Recount Text Research Articles

An Analysis of Students’ Difficulties in Writing Recount Text

Teaching English in Junior High School focuses on improving four language skills namely listening, speaking, reading, and writing. The students are expected to be able to master those four language skills. Improving productive skills is the most important in teaching English. One of the productive skills that have to be improved is writing. However, in practical level, a lot of students have difficulties in writing English texts. Therefore, this research aims to analyze students’ difficulties in writing recount text at the 8th students SMP 15 Kota Serang. The method used in this research was qualitative method which used some instruments like documents, questionnaires, and interview. Based on the result of the research, the most difficult aspects of writing recount encountered by the students were in term of grammar, and then followed by the use of verb, capitalization, the use of to be, punctuation, spelling, preposition, and vocabulary. Moreover, based on the result of students’ recount tasks, the biggest errors made by the students were error of misformation, and then followed by error of omission, error of misorder, and error of addition.

AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXT AT THE FOURTH SMESTER OF MUHAMMADIYAH KOTABUMI UNIVERSITY ACADEMIC YEAR 2021/2022

Abstract Problems often faced by students while writing. They are often stuck and seem to have difficulty expressing their ideas in writing. From the assessment done by the lecturer, it is often found many errors in the students' writing on chapter reports. Finally, most of the errors are found in the content aspect, such as grammatical, vocabulary, punctuation, etc. what are the students' difficulties in writing recount text at the second Semester of the University of Muhammadiyah Kotabumi academic year 2021/2022?”The purpose of this research is to determine students' abilities and to explore students' difficulties in writing recount texts. In this study, the researcher took the second semester as the subject. The second semester class consisted of 37 students. In this case, the researcher took 3 second semester students for writing tests and interviews as the research instruments. The results of the study show that the results that can be concluded are that the difficulties faced by students are still grammatical difficulties, spelling errors, and they have limited vocabulary to choose the appropriate diction. It is recommended for lecturers to give students more practice in writing to improve their vocabulary and grammar in writing recount texts.

The Use of Storybird Platform to Arise Students’ Interest in Writing Recount Text

AbstractInterest led to students’ behavior during the learning process. This research was aimed to describe students’ interest in writing recount text through the implementation of Storybird platform as a media in the classroom. The subjects were 35 students VIII A class of SMPN 20 Pontianak. This research was a classroom action research used the observation checklist, field notes, interview and writing test as the instruments in collecting data. It conducted in two cycles. The finding showed that using Storybird platform to teach writing recount text encouraged the students’ interest as same as writing skills. The students were more active, enthusiastic, focus, motivated and confident in their writing class. They enjoyed writing recount text and followed the learning activities. Based on the indicators of interest, the improvement of students’ interest was around 83% to 100% in the last cycle. Moreover it also increased the students’ ability of writing aspects. Based on the quantitative data, the students’ score in cycle 1 was 72.18 and increased into 80, 03 in the test of Cycle II.

Developing Junior High Students’ Writing Skills through WhatsApp Messenger

The objectives of this study are to investigate the use of WhatsApp messenger to develop students’ writing skills, and to find out the benefits and challenges of the use of WhatsApp messenger to develop students’ writing skills. The design of this study was classroom action research. The researcher used observation, interview, and test to collect the data. In analyzing the data, the researcher followed the procedure of data reduction, data display, and conclusion drawing. The study reports that there was an improvement of the students’ recount text writing skill through scientific approach. In cycle I, the percentage of scores covers steps of rhetorical was (67.50%), grammar (71.25%), vocabulary (66.25%), clarity of meaning (67.50%), and relation between ideas (63.75%). In cycle II, the percentage of scores covers steps of rhetorical was (78.75%), grammar (78.75%), vocabulary (76.25%), clarity of meaning (87.50%), and relation between ideas (81.25%). This study also reports some benefits of using WhatsApp messenger were; the students used their creativity in teaching and learning activity, were interested in teaching and learning processes, and conveyed their assumptions in associating and networking freely. In contrast, it also had challenges in teaching and learning processes. The challenges were; most of students were not enthusiastic to follow teaching and learning of WhatsApp messenger. They must be persuaded to ask questions in questioning phase and they must be directed to be disciplined in the classroom.

