INTRODUCTION
Introductory issues that will be discussed in this section are; (1) the
background of the study, (2) reasons for choosing the topic, (3) the statements of
the problem, (4) the objectives of the study, (5) the significance of the study, (6)
the scope of the study, and (7) the definitions of key terms in order to give an
overview of the study, and outline of thesis.
In this study, the writer limits the discussion by stating the following
problem:
1. What were the existing materials to teach writing recount text for the tenth
graders like?
2. What kind of materials did the tenth graders of senior high school need to
write recount text?
3. How were the environmentbased materials developed to teach writing
recount text for the tenth graders of senior high school?
4. How effective was the environment-based materials to teach writing recount
text for the tenth graders of senior high school?
1. Theoretically, this study could confirm that relating the language use to the
learners daily lives improve learners writing competence.
2. Practically, it showed that teachers were able to improve their learners
writing competence and the environmental awareness at the same time.
3. Pedagogically, this study can give benefits to some parties, such as:
a. For learners, it could improve their writing competence and
environmental awareness.
b. For teachers, it could add their general knowledge in teaching methods
and materials. Furthermore, they will gain more information about
environmental education.
c. For educational authorities, they could recommend English teachers to
integrate environmental education in their classes.
1. Developing
It comes from the verb develop which means to grow or change into
something bigger or more advanced, or to work on a new idea or product to
make it successful
(Longman Dictionary of American English Fourth Edition, 2008: 276)
2. 2013 Curriculum
Curriculum is a set of plans and arrangements regarding the purpose, content,
and teaching materials and methods used to guide the organization of learning
activities to achieve specific educational goals.
(Government Act No. 32 Year 2013: 4)
The 2013 Curriculum was developed with the mindset as follows:
1) teacher-centered learning changes into the learner-centered learning.
Learners should have the choices of materials studied to have the same
competence;
2) one-way learning (teacher-student interaction) changes into an interactive
learning (interaction among teacher, student, society, environment,
source/ other media);
3) isolated learning patterns changes into learning networks (learners can
gain knowledge from anyone and from anywhere that can be reached and
obtained via the Internet);
4) passive learning changes into active seeking learning (students actively
seek further strengthened by science approach);
5) independent learning becomes a group work (team-based);
nature locally and beyond, discovering which actions can make a difference
in ones surroundings.
(Schmidt, 2007: 2)
Environmental awareness is the ability to see and understand the causes and
effects of environmental problems in the transitional future that humans (and
others) now face.
(Saylan and Blumstein, 2011: 79)
5. Recount Text
Recount text discusses the experiential content which refers to the immediate
past and to a brief sequence of activities involving material processes, using
the simple past tense (went, got) and mental processes (saw, hear) reflecting
the sensory nature of the experience.
(Christie et al., 2010: 92)
Recount is a kind of genre that has social function to retell event for the
purpose of informing or entertaining. The tense that used in recount text is
past tense. Social purpose of recount is to reconstruct past experiences by
retelling events in original sequence. We can look at the sample of recount in
personal letters, police report, insurance claims, and incident reports.
(Hyland, 2007: 124)
1.8 Outline of the Thesis
This thesis is organized as follows:
Chapter I consists of introduction which discuss about the background of the
study, the reason of choosing the topic, statement of problems, objectives of the
study, significance of the study, scope of the research, definition of terms, and
outline of thesis.
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