Improving The Student Writing Ability Through
Recount Technique
CHAPTER I
INTRODUCTION
A. Background of Study
Mastering English speaking is very important, moreover we have been in globalization information and free market era. Information from abroad comes rapidly and freely. Many foreign investors want to invest at many companies in
Now days, English as foreign language is one of the compulsory subject taught in Indonesia. English is the first foreign language from elementary school up to universities. In studying English students develop all skill, there are four basic skill competence that student should master which are writing, listening, reading and speaking (Curriculum for SMP Department of National Education 2004 ),every skill has own goal to reached as the requirement of English mastery.
The findings of the study revealed that the Question and Answer Technique could improve the students' ability in writing recount texts by guiding them in constructing sentences. In constructing sentences, the students were given a series of questions based on certain media (such as timetables, picture series, and so forth). The complete answers of the questions were then constructed in a certain way to make a well-organized recount text. Furthermore, the improvement of the students' ability in writing recount texts could be seen from the increase of students' average writing score from 52.1 in the first cycle, to 70.1 in the second cycle. Besides, from the result of observation checklist, field notes, and questionnaire, the findings of this study indicated that the Question and Answer Technique was effective in enhancing the students' participation and motivation in the teaching and learning process. In addition, the findings of the study revealed the appropriate model of the Question and Answer Technique in the teaching of writing covered the following procedures: (1) giving the students the model of recount texts, (2) having students read the recount texts and pay attention to vocabulary and sentence structure or language feature of recount texts, (3) asking students some questions to ensure that the students have understood about the content and the generic structure of recount text, (4) organizing the students into groups, (5) distributing to each group of students several copies of the picture series with a list of questions (some questions were related to the topic and the picture series, some others were not), (6) assigning the students to select the questions related to the topic and picture series in group, (7) assigning the students to answer the selected questions in group, (8) assigning the students to arrange their answers to be a recount text individually, (9) assigning the students to combine the sentences of their text with the appropriate connectors individually, and (10) giving opinion and suggestion to the students to revise and edit their drafts.
Based on the above findings, it is suggested that the English teachers apply the Question and Answer Technique since it is beneficial in improving the students' ability in writing recount text. Moreover, to the future researcher, particularly those who have the same problems and are interested in applying the Question and Answer Technique in their research, it is suggested that they apply the Question and Answer Technique in the same field which is focused on increasing the students' creativity and curiosity in writing (creative writing) or in the teaching of other language skills, for instance listening and speaking (by having students to listen to an oral monologue for example, and then asking them to answer the questions about the monologue orally).
Writing is an important form of communication. Good writers use different writing techniques to fit their purpose for writing. To be a good writer, you must master each of the following writing techniques.
- Description
Through description, a writer helps the reader use the senses of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, places, and things about which the writer is writing. It is the most common form of writing. You will find descriptive writing in newspapers, magazines, books, and most other forms of written communication.
- Exposition
Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writer. Expository writing, like descriptive writing, is commonly found in newspapers, magazines, books, and most other forms of written communication.
- Persuasion
Through persuasion, a writer tries to change a reader's point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a political speech are examples of persuasive writing.
- Comparison and Contrast
Through comparison and contrast, a writer points out the similarities and differences about a topic. Comparison is used to show what is alike or in common. Contrast is used to show what is not alike or not in common. Describing living conditions in 1900 and living conditions today would allow for much comparison and contrast.
- Narration
Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. Bedtime stories are examples of short stories while novels are examples of long stories. The scripts written for movies and plays are further examples of narrative writing.
B. The Problem of Study
Based on explanation of the background above the writer formulates the problem as follow:
- Is improving the students’ writing ability through recount technique more effective than without recount technique?
- What are improving in the students’ writing ability through recount technique?
C. The Aim of Study
The aim of study is to investigate if improving the students’ writing ability through recount technique is more effective than without recount technique.
D. Key Words
Key Words: writing, recount technique
Writing is a very personal process that exposes your very soul onto the page and out into the world. It is one nerving experience to put your emotions to paper but it can be very intimidating to publish those words. For some writers creating is enough, a personal process or thoughts to paper and all their words will ever become. For others, most writer would venture to guess, it is about the whole process. Just as a story has a beginning, middle and end, so is the writing, publishing, and readership flow of the writing process.
E. Postulate and Hypothesis
- Postulate
- Recount teaching is one of ways that can be used to improve the students writing ability.
- The students writing ability are different
- Hypothesis
Improving the students’ writing ability through recount technique is more effective than without recount technique.
F. The Scope of Study
In this study the writer improved the students’ writing ability through recount technique. This study is limited to only improving students’ writing through recount technique at the first grade of junior high school level.
G. Research Method
In this research, the writer uses Experimental Method. In instrument test, the author uses the method:
- Free- test
- Post- test
H. Population and Sample
1. Population
Population is the object or subject to fulfill certain conditions which related to research problem. Ridhwan (2007: 10) said that “population is all of characteristics or unit of the measurement result which become the research object”.
The population of this research is all student’s 2010-2011 first years students of SMP I Darul Imarah Aceh Besar. There are two classes, they are 1A consists of 20 students and 1D consists 20 students. The total of population are 40 students.
Table 1.1 The population of students
| No | Class | total |
| 1 | 1A | 20 |
| 2 | 1D | 20 |
| | | 40 |
2. Sample
A sample is apportioned of a population, based on Arikunto (2000: 112). “suggested 5%-10% and 15%-20% or more will be taken out as the samples if the population more than 100”, because the population of this study is 40.
The researcher takes all the populations and the sample. The sample the divide into 2 groups, 20 students for experimental group and 20 students for control group. In other words, 20 students in class 1A will regard as experimental group, and 20 students in class 1D the control group, as the following table:
Table 1.2 The sample of students
| No | Class | population | sample |
| 1 | 1A | 20 | 20 |
| 2 | 1D | 20 | 20 |
| | Total | 40 | 40 |