Using Google Classroom in Teaching Recount Text at the Tenth Grade Students of Vocational School (SMK)

This research aimed to obtain the empirical evidence whether or not Google Classroom has good effect in improving students’ writing Recount Text. This research belongs to quantitative research using quasi experimental design. The population of this research was the tenth grade students of SMK Batik Perbaik in the academic year 2021/2022. The samples of this research were OTKP 1 as a experimental group and OTKP 2 as a control group, The experimental group was treated by using Google Classroom and the control group was treated without Google Classroom. The writer took a pre-test that the classes have relatively the same background knowledge in the research variable and a post-test was to find out the growth of score as measurement of achievement. this research showed that the students progress experimental group in recount text was good. It could be seen score of experimental group was 78.96 and the mean score of control group was 61.28. the highest score of experimental group was 88 and the highest score of control group was 80. The both scores were categorized good. To see whether the hypothesis was accepted or rejected, the researcher used t-test. The result of t-test was higher than t-table that 4.104>2009, so there was a significant difference in students’ achievement between those who were taught recount text using google classroom and the students who were taught recount text without using google classroom Keywords: English writing, Recount text, Google Classroom

The Effect of the Graphic Organizer Method on Students’ Ability to Write Recount Text at Grade X

This research concerns the students' ability in writing recount text. The problem of the study was: Teachers still used conventional methods in every meeting, causing boredom among the students. Students had less vocabulary, and Students did not master grammar. Students were unable to express their ideas. This research used a non-experimental research design. The data were collected by using the test. To obtain the data, the grade X of MAS Muhammadiyah 2 Kisaran is selected as the respondent. The research subject was grade X MIPA 1 and X MIPA 2. Each class consists of 30 students. The total number of students was 60 students. The reason for choosing this class was because the writer found some students' problems in writing recount text. After the data were analyzed, it could be concluded that there was an effect of the graphic organizer method on the student's ability to write recount text at grade X of MAS Muhammadiyah 2 Kisaran in the 2021/2022 Academic Year. It was proven that there was a high correlation between using the clustering technique and the student's ability to write recount text tcount > ttable. With the description tcount = 7.49 while the ttable = 2.002 (5%).and their relevance in formal evidence to solve real problems.

USING MNEMONIC DEVICE STRATEGY TO MOTIVATE STUDENTS IN LEARNING ENGLISH VOCABULARY

This research was aimed to describe whether Strategy Mnemonic Device can improve students’ motivation in learning English vocabulary or not. This research was a Classroom Action Research (CAR). The data obtained in the form of quantitative and qualitative ways. The instrument used by the researcher ware test (post-test) in the form of multiple choice and non-test in the form of a questionnaire. There were four steps in conducting: planning, action, observation, and reflection. This classroom action research was done in one cycle. The cycle was conducted into four meeting with recount text and mnemonics as the topic of discussion. The result of this study showed that students' improvement in mastering vocabulary was statistically significant. Based on the research conducted, the researcher found the significant improvement in the cycle, it could be seen from the mean of cycle which was 77,34 for pre - test and 84,65 for post-test. So, Strategy Mnemonic Device was able to improve students’ motivation in learning English vocabulary. Through this strategy students have the opportunity to work together in groups and help each other. Hopefully, this strategy helped the students more motivation to learning the vocabulary mastery.

