CHAPTER I

INTRODUCTION

A. Background of the Research

English is an international language because it is a tool ocommunication among

people in different countries in the world. By using English, people can communicate and

cooperates with people from different countries in many aspects like economic, politic,

education, social and culture. Indonesia is one of the countries it joins with ASEAN

(Association Southeast Asian Nations) as the member of the group Indonesia have to

support for the one of the programs such as (MEA) Masyarakat Ekonomi Asia or (AEC)

Asean economic community where change workers easier in this community for whoever

who has skill especially English skill.

In some developing countries English is learned as foreign language.Indonesia as

one of the developing countries has also set its educational curriculum to include teaching

of English as a foreign language. It is one of the compulsory subjects in school and taught

on all level of education, strarting from elementary school up to university.

There are four skills that should be learned by the students in learning English,

there are listening, reading, speaking and writing. But not only that, English also have

some components; grammar, pronunciation, vocabulary and spelling. Writing is

1
one of the language skills that need to be mastered by the language learners. Writing

something can be an enjoyable activity because by writing someone can express

something in written then share it with others. Based on Tuddy Wallace (2005:15)

writing is the final product of several separate acts that are hugely challenging to learn

simultaneously.

In my opinion most students in Indonesia, have problems in mastering grammar

that can be considered complicated. Grammar is essensial as the rules of the wording to

make meaningful utterances. With the skill of writing for instance, at least student have

to master not only vocabulary but also grammar well.

Writing is one of the important subjects that students should be learned. They are

not only able to read the English books or speak English well, but also be able to write,

the students can express an ideas or feeling in writing form, the students should be able

to produce sentences and develop it into paragraph. The students should be pay attention

to the dictions are used and should be able to arrange his or her ideas or feeling in a good

arrangement. the others point the students should pay attention to the rhetorical structure

of the text in writing.

Based on writer’s observation at XI grade of SMK Merah Putih Pondok Gede

Bekasi. The writers found some problems. The students lazy to express their ideas or

feeling because they are low of vocabulary. They do not know the distinguishing among

the texts because distinguishing among the texts because they are lack of practice writing

2
in daily activities. They are less motivation because the teacher do not use interest media

and technique in teaching process.According to those definition of writing,it can be

concluded that writing is complex process about how the writer conveys his or her

ideas,thoughts, feelings, without ignoring grammatical rules, spellings and punctuations.

In addition, the readers recieve the meaning or the massage from the writer. For

many reasons writing is the most difficult skill to learn. Some people do not like to write

because of those difficulties. There are some reasons that can make the students do not

enjoy writing activity, as follows :

1) they are consider that writing is a task.

2) there is less interaction between them in writing activity.

3) it need extra skill or knowledge to write (Bryne’1995).

Based on the curriculum of K-13 too, the teaching writing is done through twelve

genres. They are spoof, recount, report, analytical exposition, news item, anecdote,

narrative, procedure, descriptive, hortatory exposition, explanation and discussion. And

recount text is one of the genre it need mastered for eleventh Senior High School.

Based on writer’s experience, recount text was not aassumed as a new text in

Senior High School. But most of the students still difficult to face in writing recount text.

Writing recount text is un familiar for student also it is not similar writing the others text,

they have distinguish language feature among them. Student do not have background

3
knowledge about recount text. It make them confuse to finish recount text. Students still

find difficulties to use the correct grammar and tense.

In this case, to make a sentence we must pay attention to verb tenses which an

essensial role, because they tell readers when actions are taking place.Careful and accurate

use of tenses is important to clear writing. For instance, if the verbs in the passage refer

to actions occuring at past actions, then the past tense is definitely needed to be used.

The important one in writing recount text is the corret grammar and tense

especially use Past Tense because recount tells the past events. Most of students do not to

distinguish change verb. Changing verb 1 to be verb 2 is the most of problems in past

tense. Based on the writer experience above the writer can The Effect Of Students’

Writing Recount Text Towards Simple Past Tense Mastery. How to teach this subject

the writer can some treatments.

B. Focus of the Research

Based on the background of the problem above, the problem be identified as

follow: first, the students still have low motivation to learn English.

Second, the media that used by the teacher are uninteresting for students and it

make the students are boring in learning process. Third, the student have difficult to

distinguish among of genres, because they are lazy to practice every time. So, the

4
problems of this study can state as follow: Based on the background of the problem above,

the problem can be identified as follow:

a. The problem faced by students in writing recount text.

b. The problems faced by student to mastery simple past tense.

c. The implementation mastery of simple past tense to improve students’ writing

skill in recount text.

There are many problems that have been identified. It is impossible for the writer

to discuss on the whole problems. The subjects of study is focused on to improve in

teaching writing recount text through mastery of simple past tense at SMK Merah Putih

Pondok Gede Bekasi.

The subjects of this study are limited to the English teachers and students of the

eleventh grade at SMK Merah Putih Pondok Gede Bekasi because the writer’s

knowledge,time, and energy are so limited.Because of that the writer give the paper

entitled “ The Effect Of Students’ Writing Recount Text Towards Simple Past Tense

Mastery “ at the eleventh year of SMK Merah Putih Pondok Gede Bekas in academic

2016/2017.

C. Formulation of Problem

Related to this study discussing about the Influence of the Ability in Mastering

Writing Recount text on the acchievment in Learning English to the second Year at SMK

5
MERAH PUTIH Bekasi ; the writer would like to present the formulation of the problem

first ;

1. Is the mastery of simple past tense can effects to the students’ writing ability in

recount text?

2. How far the implementation of mastery of simple past tense to improve students’

writing skill in recount text?

D. Benefit of the Research

Theoritically, it is important to improve students’ writing ability especially writing

in recount text where the students have to mastery of past tense. They still confused when

they get some in writing recount text tasks which retell past events. Automatically have

to use past tense. So, mastery of past tense is one of the solutions to improve students’

writing ability especially writing in recount text.

Practically, the writer expects that it would provided some valuable and further

information for English teachers in developing the quality of the teaching learning

process. In aditition, it could be used as the basis for the further reasearher who wants to

continue this rearsearch. And also the writer wants to gain some purposes they are :

1) The writer wants to know the effects mastery of past tense to improve students’

writing skill in Recount Text.

6
2) The writer wants to know the implementation of mastery of past tense to improve

students’ writing skill in recount text at the second year students at SMK MERAH

PUTIH PONDOK GEDE-BEKASI.

3) The writer wants to fulfill of requirement for getting Bachelor Degree of

Education in English Department.

