THE EFFECTIVENESS OF USING PICTURE SERIES TOWARD

STUDENTS’ WRITING SKILL IN RECOUNT TEXT

(A Quasi-experimental Study at the Tenth Grade of MAN 5 Jakarta
in 2016/2017 Academic Year)

FADHILAH NUR ROHMAH

1112014000002

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
 ABSTRACT
Fadhilah Nur Rohmah (NIM: 1112014000002). The Effectiveness of Using
Picture Series towards Students’ Writing Skill in Recount Text (A Quasi-
experimental Study at the Tenth Grade of MAN 5 Jakarta in Academic Year
2016/2017). Skripsi of Department of English Education at Faculty of Educational
Sciences of Syarif Hidayatullah State Islamic University, 2017.)

Keywords: Picture Series, Recount Text

This research was aimed to obtain empirical evidence of the effectiveness of using
picture series toward students’ writing skill of recount text. To get the further
information about the result, this research also tried to find out how well picture
series work on students’ writing skill of recount text. The method used in this
research was a quantitative method. The design was a quasi experimental study and
the primary instrument of this research was test. The samples were taken from the
tenth grade students of MAN 5 Jakarta by using purposive sampling. The total sample
of this study was 66 students, which are 35 students as experimental class while 35
students as controlled class. The calculation of this research was conducted though
SPSS 22. The test of hypothesis proved that sig. 2 tailed (p) was 0.049 while alpha (α)
was 0.05. In other words, p < α. It meant that the Ho (Null Hypothesis) was rejected
and Ha (Alternative Hypothesis) was accepted. It proved that there was a positive
effect of picture series toward students’ writing skill of recount text. Furthermore,
Cohen’s formulation which was calculated in order to see the effect size of picture
series result was 0.49. It meant that the effect of this treatment was modest.

i
 ABSTRACT
Fadhilah Nur Rohmah (NIM: 1112014000002). The Effectiveness of Using
Picture Series towards Students’ Writing Skill in Recount Text (A Quasi-
experimental Study at the Tenth Grade of MAN 5 Jakarta in Academic Year
2016/2017). Skripsi pada jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Kata Kunci: Gambar berseri, Teks recount

Penelitian ini bertujuanmendapatkan bukti empiris efektivitas dalam menggunakan

gambar berseri terhadap kemampuan menulis siswa/i dalam teks recount. Penelitian
ini juga bertujuan untuk mengetahui sejauh mana gambar berseri dapat memengaruhi
kemampuan menulis siswa/i dalam teks recount. Metode penelitian yang digunakan
dalam penelitian ini adalah metode kuantitatif. Desain yang digunakan adalah kuasi
eksperimental dan instrument utama yang digunakan adalah tes. Sampel dalam
penelitian ini merupakan siswa/i kelas sepuluh MAN 5 Jakarta dan untuk teknik
sampling, peneliti menggunakan teknik sampling purposive. Total sampel dalam
penelitian ini sebanyak 66 siswa/I dimana 35 siswa/i merupakan kelas ekperimen dan
35 siswa/i sebagai kelas kontrol. Penghitungan di penelitian ini dihitung
menggunakan program SPSS 22. Tes hipotesis menunjukkan bahwa sig. 2 tailed (p)
adalah 0.049 sementara alpha (α) adalah 0.05. Dengan kata lain, p < α. Hal ini berarti
bahwa Ho (Hipotesis null) ditolak dan Ha (Hipotesis alternative) diterima. Ini
membuktikan bahwa terdapat efek positif dari gambar berseri terhadap kemampuan
menulis siswa/i dalam teks recount. Selain itu, rumus Cohen yang digunakan untuk
mengetahui efek yang dimiliki dari gambar berseri adalah 0.49, ini menunjukkan
bahwa gambar berseri memiliki pengaruh yang rendah.

ii
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, the Lord of the worlds, who has given the writer His
blessing, strength, and guidance to complete this study paper. Peace and blessing
from Allah SWT be upon to the Prophet Muhammad SAW, his families, his
companions, and his followers.
For the writer, it is precious thing that she finally accomplishes her “Skripsi”
entitled “The Effectiveness of Using Picture Series towards Students’ Writing Skill in
Recount Text” (A Quasi-experimental Study at the Tenth Grade Students of MAN 5
Jakarta). It is proposed to the Faculty of Educational Sciences, in the Partial
Fulfillment of the requirements for the Degree of Strata I (S-1) in Department of
English Education.
In this occasion, the writer would like to express her deepest gratitude and
greatest honor, to her beloved parents, Mr. Drs. Sukarto, M.Si and Mrs. Nurelly who
always give prayer, time, support, and motivation during her research; her twin
brother Fadhil Nur Rohman who always give support and motivation. The writer then
would like to express her sincere gratitude to Nida Husna, M.Pd., M.A. TESOL and
Atik Yuliani, M.A. TESOL as the advisors who always give consultation with tons of
patience, help and guidance as the valuable advices to her in finishing this research
paper “Skripsi”.
Moreover, the writer would like to express her gratitude and appreciation to:
1. All lecturers in Department of English Education for the precious knowledge
and patience to the researcher during her research at Syarif Hidayatullah State
Islamic University.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.

iii
 4. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences.
5. Drs. H. Hasan Yeubun, as the Headmaster of MAN 5 Jakarta for giving the
writer permission to do observation and to conduct the research.
6. Sri Mulyani, S.Pd. M.Pd., as the English Teacher of MAN 5 Jakarta for the
permission, help, time, and guidance during the research.
7. All students of MIA 1 and MIA 2 MAN 5 Jakarta for the willingness and
cooperation to be the participants voluntarily in this research.
8. Her closest friends – Shofiah Inayati S.Ak., Syarifatul Hilwa S.Pd., Ummu
Kalsum Andi Lajeng S.Pd., Masnah, and Sri Astuti for the unconditional love,
support, and prayers for the writer during her research.
9. Her beloved friends during research – Ummi Nurul Hasanah S.Pd., Nur
Millah Mutsliah S.Pd., Rizxi Amaliah S.Pd., Siti Nur Sholikah S.Pd., Akira
Puteri S.Pd., Desrinna Noer Lailitsani S.Pd., Inten Mujizat S.Pd., Iyan
Cahriani, and Syara Shidrati for the great friendship and love during the
research.
10. For all the writer’s beloved friends of DEE A 2012 for the great friendship
and support during the research.
11. All the people whose names cannot be mentioned one by one for their
contribution and help to the writer in finishing this research paper.
Lastly, the words are not enough to show my gratitude for all their help and
prayer in completing this research paper “Skripsi”. The writer realizes that this
research paper is still far from being perfect. The writer, therefore, hopes for some
suggestions and critiques from the readers to make this “Skripsi” can be better.
Hopefully, it will be worthy not only for the writer but also for the readers.
Jakarta, Oktober 2017

Fadhilah Nur Rohmah

iv
 TABLE OF CONTENTS

ENDORSMENT SHEET

SURAT PERNYATAAN KARYA SENDIRI

ABSTRACT................................................................................................................. i

ACKNOWLEDGEMENT ........................................................................................ iii

TABLE OF CONTENTS .......................................................................................... v

LIST OF TABLES ..................................................................................................... viii

LIST OF APPENDICES ........................................................................................... ix

CHAPTER I. INTRODUCTION ............................................................................. 1

A. Background of the Study ..............................................................................1
B. Identification of the Problem .......................................................................4
C. Limitation of the Problem ............................................................................4
D. Formulation of the Problem .........................................................................5
E. Objective of the Study .................................................................................5
F. Significance of the Study .............................................................................5

CHAPTER II. THEORITICAL FRAMEWORK .................................................. 6

A. Writing Recount Text ..................................................................................6
1. The Definition of Recount Text .............................................................6
2. Types of Recount Text ...........................................................................8
3. Purpose of Recount Text ........................................................................10
4. The Schematic Structure of Recount Text .............................................11
5. The Example of the Schematic Structure of Recount Text ....................12
6. The Language Features of Recount Text ...............................................14

v
 B. Picture Series ...............................................................................................17
1. Definition of Picture Series ....................................................................17
2. Benefits of Picture Series .......................................................................18
3. Example of Picture Series ......................................................................20
C. Teaching Writing Recount Text by Using Picture Series ............................20
D. Relevant Previous Studies ............................................................................21
E. Thinking Framework ...................................................................................23

CHAPTER III. RESEARCH METHODOLOGY ....................................................25

A. Research Design ...........................................................................................25
B. Time and Place of the Research ...................................................................26
C. Population and Samples of the Research .....................................................26
D. Research Instrument .....................................................................................26
E. Technique of Data Collection ......................................................................27
F. Technique of Data Analyzing ......................................................................28

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATIONS ................32

A. Description of Data .....................................................................................32
1. The Score of Pre-test and Post-test Students in Experimental Class ......32
2. The Score of Pre-test and Post-test Students in Controlled Class ..........34
B. Analysis of the Data ....................................................................................36
1. Data Normality Test ...............................................................................36
a. Pre-test Normality Test ...................................................................36
b. Post-test Normality Test ..................................................................37
2. Data Homogeneity Test .........................................................................37
a. Pre- test Homogeneity Test ..............................................................37
b. Post- test Homogeneity Test ............................................................38
c. Test of Hypothesis ...........................................................................38
d. Effect Size Formulation ...................................................................42
C. The Data Interpretation ......................................................................................45

vi
CHAPTER V. CONCLUSION AND SUGGESTIONS ............................................46
A. Conclusion ...................................................................................................46
B. Suggestions ..................................................................................................46

REFERENCES .............................................................................................................

APPENDICES ..............................................................................................................

vii
 LIST OF TABLES

Table 4.1 The Score of Pre-test and Post-test Students in Experimental Class ........................ 34
Table 4.2 The Score of Pre-test and Post-test Students in Controlled Class ............................ 36
Table 4.3 Normality Pre-test Results between Experimental and Controlled Class ................. 38
Table 4.4 Normality Post-test Results between Experimental and Controlled Class ............... 39
Table 4.5 Homogeneity Pre-test Results between Experimental and Controlled Class ........... 40
Table 4.6 Homogeneity Post-test Results between Experimental and Controlled Class .......... 40
Table 4.7 The Result of T-test Calculation ............................................................................... 41
Table 4.8 The Result of Independent Samples Test of Post-Test ............................................. 41
Table 4.9 The Result of Gained Score ...................................................................................... 42
Table 4.10 The Result of Independent Samples Test of Gained Score .................................... 43

viii
 LIST OF APPENDICES

Appendix 1 Kisi-kisi Soal Instrumen Pre-Test dan Post-Test .............................................. 53

Appendix 2 Pre-test ............................................................................................................... 54

Appendix 3 Post-test ............................................................................................................. 55

Appendix 4 Recount Rubric in Writing ................................................................................. 56

Appendix 5 Rencana Pelaksanaan Pembelajaran (RPP) Experimental Class ....................... 58

Appendix 6 Rencana Pelaksanaan Pembelajaran (RPP) Controlled Class ........................... 77

Appendix 7 Letter of Conducting Research ..........................................................................

Appendix 8 References Examination Paper .........................................................................

ix
 CHAPTER I
INTRODUCTION

In this chapter, the researcher would like to introduce her study. It started
from background of the study, identification of the problem, limitation of the
problem, formulation of the problem, objective of the study, and significance of the
study; those would be explained below.
A. Background of The Study
English language is one of the crucial subjects that implemented in
Indonesian curriculum. Listening, speaking, reading, and writing are the four
language skills. Listening and reading are categorized as the receptive skills, while
speaking and writing are categorized as the productive skills.1
Students have difficulties for each skills but writing is the hardest skill to
be learnt and mastered as students need to organize their ideas into phrases,
sentences, and paragraphs. According to Brown claims that writing is more
difficult, as it is not only to create accurate and complete sentences and phrases but
also it is to guide students in producing whole communication for instance they
organize and expand their knowledge, ideas, or notions for audiences or readers. 2
Writing, furthermore, much more complicated because it has attitudes that
relates to the value of written texts and premises built with “correctness” and the
gravity of people’s errors.3 In short, writing is the most difficult skill that should
be mastered, as students have to produce language communication in which it asks
the student to organize their ideas into a written form.