The Use of Video as an Authentic Materials in Improving Students’ Writing Skills of Recount Text

This research was purposed to measure the significant difference on the use of video as an authentic material to improve students’ writing skills and investigate the use of video as authentic material in students’ writing skills on recount text. The present study applied cluster random sampling technique that implemented a mixed-method with the type of true-experimental design. A series of pretest-posttest for the quantitative data and interview for the qualitative data were utilized. The sample of the present study employed 30 students as the experimental and control group. The documentation of students’ tests was used to extract the data. The result showed that there was significant difference in students’ writing skills before and after being taught by means of video as an authentic material. Meanwhile, the interview showed that students with high, middle and low achiever gave positive responses about using video as an authentic material in improving writing recount text. The study concluded that the use of video as an authentic material has contributed a good impact to students’ writing recount text with high, middle and low achiever, although it did not give significant impact in students’ learning outcomes particularly in writing recount text.

Students’ improvement in writing skill using column comment on Facebook group

The objective of this case study is to investigate the effect of using the comment section on a Facebook group on increasing the writing ability of students at MA Pondok Pesantren Nurul Islam Seri Bandung. The study aims to determine whether utilizing the comment section can improve students' performance in writing and specifically, the material used is recount text. The participants of this study were all pupils in grade 10, with a total of 49 students. A sample of 15 students was selected through purposive sampling for the treatment class. Data was collected through a writing test consisting of 1 item and analyzed using the paired sample t-test in SPSS 22. The average pre-test score was 51.313, and the average post-test score was 85.167. The results of the data analysis showed that using the comment section on a Facebook group was significantly successful in enhancing the writing skills of students at MA Pondok Pesantren Nurul Islam Seri Bandung. Therefore, the writerss accept the alternative hypothesis (Ha) and reject the null hypothesis (Ho) as the sig. (2-tailed) = 0.000 is less than the significance level (=0.05), indicating that the use of the comment column on a Facebook group was significantly beneficial in enhancing students' ability to write recount texts at MA Pondok Pesantren Nurul Islam Seri Bandung.
 Keywords: Facebook; writing skill

Analysis of Gender Representation in Students’ Writing Recount Text

Analysis of Gender Representation in Students’ Writing Recount Text

The Influence of Think Pair Share Strategy Towards Students' Writing Ability of Recount Text (A Quasi Experimental Research at the even semester of SMPN 1 Gudo Jombang in the Academic Year 2021/2022)

The Influence of Think Pair Share Strategy Towards Students' Writing Ability of Recount Text (A Quasi Experimental Research at the even semester of SMPN 1 Gudo Jombang in the Academic Year 2021/2022)

EXAMINING THE EFFECTIVENESS OF CLUSTERING TECHNIQUE IN TEACHING WRITING RECOUNT TEXT

Writing is the skill of conveying ideas in written form that can be understood, and the meaning of writing can be conveyed. However, writing is also difficult to master and learn at all levels, as it requires a lot of thought to generate ideas and produce words and sentences. Therefore, researchers use this clustering technique as a learning method before writing activities to design ideas that support the writing of their texts. The main objective of this study was to determine the effectiveness of the clustering technique in teaching writing recount text. The researcher used quantitative research and pre-experimental research as the research design. This research was conducted in class X-1 MIPA at SMAN 2 Indramayu. For the data collection, the researcher used cluster sampling. From the results, it was found that the results of the students' pre-test scores obtained a total score of 2050, and the students' post-test scores obtained a total score of 2750 with a gain score of 700. This means that there is an increase in the quality of students. . The results of the statistical hypothesis showed a value of up to 834 and a critical value of 1.69. Compared with the to and tcritic calculations, it shows that the value of to > tc or 8.34 > 1.69, then rejects H0. So, because H0 is rejected, the clustering technique is effective to achieve the target of increasing the effectiveness of learning to write recount text. This research implies that teaching writing must use certain techniques/methods/strategies and pay attention to the aspects of the criteria used so that students can develop ideas and produce better writings. The researchers suggest the teachers to use various creative techniques/methods/strategies that can help the students get new ideas in learning to write English, especially in recount text.