7
 CHAPTER II

THORITICAL FRAME WORK

A. Writing

1. The Nature of Writing

( Brown, 2000: 198 ) explains that when the writer want to communicate

something through his or her written work, he must :

1) have something to say on the same topic.

2) have a point of view and focus.

3) follow accepted convention of format.

4) be effective.

According to those definition of writing, it can be concluded that writing is

complex process about how the writer conveys his or her ideas ,thoughts,feelings, without

ignoring grammatical rules, spellings and punctuations. In addition ,the readers recieve

the meaning or the massage from the writer. For many reasons writing is the most difficult

skill to learn. Some people do not like to write because of those difficulties.

8
 There are some reasons that can make the students do not enjoy writing activity

as , follows (Bryne,1995 ) :

1) they are consider that writing is a task.

2) there is less interaction between them in writing activity.

3) it need extra skill or knowledge to write.

Usually in some school, the teacher give some theories on how to make good

writing without any practice writing itself. Furthermore the students only know the

theories of writing, and do not know how to express their ideas ,thoughts, feelings or

writing form.Therefore they do not know how to arrange words into good sentences.

Meanwhile when someone has a story or problem that needs to be talked about,

writing is a good choice to solve the problems. Writing comes easily when someone is in

a good “mood” or has something to say or spesific purposes. In addition, the way of the

writer delivers the message and combines various ways to arrange his ideas or thoughts

into a good form (Bryne,1995)

2. The Aspects of Writing

Writing is an ability, an expertise,and cleverness to convey ideas in a text in order

to be accepted by the readers whose different levels of intelectual and social.

Brown (2000 :198) there are some aspects of writing :

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 1. Content consist of thesis statements, related ideas, development ideas
through personal experiences,illustrations, facts, and opinions.

2. Organization consist of effectiveness of introduction, logical squences of

ideas, conclusion and appropiate length.

3. Discourse consist of topic sentences, paragraph unity transitions and cohesion.

4. Vocabulary.

5. Syntax and

6. Mechanics consist of spelling, punctuation, neatness and appearance.

Moreover ; (Bryne,1995) states that there are three aspects of writing difficulties,

namely, physicological, linguistic and cognitive problems.

First, psychological problems are related to the absence of the reader who gives

feedback directly to the writer. It means there is no interaction between the writers and

the readers.

Second, linguistic problem are related to the sentences that are incomplete or

ungramatical form, which are unnoticed by the writer.

Third, cognitive problems are related to the custom or habit. People start to speak

since a child until now, when people talk, it is because people want to express something

without noticing such grammatical rules or organizing ideas. Besides, writing is the

10
process of discovering. People collect miscellaneous facts and concepts, start writing, and

then let the writing lead them to understand.

Moreover, writing is unnatural from of speech. Writing is an invention process.

It does not come naturally as the speech. In speech, people can use the same words many

times. They can use tone, pitch to express the meaning. Nevertheless, in writing,

punctuation has the main role to make writing readable.

3. The Process of Writing

Teaching writing focuses not only on a product of writing itself but also on the

process of writing. Harmer (2002), states that writing process consists of prewriting

phases, editing redrafting, and writing work.

The various process of writing need various skills to meet the aims in writing

activity. Revision is needed to improve writing work, especially for improving books.

Brown (2001) states that a writing process consists of three stages, namely; prewriting,

drafting and revising.

The prewriting stages encourages the writers to generate ideas, which can happen

various ways, such as, reading a passage, conducting some research, brainstroming,

listing, clustering, disscusing a topic and frewriting. Meanwhile, drafting and revising

stages are the core process in writing in which the actual writing activity happens.

B. Requirement of a Good Writing

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 There are some characteristic of a good writing. A text or paragraph may these for

to be understood as a visible division of the subject method. The deviation is initially a

convenience to the reader, it prepares him turn attention to something new.

In writing a good text or paragraph should have four qualities, e.g completeness,

unity, order, and coherences.

1. Completeness
A complete text or paragraph contains details as fact such as name are specifics

individual, data, figures, cost, location, signal or statistical detail. Completeness means

the controlling idea thoroughly develop by the use of particular information.

2. Unity

Order in text or paragraph is like organization easy, but is smaller in space so it may

be simpler to consider order as direction. Thus order chronological steps to express the

ideas the written form. Houghton Mifflin says that, chronological order is a way

organizing according to the time in which are happen not. I began with what is oldest

what happen first and the end with what in newest or happen tats.

1. Coherences

The last characteristic of the text or paragraph is coherence. Coherence means

stick together, coherence is basically a matter of having the part of a piece of writing in

the right with the clear process. Whenever we think about object systematically we are

12
compiled to realism, that certain things, come coherence is the clear and orderly

presentation of ideas. Obviously, the ideas closely related with language matter.

Usually to measure the student’s ability in writing skill teachers give a writing

test. A good writer must have requirement to result in comprehensible and acceptable

piece of writing. (Brown, 2004:246) defines the general component in writing process are

as follow :

1. Content : the substances of the writing idea expressed.

2. Form : the organization of the context.
3. Grammar : the employment of grammatical form and syntactic patterns.
4. Style : the choice of structure and lexical item to give a particular tone flavor to
writing.
5. Mechanic : the use of the graphic convention of the language.

1. Past tense

Tense is the form a verb takes to indicate the time of the action or the state of

being: as, present (he speaks), past (he spoke), future (he will speak). Grammar tense (a

verb form) must be carefully differentiated from actual time for the two are not always

identical. For example, the past tense does not always indicate past time, nor does the

present tense indicate present time.

Modern English has six tenses, three of which are simple (or basic) tenses and three

of which are compound (or perfect) tenses. The simple tenses are the present the present,

13
the past and the future. The compound (or perfect) tenses are the present perfect, the past

perfect, and the future perfect. So, tenses indicate of time to the actions.

2. Definition of Past tense

The past tense indicates events happened in the past. Past tense is generally

employed to represent an action or state of being a having occurred or excited before

present; but in some of its special uses, the past tense is not restricted to denoting past

action.

The past tense can be concluded as an activity or situation began, happened, and

ended in the past. The past tense divide into four forms; simple past, past continuous, past

perfect and past perfect continuous.

3. Simple Past

Simple past tense is used to report a state or activity which can be described to a

definite past time. The past tense is also used for activities those occurred over a period

of time in the past, but are now finished, or that occurred at interval in the past, but do not

occur now. Wilson (1980:195) said that simple past tense is used for activities that

occurred over a period of past time, but it finished at the past time too.

Azzar (1989:24) states that simple past tense is a tense indicate the activity or situation

which began and ended at the past time.

14
 The simple past tense is the most common tense in English. The simple past tense

is used to talk about activities or situations that began and ended in the past.