1
Keith Johnson, An Introduction to Foreign Language Learning and Teaching, (Edinburgh:
Pearson Education Limited, second edition, 2008), p. 278.
2
Emelie Ahlsén and Nathalie Lundh, Teaching Writing in Theory and Practice, (Stockholm,
2005), p.4.
3
Inessa Spelkova and Nicolas Hurst, “Teachers’ Attitudes to Skills and the Writing Process in
Latvia and Portugal”, p.1.

1
 2

Therefore, it can be said that organizing English texts is not easy and
needs hard work and more practice because writing has its own characteristics
based on its analytical scale such as content (development of ideas), organization
(introduction, body, and conclusion), vocabulary, grammar, and mechanics.4 As a
subject matter that should be taught, English language also has writing skill in its
syllabus. Based on Indonesian curriculum, there are many text types that taught
such as descriptive, recount, narrative, report, procedure, etc. Each text type has
distinction either its own generic structure or language feature in its writing,
including recount text. Recount text is one of text types that should be
comprehended because it is considered as a difficult text. Recount text has its own
generic structure for instance orientation (introduction which tells background
information of a story such as how many people involved), events (activity that
done and occurred), and re-orientation (closing or conclusion of a story).5
In fact, however, writing a recount text is not easy. During the instructional
process, some issues could be found as follows such as the writer found students
have difficulties to produce coherent and understandable recount text.6 Students
are still confused in considering how the ways are to construct a phrase, a clause, a
sentence coherently and grammatically. They often use the Indonesian sentences
style while writing the text.
The writer, then, identified that the students cannot understand how to get
ideas especially on writing generic structure of recount text (orientation, events
and reorientation).7 Students do not really know what they should write about their
past experience, although they have appealing ideas for certain topics. Students,

4
H. Douglas Brown, LANGUAGE ASSESSMENT Principles and Classroom Practices, (New
York: Longman, 2010), p. 244-246.
5
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra : Macmillan
Education Australia PTY LTD, 1998), p. 25.
6
Lesna Henny M. K., “Improving Students’ Skills of Writing Recount Texts by Using Picture
Series for the Eighth Grade Students of Smp N 1 Seyegan in the Academic Year of 2012/2013”
Skripsi Sarjana Pendidikan Degree Yogyakarta State University, 2012, p. 4.
7
Mardiana, Albert Rufinus, and Dewi Novita, “Teaching Recount Text WritingUsing Picture
Series”, Skripsi Sarjana Pendidikan Degree Tanjungpura University, 2012, Pontianak, p. 2.
 3

moreover, are lack of vocabularies, and weak at their sentence structures

especially on past tense which is needed in writing recount text. For instance,
students do not pay attention to the tense as they know there are no tenses in
Indonesian and English is only a foreign language for them.
The writer, furthermore, stated that most of the teachers have not given a
lot of opportunities to students to practice and develop writing skill and have not
given correct treatment to the students’ writing problem.8 Briefly, English teacher
does not provide a chance to learners to practice writing; only gives one skill in
teaching students for instance he or she only provides them reading or speaking
skill in a material – the teacher does not combine the four English skills.
Lastly, the writer said that he English teacher does not give appropriate
and various writing tasks to the students because the tasks take time and pretty
long to be assessed. These similar issues also arisen in the previous semester or
year, according to another English teacher at the school which implies that
students need solutions in dealing with those issues.
Those problems above also appeared and faced by Lesna Henny;
Mardiana, Albert, and Dewi; and Dwi. Those similar issues also arisen in the
previous semester or year, according to another English teacher at the school
which implies that students need solutions in dealing with those issues. Students,
therefore, need something interesting and enjoyable when they are learning.
Through using an appropriate technique, lessons materials will be more fun,
effective, and efficient. Picture series is chosen as one of the effective technique
used to deal with the students writing difficulties in the instructional process.
Pictures are one of meaningful aids and stimuli in improving students’ skill.
Pictures not only can imagine reality images but also can be used as a fun item in

8
Dwi Ariningsih, “The Effectiveness of Using Picture Series to Improve the Students’ Writing
Skill Viewed from Their Learning Motivation”,Skripsi Sarjana Pendidikan Degree Sebelas Maret
University Surakarta, 2008, p. 19. Not published.
 4

the classroom. Pictures, furthermore, are as illustration of anything that being read
or talked about, and so on.9
Hence, the writer intends to conduct a research that uses picture series to
increase students’ writing skill especially in recount text. The writer entitles her
study: “The Effectiveness of Picture Series toward Students Writing Skill in
Recount Text (A Quasi-Experimental Study at the tenth grade of MAN 5
Jakarta)”.
B. Identification of the Problem
Based on the background explained above, then the identification of the
problems can be written as follows:
1. Students have difficulties to produce coherent and understandable recount
text.
2. Students cannot understand how to get ideas especially on writing generic
structure of recount text (orientation, events and reorientation).
3. Students are lack of motivation to learn, lack of vocabularies, and lack of
understanding grammatical structures.
4. Most of the teachers have not given a lot ofopportunities to students to
practice and develop their writing skill.
5. The English teacher does not give appropriate and various writing tasks
because the tasks take time and pretty long.
C. Limitation of the Problem
Through this study, the researcher would like to limit the problem. This
study is conducted to focus on the implementation of picture series as media in
writing recount text. The picture series can be implemented to see how effective
they are toward students writing skill in recount text at the tenth grade of MAN 5
Jakarta.

9
Kateřina Joklová, “Using pictures in teaching vocabulary,” Bachelor’s thesis on Faculty of
Education Department of English Language and Literature in Masaryk University, 2009, p.16, not
published.
 5

D. Formulation of the Problem

The analysis of the researcher will be mainly based on the theories in some
books or it will be done through library research. The analysis, then, will be based
on the Internet study. The formulation as follows:
Is using picture series effective toward students writing skill in recount text
at the tenth gradeof MAN 5 Jakarta?
E. Objective of the Study
According to the formulation above, the objective of study is to find out
and see whether picture series is effective to improve students’ writing skill in
recount text at the tenth grade of MAN 5 Jakarta or not.
F. Significance of the Study
The significance of this writing not only is expected by the writer herself
but also it is expected by English teacher, students, and further researcher as
follows:
1. For English Teacher
This result of this study is expected to provide beneficial information about
picture series as media used for students writing skill and it is hoped that they
can be applied in teaching and learning process; can be more interesting and
effective. They, furthermore, can improve either teacher’s ability or students’
writing skill.
2. For Students
This study is expected to facilitate students in organizing their thoughts while
writing their past experience. Through picture series, students will be more
interested in writing recount text.
3. For Further Researcher
This research is hoped to give new information as the source to the further
researcher in doing same and better study of the instructional cases.
 CHAPTER II
THEORITICAL FRAMEWORK

In this chapter, the researcher would like to describe some theories related to
the study. The topic-related matters focus on recount text and picture series. The
theories consist of the writing recount text, definition of recount text, types of recount
text, the purpose of recount text, the schematic of recount text, the example of the
schematic structure of recount text, the language features of recount text, definition of
picture series, benefits of picture series, the example of picture series, some previous
studies, and thinking framework.
A. Writing Recount Text
There are four skills in learning English language such as listening,
reading, speaking, and writing. Those skills need to be taught in teaching English.
But, writing is considered more complicated than other skills; because it has
attitudes that relates to the value of written texts and premises built with
“correctness” and the gravity of people’s errors. 1 That means that writing is more
complex as it relates to the correctness of students’ ideas and their errors in
writing. Recount text is one of many English texts that should be taught and
comprehended by students, because it is considered as a difficult text. In other
words, students have to learn writing recount text in order to they can organize
their past experience or recount story into a written form.
In relation to writing recount text that described above. It is necessary to
discuss about recount text more specifically as follows:
1. The Definition of Recount Text
Recount text had been taught in junior high school but it is crucial
considered to teach it in senior high school, as students can have more

1
Inessa Spelkova and Nicolas Hurst, “Teachers’ Attitudes to Skills and the Writing Process in
Latvia and Portugal”, p.1.

6
 7

understanding about recount text that is more complex and applicable. Based on
the current implement Kurikulum Tingkat Satuan Pendidikan (KTSP 2006) and its
syllabus, learners have to show and understand meaning functionally for many
genres such as recount, narrative, procedural, and etc.2 Here, in senior high school,
recount text for instance can be applied in students’ daily activities because they
can learn the use of simple past tense, the schematic of recount text, and apply
language features.
There are some definitions of recount text. Nafisah and Kurniawan (2007),
as cited in Nurohmah’s define that students need to retell the whole events or
experience sequentially which they have ever had in their past; what they told is
recount text.3
Similarly with Nurohmah, Anderson and Anderson define that when we
tell to other people about something that happened or what we did in our life, it
calls a recount text. Recount text is a piece of text which describes past events
chronologically; it is usually order they occurred.4
However, Peter Knapp and Megan Watkins write that recount text called
narrating or narrative because it is a genre that students pick up and write their
story naturally. They also say that recount text formally is sequential text that does
little more than sequence a series of events. It means that when people tell a story,
they not only write series of events but also they write the characters set up in
particular time and place.5

2
Eni Yusnita, Clarry Sada, and Dewi Novita, “Improving Students’ Recount Text Writing by
Using Picture Series,” Skripsi on English Education Study Program, Teacher Training and Education
Faculty Tanjungpura University, Pontianak, 2011, p.2, not published.
3
Iin Nurohmah, An Analysis of Students’ Recount Text by Using Systemic Functional
Grammar, Passage 1, 2003, p.90.
4
Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: Macmillan,
1997), p.48.
5
Peter Knapp and Megan Watskin, Genre, TEXT, grammar (Technologies for Teaching and
Assessing Writing), (Sydney: University of New South Wales Press, 2005), pp. 222.
 8

In another notion, Saragih, Silalahi, and Pardede state that recount text tells
about events series and evaluate their meaning in some way. The recount story has
feeling expression that usually made by writer about the events series. 6
From some definitions above, we can conclude that recount text is a text
which retells and shows past activities in chronological order including the
characters, time, and place. Recount text not only retells a series of events but also
recheck their significance. The narrator retells a story based on what they feel; he
or she expresses his or her feeling or ideas into written form.
2. Types of Recount Text
AtoZ School proposes three kinds of recount text such as factual,
procedural, and literary recount. Those are can be written more detail as follows:7
1. Factual Recount
The aim of factual recount is retelling some events that have been occurred
chronologically. It provides three features in telling stories. Firstly, writer
needs to write background information about who, when, and where. It can be
said that writer tells about people who involved, when the events occurred,
and where the setting taken placed. Secondly, the writer has to explain the
sequence of events; so he or she needs to describe the stories that happened to
him or her in sequential order. Lastly, the writer has to conclude the stories;
he or she tells about what his or her feeling after having an experience.
2. Procedural Recount
The aim of procedural recount is telling how something was created or done
in chronologically and accurately. It has three features same as factual recount
but has different kind of features. It starts to describe a statement of what had
been created or done. Furthermore, it tells about what was done in