Designing Supplementary Materials Entitled “Learning Recount Texts through Local Photograph” For Reading Recount Text

The purpose of this study was to create supplementary material to assist teachers in teaching recount text to tenth-grade students. This study used development research with the ADDIE instructional model. Due to time constraints, only three stages were carried out: analysis, design, and development. According to the findings of the needs analysis phase, teachers had difficulty finding appropriate supplementary material about recount text. The design phase focused on how the researcher designed the product's draft by focusing on six factors: learning objectives, topic, language skill, text genre, grammar, and task. During the development phase, the researcher used Microsoft Word and Adobe Photoshop software to develop materials. Microsoft Word was used to create the content, and Adobe Photoshop was used to create the illustration. Internal validation was also performed in this study to determine whether or not the supplementary materials met the standard. The researcher received a percentage score of 95.8 percent for the content of supplementary material (very good criteria), while the illustration received a score of 100 percent (very good criteria). This implied that the materials were appropriate and capable of supporting recount text teaching and learning.

THE APPLICATION OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE EIGHTH GRADE SMPN 38 PALEMBANG

Reading certainly has many purposes, one of which was by reading people can find out the information, increase knowledge and to expand horizons. Thus the writer tried to explore the use of mind mapping technique to know the significant improvement in students’ reading comprehension achievement in recount text after being taught with mind mapping technique and to know the significant mean difference in students reading comprehension between students who were taught by using mind mapping technique and those who were not. The research design in this study is a quasi-experimental design which the population of this study were students from two classes of eighth-grade of SMPN 38 Palembang which consisted of 32 students of each class. Data collection techniques used in this study were pre-test and post-test. Data were analyzed using t-test (paired sample t-test and independent sample t-test). The outcome of t-obtained in experimental group was higher than t-table (17.201>0.2913). Also, the results of each aspect in experimental group showed that there was improvement. Beside, there was also significant mean difference between students who were taught by using mind mapping technique and those who were not.The findings revealed that teaching reading by using mind mapping technique was effective toward students’ reading comprehension achievement in recount text at the eighth-grade students of SMPN 38 Palembang in the academic year of 2021/2022.

An Analysis of Students’ Writing Ability in Recount Texts

The research aimed to investigate the students’ ability and to explore the students’ difficulties in writing recount text. This research used a case study, the research design was presented using descriptive qualitative method. The subject of the study was the first year students of MA NW Nabi’ Nubu’ Kekait which consists of 25 students. Writing test and interview were the instrument of the research. The result of the study showed that the mean score of students was 69.92. It means that the students’ ability in writing recount text was poor. There were three students (12%) got below 60 and categorized as poor. Ten students (40%) got 61-70 categorized poor. Nine students (36%) got 71-80 categorized average, and three students (12%) categorized very good. Meanwhile, having analyzed the students’ ability in each of the writing aspects. Vocabulary and organization were categorized good to average whereas content, grammar, and mechanic were fair to poor category. Based on the result of the study, it can be concluded the students found it difficult in grammar, content, and mechanic. It is suggested for English teacher should give the students more practice in writing to improve their content and grammar in writing recount text.

The Effect of Picture Series on Teaching English Writing

Junior high school students are expected to create short essays, and concise texts, according to the junior high school curriculum. The issue is that students are unable to communicate their thoughts. It is proved that when the teacher asks the students to write about recount text or narrative text, they only write a few sentences, and they also make mistakes in using grammar patterns. This research aims to reveal the effect of picture series in teaching writing, and whether students who were taught through a picture series goa t better scores than those who were taught through the conventional method. This research used a quasi-experimental design. The finding showed that picture series could enable students to explore their ideas. The students were able to create and use their imagination to write well after watching the picture series. The result of the T-test analysis showed that the sig (2-tailed) was 0.000, which was lower than 0.05 level significance (0.000 < 0.05). It was assumed that the mean score difference between the experimental and control groups was significant. Thus, it was enough to reject the null hypothesis, which means that picture series-based E-learning significantly affected students’ writing, especially in writing narrative text.

