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CURRICULUM AND MATERIALS DEVELOPMENT

Teaching Recount Text by using Direct Method

Lecturer
Dr. Ainur Rochim, M.Pd

Compiled by :

Budi Setiyo Utomo


087051 2008D

ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2010

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ABSTRAK

Bahasa inggris merupakan salah satu mata pelajaran yang perlu mendapatkan
perhatian khusus dalam proses belajar mengajar, karena tujuan utama pelajaran
bahasa inggris yang sesuai dengan kurikulum terbaru yaitu tercapainya
communicative competence, dimana dalam pembelajarannya tidak hanya terfokus
pada bahasa yang benar secara gramatik tetapi juga diharapkan siswa mampu
menggunakan bahasa inggris dalam berkomunikasi baik secara tertulis maupun lisan.
Dalam bahasa inggris, terdapat banyak jenis teks yang akan dipelajari oleh
siswa SMA, yang tentunya tidak lepas dari 13 teks yang ada. Perbedaan generic
structure dan lexicogrammatical features setiap teks harus dapat sipahami oleh siswa.
Jenis-jenis teks tersebut yakni : narrative, descriptive, recount, report, analytical
exposition, hortatory exposition, anecdote etc. diantara teks tersebut, ada satu teks
yang mempunyai generic structure yang mudah dibedakan dengan teks yang lain
adalah recount teks, yang menerangkan tentang urutan waktu atau kejadian yang
berlangsung.
Dengan adanya susunan teks tersebut, diharapkan guru bahasa inggris dapat
menyampaikan materi sesuai dengan kurikulum yang berbasis pada genre based
approach, maka di dalam makalah ini penulis mengutarakan sebuah contoh yang
membahas tentang jenis teks recount beserta penjelasannya. Dalam pembahasannya,
penulis hanya membicarakan tentang teori-teori yang ada dalam recount teks serta
implementasinya dalam proses belajar mengajar ( the implementation of teaching ).

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PREFACE

Thanks to God that gives us the charily and gives spirit. So that writer can finish
this paper about Teaching Recount text by using Direct Method. Thanks to all people
that had helped us :
1. Dr. Ainur Rochim, M.Pd as a lecturer, which can gives instruction to writer so
that the writer can finish the paper.
2. All people who help us to finish it, the writer hope that all of you help will be
require by Allah SWT. Amin
The writer conscious that many mistakes in this paper, so we hope that the
readers would like to give suggestion for our next paper to be better.
We hope this paper can useful especially for teacher and all the readers
generally to get more knowledge and new strategic about recount text.

Jombang, 22nd January 2010

Writer

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TABLE OF CONTENT

TITLE.................................................................................................................. i
ABSTRACK........................................................................................................ ii
PREFACE............................................................................................................ iii
TABLE OF CONTENT....................................................................................... iv
CHAPTER I INTRODUCTION
1.1 Background of Study............................................................................... 1
1.2 Formulation of Study............................................................................... 2
1.3 Purpose of My Study............................................................................... 2
CHAPTER II THEORITICAL FRAME WORK
2.1 Get The Knowledge................................................................................. 3
2.2 See The Model......................................................................................... 4
2.3 Work Jointly............................................................................................. 5
2.4 Make it by Your self................................................................................ 5
CHAPTER III DISCUSSION
3.1 The proccess of learning text recount................................................... 7
3.2 Student Role and Teacher Role............................................................. 7
3.2.1 Student Role................................................................................. 7
3.2.2 Teacher Role................................................................................ 7
3.3 Evaluation............................................................................................. 8
3.4 Advantages and Disadvantages............................................................. 8
3.4.1 Advantages................................................................................... 8
3.4.2 Disadvantages.............................................................................. 9
CHAPTER IV CONCLUSION AND SUGGESTION
4.1 Conclusion............................................................................................ 10
4.2 Suggestion............................................................................................. 10
PREFERENCES.................................................................................................. 11

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CHAPTER I
INTRODUCTION

1.1 Background of Study


English is an international. In our country, English is as a foreign
language. We learn it since in kindergarten, elementary school, junior high
school and senior high school. Although English is learnt from the basic
education, but most of students assume that English is difficult subject. They
feel afraid to learnt it. They don’t have a braveness, they have less confident to
learnt English. So, they can not interest with it, they cannot receive the English
material easily. Because of that assumption, it is duty for English teacher to be
able to make the students sure that learning English is not difficult. As they
think.
There are four language skills that must be mastered by students in
learning language. They are listening, reading, writing, and speaking. Listening
and reading deal with receptive text, which students can accept what the teacher
teaches. Writing and speaking deal with productive skills which students should
have ability to expresses their ideas.
One of the thirteenth types is recount text, that explain about the students
will learnt it when they are in junior high school. To create the comprehension
in this text, the teacher sould give a good theory in order to create approach in
teaching learning process. The teacher should be able to makes students feel
comfortable ti study. Because of those, the writer choose direct method as
process of teaching if recount text. By using this methods, teacher can improve
the students ability in creating a recount text.
In this opportunity, based on all of the statement above, the writer would
like to explain about teaching recount text by using direct method.