6
Natanel Saragih, Roswita Silalahi, and Hilman Pardede, The Effectiveness of Using Recount
Text to Improve Writing Skill for Grade III Students of Kalam Kudus Elementary School 2 Permatang
Siantar, IQSR Journal and Social Science, Vol. 19, 2014, p.57.
7
State of NSW through the Department of Education and Communities 2011, Text Types
(different types of writing), 2017, pp. 1-3, (www.schoolatoz.com.au).
 9

chronological order. Lastly, it is described and written using past tense. The
example of this recount is documentaries, retelling a science experiment and
its result.
3. Literary Recount
The aim of literary recount is retelling events from novels, plays, films,
personal stories to entertain people. It has three features like both of recounts
above but it has different kind of features. It begins by describing background
information like factual recount, so the writer has to tell about who (people)
involved, when (time) occurred, and where (location) placed. Furthermore, the
writer tells about the events happened in sequential order. And, it ends up by
giving conclusion or personal comment about the people or the events. In
short, literary recount has the same three features as factual recount. But the
literary retells about works like has been told before.
However, Maria shows there are two types of recount text such as personal
recount, historical events or biographies recount; those can be explained as
follows:
1. Personal recount
Personal recount relate to personal story, it retells an event that the writer or
the speaker has been personally involved in. It has specific audiences,
including the writer and the other people that involved in the narrative. The
narrator use first person singular to show the voice of the narrator and third
person to refer to other people that involved in the narrative. Second person
can exist in quoted speech for instance the teacher asked us “What are you
doing?”
2. Historical or biographies recount
Historical recount is aimed to retell the activities chronologically. It is not
same as personal recount because the events are episodic not serial; it then
does not necessarily happen one immediately after the other one. It has
different forms for instance auto-biographies, memoirs, empathetic are written
 10

from the perspective of the writer in first person; and autobiographies,

biographies, and events are written in third person.8
3. The Purpose of Recount Text
In writing a text, we need to know what the aim of the text is. It is aimed in
order to make the writer understand what he or she should tell about. Each text
type has purpose. Recount text, here, has some purposes that written as follows:
According to F.A. Soeprapto and Mariana Darwis on their book, the
purpose of recount text is either to inform or to entertain audiences or readers by
telling again people’ past experience that occurred. 9 It means that when people
write a recount text, they intend to tell readers about their sequencing past story.
They, themselves, has a goal in writing the text such as giving information and
knowledge to the readers and that is novel information and ideas for them; or
entertaining the readers in order to make them glad and smiled while reading the
written story.
Also, recount text is not only entertains but also informs the readers about
events that occurred in the past time. It is same as narrative text that talks about
events or activities, but recount does not provide conflict of a story. 10
However, Hayland shows that the purpose of recount text is to rebuild past
events by retelling the events in original sequences.11 It means that when people
write a recount text, they reconstruct and retell their past experiences originally.
What they write is real and not fiction story; it is based on what they had done in
the past time.
Likewise, Sudarwati and Grace describe the purpose of recount text is to
retell the audiences what happened in the past experience by writing events

8
Maria Estela Brisk, Young Bilingual Writers’ Control of Grammatical Person in Different
Genres, The Elementary School Journal, Vol. 112, 2012, p.449.
9
F.A. Soeprapto and Mariana Darwis, Linked to the World 1 English for Senior High School
Grade X, (Indonesia: Yudhistira, 2007), p.8.
10
Heather Paterson, Text type Book, (Campbell High School, 2015), p.50.
11
Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003),
p.20.
 11

sequentially.12 In short, in recount text, students need to re-explain the audiences

or readers what they have experinced in their past story and they tell it
chronogically.
From those definitions above, it can be concluded that the purpose of
recount text is informing and entertaining readers by retelling original past
experience sequentially.
4. The Schematic Structure of Recount Text
In learning and comprehending recount text, students have to know about
the three points that should be existed in writing it; they are usually called the
schematic structure of recount text. Generic structures of texts are determined by
their purpose of the texts.13 As cited in Nurohmah, Nafisah and Kurniawan state
that the schematic structure of recount texts consists of three parts; those are
namely orientation, record of events, and reorientation in different paragraphs.14
Knapp and Watskin propose two generic structures of recount text are as
follows:
a. Orientation
Orientation is a first paragraph that introduce or orient the reader or audience
to the people that involved, time and place for instance who, what, when,
where, etc. So, the reader can understand the proposed people, time and place.
It then engages among students and recount text.
b. Sequence of events
Sequence of events are further paragraph that retells the whole important
activities that occurred by the people of the story.15 They tell about past
activities that had been done by people. Here, the reader can know and
understand what activities which people did in their story.

12
Th. M. Sudarwati and Eudia Grace, Look Ahead Book 1, (Jakarta: Erlangga, 2007), p.30.
13
David Wray and Mawreen Lewis, An Approach to Factual Writing, 2016, p.6,
(www.readingonline.org).
14
Nurohmah, op. cit., pp.91-92.
15
Peter Knapp and Megan Watskin, op. cit., pp. 223-224.
 12

However, Risma states that there are three points in generic structure of
recount text, they are:16
a. Orientation
Orientation is in the first of the text. It consists of background information in
order to make the audience understand the text. It then provides the details of
settings and participants; it shows where the place is, when the time happened,
and how many people that involved.
b. A series of event
A series of event retells what was occurred. Those events are ordered in
sequential chronologies; the stories or events are told based on their sequence.
Reorientation
c.Reorientation is in the end of the text. It summarizes the events and concludes
the whole events. It means that it is the final paragraph which tells the ending
and conclusion of the given story.
5. The Example of the Schematic Structure of Recount Text
Below is some example of generic structure in recount text adapted from:
Creative English Workbook as follows:17

Three weeks ago, on May 22, Anita went to Singapore for a

five-day- shopping trip. She took a morning flight on SQ 325 at
Orientation
8:30 a.m. it was her third time to Singapore, and she thought it
would be a great holiday for her. Yet, it didn’t happen.

She arrived in Singapore at 10: a.m. her uncle picked her up at

the Changi Airport. The weather was very hot there. The
temperature ran up to as high as 350C. Due to the hot weather,

16
Risma Nurandini, The Effect of Songs to the Students’ Recount Text Writing Quantity,
Journal of Linguistics and Language Teaching, Vol. 2, 2015, p.4.
17
Ng Foo Mun.et al.,Creative English for SMA year X – Workbook, (Jakarta: Erlangga, 2006),
p.4.
 13

Events she fell sick. She then had to go to the doctor. She had to take
some medicine and drink lots of water. She also had to take a
rest for five days.

Anita then came back to Jakarta on May 27, without buying

anything. She felt sad when her friends asked her for souvenirs
Re-orientation
from her trip. It was the worst holiday she has ever had.

Another example of its generic structure in recount text as follows:18

My Friend Sarah

When I was in the first grade of Senior High, I had a friend,

Sarah. She was the friendliest and the most intelligent student
Orientation
in the class. We soon became very close to each other because
we had a lot of things in common.

Now, we are in the second year. We are not in the same class
anymore but we spend a lot of time together. We study
Events
together, do some assignments and hang out for fun.

Friends are as valuable as diamonds. We do realize it and

promise that we will remain good friends as long as we live.
Re-orientation

In short, recount text has the three necessary points that should be written
while writing a story of recount text. The three points aimed as to guide students in

18
F.A. Soeprapto and Mariana Darwis, op, cit., p.6.
 14

writing the text, so that they do not confuse what they should write and what they
are going to start.
6. The Language Features of Recount Text
Anderson and Anderson define four language features of recount text are as
follows:19
a. Proper nouns are to identify specifically who people are involved, where
place that happened, and nouns in the story. Example as follows:
- Who: I accompanied my cousin, Ananda Rizki, went to Malang for
his study case.
- Where: I had a boyfriend who lives in Salatiga, Central Java when
I travelled there.
- Noun: Yesterday, I and Dinda went to Main Library of UIN Jakarta
for finding out references for our thesis
b. Descriptive words aimed to give details about who, what, when, where, and
how. Example written below:
- When, where, and how: In my holiday, I went to my cousins’ house
in Cirebon; I went there with my families using car.
- When and who: Two days ago, I and my cousin came to our uncle’s
birthday party.
c. The use of the past tense to retell past events or stories that occurred.
Example as follows:20
- Yesterday, at Dina’s home, we gathered and talked about
everything.
- Last Saturday, I and Hilwa attended Sandi and Lina’s wedding.
- She met her old friend two days ago.
- His parents came to our dormitory in the afternoon.

19
Anderson and Anderson, op. cit., p.24.
20
Ng Foo Mun.et al., op. cit., p.3.
 15

d. Words that describe the order of stories (for instance, first; next, then).
Example as follows:
- Next: The next day, I travelled with my cousin named Nindy to go
to some places for instance Sunyaragi Cave, Batik Trusmi shop, At-
Taqwa Mosque, etc. The next activities were we went to Ancol
beach for swimming and took some picture.
- Then: Then, she accompanied her mom to go to Mall. They bought
some things for instance they bought bag, shoes, and gown. After
going to the Mall, we then came back to home.
- First: First, he went to Toba Lake to get some fish and enjoy its
scenery. Firstly, we prepared everything we need for spending
holiday.
However, Mary proposes six language features of recount text, there are: 21
a. Action and saying verb to retell activities, being and having verbs with
attributive adjectives to introduce explanations and evaluation such as it
was green and black; it was a good story. Examples is written below:
- Last night, I wrote whatsapp message for my classmate.
- Billy walked to my home bringing his fried rice for me.
- Rani learned to cook last Friday night.
- She wore an elegant dress to come to her friend’s birthday party
b. Thinking or feeling verbs. Its aim is to retell personal evaluation from the
story. Examples are shown below:
- I enjoyed Cinta and Rangga’s performance in their AADC film.
- I thought it was pretty sad travelling while it was raining.
- She heard that Nina and Rino was fighting in the morning.
- We regretted to have a dinner in Cinta’s Restaurant because the
service was bad.

21
Mary J. Schleppegrell, Grammar foe Writing: Academic Language and the ELD Standards,
(California: UCLMRI, 2003), p.10.
 16

c. Past tense. Recount text uses past tense because it retells the past
experience that occurred in the past time. Examples are shown below:
- Her dad bought a watch for her as a birthday gift.
- The boy and his friends played football near his school three hours
ago.
- I cooked fried chicken and soup for having lunch.
- Rafi revised his writing an hour ago.
d. Noun phrases expanded with adjectives and prepositional phrases to
introduce people that involved. Example as follows:
- He ate delicious food in Asian restaurant.
- I was still waiting the doctor in the waiting room.
- The girl fell down because of slippery floor.
- Doni wrote his thesis on the computer.
e. Personal pronouns and articles to track participants in the next. Example:
- Andi and his friends did not have any food, so They bought some
food for their dinner.
- My mom took a glass for drinking medicine.
- Sasa said to me that she would come to my event.
f. Linking items to do using time and place. Examples are below:
- The next day, I went to Summarecon food court and tried some
traditional food.
- Then, my mom asked me to visit my grandmother.
- She and her family visited Prambanan Temple last weekend.
 17

B.Picture Series
There are so many kinds of picture based on the form, such as checkchart
for picture, pictures and texts, sequences of pictures, and etc.22Here, the writer
proposes pictures series or sequences of pictures in her research.
In teaching and learning English language, teachers has to provide
appropriate and appealing media used in the classroom. Teacher needs to do that in
order to make the class more active and live. The media can facilitate students in
comprehending given materials. Picture series, here, can improve students in
writing recount text. Further explanations are as follows:
1. Definition of Picture Series
Sequence series or picture series discussed by Wright as cartoon strips and
instruction strips are potentially beneficial. The strips not only can be used to
contextualize a process of a story or description but also they can be used to
stimulate and guide students in writing.23 Picture series aimed to guide a student in
writing for instance when students need to write something and they are not
confused about what they should write and what their ideas are; so they can write
and follow based on what they see on picture series.
Likewise, as cited in Mecca, Betty Morgan defines that a picture sequence
as a picture series of a single subject. Its goal is to telling an activity or event
sequentially.24 It means that picture series is one of kinds of pictures that shows a
chronological order. It is presented a series of picture which tells a whole story or
event. It usually tells about fable, legend, experience, etc.
Similarly, as cited in Ummu’s research, Soeparno says that picture series is
a paper or cardboard which consists of some pictures. The pictures is sequenced