The following are examples activities that began and ended in the past.

Marry walked downtown yesterday.

I slept eight hours last night.

(Betty schrampfer Azar, p 18)

4. Simple Past Tense Form

TABLE 2.1

Simple past tense form:

Statement (I you she he It we they) worked yesterday.

ate breakfast.

Negative (I you she he It we they) did not (didn’t) worked yesterday.

did not(didn’t) eat breakfast.

Question Did (I you she he It we they) work yesterday?

eat breakfast?

Short answer Yes(I you she he It we they) did

No didn’t

15
 The simple past tense is formed by using the simple past form of the verb.

Firstly, by the regular verb, the past form is made by adding ED to the verb.

TABLE 2.2

Regular Verb adding-ED

Forms Examples

Jump – jumped The dog jumped over the fence.

Walk – walked I walked 22 kilometers yesterday.

Work – worked We worked together as lawyer 15 years.

The pattern of simple past tense as follows:

1. Verbal sentence . 2. Non verbal sentence

(+) Subject + verb 2... (+) Subject + was/ were ...

(-) subject + did not + verb 1 .... (-) Subject + was/ were not ...

(?) Did + subject + verb 1 ...? (?) Was/ were + subject ...?

16
 TABLE 2.3

The following is pattern to add- ED which change the ending a little.

Verb ending How to make the Examples

Simple past

E Add- ED Live – lived

Date - dated

Consonant +y Change y to I then Try – tried

add- ED Cry – cried

One vowel +one Double the consonant Tap - Tapped

consonant not (w or y) then add - ED Commit- committed

Many verbs in English form their past tense with- ED some do not we call this

second form as irregular verbs. They have some pattern.

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 TABLE 2.4

Irregular verbs

Examples

be- was / were make - made

become- became meet - met

begin - began pay - paid

break - broke read - read

bring - brought ride - rode

build - built run - run

buy - bought say - said

catch – caught sell - sold

choose- chose send – sent

come - came shut – shut

do - did sing – sang

draw – drew sit – sat

eat - ate sleep – slept

feel – felt smell – smelt/ smelled

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 fight – fought speak – spoke

find – found stand – stood

fly flew swim – swam

forget – forgot take – took

get – got teach – taught

give – gave tell – told

go – went think - taught

have – had understand- understood

hear – heard wear – wore

C. RECOUNT TEXTS

1. The Definition of Recount Text

Our National Curriculum has determined the story of genre for junior high school

students into two kinds: they are recount and narrative. These two genres are taught for

the second year of junior high school students: as it can be seen in Cmpetence Standard

of writing skill for the second year student at the second semester (Depdiknas:2006:58).

Mengungkapkan makna dan langkah retorika dalam essei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat dalam teks berbentuk naratif

atau recount. (to express the meaning and rhetoric features of short simple essay by using

written language accurately in the form of narrative and recount to be able to interact in

dayly life).

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 According to Hornby (oxford advanced learner’s dictionary; 2000),a recount is to

tell somebody about something, especially something that someone has experienced.

According to Anderson (1997: 48) a recount is speaking or writing about past events or a

piece of text that retells past events, usually in the order which they happened.

Recount text means the form of the text telling about someone experience in the

past that used in curriculum 2004, there for the experience of the readers themselves, such

as their adventure and their day’s activities.

Recount text is a text that tells about something happened or retell past events or

activities and has a porpuse to give detailed information about what and when of that

events.

2. The Purpose of Recount Text

A recount has social function it “tell what happened “. The purpose of a social

recount is to ducument a series of events and evaluate their significance in some way. It

is also to give the audience a descriptions of what occured and when it occured. The

purpose of the story is to tell a sequence of events so that it entertaints. The story recount

has expression of attitude and feeling, usually made by narrator about or events.

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3. Types of Recount Texts

A Recount text usually uses the past tense covering the simple past tense the past

continous tense or the past perfect tense. Derewianka (2004) classifies recount text into

some types :

a. Personal Recount

Personal recount is a recount that retelling of an activity that writer or speaker has

been personally involved in (e.g. oral anecdote, diary entry).

1) Use of first pronoun (I, we).

2) Personal responses to the events can be included, particularly at the end.

3) Details are often chosen to add interest or humor.

b. Factual recountext

Factual recount is a recount that recording the particulars of an accident. (E.g.

report of a science experiment, police report, news report, historical recount). Language

features of factual recount are:

1. Use of third person pronouns (he, she, it, they).

2. Details are usually selected to help the reader reconstruct the activity or incident
accurately.
3. Sometimes the ending describes the outcome of the activity (e.g. in a science
experiment).
4. Mention of personal feelings in probably not appropriate.

21
 5. Details of time, place, and manner may be need to be precisely stated (e.g. at 2.35
pm, between John st, and Park rd, the man drove at 80 kbp).
6. Descriptive details may also be required to provide precise information (e.g. a man
with a red shirt, brown shoes and long his, weighing 75 kilos an approximately
189 cm tall).
7. The passive voice may be used (e.g. the breaker was filled with water).
8. It may be appropriate to include explanations and satisfactions.
c. Imaginative recount

An imaginative recount tells about an imaginary story and gives a details of events

such as a day in the life of roman slaves.

Table 2.5

The Language features of Personal, Factual, Imaginative Recounts.

Kinds of Recount Language Features

Personal Recount - Use of first pronoun (I, we).

- Personal responses to the events can be included, particularly at the

end.

- Details are often chosen to add interest or humor.

Factual Recount - Use of third person pronouns (he, she, it, they).

- Details are usually selected to help the reader reconstruct the activity

or incident accurately.

22
 - - Sometimes the ending describes the outcome of the activity (e.g. in a

science experiment).

- Mention of personal feelings in probably not appropriate.

- Details of time, place, and manner may be

need to be precisely stated (e.g. at 2.35 pm, between John st, and Park

rd, the man drove at 80 kbp).

- Descriptive details may also be required to

Provide precise information (e.g. a man with a red shirt, brown shoes

and long his, weighing 75 kilos an approximately 189 cm tall).

- The passive voice may be used (e.g. the breaker was filled with water).

- It may be appropriate to include explanations and satisfactions.

Imaginative - Usually written in the first person.

Recount - It may be appropiate to include personal reaction.

4. Generic Structures of Recount Texts

Recount is reconstruction of something happened in the past. And many experts

propose the concept of recount. The first, Derewianka (1990:14) the focus of a recount is

on a sequence of events, all of which relate to a particular occasion.Afterwards, he

determines the schematic of recount into three stages namely; orientation, series of events,

23
and personal comment. And also Derewianka said that the purpose of recount to tell what

happended. It sets who, what, where, and when (orientation) its recounts events as they

occured (events) and has clossing statement (re-orientation) it is use in past tense and

showed as chronological order.