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1.2 Formulation of Study
From some statements above we have some problems, which should be
discuss and solve the problems with the some questions below :
1. What is Recount Text ?
2. What is the function of Recount Text ?
3. How to Learn about Recount Text ?
4. What is Direct Method?

1.3 Purpose of My Study


Referring the formulation of problem, we want to be more understand
about the formulation of the problem above :
1. To know the philosophical concept of recount Text.
2. Make students more understand about recount Text.
3. To know how to learn about recount Text.
4. To know Teaching Learning about Direct Method.

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CHAPTER II
THEORITICAL FRAME WORK

2.1 Get The Knowledge


The students in this stage are equipped with adequate knowledge related to
a certain type of text. In this stage, the teacher discusses with her students about
the generic structure, generic ( lexicogrammatical ) features of the text. The
teacher may elaborate the discussion on certain grammar points which the
students really need, foe example, by providing adequate grammar exercise.
Listening and speaking skills are dominantly trained here. It is crucial for the
teacher to arouse the students motivation to learn the text.
A recount generally begin with an orientation. The recount text focus is on
a sequence of even.
It provides the backgrounds information needed to understanding the text
such as who was involved, where it happened and when it happened. Then the
recount unfolds with a series of even condered in chronological sequences. At
various stage, there may be some personal comment on the incident. We call it
re – orientation.
 Social Function
 To retell events for the purpose of informing or entertaining.
 Generic Structure
 Orientation: provides the setting and introduces participants.
 Events: tell what happened, in what sequence.
 Re-orientation: optional-closure of events.
 Lexicogrammatical Features
 Focus on specific participants.
 Use of material processes.
 Use of Past Tense.
 Focus on temporal sequence.

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2.2 See The Model
The students in the stages are given some models of a certain text. They
will have to analyze the application of the generic structure and features and the
used grammar, and vocabulary in the given models. The teachers facilities
students to understand better the kind of the text in order that they can produce
the similar text in the stages. This is a example of recount text:

My Last Holiday
Last week I went to east Java for holiday. On the first day I went to Mount
Bromo. I stayed at my uncle’s house at Cemara Lawang, Probolinggo. It has a
big garden with lots of colorful flowers and a fish pond.
The next day, my aunt, my uncle and I saw Gunung Batok and went on
scenic ride on horseback. It was scary. Then we went to get a closer look at the
mountain. We took a picture of beautiful sceneries there.
On the last day we went to the zoo at Wonokromo. We saw cockatoos
having shower. In the afternoon we went home. It was fun.

Analysis of My Last Holiday


Generic Structure Sentences
Orientation: (Who, When, Last week I went to east Java for holiday. I
Where) stayed at my uncle’s house at Cemara
Lawang, Probolinggo. It has a big garden
with lots of colorful flowers and a fish pond.
Event 1: (Happening squences) On the first day I went to Mount Bromo.
Event 2: The next day, my aunt, my uncle and I saw
Gunung Batok and went on scenic ride on
horseback. It was scary. Then we went to
get a closer look at the mountain. We took a
picture of beautiful sceneries there
Event 3: On the last day we went to the zoo at
Wonokromo. We saw cockatoos having
shower
Re-orientation: In the afternoon we went home. It was fun

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2.3 Work Jointly
The students produce the type of particular text in group. They work
together to create one spoken text, not a written text. The oral text can be
monolog or dialog. The production is based oh their knowledge. They later
present the result. In this stage, students speaking is especially trained.
One of the simple social interactions in the classroom is the group system.
Through a little social interaction they can communicative actively. The group
work is one of way to help student to solve their problems since it involves
peoples with several ideas. Clifford states that: Group as an aggregation of three
or more persons in informal face to face relation where three is direct and
dynamic interaction among the individual comprising it. As a result, the
personality of its member is fundamentally modified.
The teacher should use group work as a guidance vehicle, where the
students can learn from the other classmates on the process of learning language
in the class.
We cannot forget the purpose of group work itself. Clifford states some
purpose of Group work. They are:
1. To help the students learn how to live effectively by participating in
the activity of the group.
2. To help the students discover, as a member of group, that they are not
so different from other people as they feel they were.
3. To provide an opportunity for students to weigh and evaluate the
argument and evidence submitted to the group.
4. To provide an opportunity for pupils to adjust their behavior in
accordance with group value. It is clear that group work is one of the
technique make student activities in class.