22
Andrew Wright, Pictures for Language Learning, (New York: Cambridge University Press,
1999), p.193.
23
Ibid., p.201.
24
Nurdina Mecca, “The Effectiveness of Picture Sequence in Teaching Narrative Text
Writing”, Degree of Sarjana Pendidikan in UIN Syarif Hidayatullah, Jakarta, 2014, p.15, not
published.
 18

chronoligically based on what occured, so the picture series can create a story.25 In
short, picture series is some sequenced picture that tells a story or event based on
chronological order.
Despite, Bob Linney proposes visual aids including picture sequence are a
powerful medium to communicate and educate students during urgent teaching
and learning activities. So, picture sequence is one of visual aids that can be a tool
which will ease and facilitate students in comprehending the presented material in
the teaching and learning activities even that can be applied in the emergency
situation.26
The definitions of picture series above give a clearly understanding that
picture series is a series of picture or sequence of picture used to visualize
students’ abstract ideas into their visual ideas gotten from its picture. Because of
picture sequence, students can get ideas easily from that picture series. Students
then follow and tell a story based on what they see on the picture.
2. Benefits of Picture Series
Picture series are one of meaningful aids which can be applied by the
teachers. There are many advantages using picture series in teaching and learning
process, because they can affect on students’ gain achievement. The further
benefits of picture series can be explained as follows:
As cited in Ummu’s study, Soeparno proposes that picture series or flow
chart can help students to pay attention to the proposed material. It means that
series of picture can facilitate students to focus on the material that given and
explained by the teacher.27

25
Ummu Hany Almasitoh, “Pengaruh Media Gambar Berseri dalam Meningkatkan
Kemampuan Kemampuan Mengarang Narasi”, Thesis on Widya Dharma University Klaten, 2012,
p.10, unpublished.
26
Bob Linney, WASH: Visual Aids for emergencies and Development, (New York: Unicef,
2012), p.1.
27
Ummu, loc.cit.
 19

Likewise, as cited in Sholeh’s study, Sadiman states that sequence of

picture can take students’ attention until they are interested and motivated in
instructional process. In other words, students can be active and the instructional
process can be fun and not monotonous, it is caused by the sequence of picture. 28
Bob also explains that picture series can be used to show information,
learning, motivate students for discussing, and motivate them to participate. In
short, students can have different feeling when they are taught using picture series;
they can be more active and participate in the instructional process. So, no students
can be passive while using picture series because they focus on what they see on
the given picture series.29
However, Raimes shows that a picture sequence provides the subject
matter to write story and speculate about the story beyond the pictures in the strip.
It, moreover, shows a same narrative that provides guidance on vocabulary,
structure of sentence, and organization. As a result, students can write and have
similar story because they only follow the guidance from the picture sequence. 30
As it is stated before, the writer concludes that picture series is an
alternative technique that used to help students in learning writing. Students will
not get bored in writing, as they can imagine and express what the ideas or
knowledge are from the picture. They not only learn a theory of material but also
learn concrete and visual ideas through the picture series, as they visualize their
thoughts from. Briefly, picture series can make students learn writing easier.

28
Muhammad Badrus Sholeh, Peningkatan Kemampuan Menulis Teks Recount dengan
Menggunakan Gambar Seri pada Siswa Kelas VIII MTs Negeri Karang Tengah Demak, Journal
EducatiO, Vol. 9 No. 2, 2014, p.265.
29
Bob, loc., cit, p.1.
30
Ann Raimes, Techniques in Teaching writing, (New York: Oxford University Press, 1983),
p.36.
 20

3. Example of Picture Series31

The writer will tell about a recount story of six picture series above as the
example. First, Susi still laid on her bed and looked at the clock was ringing; so
she wake up from her bed. After taking a bath, she had a breakfast on 7:00 a.m and
she got out and run for exercising. Then, it was raining and she decided to go
home. When she opened the door, the telephone was ringing so she wanted to
cacth the phone. Unfortunately, she slipped and crushed her cat because she was
wet and the floor was so slippery. The phone stopped ringing while she was
catching the phone. That was a bad day for her.
The aim of using picture series in order to students just retell a recount
story from the picture series so they do not need to find out or get abstract ideas.
The picture series can guide students in writing recount text.
4. Teaching Writing Recount Text by Using Picture Series
Many students feel lazy to write something because they think it is pretty
difficult English skill. They then assume it is difficult skill as they need to get and

31
H. Douglas Brown, LANGUAGE ASSESSMENT Principles and Classroom Practices, (New
York: Pearson Longman, 2004), p.181.
 21

organize their ideas or knowledge into a written text; it takes time and long
process. Students often do not have any ideas that they should write about a topic.
Moreover, they feel confusing to tell the next plot or events after writing the
introduction paragraph. Hence, the English teachers need to have and apply
appealing ways in teaching writing recount text. The teacher, here, can apply and
teach students using picture series in writing recount text. It is aimed to facilitate
students in understanding and develop their writing skill.
In the classroom, the teacher can use the picture series in teaching writing
recount text. Firstly, the teacher gives a brief explanation about recount text
starting from the definition, its purpose, its schematic structure, until the example
of recount text using power point slides. The teacher, then, gives some exercise
such as deciding past tenses from present tense; arranging the jumbled structure of
recount text; and making some past sentence based on the given words. Moreover,
the teacher introduces picture series to the students starting from the definition, the
aim, and the benefits of using picture series. The teacher gives some exercise using
picture series for instance making a recount text based on the given picture series
for grouping, and then writing recount text using picture series for individual. The
technique is very easy to be taught by the teacher in the class. It will ease students
and make them fun in writing through using the picture series. Therefore, teaching
writing recount text using picture series is an approriate and interesting technique
for applying in the instructional activity.
C. Relevant Previous Studies
There were some relevant studies related to the writer’s research. Firstly, a
research entitled the effectiveness of picture series in writing recount text. A thesis
has been written by Intan Wahyu Saputri 2013, the Classroom Action Research
(CAR) which entitled “Improving the Writing Skills of Recount Texts by Using
Picture Series for the Eighth Grade Students of SMP Muhammadiyah 2 Kalasan in
 22

the Academic Year of 2013/2014”.32 The aim of her study is investigating the
students’ improvement of writing recount text using Picture Series technique. It
consists of two cycles. The subjects of the research were 30 students of VIII D of
SMP Muhammadiyah 2 Kalasan.The writer used observation, interview, and test
in collecting the data. As a result, she proved that picture series could improve the
students’ writing skill on recount text. It can be seen In reference to the students’
writing scores, the students’ mean value for the content is 3.55, for the
organization is 2.92, for the vocabulary is 2.7, for the language use is 3.2, and for
the mechanics is 0.63.
Moreover, a research written by Eni Yusnita, Clarry Sada and Dewi Novita
which titled “Improving Students’ Recount Text Writing by Using Picture Series
A Classroom Action Research to the Tenth Grade Students of SMK Panca Bhakti
Kubu Raya in Academic Year 2011/2012.”33 The objective of this study is to
improve the students’ recount text writing using picture series. The methodology
of this research is a classroom action research which consisted of 2 cycles. The
subject of this research was the tenth grade students. The number of participants in
this research was 40 students. In completing the research, the researcher used the
observation, written test and field note as the instruments of collecting the data.
The result of this research indicated that the students had a progress writing in
each cycle. First cycle was 61.5 (less than 65, not achieved). The second cycles,
was 66.0 (Achieved) which was higher than the KKM score.
Last study is from Vina Nuzulul Fitria, she explained her study result
entitled “The Effectiveness of Using Series of Pictures in Teaching Recount Text
to Improve Students' Writing Ability”.34 The aim of this study is to investigate the
effectiveness of the use of series of picture to improve students' writing ability.
32
Intan Wahyu Saputri “Improving the Writing Skills of Recount Texts by Using Picture
Series,” Skripsi on Universitas Negeri Yogyakarta, 2014, unpublished.
33
Eni Yusnita, loc. cit.
34
Vina Nuzulul Fitria which Entitled “The Effectiveness of Using Series of Pictures in
Teaching Recount Text to Improve Students' Writing Ability,” Skripsi on Indonesia University of
Education, 2013, not published.
 23

This study was conducted at a senior high school in Bandung. To analyze the data,
a quasi-experimental design was employed. This study involved two ninth graders
classes which were divided into two groups; experimental group and control
group. Data were mainly attained through pre-test and post-test, in addition
questionnaires were also given. Furthermore, the result of data showed that
students' mostly response were positive toward series of picture. The finding
showed that the use of series of picture gave many benefits. It gave positive effect
to the students to learn more, especially in writing recount text.
The differences of this research from the three previous studies stated
above, it can be seen that picture series can be implemented in practicing and
improving the writing skill. It can be seen, moreover, that the participants in those
studies are junior and senior high school students such as eighth, ninth, and tenth
grade. It can be seen then that picture series is beneficial for students’ writing skill;
it can improve and help them in writing recount text. This study, as a result, was
conducted at senior high school with the tenth grade students as the participants to
know the effectiveness of picture series in teaching writing of recount text to the
students.
D. Thinking Framework
This research will concentrate on experiment to prove whether there is
significant effect using picture toward students writing in recount text at the first
grade of MAN 5 or not. Writing is pretty difficult for students because they need
to organize their ideas into a written language. As a rule, writing skill is seldom to
be taught as it needs more practice and cycles in teaching the skill.
In other words, students face difficulty in organizing their knowledge into
some words. Picture series, therefore, can help the teacher to solve the students’
problem in writing. If Picture series is implemented in the instructional process of
writing, the students will have fun with that. Picture series then will diminish the
students’ boredom, as they can visualize the abstract ideas into words. Using
 24

picture series, moreover, can make the students easier in organizing ideas because
they only need to write a recount text based on the given picture. As a result, the
students do not have to be confused because they only follow the instruction from
the picture.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents about research design, time and place of the research,
population and samples of the research, research instrument, technique of data
collection, technique of data analyzing, and statistical hypothesis.
A. Research Design
In this study, the writer used quantitative research because there would be
some statistical calculation to calculate the data. Furthermore, the researcher used
experimental design as a method because she tried a new technique in teaching
writing recount text through using picture series in the chosen classes. There were
two classes for this research; one as a control group and one as an experiment
group. In the controlled class was not taught recount text using picture series,
meanwhile the experimental class was taught recount text using picture series as
the treatment.
Because the researcher had limitation in choosing the classes for the
experiment, so she could not choose the classes by herself. The researcher, hence,
used quasi-experimental design. The quasi-experimental then does not randomly
assign the participants as in true experimental because its design based on that
consideration.1 As a result, the researcher involved the participants that had been
formed initially as the class.
In this study, there are two variables, the picture series acted as the
independent variable while students writing skill in recount text acted as the
dependent variable. This study was aimed to analyze and determine whether the
application of using picture series and its effects on writing skill in recount text at

1
John W. Creswell, Educational research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 309.

25
 26

the tenth grade of MAN 5 Jakarta. In short, it is better for the researcher to use the
quasi-experiment in her study.2
B. Time and Place of the Research
The research had been conducted by the researcher on the second semester
at MAN 5 Jakarta located on Jl. Marunda Baru III No.28 Cilincing Jakarta Utara
14150. The consideration of conducting the research at this school was because of
the accessibility and familiarity of the situation and the sample. The research was
conducted for a month from 24th January to 10th February 2017.
C. Population and Samples of the Research
The population of the study was the tenth grade students of MAN 5 Jakarta
in academic 2016/2017.The total class of the tenth grade was five classes X MIA
1, X MIA 2, X IIS 1, X IIS 2, and X Agama. The five classes consist of 33
students in each class. s
The sample that was used in this study was two classes of the tenth grade
students of MAN 5 Jakarta that became an experiment and controlled class. So
that, the total sample for the study was 66 students. The class which was chosen as
the experimental class was X MIA 2 and as the controlled class was X MIA 1. The
students were chosen by using purposive sampling technique. The sampling took
the sample with several considerations such as the two classes have similar in
terms of baseline characteristics and competencies as stated by the English teacher.
Those classes could be suitable with and appropriate to become the object of the
research itself. The researcher intended to study about the result of the pre-test and
post-test of the classes.
D. Research Instrument
The data of this study was students writing skill in recount text. In order to
get data, the writer used a written test as the instruments. The written test was
applied to see the students writing skill in recount text.