Second, Gerot and winel (1994: 194) state the term of orientation, events, and re-

orientation for the stages in recount text.Meanwhile Mackhen and Horarik (2002:21) gives

another term, they are orientation, record of events and re-orientation.

The description of the stages in recount text among the three experts can be seen

in table 2.6 below :

Table 2.6

The Description of Recount Schematic structure

Experts Schematic Structure

Derewianka (1990,p. 15) Orientation :

Giving the reader / listener the background information

needed to understand the text (i.e who was involved,

where it happened , when it happened).

Series of events :

Ordered in a chronological sequence.

24
 Personal Comment :

On the incident ( e.g. we had wonderful time).

Gerot and Wignel Orientation :

( 1994 , p.194) Provides the setting and introduces participants.

Events :

Tell what happened, in what sequence.

Re- orientation :

Optional – closure of events.

Macken – Horarik Orientation :

( 2002, p 21) Provides information about situation.

Record of events :

Presents events in temporalsequence.

Re- orientation :

Optional stage bringing the events into present.

The table 2.6 above shows that there are different terms of the stages among the

experts, but absolutely the current terms determine the same meaning. The things that

make their termsdifferent is at the end of the stages, Gerot – Wignel and Macken add ‘Re

– orientation’ as the closure of the event, but this is optional.

25
 The schematic structure of Recount text reveal that :

1. There is often an opening or setting of a scene. The introductory paragraph , or

orientation, of a written recount introduces the topic or event. This paragraph
introduces who, what, where, where, when, why, and possibly how.
2. The events in a recount text are often in the order that they happen (chronological
order). This is where the recount is told in chrological order (the order that the
events happened).
3. A recount may have a closing statement or the conclusion where the writer or
speaker can give personal opinions about the topic or event. The writer or speaker
may also comment and how this event or topic may effect other things in the
future.

Example of recount text:

My Holiday in Bali

When I was 2nd grade of senior high school, my friends and I went to Bali. We

were there for three days. I had many impressive experiences during the vacation.

First day, we visited Sanur Beach in the morning. We saw the beautiful sunrise

together. It was a great scenery. Then, we checked in to the hotel. After prepared our

selves, we went to Tanah Lot. We met so many other tourists there. They were not only

domestic but also foreign tourists.

Second day, we enjoyed the day on Tanjung Benoa beach. We played so many

water sports such as banana boat, jetsky, speedboat etc. We also went to Penyu island to

26
see many unique animals. They were turtles, snakes, and sea birds. We were very happy.

In the afternoon, we went to Kuta Beach to see the amazing sunset and enjoyed the

beautiful wave.

The last day, we spent our time in Sangeh. We could enjoy the green and shady

forest. There were so many monkies. They were so tame but sometimes they could be

naughty. We could make a close interaction with them. After that, we went to Sukowati

market for shopping. That was my lovely time. I bought some Bali T-Shirt and souvenirs.

In the evening, we had to check out from the hotel. We went back home bringing

so many amazing memories of Bali.

In teaching of writing about recount text, the teacher was taught simple past

because there are language features in recount text such as simple past tense (e.g. he

smiled, it barked, he pointed) use of action verb/material process (e.g. went, climbed, ate)

and use of linking items to do with time (e.g. Wednesday, at the same time, then, next,

later). So that in teaching learning process about recount text the students’ have studied

simple past tense and writing ability skill.

27
 CHAPTER III

RESEARCH METHODOLOGY

A. Purpose of The Research

The main purpose of this research to find out description data about improvement

between the students’ ability in writing recount text who were taught mastery of simple

past tense and without mastery of simple past tense at eleventh grade of SMK MERAH

PUTIH PONDOK GEDE – BEKASI in academic of year 2016-2017.

1. Design of Research

In this study, the researcher used an experiment research design. According to

Nunan (1992:8) experiment studies, on the other hand, control the conditions under which

the behavior under investigation is observed.

This research is about the effects of recount text toward students’ mastery of

simple past tense at the eleventh year student of SMK MERAH PUTIH PONDOK

GEDE- BEKASI in the academic year 2016/ 2017.

28
 Table 3.1

The Design of Experimental Research

Groups Random Pre test Treatment Post test

N R O1 X O2

Experimental group

Control group

W R O3 O4

in which:

R : random sampling

O1 : pre test of the experimental group

O2 : post test of the experimental group

O3 : pre test of the control group

O4 : post test of the control group

X : the treatment that the writer gives to the experimental group with the mastery of past

tense.

29
2. Variables of the Research

In the experiment research, there are two variables that will be manipulated by the

researcher. They are independent variable (X) and dependent variable (Y).

Independent variable is a factor which is manipulated by the writer to determine the

relationship between the phenomena observed. While dependent variable is a factor which

is observed and measured to determine the effect of independent variable.

1. Independent variable

The independent variable (X) is mastery of simple past tense used in writing a

recount text to the eleventh year students of SMK MERAH PUTIH the academic year

2016/2017.

2. Dependent Variable

The dependent variable (Y) is students’ ability in writing a recount text to the

eleventh year students of SMK MERAH PUTIH the academic year 2016/2017.

B. Subjects of the Research

1. Population

Frankell (1993: 79) describes population as the large group to which one hopes

to apply the result. Population is defined as all members of any well defined class of

people, event and object. Based on the statement the writer concludes that population is a

number people that have characteristic and become subject of the research.

30
 The population of this research is the eleventh year students of SMK MERAH

PUTIH in the academic year 2016/ 2017. It consists of 130 students and divided into four

classes of the eleventh year students of SMK MERAH PUTIH in the academic year

2016/ 2017.

This research was held at SMK MERAH PUTIH , located in the border of Pondok

Gede Bekasi town, on September, 12 th, 18 th, 19 th, 22 th, and 2016.

2. Sample

Sample of the research is a representative group from the population to serve as

respondents. The writer already seen that due to factors, time and accessibility, it is always

possible or practical to apply measure from smaller group or subject of population is such

a way that the knowledge gained is representation of the total population under study. The

smaller group of subject is the sample.

According to Arikunto (1991:17) Sample is a part of population that will be

investigated. The writer took the sample freely, also based on the student number in a

class. There are seventh sampling techniques, such as random, sampling, cluster

sampling, stratified sampling, purposive sampling, are sampling, double sampling and

proportional sampling.