2.4 Make it by Your Self


The students produce the type of the text individually. They work
independently to produce oral / spoken text. In this stage, students will practice

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speaking individually. Each student should have been capable of producing a
good procedure in spoken language. The teacher can asses their achievement
here. The success of learning can be observed in this very stage. The student
have to really work independently. They use the knowledge they got in the
previous stages. It is alright for them to create short and simple oral texts, in
accordance with the students.

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CHAPTER III
DISCUSSION

3.1 Teaching Learning Process


 Teacher gives greeting to take learners attention.
 Teacher explain the material in the class.
 Teacher divide learners in several group.
 Teacher ask each group to come foreword their opinion about the topic.
 Group which already have finished can be presented their summary to
another group.
 Teacher give chance another group to give comment or asking questions
to group presenting.
 In the end of correct deviant utterances, supply idioms and advise on
usage and pants of grammar.
 Ask each learners to write or make summary what are they get from the
discussion.
 Learners can tell what have they discussed.

3.2 Student Role and Teacher Role


3.2.1 Student role
 Learners become member of community
 Learners through interactive with member of the community
 Learners are typically group in a circle
 Learners are expected to listen attentively to the knower, to support
follow members of the community and to become counselors to
other learners.
3.2.2 Teacher Role
 Help the learners try to understand their problems better by
applying order and analysis to them.

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 Initially likened to that of a parent.
 To respond calmly and non judge mentally in supporting.
 The teacher is responsible for providing a safe environment in
which learners can learn and grow.

3.3 Evaluation
Evaluation in speaking class involves directing in controlled or the skill
being examined and asking learner to monitor and asses their own progress.
Extension consist of activities that ask students to use the skill in a different
context or to integrate use of the new skill with previously acquired ones
( Brown, 1994 Burn Joyce 1997, Curter & Caty, 1995 ). Assessment instrument
should reflect instruction and be incorporated from the beginning stages of
lesson planning ( O’Mally & Pience, 1996 ).
Speaking assessment can take many forms, form oral section of standard
dized tests such as the basic skill of speech in classroom interactions. From the
quotation above. The evaluation will take from students participation during
discussion about reading. The teacher take the result by the observe the student
presentation when student express their opinion about the topic that have been
choosen.

3.4 Advantages and Disadvantages


3.4.1 The Advantages
The major advantage of speaking class use group system are the
most common of adding students are:
 The student do not feel as though they are canter stage when they
speak in front of their friends.
 The students find them selves in group meetings.
 The students more confidence to practice speaking English.
 The students more cooperative with the other.

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3.4.2 The Disadvantages
There are many disadvantages in teaching speaking use group. The
Disadvantages are:
 Some shy student might slip though the cracks or just keep silent
and manage to avoid speaking in most class activity.
 It is not the best presentation for the oral presentation aspect of
student professional careers.

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CHAPTER IV
CONCLUSSION AND SUGGESTION

4.1 Conclusion
Recount text is a text that purpose to retell events in squences for
informing ar entertaining. We can use Direct Method in teach learn process of
explanation text because this method is more effective, The student not only can
understand about the explanation text, but also they can increase their
vocabulary. The weakness of this method is we can not use this method in big
class.

4.2 Sugestion
From this paper, the writer hope that it can help the teacher to teach the
students more effectively and also the students can understand well about
recount text.

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PREFERENCES

Agustine, Helena. Genre Based Approach and the 2004 curriculum. 2006. //
http:www.google.com ( download on 7 january 2010 ).

Achinstein, Peter (1983). The Nature of recount. New York: Oxford University Press.

Friedman, Michael (1974) "recount and Scientific Understanding." Journal of


Philosophy 71: 5-19.

Hempel, Carl G. (1965) Aspects of Scientific recount and other Essays in the
Philosophy of Science. New York: Free Press.

Pitt, Joseph C. (1988) Theories of recount. Oxford: Oxford University Press.

Salmon, Wesley (1990) Four Decades of Scientific recount. Minneapolis: University


of Minnesota Press.

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