2
Ibid.
 27

The test consisted of pre-test and post-test. In the pre-test, the researcher
gave an essay test in the beginning of the study or before implementing treatment
to know and decide which one will be the experimental and which one will be the
controlled class. It then aimed in order to check the existing knowledge of the
participants’ writing recount text. In the post-test, it had the same items as the pre-
test. The researcher gave the students the post-test after implementing treatment.
The purpose of giving the post test is to see whether or not there was any progress
in students writing recount text after receiving the treatment.
Here, students had to write a story of recount text based on the given
picture series on their sheet. The students then had to write minimum 150 words
for their recount writing in 45 minutes. The students writing would be assessed by
rubric writing namely analytic rubric in order to the researcher had basic guidance
to assess the students’ writing recount text. The complete rubric, moreover, is
provided in the appendix 1.
E. Technique of Data Collection
To know the effectiveness of picture series technique in this research, the
writer used three techniques to get valid data and objective information, as
follows:
1. Test
Test is main instrument in this research. This technique was applied to
know the result of students’ achievement in their writing skill of recount
text. It was used in both experimental and controlled class. The researcher
conducted the test two times for both classes. The first test was pre-test and
the second one was post-test. More explanations below:
a. Pre-Test
Pretest was conducted in the first meeting before the technique
of picture series was given. The aim of pre-test was not only to
know the homogeny of the two classes but also to see students’
 28

basic in writing recount text. After giving pre-test to both classes,

the researcher decided to choose the right class for experimental
and the right class for controlled class. Here, the experiment group
received treatment where the students learnt writing recount text
using picture series. On the contrary, the control group learnt it
without using picture series.
b. Post-Test
It was also given to both classes after applying picture series in
the classroom. Its purpose was to see if there is any progress of the
two classes before and after using the treatment and to measure the
effectiveness or impact of the given picture on students writing skill
in recount text by looking at students’ post-test scores. The test used
in this post-test was an essay same as the pre-test. The test also had
the same difficulty level as the pre-test.
F. Technique of Data Analyzing
After having the data from pre-test and post-test, the further thing to do was
to analyze them. In this research, the data were calculated and analyzed
automatically using software Microsoft Excel 2007 and SPSS 20 with the
significance level of 0,05. It consisted of normality, homogeneity, and hypohesis
test. The technique was used to find out the differences means of scores of both
experimental and control group, the researcher used the t-test in which the two
groups of larger samples correlated each other as follows:
1. Normality Test
A normality test is used to determine whether a sample of data has
been drawn from a normally distributed population or not. Normality test
was conducted to see the distribution of the two classes’s (experimental
and controlled) data were normal or not. It was conducted using SPSS
(Special Package for thr Social Science) 22 version; it then used
 29

Komogorov Smirnov and Shapiro-Wilktable. Sig. score of its table should

be higher than 0.05 in order to have normal distributed data. To compute
the data, there are some steps needed as follows: Open SPSS 22 version →
Input the data → Click Analyze → Descriptive Statistics → Explore. Insert
score of Pre-test/Post-test in Dependent List and Class in Factor List. Then,
Click Plots and Checklist Normality plots with tests → Continue → OK.
2. Homogeneity Test
After the normality test showed that the data was normally distributed,
the next step was to do homogeneity text. Homogeneity test was used to
know whether the distributions of the classes’ data were the same or the
different variance in order that the hypothesis can be tested by t-test or not.
It then used Levene table. Sig. Score of the Levene table needed to be above
0.05 in order to have homogenous distributed data. Both of the test of
normality and homogeneity were conducted in pre-test and post-test score.
To compute the data, there are some steps needed as follows: Open SPSS
program → Input the data → Click Analyze → Compare Means → One
Way Anova → Insert Pre-test/Post-test in Dependent List and Class in
Factor List → Click Option and Checklist Homogeneity of Variance Test
→ Click Continue and OK.
3. Hypothesis Testing
To see the difference score of picture series on writing recount text,
the writer used pre-test and post-test. After getting the data from the tests,
they were calculated by SPSS 22. Moreover, if the result showed that the
data were both normal and homogenous, t-test could be conducted. T-test
was conducted in order to examine whether the means of the two samples
in this study were different or not. T-test in SPSS 22 was used through
Independent-Samples t-test.
To compute the data, steps are needed as follows: Click Data View, in
score column, compute 1 as the experimental class symbol and 2 as the
 30

controlled class symbol. →In score column, compute each score of the two
classes → Click Analyze → Compare Means → Independent-Samples t-
test f. → put the score in test variable, and class in grouping variable →
Click Define Groups → Use Specified Values → Fill Group 1 with 1 and
Group 2 with 2 → Click Continue and OK.
It furthermore was used to compare the means score of the
experimental group to the controlled group. If sig. 2 tailed (p) value >α
(alpha), H0was accepted and Ha was rejected. In contrary, if significance 2
tailed (p) value <α (alpha; H0 was rejected and Ha was accepted. As a
result, the two classes had significant mean score if significnce 2 tailed is
lower than α (alpha) 0.05.
4. Effect Size Formulation
This was a further calculation which calculated by the writer. It is
called Cohen formulation; it can be used to know how far the effect of a
technique. It means that this formulation can be applied to see whether the
technique has a strong effect or not. The formula, as follows:3
d = (Mean for group A – Mean for group B)
Pooled Standard Deviation
Pooled standard deviation = (Standard deviation of group 1 + Standard
deviation of group 2).
After calculation the result of formulation, the result will be
interpreted based on the following criteria:4
0.00 – 0.20: weak effect
0.21 – 0.50: modest effect
0.51 – 1.00: moderate effect
>1.00 : strong effect

3
Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications Ltd, 2004), pp. 136-137.
4
Ibid., p. 521.
 31

5. Statistical Hypothesis
The statistical hypothesis was described as follows:
a. Ha: There is an effect of picture series toward students writing skill
in recount text (the mean score of the experimental class’ post-test
is higher than the mean score of controlled class’ post-test, or p < α
; sig. 2 tailed was lower than alpha; there was differences from the
classes’ score).
b. H0: There is no effect of picture series toward students writing skill
in recount text (the mean score of the experimental class’ post-test
is smaller than the mean score of controlled class’ post-test, or p>α ;
sig. 2 tailed was higher than alpha; there was no differences from
the classes’ score).
 CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATIONS

This chapter describes research findings and interpretations, they consist of

description of data, analysis of data, and interpretation of data. The chapter shows
the result of the study that has been conducted by the researcher.
A. Description of Data
The data were collected from the students’ scores in pre-test and post-
test of writing recount text in both experimental and controlled classes. They
are described into two tables – experimental class and controlled class. The
explanations of the data are presented below:
1. The Score of Pre-test and Post-test Students in Experimental Class
Table 4.1
Score of Pre-test and Post-test of Experimental Class
No. Student Pre-Test Post-Test Gained Score
1 1 61 52 -9
2 2 44 58 14
3 3 24 43 19
4 4 77 87 10
5 5 79 85 6
6 6 66 86 20
7 7 17 78 61
8 8 49 77 28
9 9 69 88 19
10 10 14 51 37
11 11 38 78 40
12 12 44 56 12
13 13 69 76 7
14 14 44 65 21
15 15 81 93 12

32
 33

16 16 71 96 25
17 17 72 98 26
18 18 82 93 11
19 19 22 35 13
20 20 42 63 21
21 21 39 78 39
22 22 74 95 21
23 23 57 85 28
24 24 24 59 35
25 25 29 48 19
26 26 44 57 13
27 27 56 67 11
28 28 56 66 10
29 29 36 69 33
30 30 31 44 13
31 31 59 47 -12
32 32 14 68 54
33 33 74 86 12
SUM 1658 2327 669
MEAN 50.24242424 70.51515152 20.27272727
MAXIMUM SCORE 82 98
MINIMUM SCORE 14 35

From the data of experimental class’ score above, it can be seen that
from 33 students in the class, the mean of pre-test is 50.24 and the mean of
post-test is 70.51, so the students have gained score about 20.27 points. The
smallest score in the pre-test is 14 and the highest score is 82. Meanwhile, the
highest post-test score is 98 and the lowest is 35. Those scores increases after
using Picture Series as a treatment in teaching writing of recount text. It
meansthat there is a significant difference between the students’ achievement
of pre-test and post-test.
 34

In addition, the score of pre-test and post-test students in controlled

class is displaying in following table 4.2:

2. The Score of Pre-test and Post-test Students in Controlled Class

Table 4.2
Score of Pre-test and Post-test of Controlled Class
No. Student Pre-Test Post-Test Gained Score
1 1 91 90 -1
2 2 37 50 13
3 3 42 45 3
4 4 33 30 -3
5 5 63 70 7
6 6 50 31 -19
7 7 72 90 18
8 8 52 58 6
9 9 70 69 -1
10 10 39 66 27
11 11 67 69 2
12 12 64 62 -2
13 13 62 70 8
14 14 17 53 36
15 15 75 80 5
16 16 67 73 6
17 17 50 71 21
18 18 33 32 -1
19 19 52 56 4
20 20 47 52 5
21 21 13 63 50
22 22 42 60 18
23 23 77 58 -19
 35

24 24 52 72 20
25 25 68 79 11
26 26 64 70 6
27 27 79 78 -1
28 28 76 74 -2
29 29 79 83 4
30 30 30 38 8
31 31 47 43 -4
32 32 72 64 -8
33 33 36 53 17
SUM 1818 2052 234
MEAN 55.09091 62.18181818 7.090909091
MAXIMUM SCORE 91 90
MINIMUM SCORE 13 30

Based on table 4.2, the highest pre-test score in controlled class is 91

and the lowest score is 13. Besides, the highest post-test score is 90, and the
lowest is 30. The mean of pre-test is 55.09 and post-test is 62.18. The mean of
gained score is 7.09. It shows that the students’ score of controlled class is also
improved, but the score in experimental class improves higher than the
controlled class.
Moreover, tables of 4.1 and 4.2 show that the sum of gained score in
experimental class is 669 while the sum of gained score in controlled class is
only 234. So, we can see that there is significant difference between students’
scores in experimental class and controlled class. The different scores are
affected by using distinctive treatment in writing recount text for the two
classes; the experimental class was taught using Picture Series in writing
recount text while the controlled class was taught using conventional technique
in learning to write a recount text.
 36

80

70

60

50
Pre-Test
40
Post-Test
30 Gained Score

20

10

0
Experimental Class Controlled Class

Figure 4.1 The Results Score of Experimental and Controlled Class

B. Analysis of the Data

1. Data Normality Test
a. Pre-test Normality Test
Before calculating the t-test to examine the hypothesis of the research,
the normality test is conducted to know whether the data from the two classes
has been normally distributed or not. The writer uses Kolmogorov-Smirnov
and Shapiro-Wilk to do the normality test. SPSS is used to analyze the data.
The results of normality of the data are presented as follow:
Table 4.3
Normality Pre-test Results between Experimental and Controlled Class
Normality Test
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experimental .116 33 .200* .946 33 .100
Controlled .127 33 .197 .970 33 .476
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
 37

Based on table 4.3, the test indicates the significance of the

experimental class is 0.200 and the controlled class is 0.197. If the data is
higher than a significance α = 0.05, it means that the data is normal distributed.
It can be concluded that the data is normally distributed because both classes’
significances are above 0.05. Afterwards, the result of normality test of post-
test as follows:
b. Post-test Normality Test

Table 4.4
Normality Post-test Results between Experimental and Controlled Class
Normality Test

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.
Experimental .126 33 .198 .957 33 .219
Controlled .119 33 .200* .965 33 .354
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

From table 4.4, the significance of the experimental class is 0.198 and
the controlled class is 0.200. If the data is higher than a significance α = 0.05, it
means that the data is normal distributed. It can be concluded that the data is
normally distributed because the two classes’ significances are higher than
significanceα = 0.05.
2. Data Homogeneity Test
a. Pre-test Homogeneity Test
After doing the normality test, the writer does the homogeneity test in
order to examine the similarity of the sample in both classes. The writer uses
Levene statistic test to calculate the homogeneity of pre-test with significance
level 0.05. The descriptions are presented as follows:
 38

Table 4.5
Homogeneity Pre-test Results between Experimental and Controlled Class

Levene Statistic df1 df2 Sig.