The writer chooses two classes of the eleventh year students of SMK MERAH

PUTIH as the sample. They are XI TKJ 1 as experimental class, which consists of 20

students and XI TKJ 2 as control class, which consists of 20 students.

a. Technique of Sampling

31
 In this research the writer applied a random sampling. The population used as

sample was one class, namely class eleventh year students of SMK MERAH PUTIH in

Bekasi as the subject of the research. Sampling is a process of choosing a number of

individual for research, so that the individuals are investigated.

Widiyanto (2006:10) states that random sampling is process of choosing sample

in which an individual in a population have the same chance and the same freedom to be

chosen as the sample.

The steps of random sampling taken by the writer are as follows:

a. The writer came to the eleventh class.

b. The writer chose the classes used as the samples of research. They are
XI TKJ 2 as control class and XI TKJ 1 as experimental class.

c. The experimental group consists of 20 students (XI TKJ 1), and

control group consist of 20 students (XI TKJ 2).

C. Instrument of the Research

Before collecting the data; the writer made instrument. The instrument is writing

test. According to Gay (1987:127), instrument is an important device for collecting data

in a research. Usually, a test is used as the instrument to measure the students ‘

achievement in education. From a certain kind of a test, a researcher would be able to

collect the data in the form of scores which could be used to identify, classify, or evaluate

the test taken. He also adds that the test in a more inclusive definition is a means of

measuring the knowledge, skills, feeling, intelligence or attitude of an individual or group.

32
 The instrument for collecting data in this study is a test in the form of writing a

paragraph to know the students’ ability in writing recount text. In this research, the writer

gives pre test and post test between control and experimental class.

A writing test is actually subjective as said by Haris (1969:69) that composition

test are a reliable measured because (1) students perform differently on different topic and

on different occasion; (2) the scoring on compositions is by nature highly subjective in

addition he says (1969:70) in writing compositions, students can cover up weakness by

avoiding problems (e.g. the use of certain grammatical pattern and lexical items) they find

difficult such evaluation is impossible with well prepared objective tests.

There are some criteria to analyze the students` writing, they are as follows:

1. Content

a. The substance of writing.

b. The ideas of expressed.

c. The arrangement of schematic structure.

2. Grammar

a. The employing of grammatical form and syntactic patterns.

b. The use of past tense.

3. Organization

a. The organization of the contents.

33
 b. The arrangement of generic structure.

4. Vocabulary

The choice of words.

5. Mechanic

Capitalization, punctuation and spelling.

Table 3.2

The tables scoring of written test are as follows:

No The element of written Score

1 Content 1-30

2 Grammar 1-25

3 Organization 1-20

4 Vocabulary 1-20

5 Mechanic 1- 5

Total Score 100

(Brown, 2004:246)

34
D. Techniques of Collecting Data

Collecting the data is the most important activity in the research in collecting data.

1. Field Research

There some steps that will be taken by the researcher as follow:

1. The writer makes research instrument.

2. The writer asks permission from the institute.
3. The writer comes to SMK MERAH PUTIH PONDOK GEDE -BEKASI.
4. The writer chooses two class from eleventh grade students, they are XI TKJ 1 as
experimental class that consists of 20 students and XI TKJ 2 as control class that
consist of 20 students.
5. The writer gives pre test to students between experimental and control class.
6. The writer explains how to make a recount text with mastery of simple past tense
to experimental class.
7. The writer gives post test to student between experimental and control group.
8. Analyzing the test.

2. Library Research

The library research is one of the methods in collecting data by making use of

some theories of scientist linguists or even other and facts from some book. The first way

of getting the data, the writer tries to find out supporting ideas from some source books,

dictionaries, internet, and information and ideas, which could support her ideas to write

this thesis from some competent author. The second way of getting data is documentation

method.

35
 According to Nasir (1983: 3) library research is a method of collecting data by

using literature books that have connection with the research.

3. Techniques of Analyzing the Data

After collecting the data by using test, the writer analyzes the result of the test. To

find out the result of the test, the writer uses some statistic and takes steps the following.

1. Identifying the students` mistake by reading the students worksheet one by one.In
reading the writer will identify the mistakes retelling to grammar, content,
organization, vocabulary and mechanics.
2. Giving the score, in determining this, the writer will find the percentage of each
problem type.

Table 3.3
The Criteria of Writing Element

No The element of written Score

1 Content 1-30

2 Grammar 1-25

3 Organization 1-20

4 Vocabulary 1-20

5 Mechanic 1- 5

Total Score 100

(Brown, 2004:246)

36
 4. Statistical Procedure

Statistical procedures are steps that used statistically to analyze the students`

achievement. To interpret the result of the students` worksheet, I used statistical

procedures as follows:

Mean

The mean is the average of group scores. It is used to determine the position of the

students in achieving or mastering the given materials. The way to compute the mean is

adding all the students` scores then dividing this sum by the number of the test takers. The

formula used to compute the mean is as follows:

1.Mean (X)

Σx
M = ----
N
Where:

X : Mean

Σx : Sum of Any Test Score

N : Sample

37
 Table 3.4

The Table of Achievement

CRITERIA OF MASTERY GRADE

91-100 Excelent

81-90 Very good

71-80 Good

61-70 Fair

51-60 Poor

Less than 50 Very poor

2. Mean Deviation of experimental Class

The formula is as follow:

Σx
MX = ----
N

Where:

Mx : Mean of Experimental Class

ΣX : Total of Deviation of Experimental Class

N : Number Students of Experiment Class

3. Mean Deviation of Control Class

The formula is as follow:

38
 Σy
My = ----
N

Where:

MY : Mean of Control Class

ΣY : Total of Deviation of Control Class

N : Number Students of Experimental Class

4.To find out the deviation of each post test score from pre test score of Control class.

The formula is as follow:

Σx2 = Σx2 - (Σx2)

N

Where:

Σx2 :Deviation of Each Post Test Score From Pre Test of experimental Class

N : Number of Students of Control Class

5. In hypothesis testing, the writer uses T-test formula. The T-test which

is used in this research is as follows:

39
 Σy2 = Σy2 - (Σy2)

Where:

Σy2 :Deviation of Each Post Test Score From Pre Test of Control Class

N : Number of Students of Control Class

6. In hypothesis testing, the writer uses T-test formula. The T-test which

is used in this research is as follows:

Where:

Mx : Mean Deviation of Experimental Class

MY : Mean Deviation of Control Class

Σχ2 : Deviation of Each Post Test Score from Pre Test of Experimental

Class

Σy2 : Deviation of Each Post Test Score from Pre Test of Control Class

Then the writer looked for the degree (df) and the level of significance to consult

the result to the T-test. If the t- obtained value higher or same t- table (t- obtained> t-

40
table).Ho is refuse. And tobtained value is lower or same t-table (t- obtained or t-table) is

rejected.

