Saturday, January 9, 2010

Teaching Writing Recount through Daily Activity

Teaching Writing Recount through Daily Activity




In the name of Allah SAW who has given the merciful and blessing. Because of his helps the writer could finish this paper. Shalawat and salam we sent to our prophet Muhammad SAW, his family, companions and followers who are loyal and committed to Islam.
In this occasion, the writer is very much indebted to those who have helped her so kindly. The writer expresses the greatest gratitude to:
• My beloved parents who have given spirit and their love.
• Mr. Cunong N Suraja, as the lecture of “writing in professional context II”, who has given me the knowledge in studying writing.
• All of my friends, who have given spirit, shared the knowledge and experience.
The writer realizes that this paper is still far from being perfect; therefore the writer welcome any suggestions and critics in order that the faults, mistakes and errors in this paper can be minimized. Finally the writer hopes that this paper can be useful and give a significant contribution for the writer especially and for the people who read generally.

Bogor, 27 December 2009

The writer

Chapter I

The English language is the important language in the world for international communication. In Indonesia, English must be learned at schools as the first foreign language. For most student it is nor easy to learn English. They must pay attention in order to master it.
There are four language skills: listening, speaking, reading and writing. One of four skills that are used frequently beside the speaking skill is writing. Writing is a kind of expression media and a means of communication. That is why writing is very essential to be learned by student to make good relationship with other people.
There are many kinds of writing activity that we can write, for example final paper, research paper, poetry, short or long story, passage or short massage. Thus, writing a recount.
In this paper, the writer chooses the topic “teaching writing recount through daily activity”. It can help the student to develop their writing. Teaching recount through daily activity not to difficult because writing recount is happen in student activity. Furthermore, writing recount requires considerable ability to examine their own thinking for flaws based on their experiences. The students take the opinion of the teacher as guides in learning to think critically about their own words.

Chapter II
Theoretical Background

A. Writing Ability
Language is often interpreted as an instrument of communication. People need it to interact and to communicate each other because they are social human beings. The people need the other person to help in any condition and situation, to share thought, idea, concept and feeling, to extend massage, to explain anything and problem, to invite the other to do or don’t do something and so on. In this case, language relates someone’s massage and feeling to other people. They communicate using two main ways: spoken language or writing language.

1. Definition of Writing
Writing seems to parallel skill like bicycling in a number of ways. We are supposed to learn basic writing skill at the beginning of our college careers that we can use in our later work, much as we learn basic bicycling skill before we attempt to enter race.

2. The Purpose of Writing
There are four purpose why people write: the first purpose in writing is “to inform” anything such as fact, data, event, suggestion and so on. By those are hopped that reader gets new knowledge and competency about all in this word. The second is “to persuade” the reader. By writing, a writer hopes that reader can establish his/her attitude whether he/she agrees or support the writer’s persuasion. The third is “to educate” the reader. To educate is one of purpose in writing because by writing, someone knowledge will be added. Finally is “to entertain” the reader. There are many writing which can entertain someone when he/she reads them, such as: anecdote, short story, and funny experience.

B. Recount
Recount tells the reader what happened. Recount retells events for the purpose of informing or entertaining. They retell a past event Recounts begin by telling the reader who was involved, what happened, where this event took place and when it happened. This is called the orientation.
Generic structure:
 Orientation : provides the setting and introduces participants.
 Events : tell what happened, in what sequence.
 Re-orientation : optional-closure of event.

Significant lexicogrammatical features:
 Focus on specific participants
 Use of material processes
 Circumstances of time and place
 Focus on temporal sequence

Example of writing recount:
Recreation to the Zoo
Last Sunday, my family and I went to Ragunan zoo. It is just out side our town. When we got there, we parked our car. We walked toward the entrance gate and paid the entrance fee. Since it was so crowded, we had to stand in a long queue. Then, we continued our walk toward the animal cages. There are some beautiful tigers and big lions. They are fierce animals, so they are put in strong cages.
After that, we walked to other cages. There we saw some other animals, such as a horned rhinoceros, giraffes, and tapirs. We also saw tame animals like birds, deer, etc. finally, we had a rest and our meals on a mat under a big tree. We could feel the fresh air. We left Ragunan at 5 pm. We were tired, but we were really happy.

Chapter III
Finding Data

Teaching Writing Recount through Daily Activity
1. Preparation/ Pre-Writing
In preparing for writing, writer gave some topics before teaching and learning process. Then the writer gave the explanation about topics, and determined the appropriate from of writing or composition according the topic. Each story contain a topic sentence that idea is usually stated, in general from tells to expect in the story. As Mr. Joy, Mr. Red in his book “ the process in composition” stated: some topics are too broad to be covered in simple essay” story this topic need to be narrowed as you begin to narrow your topic decided what method of developing you could use to present your topic to your audience (1982:43).
2. Whilst-Writing
After the topic is determined the teacher read the topic, and the student followed him, in this stage, the writer just want to know their pronunciation. After reading, the writer asked to the student to make some sentences from the key words, when the students finished making sentences, the writer prepared the key sentences and he wanted the student to make the key sentences into the story.
By the step above, the writer wished that the student could remember the words and the sentences given by the writer especially in using structure until to become a story.