.715 1 64 .401
The result on the table 4.5 proves that the significance of pre-test
between experimental class and controlled class are 0.401. Therefore, the data
of pre-test is homogenous because it is higher than 0.05.
b. Post-test Homogeneity Test
Table 4.6
Homogeneity Post-test Results between Experimental and Controlled Class

Levene Statistic df1 df2 Sig.

1.133 1 64 .291

The researcher uses Lavene statistic in SPSS to analyze the

homogeneity of post-test with the significance level 0.05. Then, the
significance of post-test both experimental class and controlled class are 0.291.
Therefore, the data of post-test is homogenous because it is more increasing
than the significance level.
c. Test of Hypothesis
Hypothesis test is aimed to see the significant distinctions between the
two classes of score and to know the effect of using picture series in writing
recount text. The researcher uses the data in this formulation from the two
classes’ mean post-test scores. The significance value or alpha (α) used is 5%
or 0.05.
Hypothesis states that if sig.2 tailed (p) value > α (alpha), Null
Hypothesis (Ho) is accepted and Alternative Hypothesis (Ha) is rejected. It
shows that there is no effect of using picture series towards students writing
skill in recount text. Meanwhile, if sig.2 tailed (p) value < α (alpha), Ho is
 39

rejected and Ha is accepted. It means that there is an effect of using picture

series towards students writing skill in recount text.
Furthermore the results of t-test with SPSS are presented in tables as
follows:
Table 4.7
The Result of T-test Calculation
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Experimental 33 70.52 17.720 3.085
Posttest
Controlled 33 62.18 16.030 2.790

Table 4.7 contains statistical result of post-test of both experimental and

controlled class. In each class, there are 33 students involved in the test. The
test is used to know whether there is an effect after treatment on students
writing skill in that class. The table shows that the mean score of students in
experimental class is 70.52, while the mean score of students in controlled class
is 62.18. The mean score is taken from post-test score. It shows that there is
significance difference in mean score of both classes. The difference mean
between both classes is 8.34 points, where mean score of experimental class is
higher than mean score of controlled class.
Table 4.8
The Result of Independent Samples Test of Post-Test
Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t df Sig. Mean Std. Error 95%
(2- Difference Difference Confidence
tailed) Interval of the
Difference
 40

Lower Upper
Equal
variances 1.133 .291 2.003 64 .049 8.333 4.160 .024 16.643
assumed
Score Equal
variances
2.003 63.368 .049 8.333 4.160 .022 16.645
not
assumed

Table 4.8 contains of the statistical hypothesis of this research using

SPSS. The value of which is 2.003 and Df (Degree of Freedom) taken
from total number of students minus 2, so the df is 64 because total number of
students in this research is 66 students; and the value of is 1.669. It
indicates that < (1.669<2.003); which means that is lower
than Sig.2 tailed or (p) value is 0.049. The table shows that sig.2 tailed
is smaller than alpha (α) (0.049<0.05) or (p<α). As a result, there is significant
effect of Picture Series toward students writing skill in recount text.
Afterwards, the result of gained score statistics is explained as follows:
Table 4.9
The Result of Gained Score
Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Gained Experimental 33 20.27 15.249 2.654
Score Controlled 33 7.09 13.848 2.411

Table 4.9 contains statistical result of gained score of both experimental

and controlled class. In each class, there are 33 students who involved in the
test. The test is used to know whether there is an effect after treatment on
students writing skill in that class. The table shows that the mean score of
students in experimental class is 20.27, while the mean score of students in
 41

controlled class is 7.09. The mean score is taken from gained score. It shows
that there is significance difference in mean score of both classes. The
difference mean between both classes is 13.18 points, where mean score of
experimental class is higher than mean score of controlled class.

Table 4.10
The Result of Independent Samples Test of Gained Score

Levene's t-test for Equality of Means

Test for
Equality
of
Variances
F Sig. t Df Sig. Mean Std. Error 95%
(2- Difference Difference Confidence
tailed) Interval of the
Difference
Lower Upper
Equal
variances .337 .564 3.676 64 .000 13.182 3.586 6.019 20.345
assumed
Score Equal
variances
3.676 63.415 .000 13.182 3.586 6.017 20.346
not
assumed

Table 4.9 and 4.10 show the result of t-test based on gained score. On
table 4.10, sig. 2 tailed of post-test is 0.000 (p=0.000) and α is 3.676. It means
that (0.000<0.05) or (p<α). The table, moreover, showes that df (degree of
freedom) was 64. The value of with df 64 is 1.669. Meanwhile, is
3.676, it means that < (1.669<3.676). Hence, Ho is rejected and
 42

Ha is accepted. In short, it is found that there is significant effect of Picture

Series toward students writing skill in recount text.
d. Effect Size Formulation
The researcher then calculates the effect size of this study and it is used
to measure what level of the effectiveness from the treatment of the study.
Here, the researcher uses Cohen’s calculation (Cohen’s d) with the manual
formula is taken from Muijs. The formulation is described as follows:1

Firstly, the researcher calculates the SDpooled before calculating the

cohen’s d.
Mean for Experiment Group = 70.51
Mean for Control Group = 62.18
Standard Deviation of Group 1 = 17.72
Standard Deviation of Group 2 = 16.03

SDgroup1 SD2group2
SDpooled = 2

17.722 16.032
= 2

. .
=

.
=

= √285.47 = 16.89
So, the SDpooled score is 16.89

Mean of group A Mean of group B

d=
Pooled Standar Deviation(SDpooled)

= 70.51-62.18
1
Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications, 2004), pp.136-139.
 43

16.89
= 8.33
16.89
= 0.49
After getting the result of formulation, the result can be interpreted on
the following criteria:
0.00 – 0.20 : weak effect
0.21 – 0.50 : modest effect
0.51 – 1.00 : moderate effect
>1.00 : strong effect
As proposed from the formulation above, the result of the effect size
formulation in this research is 0.49. It indicates that using picture series has
modest effect in improving students writing recount text.
C. The Data Interpretation
Based on the result of data analysis, it is found that there is a modest
distinction between students’ writing skill of recount text in the experimental
class after having treatment of picture series and the controlled class which is
not given the treatment of picture series in learning writing recount text. It can
be seen from students’ pre-test and post-test score in both classes. The pretest
mean score of students in experimental class is 50.24, while the post-test mean
score of students in experimental class is 70.51, so the gained score in
experimental class is 20.27. Meanwhile, the pretest score in controlled class is
55.09, and the post-test mean score in controlled class is 62.18, so the gained
score in controlled class is 7.09.
From the mean score of the two classes, it proves that the mean scores
are still much lower than the standard mean score that tenth grade students
must achieve in the school, which is at least 75. Although the mean scores are
lower than the standard mean score from the gained score of the classes, it can
be seen that students who has been treated through picture series has higher
gained score than students who has not been treated by using picture series. It
means that there is difference between students’ writing skill in experimental
 44

class and controlled after the treatment given. The research approves that
picture series is effective in teaching writing of recount text.
In calculating t-test, if p < α, it meant that HO was rejected and Ha was
accepted. Meanwhile, if p > α, it meant that HO was accepted and Ha was
rejected. The result showed that p was 0.049 and α was 0.05 (p < α). Therefore,
it indicated that Ho was rejected and Ha was accepted. Moreover, there is
positive effect in using picture series on students’ writing skill of recount text.
Based on the calculation of Cohen’s d effect size which shows 0.49, it means
that picture series has modest effect. This means that picture series does not
strongly affect on students’ writing skill of recount text, but it is still the
intervention of picture series that can improve students’ writing skill in the
experimental class.
The modest effect can be seen from students’ gained scores in the
experimental class before and after having the treatment. Although there are
still some students who have not achieved the KKM (Kriteria Ketuntasan
Minimal) which is 75, the students’ score is significantly increased after the
treatment. Furthermore, the modest effect can be seen from the post-test mean
score of students in experimental class which is 70.51. The mean score of the
post-test is higher than the mean score of the pre-test, and it is higher than the
controlled class, but it is still lower than the KKM score. Therefore, it can be
concluded that picture series has modest effect on students’ writing skill of
recount text.
Through conducting this research, the writer believes that picture series
may enhance students’ writing skill. It can be seen from the applying of the
materials in the experimental class. Students who had experienced in writing
recount text using picture series, they could master English more.
This is in line with what students in experimental class had been
experienced during the treatment. The students were given picture series which
contains recount story, so they could write a recount story from the picture as
the treatment before conducting post-test. Moreover, the results of this research
also supported the idea that series of picture could give an effect which is a
 45

positive effect, on students’ writing skill of recount text. But, the experimental
class was more significantly outperformed than the controlled class after
applying picture series.
The Cohen’s formulation strengthens and supports the result of this
research that using picture series had modest effect in enhancing students’
writing skill. In other words, it proves that using picture of series is effective to
improve the students’ writing skill of recount text especially for the students of
MAN 5 Jakarta.
 46

The research approved that using Although the controlled class

showed improvement but it was not significant as the experimental class.
The mean of pre-test score of experimental class is 50.24 which is lower
than the mean of pre-test score of controlled class is 55.09 It means that
there is quite significant distiction between the two classes before giving
the treatment. Comparing to the mean of post-test score, the experimental
class is 70.51 while the controlled class is 62.18. It shows that the
experimental class has more achievement than the controlled class.
Furthermore, by using data from post-test; t-test analysis proposes
that the value of is 2.003 and Df (Degree of Freedom) taken from
total number of students minus 2, so the df is 64 because total number of
students in this research is 66 students; and the value of is 1.669.
It indicates that < (1.669<2.003); which means that
is lower than . Sig.2 tailed or (p) value is 0.049. The table
shows that sig.2 tailed is smaller than alpha (α) (0.049<0.05) or (p<α). It
proved that there was significant effect between the experimental and
controlled class after having the treatment. Thus, the researcher concludes
that the use of Picture Series on teaching writing recount text at the tenth
grade of MAN 5 Jakarta is effective.
 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter describes conclusion of this research and some suggestion for
further researcher.
A. Conclusion
The result of this study shows that the mean score of students’ post-test in
the experimental class is 70.51 while the mean of students’ post-test in the
controlled class is 62.18. As a result, using picture series is effective on students
writing recount text. It is supported by statistical calculation; the result of the study
shows that sig. 2 tailed (p) is 0.049 while alpha (α) is 0.05. In short, p < α, it means
that the Ho (Null Hypothesis) is rejected and Ha (Alternative Hypothesis) is
accepted. In addition to the effectiveness, picture series has a positive effect on
students writing recount text. It is supported by Cohen’s formulation; its result is
0.49. The Cohen’s formulation is used to see the effect size of the technique. This
shows that the effect of picture series toward students writing skill in recount text
has modest effect.
B. Suggestion
The writer would like to give some suggestions that might be worthy for
teachers, students, and further researcher. These suggestions hopefully can
facilitate the teachers and students in teaching and learning English especially in
teaching and learning writing recount text in the classroom.
1. The teacher needs to use more fun and appealing media and materials in
teaching writing recount text in class. One of media that can be used is
picture series, because it can attract students’ motivation in writing. Then,
students do not have difficulties in getting and organizing ideas because they
only need to write and tell a recount story from the given picture series.