Median

Median is a score that split a distribution in half 50 percent of the scores above the

median and the 50 percent of the scores below it. Thus, the median is also called as the

fiftieth percentile.

Median is a description of the distribution of the scores and considered as the

complement information of the averages scores. After scores obtained by the student are

written in order from the lowest up to the highest.

Mode

The mode is the score that occurred most frequently in a distribution

Frequency Distribution

Frequency distribution is useful to know how many students in a group or class

obtaining certain scores. It is also used to know the tendency of the student in the group

who had certain scores or to see the extreme scores in the group.

A set of score could be arranged and display in chart. There are some charts that I

would like to show. They are:

41
1.Normal Curve

Normal curve was a curve which formed like a bell with symmetrical form because the

distribution of scores is normal.

2. Negative Skewed Curve

If most of the student got high scores, the curve would slope to the left or to the

lower scores. Such condition was called negatively skewed curve. For the objective of

teaching learning in class this condition was considered as the successful teaching

learning process.

42
3.Positively Skewed Curve

If most of students got the low scores, the curve would slope to the right or go to

the higher scores. Such condition was called positively skewed curve. For the objective

of teaching learning in class, this condition was considered that teaching learning process

didn’t successfull.

43
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter discusses the result of the research. It was done by the writer to find

out the students’ ability in writing recount text who were taught with mastery of past tense

without mastery of past tense, and to find out whether there is any significant difference

between the students who are taught with mastery of past tense and without mastery of

past tense.

A. Research Findings

1. Students’ Ability Taught with Mastery of Past Tense.

The students’ ability taught with mastery of past tense is very good. It means that

mastery of past tense arise the student’ motivation to get ideas, taught, feeling, and express

them into written especially writing in recount text. Because of the mastery of past tense,

the students can easier to arrange a story in recount it always uses past tense.

Mastery of past tense surely can help students to arrange details the chronological

order, and events. In short, they can be powerful sources of text. Besides, the mastery of

past tense is the real way to make esier their ideas. And also the mastery of past tense

must be simple and they do not unambiguous. It was appropriate to write recount text.

Most of students said that with mastery of past tense that writing task especially Recount

text was not more frightened. So, mastery of past tense as one of the ways it effective

and good impression for most of students.

44
 Eventhough the writer knew that the most of teachers in senior high school the

students was studied past tense . But it was a proven mastery of past tense as one way it

accepted in vocational / senior high school.

Through the mastery of past tense that the writer used in experimental class, it can

be known the score of each student in improving writing recount text with the mastery of

past tense . It can be seen from the score of pre-test and post-test as follow:

Table 4.1

The Students’ Score of Experimental Class

No Students’ name Score Pre Test Score Post Test

1. A1 60 70

2. A3 65 75

3. A4 60 74

4. A5 56 73

5. A6 60 75

6. A7 64 80

7. A8 73 88

8. A9 65 79

9. A2 61 71

10. A 10 55 80

11. A 11 60 73

45
 12. A 12 56 75

13. A 13 53 70

14. A 14 52 75

15. A 15 62 80

16. A 16 65 83

17. A 17 65 72

18. A 18 57 71

19. A 19 58 77

20. A 20 65 78

Based on the result of pre-test and post-test that the students did, it can be

concluded that the average score of pre-test was 60.6. The highest score was 73 and the

lowest score was 52. After she gave them treatment, which was the mastery of past tense,

the result of the post-test was different from the pretest.

The average score of post-test was 75,95 the highest score was 88 and the

lowest score was 70. The students’ competence of pre-test before they were

given treatment was fair, but after they were given treatment was good. It means that

teaching writing recount text with the mastery of past tense in experimental class was

successful.

46
 After the writer got the result of the students’ score, then she calculated their

percentage in improving writing recount text ability. It was used to know how many

students who got percentage excellent, very good, good, fair, poor, and very poor.

To obtain the percentage of the students’ letter grade, the writer applied them into

the following formula:

P : F x 100 %
N

The percentage of letter grade before they were given treatment:

a) The percentage of letter grade good

P : 1 x 100 % = 5 %
20

b) The percentage of letter grade fair

P : 8 x 100 % = 40 %
20

c) The percentage of letter grade poor

P : 11 x 100 % = 55 %
20

The percentage of letter grade after they were given treatment:

a) The percentage of letter grade very good

P : 2 x 100 % = 10 %
20

b) The percentage of letter grade good

P : 15 x 100 % = 75 %

47
 20

c) The percentage of letter grade fair

P : 3 x 100 % = 15 %
20

From the calculation above, it can be known the result of the students’

percentage before they were given treatment and after they were given

treatment.

The result of experimental class showed the difference between the pre-test and

post-test.It can be seen in detail in table 4.2 as follows:

Table 4.2

The percentage of the students’ letter grade on writing recount text

Grade Pre - t est Precentage Post - Test Precentage

Excelent - - - -
Very Good - - 2 students 10%
Good 1 students 5% 15 students 75%
Fair 8 students 40% 3 students 15%
Poor 11 students 45% - -
Very Poor - - - -

Total 20 students 100% 20 students 100%

48
 Based on the result above, it can be known that there were 90 % students mastered

on writing recount text taught with the mastery of past tense, and there were 10 % students

failed. It can be concluded that the use of treatment with the mastery of past tense in

experimental class influenced the students’ ability in writing recount text and it was done

successful.

2. Students’ Ability in Writing Recount Text without Mastery of Past Tense.

Teaching Recount without Mastery of Past Tense has a different procedure in this

class. The writer (teacher) gave some texts (story passages), they didn’t read the story,

but they just listened to the teacher who read it and explain it orally. They got the same

thing, that was the story, but different in technique.

Although the teacher read the story carefully and clearly, they were still confused

and got wrong perceptions of the meaning that they heard. They often asking the meaning

of the words to the teacher, but some of them tried to lookfor in the meaning in the

dictionary. Sometimes when the teacher asked because they did not want to know and

they prefer to be quiet. It means that they were not understand in the lesson because of

they did not understand that writing recount text always using past tense.