Development of Islamic Text-Based Reading Materials with a Genre-Based Approach

This study aims to develop Islamic text-based reading materials with a Genre-Based Approach as teaching materials for compulsory subjects for Islamic University students. The study used a Research and Development approach, where the data were collected through questionnaires and interviews. Qualitative data were analyzed using interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and 50 students from the Islamic Education Department. The data were collected through questionnaires and interviews. The result of this study indicated that designing Islamic text-based reading teaching materials with a genre-based approach is exceedingly needed. The content of the book consists of the following components: cover, preface, table of content, explanation text, recount text, descriptive text, narrative text, discussion text, hortatory text, news item text, references, and about the writer. Furthermore, the student's responses to the teaching materials designed were 0% disagreed, 13% less agreed, 52% agreed, and 35% strongly agreed. The average score is 3.22 and, if converted on a table with a scale of 4, includes it in a very good category. Therefore, an Islamic text-based reading material with a genre-based approach is worth applying by the students of the Islamic Education Department.

Developing Flashcards Learning Media to Teach Grammar in Recount Texts for Tenth Grade

Language plays a crucial part in the foundation of communication in daily life and academic activity. Learning an additional language such as English in school is very important. Mastery of English grammar is required to compose a word or sentence in English. It takes grammar proficiency to create words or phrases in English. Students in class X IIK 2 MA Bustanul Muta'allimin comprise the study's sample population. Most of the students in this class had trouble putting simple sentences together. According to the results of the needs analysis, the result of the questionnaires, 77% of the students had difficulties constructing their simple sentences in English. Furthermore, 80% of the 13 samples indicated they wished to learn using engaging media. This research was conducted aiming to develop learning media in teaching grammar. The ADDIE model design, created by Dick and Carry in 1996, is used in this research process, known as research and development (R&D). There are five steps in this development that are following the ADDIE model, that is Analysis, Design, Development, Implementation, and Evaluation. The result of media expert validation and material expert validation achieved scores of 80.26% and 68.05%, respectively. A score of 76% was obtained when the questionnaire about using learning media was completed by student respondents. Flashcard media have a level of validity that makes them appropriate for usage, according to the result of expert validation and student response. As a result, this learning media is used effective tool for increasing students' interest in studying.

MORPHOLOGICAL ERRORS IN STUDENTS’ WRITING RECOUNT TEXT OF JUNIOR HIGH SCHOOL 18 BATANGHARI

The aim of this study was to find out morphological errors made by students of SMP Negeri 18 Batanghari in writing recount text. This is descriptive qualitative research, the data were collected by documentation and analysed by Surface Strategy Taxonomy. This research revaled that there are four types of errors with the total number 58 errors made by the students in writing recount text. Omission error which consists of three categories of omission errors i.e. omission of plural, auxiliary verb, gerund, with the total number of errors are 8 or 13,56%, addition error includes four categories of addition errors i.e. addition of gerund, plural, pronoun, noun, with the total number of errors are 8 or 13,56%, misformation error that consist of misformation error of tense with the total number of errors are 38 or 66,10%, and the last misordering error that consist of misordering of spelling with the total number of errors are 4 or 6,78%.

The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text

Writing is an effective tool de develop communication for students. By writing, students can explore everything to deliver to others. As a result, the purpose of this study was to look into the effect of the reader's theater strategy on improving students' writing skills when writing recount text. This was a pre-experimental study. This study's sample consisted of eighth-grade students from MTs Pidua Meranjat. The information was gathered using a written test and analyzed using a paired sample t-test. The findings revealed that the t-obtained (5.228) was higher than the t-table (0.692) at a significant level of p-value below 0.5. It meant that there was a significant improvement in writing recount text after having taught using the reader’s theater strategy. In conclusion, the Reader’s Theater strategy affected students in writing recount text because it offers a fun way of learning where students must complete a story by recreating the script by characterizing the text that was guided by its strategy.