46
 47

2. Teachers can use picture series that related to the students’ experience,
therefore, they will be familiar with the lesson and materials, and they can
easily comprehend the materials – the purpose of the recount text.
3. Teachers can give a lot of examples of recount text using picture series; as
the materials can easily be got from our surroundings, and ask the student to
apply what they have learnt using the picture series.
4. For students, they should practice more in writing what they have
experienced in their past; they need to use what they have learnt about the
recount text starting from the purpose, the structure, till the language features
of recount text.
5. For further researcher, this study absolutely needs to be completed. It is one
of the studies which prove that using picture series can be useful media in
increasing students’ writing skill. The writer, in addition, hopes that this
study can be added and completed from different perspectives, ideas, and
views in order to give more contribution in different opinion.
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Knapp, Peter., and Watskin, Megan., Genre, TEXT, grammar (Technologies for
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Saragih, Natanel., et al. The Effectiveness of Using Recount Text to Improve Writing
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Brisk, Maria Estela. Young Bilingual Writers’ Control of Grammatical Person in
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Soeprapto, F.A., and Darwis, Mariana., Linked to the World 1 English for Senior
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Paterson, Heather., Text type Book, Campbell High School, 2015.
Hyland, Ken., Second Language Writing, Cambridge: Cambridge University Press,
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Sudarwati, Th. M., and Grace, Eudia., Look Ahead Book 1, Jakarta: Erlangga, 2007.
Wray, David., and Lewis, Mawreen., An Approach to Factual Writing,
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 51

APPENDIX 1
KISI-KISI SOAL INSTRUMEN PRE-TEST DAN POST-TEST

Nama Sekolah : MAN 5 Jakarta

Mata Pelajaran : Bahasa Inggris
Kompetensi Inti : 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya
di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

Jenis Butir
Materi Kompetensi Dasar Indikator Jumlah
Soal
3.9 Menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks recount tentang pengalaman, 1. Memproduksi teks recount yang sudah
diberikan tema, baik secara individu
kejadian, dan peristiwa, sederhana, sesuai dengan
maupun kelompok dengan mengikuti
konteks penggunaannya.
struktur teks (orientation, events, and re-
4.13 Menangkap makna teks recount lisan dan tulis, orientation) dan unsur-unsur kebahasaan
sederhana (proper noun, descriptive words, using past
Recount Text tense, dan order of stories) dalam teks Essay 1 soal
4.14 Menyusun teks recount lisan dan tulis sederhana tersebut.
tentang pengalaman/kegiatan/kejadian/peristiwa,
dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan
sesuai dengan konteks.
 52

APPENDIX 2
Pre-Test

Name:
Class:
Date:

Write a recount story about your “Unforgettable moment” below. Write at least 150 words
in 45 minutes.
52
 53

APPENDIX 3
Post-Test

Name:
Class:
Date:

Write a recount story about your “Unforgettable moment” below. Write at least 150 words
in 45 minutes.
53
 54

APPENDIX 4
Recount Rubric in Writing

Recount Rubric 0-10 11-20 21-30 31-40 41-50

Absence of Shaky or minimally Scant orientation or Adequate title, Appropriate title,

1. Structure of Recount orientation or re- recognizable re-orientation; orientation, and re- effective orientation
Text orientation; no orientation; problems with the orientation; events paragraph, events
- Orientation apparent organization can ordering ideas in of the text are paragraph are
- Events organization of barely be seen; events; the acceptable, but stated; transitional
- Re-orientation events; severe lack severe problems generalizations may some ideas may be expressions used;
of supporting ideas; with ordering ideas; be not fully lacking, they are arrangement of
students do not give lack of supporting supported by the not fully developed; ideas showed (could
any effort to ideas; weak re- given ideas; sequence is logical be outlined by
organize the recount orientation or problems of but transitional reader); re-
text. illogical; students organization expressions may be orientation is
have inadequate interfere. absent or missed. completely stated
effort in organizing and logical.
the text.
 55

Recount Rubric 0-10 11-20 21-30 31-40 41-50

2. Language Features of Absence of proper Minimally Scant proper noun Adequate proper Effective proper
Recount Text noun or descriptive unrecognizable or descriptive noun or descriptive noun or descriptive
- Proper Noun words; severely proper noun or words; problems in words; the use of words; the use of
- Descriptive wrong use of past descriptive words; using past tense; past tense is past tense is
Words tense; no apparent severe problems of order of stories are acceptable but proposed; order of
- Using Past Tense order of stories using past tense; not fully stated some of the tense stories are
- Order of Stories order of stories can may be lacking; completely stated
barely be seen order of stories are
stated but some of
them may be
missed
 76

APPENDIX 5
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Controlled Class (X MIA 1)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 1 (pertama)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 77

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat mengemukakan definisi, tujuan, struktur teks dan unsur bahasa
dalam teks recount. (C3)
4.13.1. Siswa dapat mengubah kata kerja bentuk present tense ke dalam kata kerja
bentuk past tense. (P1)
4.14.1. Siswa dapat memilah struktur teks recount yang masih acak menjadi teks
recount yang tepat. (P2)
4.14.2. Siswa dapat mengidentifikasikan unsur bahasa (past tense) teks recount
dari teks recount yang sudah disusun. (P2)
 78

4.14.3. Siswa dapat memproduksi kalimat yang berbentuk past tense dari kata-kata
yang tersedia (baik kata kerja beraturan maupun yang tidak beraturan). (P3)

D. Materi Pembelajaran
1. Pengertian
Recount Text adalah jenis teks yang yang menceritakan kembali tentang
pengalaman atau peristiwa yang sudah terjadi oleh diri sendiri maupun orang
lain secara kronologis (berurutan).
2. Fungsi Sosial
Menceritakan apa yang sudah terjadi di masa lalu melalui alur cerita yang
berurutan.
3. Struktur Teks
a. Orientation
Menjelaskan atau memperkenalkan orang yang terlibat, kapan waktu terjadi,
dan di mana tempat kejadian (siapa, apa, kapan, di mana, bagaimana, dan lain-
lain).
b. Events
Menjelaskan seluruh peristiwa yang sudah dialami dan diceritakan secara
berurutan.
c. Re-orientation
Membuat konklusi atau akhir dari cerita tersebut.
4. Unsur-unsur Kebahasaan Teks Recount
a. Penggunaan Kata Benda dan Kata Ganti
Contoh: Dinda, Jakarta, She, They
b. Penggunaan Simple Past Tense
Contoh: wake up, thought, was, were
c. Penggunaan Kata Sambung Sesuai dengan Urutan Cerita
Contoh: Two days ago, last weekend, moreover
 79

5. Contoh Teks Recount

ORIENTATION

Three weeks ago, on May 22, Anita went to Singapore for a five-day-
shopping trip. She took a morning flight on SQ 325 at 8:30 a.m. it was her third time
to Singapore, and she thought it would be a great holiday for her. Yet, it didn’t
happen.

EVENTS

She arrived in Singapore at 10: a.m. her uncle picked her up at the Changi
Airport. The weather was very hot there. The temperature ran up to as high as 350C.
Due to the hot weather, she fell sick. She then had to go to the doctor. She had to take
some medicine and drink lots of water. She also had to take a rest for five days.

RE-ORIENTATION

Anita then came back to Jakarta on May 27, without buying anything. She felt
sad when her friends asked her for souvenirs from her trip. It was the worst holiday
she has ever had.

E. Metode Pembelajaran
Model pembelajaran : memberikan penjelasan materi teks recount dengan
menggunakan power point slides, diskusi per kelompok, tanya jawab, latihan
individu, dan penyelidikan.
 80

F. Teknik atau Strategi Pembelajaran

Berdiskusi kelompok dalam mengerjakan beberapa latihan terkait teks recount.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
 Mereview atau mengulang kembali materi berupa teks recount (Power
point slides) dan mengaitkan materi tersebut dengan kehidupan siswa.
2) Kegiatan Inti (70 menit)
 Membaca teks recount yang tersedia.
 Mendiskusikan tujuan, struktur, dan unsur kebahasaan teks recount
bersama-sama.
 Mengubah kata kerja bentuk present tense ke dalam bentuk kata kerja past
tense secara berkelompok.
 Memilah struktur teks recount yang masih acak dengan tepat secara
berkelompok.
 Mengidentifikasi unsur bahasa dari teks recount yang tersedia secara
berkelompok.
 Memproduksi kalimat past tense dari kata-kata yang tersedia secara
berkelompok (baik past tense yang berbentuk beraturan maupun tidak
beraturan).
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
 Menugaskan siswa untuk menulis teks recount di rumah agar mereka
berlatih menulis.
 81

H. Media / Alat dan Sumber Belajar

Media : Laptop, Projektor, Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dari internet, hand-out tentang
teks recount, hand-out latihan, dan lain-lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.

KOMPETENSI INTI 3 (PENGETAHUAN)
3. memahami, menerapkan,
menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa
ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya,
dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab
fenomena dan kejadian, serta
menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk
memecahkan masalah
KOMPETENSI DASAR
3.1 menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi dan
meminta informasi terkait jati diri dan
hubungan keluarga, sesuai dengan
konteks penggunaannya. (Perhatikan
unsur kebahasaan pronoun: subjective,
objective, possessive)
82
KOMPETENSI INTI 4 (KETERAMPILAN)
4. mengolah, menalar, dan menyaji
dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri,
dan mampu menggunakan metoda
sesuai kaidah keilmuan
KOMPETENSI DASAR
4.1 menyusun teks interaksi
transaksional lisan dan tulis pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait
jati diri, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks

KOMPETENSI DASAR
3.6 menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi dan
meminta informasi terkait
keadaan/tindakan/ kegiatan/ kejadian
yang dilakukan/terjadi di waktu lampau
yang merujuk waktu terjadinya dan
kesudahannya, sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan simple past tense vs present
perfect tense)
3.7 membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks recount lisan dan tulis dengan
memberi dan meminta informasi terkait
peristiwa bersejarah sesuai dengan
konteks penggunaannya
83
KOMPETENSI DASAR
4.6 menyusun teks interaksi
transaksional, lisan dan tulis, pendek
dan sederhana, yang melibatkan
tindakan memberi dan meminta
informasi terkait keadaan/tindakan/
kegiatan/ kejadian yang
dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dan
kesudahannya, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
4.7 teks recount – peristiwa bersejarah
4.7.1 menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks recount lisan dan tulis terkait
peristiwa bersejarah
4.7.2 menyusun teks recount lisan dan
tulis, pendek dan sederhana, terkait
peristiwa bersejarah, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
 62

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Experimental Class (X MIA 2)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 2 (Kedua)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 63