The condition that they got in class influenced their score of writing recount text

test . It can be seen from their competence as follows :

49
 Table 4.3
The Students’ score of Controll Class
No Students’ name Score Pre Test Score Post Test

1. B1 60 65

2. B2 63 67
3. B3 62 65
4. B4 57 59
5. B5 70 71
6. B6 65 66
7. B7 75 77
8. B8 56 60
9. B9 85 86
10. B10 60 63

11. B11 68 70
12. B12 63 67
13. B13 53 66
14. B14 57 60
15. B15 60 63

16. B16 48 56
17. B17 65 68
18. B18 45 50

19. B19 71 75
20. B20 51 56

Total Score 1164 1310

Average 58,2 65,5

50
 Based on the result of pre- test and post- test that the students did, it can be

concluded that the avarage score of pre- test was 58.2. The highest score was 85 and the

lowest score was 45. After she gave them treatment, which was not taught with the

mastery of past tense, the result of the post- test was different from the pre- test. The

avarage score of the post- test was 65,5 the highest score was 86 and the lowest score was

50. The students’ competence of pre – test before they were given treatment was good,

but after they were given treatment was fair. It means that teaching recount text without

the mastery of past tense in control class was not succesfull.

After the writer got the result of the students’ score, than she calculated their

precentage in improving writing recount text ability. It was used to know how many

students who got percentage execelent, very good, good, fair, poor, less poor.

To obtain the precentage of the students’ letter grade, the writer applied into the

folowing formula :

P : F x 100%
N

The precentage of letter grade before they given treatment :

a) The percentage of the letter grade very good

P : 1 x 100% = 5%
20

b) The percentage of the grade good

51
 P : 2 x 100% = 10%
20

c) The percentage of the grade fair

P : 9 x 100% = 45%
20

d) The percentage of grade poor

P : 5 x 100% = 25%
20

e) The percentage of grade very poor

P : 3 x 100% = 15%
20

The precentage of letter grade after they given treatment :

a) The percentage of the letter grade very good

P : 1x 100% = 5%
20
b) The percentage of the grade good
P : 3 x 100% = 15%
20

c) The percentage of the grade fair

P : 10 x 100% =50 %
20

d) The percentage of grade poor

P : 5 x 100% = 25%
20

e) The percentage of grade very poor

52
 P 1 x 100% = 5%
20

From the calculation above it can be known the result of the students’ percentage

before they were given treatment and after they were given treatment. The result showed

the difference between the pre- test and post - test. It can be seen in detail in table 4.4

as follows ;

Table 4.4

The percentage of the students’ letter grade on writing recount text

Grade Pre- test Percentage Post- test Percentage

Excelent - - - -
Very good 1 students 5% 1 students 5%
Good 2 students 10% 3 students 15%
Fair 9 students 45% 10 students 50%
Poor 5 students 25% 5 students 25%
Very poor 3 students 15% 1 students 5%

Total 20 students 100% 20 students 100%

53
3. Significance of Different Between Students’ Ability in Writing Recount Text Who

Are Taught with the Mastery Past Tense and Without the Mastery of Past Tense.

Based on the research result between the Students’ Ability in Writing Recount

Text Who Are Taught with the Mastery of Past Tense and Without the Mastery of Past

Tense there was significant different between them. It can be seen from the result of the

final score or post test that she used to measure the improvement of their ability in writing

recount text.

The avarage score of post test of experimental class after they were given

treatment :

Σx
X = ----
N

1519
= ------
20

= 75.95

The avarage score of the students’ achievement who were taught with mastery of

simple past tense is 75.95. The figure is then consulted to the following table :

54
 Table 4.5

The result of Experimental Class

CRITERIA OF MASTERY GRADE

91-100 Excelent
81-90 Very Good
71-80 Good

61-70 Fair

51-60 Poor

Less than 50 Very Poor

It can be seen that 75.95 are on the range 71-80 which is categorized into “good.”

The students’ achievement that were taught writing recount text with the picture sequence

is “good.”

The avarage score of post test in control class :

ΣY
N = ----
N

= 1310
------
20

= 65.5

The avarage score of the students achievement who were not taught with the

mastery of past tense is 65.5. The figure then consulted to the following table :

55
 Table 4.6

The result of Control Class

CRITERIA OF MASTERY GRADE

91-100 Excelent
81-90 Very Good
71-80 Good

61-70 Fair

51-60 Poor

Less than 50 Very Poor

It can be seen that the 65.5 is on the range 61-70 which is categorized into

“fair.“The students’ achievements that were not taught writing recount text with the

mastery of past tense is not good.

To find out the differences between the students ability in writing recount text

with the mastery of past tense and without the mastery of past tense the writer uses T-test

formula. The T-test which is used in research is`as follow :

56
Where :

Mx = Mean Deviation Of Experimental Class

My = Mean Deviation Of Controll Class

Σx2 = Deviation Of Each Post Test Score Of Experimental Class

ΣY2 = Deviation Of Each Post Test Score Of Controll Class

Before computing the T – test above, the writer did some steps as follows :

a.Finding out the Mean Deviation Of Experimental Class (Mx).

1. The Post test score of the student is decreased by the pre test.

2. The writer counted the total of deviation.

3. The total of deviation of students in Experimental Class is diveded by the number

of students in that class.

Mx = Σx
N

= 307
20

= 15,35

57
Which :

X = Mean of Experimental Class

Σx = Sum of Experimental Test score

N = the number of the students of Experimental Class

b.Finding out the Mean Deviation Of Controll Class (My).

1. The postvtest score of each post test students in subtracted by the pre test score.

2. Then the writer counted the total of the deviation.

3. The total of deviation of students in Controll Class is diveded by the number of

students in that class.

My = Σy
N

= 76
20

= 3.8

Which :

Y = Mean of Controll Class

Σy = Sum of Controll Test score

N = the number of the students of Controll Class

c. Finding Out the Deviation of Each Post Test from Pre Test Source of Experimental

Class ( x2).

To find out x2 the writer squared the deviation of post test from the pre test

58
source of each students of experimental class. Then the result is counted up. The

total of squared deviation above is subtracted by the distribution of the square of

the total deviation of experimental class and number of that class.

The calculation as follow:

∑𝑥 2
∑𝑥 2 = ∑𝑥 2 [ ]
𝑁

307 2
= 5083 - ( 20 )

= 5083 - 94249
20

= 5083 – 4712.45

= 370.55

d. Finding Out the Deviation of Each Post Test from Pre Test Source of Control Class (

y2 ).

To find out ( y2 ) the writer squared the deviation of post test from pre test

source of each students of control class. Then the result is counted up. The total of

squared deviation above is subtracted by the deviation of the square of the total

deviation of control class.

