CURRICULUM AND MATERIALS DEVELOPMENT
Teaching Recount Text by using Direct Method Lecturer Dr. Ainur Rochim, M.Pd
Compiled by :
Budi Setiyo Utomo 087051 2008D
ENGLISH DEPARTMENT SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN PERSATUAN GURU REPUBLIK INDONESIA JOMBANG
2010
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ABSTRAK Bahasa inggris merupakan salah satu mata pelajaran yang perlu mendapatkan perhatian khusus dalam proses belajar mengajar, karena tujuan utama pelajaran bahasa
inggris
yang
sesuai
dengan
kurikulum
terbaru
yaitu
tercapainya
communicative competence, dimana dalam pembelajarannya tidak hanya terfokus pada bahasa yang benar secara gramatik tetapi juga diharapkan siswa mampu menggunakan bahasa inggris dalam berkomunikasi baik secara tertulis maupun lisan. Dalam bahasa inggris, terdapat banyak jenis teks yang akan dipelajari oleh siswa SMA, yang tentunya tidak lepas dari 13 teks yang ada. Perbedaan generic structure dan lexicogrammatical features setiap teks harus dapat sipahami oleh siswa. Jenis-jenis teks tersebut yakni : narrative, descriptive, recount, report, analytical exposition, hortatory exposition, anecdote etc. diantara teks tersebut, ada satu teks yang mempunyai generic structure yang mudah dibedakan dengan teks yang lain adalah recount teks, yang menerangkan tentang urutan waktu atau kejadian yang berlangsung. Dengan adanya susunan teks tersebut, diharapkan guru bahasa inggris dapat menyampaikan materi sesuai dengan kurikulum yang berbasis pada genre based approach, maka di dalam makalah ini penulis mengutarakan sebuah contoh yang membahas tentang jenis teks recount beserta penjelasannya. Dalam pembahasannya, penulis hanya membicarakan tentang teori-teori yang ada dalam recount teks serta implementasinya dalam proses belajar mengajar ( the implementation of teaching ).
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PREFACE Thanks to God that gives us the charily and gives spirit. So that writer can finish this paper about Teaching Recount text by using Direct Method. Thanks to all people that had helped us : 1. Dr. Ainur Rochim, M.Pd as a lecturer, which can gives instruction to writer so that the writer can finish the paper. 2. All people who help us to finish it, the writer hope that all of you help will be require by Allah SWT. Amin The writer conscious that many mistakes in this paper, so we hope that the readers would like to give suggestion for our next paper to be better. We hope this paper can useful especially for teacher and all the readers generally to get more knowledge and new strategic about recount text.
Jombang, 22nd January 2010 Writer
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TABLE OF CONTENT TITLE..................................................................................................................
i
ABSTRACK........................................................................................................
ii
PREFACE............................................................................................................
iii
TABLE OF CONTENT.......................................................................................
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CHAPTER I INTRODUCTION 1.1 Background of Study...............................................................................
1
1.2 Formulation of Study...............................................................................
2
1.3 Purpose of My Study...............................................................................
2
CHAPTER II THEORITICAL FRAME WORK 2.1 Get The Knowledge.................................................................................
3
2.2 See The Model.........................................................................................
4
2.3 Work Jointly.............................................................................................
5
2.4 Make it by Your self................................................................................
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CHAPTER III DISCUSSION 3.1
The proccess of learning text recount...................................................
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3.2
Student Role and Teacher Role.............................................................
7
3.2.1 Student Role.................................................................................
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3.2.2 Teacher Role................................................................................
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3.3
Evaluation.............................................................................................
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3.4
Advantages and Disadvantages.............................................................
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3.4.1 Advantages...................................................................................
8
3.4.2 Disadvantages..............................................................................
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CHAPTER IV CONCLUSION AND SUGGESTION 4.1
Conclusion............................................................................................
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4.2
Suggestion.............................................................................................
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PREFERENCES..................................................................................................
