The Effectiveness of Using Recount Text to Improve Writing Skill For Grade III Students of Kalam Kudus Elementary School 2 Pematangsiantar

Saragih, Natanael; Silalahi, Roswita; Pardede, Hilman F.

doi:10.9790/0837-191125664

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…Recently, it is found that students" interest in writing, as an important skill to fulfil the academic requirements is still low (Muslim, 2014). One of writing texts which must be produced by EFL students of Senior High school is recount text which retells past event with intention of entertaining or informing others what happened and when it happened (Gerot and Wignell, 1995;Hyland, 2004, p. 135;Saragih & Pardede, 2014).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Efl Students’ Transitivity Process of Writing Recount Text

Rosmayanti

2021

(JEEP)

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This paper focuses on the analysis of transitivity process contained in EFL students‟ writing recount text and dominant type of transitivity process in EFL students‟ writing recount text. Descriptive qualitative method is used to analyze the Transitivity Process of EFL students‟ writing recount text consisting of collecting data, classifying data, analyzing, and interpreting data. The document of this study is six EFL students‟ writing recount texts and there are 173 data consisting of clauses taken from the text. The finding reveals that there are six types of transitivity process contained in EFL students‟ recount text: material process, mental process, relational process, behavioral process, existential process and verbal process. Material process becomes the first mostly applied with the total number of occurrence 108 (62.43%) from overall data. Mental process becomes the second mostly applied with the total number of occurrence 26 (15.03%) from overall data. Relational process becomes the third mostly applied with the total number of occurrence 21 (12.14%) from overall data. Existential process is applied with the total number of occurrence 12 (6.94%) from overall data. Verbal Process is applied with the total number of occurrence 5 (2.88%) from all data; and the last, behavioral process is applied with the total number of occurrence 1 (0.58%) from overall data. Material Process is the dominant transitivity process types in all the EFL students‟ recount text with the total number of occurrence 108. Based on the findings, it is recommended that, Transitivity process should be applied in the educational field, for example, in the learning writing process, to help students in improving their achievement and their knowledge of in transitivity process. Keywords: Recount text, Transitivity process

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Section: Introductionmentioning

confidence: 99%

An Analysis of Efl Students’ Transitivity Process of Writing Recount Text

Rosmayanti

2021

(JEEP)

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“…Recount text is a text that tells the reader or listener about what happened in the past through a sequence of events (Grace in Sukma, 2015). Furthermore, according to Saragih (2014) Recount text is essentially written to inform about an experience of sequence of related events. So, recount text is a text that tells the reader or listener about an experience which happened in the past through a sequence of related events.…”

Section: A Introductionmentioning

confidence: 99%

Comparing Students’ Ability in Writing Recount Text of Grade X and Grade Xi at Sman 1 Lubuk Alung

Azkiya

Hamzah

2020

JELT

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This research was about the comparison between students’ ability of grade X and grade XI in writing recount text with the topic of an unforgettable experience. This study aimed to compare the level of students’ grade X and grade XI ability in writing recount text seen from the generic structure of the text. The research design of this study was descriptive research. The population of this research was all of classes grade X and grade XI of SMAN 1 Lubuk Alung. The sample was taken by using random cluster sampling technique so that the sample obtained was 1 class from grade X and 1 class from grade XI. The instrument used in this study was a test recount text for 45 minutes in at least 100 words. The students’ writing was analyzed using recount text writing rubric related to the generic structure of the text. Based on this research, students’ ability of grade XI was higher than grade X by looking from the generic structure of recount text. The ability of students grade XI was in 3 (good) category while students grade X was in 2 (weak) category. Nevertheless, there were several parts of the text that students could not understand yet how to write them.

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“…riting is an effective interaction to deliver ideas to others (Zuhri & Sukarnianti, 2015). Writing has various functions, such as to persuade, infuriate, tell, and report (Saragih, Silalahi, 2014). Boardman (2008), stated that in producing good writing, there are three characteristics that need to be fulfilled.…”

Section: A Introductionmentioning

confidence: 99%

Investigating Junior High School Students’ Errors in Using English Past Tense: A Look From Technological and Sociological Foundations

Sari¹,

Santosa²,

Adnyani³

2020

ETERNAL

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This study aims at investigating junior high school students’ errors in using English past tense in their English compositions. The subjects of this study were 8th-grade students in a junior high school in North Bali. This study employed descriptive qualitative research which describes the error that was produced by EFL learners. There were four steps in collecting the data namely, asking the students to watch a video, telling them to write recount text through guided writing, collecting the learners' writing, identifying the students' errors in writing past tense, and classifying the errors. The data were analysed using Corder's framework to classify students' errors. The study revealed that there were nine types of errors produces by EFL learners. The errors are applying Indonesian syntactic pattern, using Indonesian acronym, omitting the plural marker -s, adding plural marker -s in a singular form, deleting BE, using incorrect word choice, adding articles, overgeneralising, and using incorrect word order. The errors show that the students tend to use their native language structure in composing the English past tense. Hence, the errors made by students and acknowledged by teachers should be addressed immediately by implementing appropriate strategies and materials to enhance learning. Furthermore, this study can be conducted for further research with different subjects as well as references for applied linguistics courses.

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The Effectiveness of Using Recount Text to Improve Writing Skill For Grade III Students of Kalam Kudus Elementary School 2 Pematangsiantar

Cited by 6 publications

References 1 publication

An Analysis of Efl Students’ Transitivity Process of Writing Recount Text

An Analysis of Efl Students’ Transitivity Process of Writing Recount Text

Comparing Students’ Ability in Writing Recount Text of Grade X and Grade Xi at Sman 1 Lubuk Alung

Investigating Junior High School Students’ Errors in Using English Past Tense: A Look From Technological and Sociological Foundations

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