first.
For example: I stood under a tree when it began rain. d.
Past Progressive The progressive indicates that the activity was in progress in the past.
For example: I was studying at eight o’clock last night.
Sometimes the past progressive is used in both parts of a sentence when two actions are in progress simultaneously.
For example:
While I was studying in one room my house, my brother was having a party in other room.
e.
Past Perfect The past perfect expresses an activity that was completed before another activity or time in the past.
For example: My parents had already eaten by the time I got home .
If before or either is used in sentence, the past perfect is not necessary because the time relationship is already clear. The simple past may be use.
For example: After the guests had left, I went to bed.
f.
Past Perfect Progressive The past perfect progressive emphasizes the duration of an activity that was in progress before another activity or time in the past.
For example: The police had been looking for the criminal for two years before they caught him.
This tense also may express an activity in progress recent t another time or activity in the past.
For example: When Agung got home, his hair was still wet because he had been swimming.
g.
Using Material (action) Process Material Processes are processes of material doing. They express the notion that some entity physically does something-which may be done to some other entity.
h.
Focus on temporal sequence of events (temporal conjunction) Conjunction is a connective. It is a part of speech (or word class) that serves to connect words, phrases, clause or sentence.
Example: Last year, on the weekend, then, etc G.
Generic structure
Recount text has several elements, one of which is the generic structure. In making the recount text should match the existing generic structure, because this is an early grounding in making text recount According to Derewianka (1990) as stated by Miranti (2008:16) generic recount text structure is as follows:
1. Orientation
The orientation provides all the necessary background information to enable the audience to make sense of the text. To ensure that the orientation is detailed and thorough, use the words (who, what, when, where, and why). The writer or speaker needs to gives information about what happened, who or what was involved, when and where the events occurred and why. An awareness of audience and purpose will assist the author in selecting the amount of detailed needed.
2. Series of events In series of events the writer writes the events chronologically. It begins from the first event, followed by the second event to the last event. The sum of events depend on the creativity of the writer.
Events should be selected carefully to add to the audience‟s understanding of the topic. Students should be prepared to discard events and details that are unimportant or uninteresting. A recount, in most cases, is more than a „shopping list‟ of every possible detail. Students should be guided to select only those events that are relevant and that can be expanded through the inclusion of specific details.
3. Re-orientation (optional) The final section concludes the recount by summarizing outcomes or results, evaluating the topic‟s importance or offering personal comment or opinion. It can also look to the future by speculating about what might happen next. But, not all of recount closed by re-orientation. It is optional.
CHAPTER III RESEARCH METHOD In this chapter the writer tries to present the methodology of the research. It consists of the
general description of STAIN Salatiga, research methodology, and object of the researches, data and data source and method of data collecting.
A. The General Description of STAIN Salatiga
STAIN Salatiga is the State Institute of Islamic Student located in Salatiga, the air cool and very conducive to learning. STAIN Salatiga integrate the development dimension of spirituality, intellect, and professionalism, providing quality assurance process and output educators. STAIN Salatiga graduates can enter the workforce and science with high competence and character as well as the moral good.
STAIN Salatiga has two campuses. Campus I on Jl. Tentara Pelajar No.2 Salatiga and Campus II on Jl. Nakul Sadewa V No. 9 Salatiga. Lecturer in academically qualified STAIN Salatiga: 4 Professor, Doctor of 11 people, 47 people were S3 and Masters 50. Employees in stain salatiga there were 54, 8 SMA graduates, master of 6 people, DIII of 4 people, and 36 S1.
Salatiga stain has two majors. Firstly, the Department of Tarbiyah serve to organize academic and professional education, whose goal is to establish Islamic Education Degree, who have expertise in the field of education and teaching of Islam with special expertise in the field of Islamic education studies, Arabic, and English, and be entitled to be a teacher or teaching in their field of study.
Secondly, Shariah Department serves to organize academic and professional education, which aims to establish Islamic Law degree, who have expertise in the field of Islamic law and positive law with particular expertise in the areas of al - ahwal al - Syakhshiyah ( religious court ).
In the Department of Shariah also D - III program, with a concentration in Finance and Islamic Banking professional education aims to form an expert associate that has expertise in both management and financial accounting in financial institutions and banks. He earned a bachelor's degree is A.Md.
STAIN Salatiga this year opened four courses ( Prodi ) is new; Raudhatul Atfal Teacher Education ( PGRA ), Islamic Broadcasting Communications ( IBC ), the Islamic Cultural History ( SKI ), and Science Quran and Tafsir ( IAT ). Prodi PGRA an opportunity for RA or kindergarten teachers under the Ministry of Religious and Islamic activists such as early childhood education, KB ( KB ), and managers and teachers TKQ - TPQ .
For KPI is projected to generate a reliable extension of Islam and dynamic, public relations, and entrepreneur in the field of information. The SKI, It is expected that graduates become experts in the field of history and social science, history philologist or society activists. While the IAT is projected to generate activists and researchers Tafsir al-
Qur‟an. Master Program (S - 2) Education Department State Institute of Islamc Studies (STAIN)
Salatiga established as an attempt to respond to the development of an aging society requires educated workers are oriented to professionals in the fields of science and Islam and teaching.
Development of society who are in the process of globalization of information and international relations - West - East , demanding an increase in the role of science and professionals in the field to Islamization and teaching both quantitatively and qualitatively .
B. Research Methodology
This research is a qualitative research and also called descriptive research. The writer chose this method because it is compatible with this research where the data are in form of words.
Qualitative writers have adopted a hermeneutic perspective on the text-that is, the perspective which views the text as interpretation can never be judged to be true or false. Text is only one among many possible interpretations (Patton 2002:114). It does not present the data and the result in the form of statistics but it present in the form of description. This research was present a descript analysis of generic structure of recount text the study of fourth semester student of STAIN Salatiga in the academic year of 2012/2013.
C. Object of Research
The research object is the recount texts which were made by the fourth semester students of STAIN Salatiga in the academic year 2012/2013. To be specific in analyzing the data in the researches, the writer takes 30 texts.
D. Method of Data Collection
Collecting a need data is one of the most important steps in a research. For this reason, a writer should be able to determine an appropriate technique to collecting a data. There are several techniques to collect the data including observation, questioner, interview and documentation study (2004: 70) in this case, the writer uses documentation study as the way to collecting data.
1. Documentation
According to Arikunto (2002; 206) „mencari data mengenai hal-hal atau variable yang
berupa catatan, transkip, buku, surat kantor, majalah, prasasti, notulen, rapat, agenda dan sebagainya’. In this study uses the data took the text made by students, which is documented
and made as research material.
Documentations study is technique of data collection witch indirectly aimed to subject of research. While documentation is a record of events in the past in form of hand writing, or even literature work (sugiyono, 2006; 329)