In teaching writing recount through daily activity, many kinds of ways how to write recount based on our daily activity, such as by diary studies and journals. Journals and diary studies are becoming increasingly popular as tools for gathering information about teaching and learning. While it may be distinguish between them, diary studies and journal interchangeably.

• Diary studies
Bailey (1989) said that “a first-person account of a language learning or teaching experience documented through regular, candid entries in a personal journal and then analysed for recurring pattern or salient events”.
From the definition, we know that diaries can be employed to monitor either the learning process or the teaching process or both. Diaries kept by learners about their learning experiences can provide information and insight into language learning which is unlikely to be obtained by other means. This can be seen in the following case study of a second-language.
• Journals
Francis A. Hubbard said: “Journals can be used simply as storage for free writing, and they have powerful effect when used this way. They have some other effects, too, because they allow for reflection and analysis. Journals can be tailored to suit you, and they should be, because the benefits come from activities that make sense you. Journals have powerful effect in personal context, as well:
1) If you have two classes on related themes, write in the journal about the connection and overlaps you notice.
2) As you take notes on some reading for a class, use only the left-hand pages for the actual notes.
3) If you know what the topic of a future teacher is, prepare a mini teacher on the topic yourself from source not presented in the class.”
Once you had a successful learning experience through a journal activity, you have some information about how writing can help you learn.

There are more opinion about teaching writing recount in learning process,are:
Joe Louis said, “there are some people that, if they don’t know, you cann’t tell “em”. For one thing, the direct benefits are not the same for everyone; different people find that writing does different things for them. In addition, the benefits are almost impossible to understand oe believe until you have experienced them, so Louis is right again: until you know, no one can tell you why writing will by important to you and in what ways.
The most we can do in writing class is to help the student find out and experience what writing can do for you. Then once discover what you will use writing for, you will learn techniques and strategies much more easily beacuse they won’t seem arbitrary. They will connect directly to what you really want to do.
A best-selling book provides an example what talking about. Every year in this country more than five million blank journals and diaries are sold. Many people has discovered, entirely on their own, that keeping a diary or journal lets them watch themself as they live their lives and gives them the chance to live more fully, regardless of how they actually keep the diary and make entries in it.
We know from recent research that people improve their writing more easily and more quickly when they are learning for internal reason, for their own purposes and for immediate benefit.
Research also show that learn by doing. It is especially true of writing, apparently, that lots of talk about writing isn’t as much help as little actual doing of it, in situations as realistics as as possible.
Based on the opinion and experience of Isnani Rakhmawati is the genre used by the writer to teach writing skill to the students was recount genre. While the type of writing performance used by the writer was guided writing. The writer used four steps in teaching recount genre. First, the writer only asked the students to make a simple recount text based on a topic. Second, the writer gave some pictures and asked the students to make the recount text based on the pictures. Third, the writer give also some pictures and certain vocabulary and asked the students to make the text recount based on the pictures and the vocabulary. The last, the writer gave some pictures, including a certain paragraph in Indonesian language and jumbled sentences in English and asked the students to compose them into a good paragraph. The best steps should be just in opposite order. Most of the students got some difficulties such as grammatical use, vocabulary use, punctuation use, and the influence of Indonesian language. During the process, the writing skill of the student especially in writing the recount genre improved. It was proven by looking at the students’ writing in the end of the meeting.

Chapter IV

The best way to teach writing recount through daily activity both diary studies and journal are becoming increasingly popular about teaching and learning. Because both them are really good to application writing recount. But in our country is very little applicated this way. The teachers considered that this ways to difficult for student. A key assumption of particular kind of writing activity is that language use will improve with awareness. As we speak and write, much of what happen linguistically must be automatic. But all the parts, from generating ideas to proof reading, seem to benefit from de-automating. The activities to bring attention to the ways we get ideas, the ways we reason, the ways we structure and arrange, and above all the ways writing for us.
As the result many teacher in other country application writing recount through daily activity as same as opinion of Joe Louis. The activities, of course, do not need to be done in Toto. Some can be left to student to read and think about. He has tried to include a sufficient number so that no one activity is critical. And even activities are written out; they may not always need a full-length response. Sometimes a few minutes suffice to articulate the necessary points. This is not true of the information-gathering activities which send students out in all directions and then bring them back to compare each has found.
To be consistent with his approach to writing, he has written a textbook which cannot be followed exactly or step by step. Instead, he has supplied materials and suggested experiences, out of which readers can create their own courses from which students can construct their own.

Chapter V

Writing seems to parallel skill like bicycling in a number of ways. We are supposed to learn basic writing skill at the beginning of our college careers that we can use in our later work, much as we learn basic bicycling skill before we attempt to enter race.


• http: WWW.
• Hubbard, How Writing Works, New York: St. Martin’s Press .
• Nunan D, (1989) Understanding Language Classrooms, Sydney: Prentice Hall

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