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menyimpulkan definisi, tujuan, struktur teks dan unsur bahasa
dalam teks recount. (C4)
3.9.2. Siswa dapat menyusun ide-ide cerita teks recount dari gambar berseri yang
tersedia. (C5)
4.13.1. Siswa dapat mengidentifikasi bersama tentang alur cerita teks recount dari
gambar berseri. (P2)
4.14.1. Siswa dapat memproduksi beberapa kalimat teks recount sesuai dengam
gambar yang tersedia dengan tepat (P3)
 64

D. Materi Pembelajaran
1. Pengertian Gambar Berseri (Picture Series)
Gambar yang berisi beberapa gambar yang berseri yang menceritakan suatu
cerita secara berurutan.
2. Contoh Gambar Berseri

3. Contoh Teks Recount dari Gambar Berseri di Atas

 65

E. Metode Pembelajaran
Model pembelajaran : memberikan penjelasan tentang materi teks recount dengan
menggunakan gambar berseri (series of picture), diskusi per kelompok, tanya
jawab, latihan menulis teks recount dari picture series, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Menulis teks recount melalui gambar berseri (series of pictures) sebagai bentuk
latihan teks recount.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
 Mereview atau mengulang kembali materi berupa teks recount (Power
point slides) dan mengaitkan materi tersebut dengan gambar berseri yang
akan dibahas.
2) Kegiatan Inti (70 menit)
 Mengidentifikasi gambar berseri dalam menulis teks recount.
 Mendiskusikan definisi, tujuan, dan penggunaan gambar berseri dalam
penulisan teks recount secara bersama-sama.
 Melihat contoh gambar berseri yang berisi cerita teks recount.
 Menyusun gambar berseri sesuai dengan urutan cerita teks recount.
 Menebak dan menyusun sebuah cerita teks recount dari gambar berseri
yang tersedia.
 Memproduksi sebuah cerita teks recount dari suatu gambar berseri secara
berkelompok.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 66

 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.

 Menugaskan siswa untuk mencari kata kerja beraturan dan kata kerja tidak
beraturan agar bisa menghafal perbedaan bentuk dari present ke past tense.
H. Media / Alat dan Sumber Belajar
Media : Laptop, Projektor, Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dan gambar berseri dari internet,
hand-out tentang teks recount dan gambar berseri, hand-out latihan, dan lain-
lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.
 67

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Experimental Class (X MIA 2)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 3 (Ketiga)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 68

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menyusun ide-ide cerita teks recount dari gambar berseri yang
tersedia. (C5)
4.13.1. Siswa dapat mengidentifikasi bersama tentang alur cerita teks recount dari
gambar berseri. (P2)
4.14.1. Siswa dapat memproduksi beberapa kalimat teks recount sesuai dengam
gambar yang tersedia dengan tepat (P3)
 69

D. Materi Pembelajaran
1. Pengertian Gambar Berseri (Picture Series)
Gambar yang berisi beberapa gambar yang berseri yang menceritakan suatu
cerita secara berurutan.
2. Contoh Gambar Berseri

3. Contoh Teks Recount dari Gambar Berseri

 70

E. Metode Pembelajaran
Model pembelajaran : memberikan penjelasan tentang materi teks recount dengan
menggunakan gambar berseri (series of picture), diskusi per kelompok, tanya
jawab, latihan menulis teks recount dari picture series, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Menulis teks recount melalui gambar berseri (series of pictures) yang berbeda
setiap kelompok sebagai bentuk latihan teks recount.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
 Mereview atau mengulang kembali materi gambar berseri dalam penulisan
teks recount.
2) Kegiatan Inti (70 menit)
 Membentuk 8 kelompok yang berisi 5 orang tiap kelompoknya.
 71

 Membagikan lembar latihan gambar berseri yang berbeda untuk tiap

kelompok.
 Mendiskusikan alur cerita teks recount dari gambar berseri yang tersedia
secara bersama-sama.
 Memproduksi sebuah cerita teks recount dari suatu gambar berseri secara
berkelompok.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
H. Media / Alat dan Sumber Belajar
Media : Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dan gambar berseri dari internet,
hand-out tentang teks recount dan gambar berseri, hand-out latihan, dan lain-
lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.
 72

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Experimental Class (X MIA 2)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 4 (Ke-empat)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 73

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menyusun ide-ide cerita teks recount secara individu. (C5)
4.13.1. Siswa dapat mengidentifikasi tentang alur cerita teks recount dari gambar
berseri secara individu. (P2)
4.14.1. Siswa dapat memproduksi sendiri teks recount sesuai dengan tema yang
tersedia tanpa gambar berseri. (P3)
D. Materi Pembelajaran
1. Pengertian Gambar Berseri (Picture Series)
Gambar yang berisi beberapa gambar yang berseri yang menceritakan suatu
cerita secara berurutan.
 74

2. Contoh Gambar Berseri

E. Metode Pembelajaran
Model pembelajaran : mengulas kembali penulisan teks recount dengan
menggunakan gambar berseri (series of picture), tanya jawab, latihan menulis teks
recount dari picture series secara individu, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Menulis teks recount tanpa gambar berseri (series of pictures) secara individu.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
 Mereview atau mengulang kembali materi gambar berseri dalam penulisan
teks recount.
 75

2) Kegiatan Inti (70 menit)

 Membahas kesalahan-kesalahan yang dilakukan oleh kebanyakan siswa
dalam penulisan teks recount.
 Mendiskusikan (tanya jawab) terkait penulisan teks recount.
 Membagikan lembar latihan teks recount tanpa menggunakan gambar
berseri.
 Menyusun alur cerita teks recount sesuai dengan tema yang diberikan
secara individu.
 Memproduksi sebuah cerita teks recount dari dari tema yang tersedia secara
individu.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
H. Media / Alat dan Sumber Belajar
Media : Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dan gambar berseri dari internet,
hand-out tentang teks recount dan gambar berseri, hand-out latihan, dan lain-
lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.
 82

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Controlled Class (X MIA 1)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 2 (Kedua)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 83

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menyusun ide-ide cerita teks recount yang sudah diberikan
tema secara berkelompok. (C5)
4.13.1. Siswa dapat mengidentifikasi bersama tentang alur cerita teks recount. (P2)
4.14.1. Siswa dapat memproduksi secara bersama-sama beberapa kalimat teks
recount sesuai dengan tema yang tersedia dengan tepat (P3)
 84

D. Materi Pembelajaran
Struktur teks recount dan unsur-unsur kebahasaan dari teks recount.
E. Metode Pembelajaran
Model pembelajaran : mengulas kembali penulisan teks recount, tanya jawab,
latihan menulis teks recount secara berkelompok, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Menulis teks recount yang sesuai dengan tema yang tersedia secara bersama-sama.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
2) Kegiatan Inti (70 menit)
 Mendiskusikan (tanya jawab) terkait penulisan teks recount.
 Membagikan lembar latihan teks recount.
 Menyusun alur cerita teks recount sesuai dengan tema yang diberikan
secara berkelompok.
 Memproduksi sebuah cerita teks recount dari dari tema yang tersedia secara
berkelompok.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
 Memberikan pekerjaan rumah yaitu menulis kata kerja beraturan dan tidak
beraturan baik bentuk present maupun past tense.s
H. Media / Alat dan Sumber Belajar
Media : Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dari internet, hand-out tentang
teks recount, hand-out latihan, dan lain-lain.
 85

I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.
 86

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Controlled Class (X MIA 1)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 3 (Ketiga)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 87

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menganalisis beberapa kata kerja bentuk present ke dalam kata
kerja bentuk past tense dengan benar. (C4)
3.9.2. Siswa dapat menyusun arti atau makna dari beberapa kosakata dengan
tepat. (C5)
4.13.1. Siswa dapat memposisikan kata kerja past tense dengan tepat. (P1)
4.14.1. Siswa dapat mengidentifikasi struktur teks recount dengan benar. (P2)
4.14.2. Siswa dapat memproduksi jawaban terkait struktur teks dengan tepat (P3)
 88

D. Materi Pembelajaran
1. Regular and Irregular Verbs

E. Metode Pembelajaran
Model pembelajaran : mengulas kembali penulisan teks recount tentang struktur
dan unsur-unsur yang ada di dalam teks recount , tanya jawab, latihan teks recount
secara berkelompok, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Mengerjakan lembar latihan secara individu
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 89

 Apersepsi.
2) Kegiatan Inti (70 menit)
 Mendiskusikan (tanya jawab) terkait penulisan teks recount.
 Membagikan lembar latihan teks recount.
 Menyusun alur cerita teks recount sesuai dengan tema yang diberikan
secara individu
 Memproduksi sebuah cerita teks recount dari dari tema yang tersedia secara
berkelompok.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
H. Media / Alat dan Sumber Belajar
Media : Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dari internet, hand-out tentang
teks recount, hand-out latihan, dan lain-lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.
 90

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Controlled Class (X MIA 1)
Sekolah : MAN 5 Jakarta
Mata pelajaran : Bahasa Inggris
Materi : Recount Text
Kelas/Semester : X/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 4 (Ke-empat)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan.
 91

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat belajar.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan
konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/

kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Indikator

1.1.1. Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses
pembelajaran.
2.2.1. Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam
berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses
pembelajaran.
3.9.1. Siswa dapat menyusun ide-ide cerita teks recount secara individu. (C5)
4.13.1. Siswa dapat mengidentifikasi tentang alur cerita teks recount secara
individu. (P2)
4.14.1. Siswa dapat memproduksi sendiri teks recount sesuai dengan tema yang
tersedia. (P3)
D. Materi Pembelajaran
Struktur teks recount dan unsur-unsur kebahasaan dari teks tersebut.
 92

E. Metode Pembelajaran
Model pembelajaran : mengulas kembali penulisan teks recount yang sudah dibuat
baik individu maupun kelompok, tanya jawab, latihan menulis teks recount dari
picture series secara individu, dan penyelidikan.
F. Teknik atau Strategi Pembelajaran
Mengerjakan latihan-latihan dan menulis teks recount yang sudah diberikan tema
secara individu.
G. Langkah-Langkah Pembelajaran
1) Kegiatan Pendahuluan (10 menit)
 Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti
pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk
dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa).
 Apersepsi.
 Mereview atau mengulang kembali materi gambar berseri dalam penulisan
teks recount.
2) Kegiatan Inti (70 menit)
 Membahas kesalahan-kesalahan yang dilakukan oleh kebanyakan siswa
dalam penulisan teks recount.
 Mendiskusikan (tanya jawab) terkait penulisan teks recount.
 Membagikan lembar latihan teks recount.
 Menyusun alur cerita teks recount sesuai dengan tema yang diberikan
secara individu.
 Memproduksi sebuah cerita teks recount dari dari tema yang tersedia secara
individu.
3) Kegiatan Penutup (10 menit)
 Menanyakan kepada siswa secara umum tentang kegiatan belajar mengajar
di kelas.
 Menyimpulkan kegiatan pembelajaran pada pertemuan ini.
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H. Media / Alat dan Sumber Belajar

Media : Lembar latihan siswa
Sumber : Buku-buku teks yang relevan, teks recount dan gambar berseri dari internet,
hand-out tentang teks recount dan gambar berseri, hand-out latihan, dan lain-
lain.
I. Penilaian
a. Teknik : Tes tertulis
b. Prosedur : awal pembelajaran, selama proses dan akhir pembelajaran
c. Bentuk : Tes tertulis

J. Pedoman Penilaian
1. Analytical scoring untuk tes tulis siswa
2. Recount rubric terdiri dari dua kriteria yaitu dari struktur teks recount dan unsur
kebahasaan yang masing-masing skornya 50. Jadi, total kedua kriteria tersebut
adalah 100.
3. Pemberian paraf dan dan umpan balik yang berbentuk tulisan.