The calculation is as follow:

(∑𝑦)2
∑𝑦 2 = ∑𝑦 2 - 𝑁

The calculation is as follow:

59
 (∑𝑦)2
∑𝑦 2 = ∑𝑦 2 - 𝑁

76
= 422 - (20) 2

5776
= 422 - 20

= 422 – 288.8

= 133.2

e. The Last Steps of The Hypothesis Testing is T- test

T – test = Mx - My
∑𝑥 2 +∑𝑦 2 1 1
√( ) (𝑁1 + 𝑁2)
𝑁1+𝑁2−2

= 15.35 – 3.8
370.55+133.2 1 1
√( ) (40 + 40)
20+20−2

= 11.5
503.75 2
√( ) (20)
38

= 11.5
1007.5
√
760

= 11.5

60
 √1.32

11.5
=
1.15

= 10

From the result of calculation above, the total t- obtained value of the research

is 10 with that degree of freedom (df) is (20+20)-2=38 and level of significant 5% (0. 05),

so the value table of t-table is 1. 98). It shows that t – obtained value is higher than t-table

(10 >1. 98). It means Ha is accepted.

The criterion of the test is used to refuse Ho. If the t – obtained is higher or same t-

table (t-obtained>or =t-table), it means Ha is accepted and t-obtained value is lower or

same t-table (t-obtained<t table) Ho is rejected. The calculation shows that tobtained value

higher than t-table. It means that the students` achievement in writing recount text who

were taught mastery of past tense was better than the students` achievement who were

taught without mastery of past tense, so Ha is accepted.

B. Disscussion

After getting the result of the research, the writer has to discuss the

quantitative data in the research in analyzed by using statistic. The data is the writing test

score for the eleventh year students of SMK MERAH PUTIH PONDOK GEDE- BEKASI

in the academic year 2016/2017. The form of the test item is written test.

61
 According to the research finding, the writer found that teaching writing

recount text with the mastery of past tense better than without mastery of past tense. It

means that the students could easier to write recount text with mastery of past tense and

without mastery of past tense.

1. Students` Ability Taught with the Mastery of Past Tense

The students` ability taught with mastery of past tense is very good.The average

scores of the students achievement who were taught mastery of past tense is 75.95. It

belongs to the good categorized .

It means that the mastery of past tense arise the student` motivation to get ideas,

taught, feeling, and express them into written. By mastery of past tense the teacher can

create representative and interesting in the teaching learning process in the classroom,

because the students can get easier to retell in the past events .It means teaching writing

recount text with mastery of past tense is effective.

2. Students` Ability Taught without Mastery of Past tense

The result of the students` ability taught without mastery of past tense is fair the

average score of written test show 65.5 It can be seen that the 65.5 is on the range 61-70

which is categorized into “fair.” The students` achievements that were not taught writing

recount text with mastery of past tense is not good. It can seen in appendix 4. it means

that teaching writing recount text without mastery of past tense is not effective.

62
3. Significance of Different of the students` ability in writing recount text for the

students taught with the mastery of past tense and without mastery of past tense.

The writer found that there is significant difference between the students`

ability of writing recount text who were taught with the mastery of past tense and those

taught without mastery of past tense.

Those who were taught mastery of past tense is better than those who were taught

without mastery of past tense. It means that mastery of past tense can help all the students

in improving in their skill in writing recount text. It can also help the teacher to improve

the students` motivation and interest in writing recount text according to the mastery of

past tense.

It means that teaching writing with the mastery of past tense can stimulate the

students in improving their writing recount text. So, the students` achievement who were

taught writing recount text with the mastery of past tense is better than who were taught

writing recount text without mastery of past tense for the eleventh year students of SMK

MERAH PUTIH PONDOK GEDE-BEKASI.

C. Teaching Learning Process in Treatment

In doing the treatment the writer explained about the meaning of recount text, the

language features and how to make a good story of recount text. The writer also explains

about how to arrange the sentence in simple past tense.

The steps in treatment with the mastery of past tense :

63
 1. Leading students to the steps to the topic by giving the question.

2. Introducing the strategy and the procedure on how to make it.

3. Assigning the students to work in group.

4. Ask the students to arrange the sentences on the paper test.

5. Give time to the students to make a good paragraph unity.

6. Informing students about the thing they should do in their groups

7. Listing as many words related to the sentences then generating ideas based on

the guiding question.

8. Giving a model of recount text based on their experiences.

9. Assign the students to start writing their first draft individually.

10. Giving time to review and revise the draft using revising guide.

11. Ask the students to work better draft based on feedback from the teacher for

their final composition.

1. About Post Test

After getting the results of the data calculation, the researcher feels satisfy

about the students` developmental score. in the pre test, the result score show 65.5 and

belong to fair in the level of average achievement but in the post test, the result shows

75,95 and belongs to good in the level above average, so the treatment and also the

instrument are really help students to improve writing recount text with the mastery of

pas.t tense

64
 Problem faced in doing pre –test:

1. In the pre test almost of the students are not ready to write and do the test to

express their words in English are very difficult and not all of them bring the

dictionary.

2. The students do not master and understand the English grammar well,

especially using past tense

3. The students do not master English vocabulary well, especially in choosing the
appropriate words to their story
4. The student do not really master mechanic, especially in spelling the English
words.

2. Solution

1. The students should improve and increase their mastery speaking, listening,
writing and reading, so that they can master the English skill.
2. The students should improve and increase their mastery in using grammar that is
in constructing the phrase, noun phrase, and in using past tense so that their writing
is better or the mistake can be reduced.
3. The students should often read the dictionary and some English books, so that they
can know many English words and their meaning.
4. The students should read and learn the dictionary and the books related to English
spelling, so they can know the English word and spelled.

65
 CHAPTER V

CONCLUSION AND DISGGUSION

A. Conclusion

There are some problems when the students want to begin write their ideas or their

feelings in a text, and structure is the difficult ones. It is very difficult to write English

correctly because structure of Indonesian language are different from English language.

But, there are many way to improve the students writing skill. How to make them improve

in writing recount text?

Firstly, the mastery of past tense could to improve the students’ writing in recount

text. The teacher guides them to finish the recount text. Teaching recount text in writing

through mastery of past tense is an effective way to improve students is writing skill. The

students can easy to make recount text after they had mastery of past tense. So, they do

not worried about the topic in writing. In other hand the conclusion is students’ mastery

of simple past tense can effect to improve students’ writing skill in recount text.

B. Suggestion

Based on the conclusion above, the writer wants to give some suggestion for

English teacher.

First, English teacher who teach at Junior High School should be more creative in

finding media that they can apply in learning process especially in teaching recount text.

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 Second, the teacher should be able to find many interesting picture to encourage

the students in learning English. At last, in order to teach recount text in writing more

communicatively, the teacher should be able to motivate the students to involve actively

in learning English.

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Gerlach S Vernon and Elly P Donal. 1980. Teaching and Media a Systematic Approach.

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