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CHAPTER I INTRODUCTION 1.1
Background of Study English is an international. In our country, English is as a foreign language. We learn it since in kindergarten, elementary school, junior high school and senior high school. Although English is learnt from the basic education, but most of students assume that English is difficult subject. They feel afraid to learnt it. They don’t have a braveness, they have less confident to learnt English. So, they can not interest with it, they cannot receive the English material easily. Because of that assumption, it is duty for English teacher to be able to make the students sure that learning English is not difficult. As they think. There are four language skills that must be mastered by students in learning language. They are listening, reading, writing, and speaking. Listening and reading deal with receptive text, which students can accept what the teacher teaches. Writing and speaking deal with productive skills which students should have ability to expresses their ideas. One of the thirteenth types is recount text, that explain about the students will learnt it when they are in junior high school. To create the comprehension in this text, the teacher sould give a good theory in order to create approach in teaching learning process. The teacher should be able to makes students feel comfortable ti study. Because of those, the writer choose direct method as process of teaching if recount text. By using this methods, teacher can improve the students ability in creating a recount text. In this opportunity, based on all of the statement above, the writer would like to explain about teaching recount text by using direct method.
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1.2
Formulation of Study From some statements above we have some problems, which should be discuss and solve the problems with the some questions below :
1.3
1.
What is Recount Text ?
2.
What is the function of Recount Text ?
3.
How to Learn about Recount Text ?
4.
What is Direct Method?
Purpose of My Study Referring the formulation of problem, we want to be more understand about the formulation of the problem above : 1.
To know the philosophical concept of recount Text.
2.
Make students more understand about recount Text.
3.
To know how to learn about recount Text.
4.
To know Teaching Learning about Direct Method.
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CHAPTER II THEORITICAL FRAME WORK 2.1
Get The Knowledge The students in this stage are equipped with adequate knowledge related to a certain type of text. In this stage, the teacher discusses with her students about the generic structure, generic ( lexicogrammatical ) features of the text. The teacher may elaborate the discussion on certain grammar points which the students really need, foe example, by providing adequate grammar exercise. Listening and speaking skills are dominantly trained here. It is crucial for the teacher to arouse the students motivation to learn the text. A recount generally begin with an orientation. The recount text focus is on a sequence of even. It provides the backgrounds information needed to understanding the text such as who was involved, where it happened and when it happened. Then the recount unfolds with a series of even condered in chronological sequences. At various stage, there may be some personal comment on the incident. We call it re – orientation.
Social Function
To retell events for the purpose of informing or entertaining.
Generic Structure
Orientation: provides the setting and introduces participants.
Events: tell what happened, in what sequence.
Re-orientation: optional-closure of events.
Lexicogrammatical Features
Focus on specific participants.
Use of material processes.
Use of Past Tense.
Focus on temporal sequence.
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2.2
See The Model The students in the stages are given some models of a certain text. They will have to analyze the application of the generic structure and features and the used grammar, and vocabulary in the given models. The teachers facilities students to understand better the kind of the text in order that they can produce the similar text in the stages. This is a example of recount text: My Last Holiday Last week I went to east Java for holiday. On the first day I went to Mount Bromo. I stayed at my uncle’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colorful flowers and a fish pond. The next day, my aunt, my uncle and I saw Gunung Batok and went on scenic ride on horseback. It was scary. Then we went to get a closer look at the mountain. We took a picture of beautiful sceneries there. On the last day we went to the zoo at Wonokromo. We saw cockatoos having shower. In the afternoon we went home. It was fun. Analysis of My Last Holiday Generic Structure Orientation: (Who, When, Where)
Sentences Last week I went to east Java for holiday. I stayed at my uncle’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colorful flowers and a fish pond. Event 1: (Happening squences) On the first day I went to Mount Bromo. Event 2: The next day, my aunt, my uncle and I saw Gunung Batok and went on scenic ride on horseback. It was scary. Then we went to get a closer look at the mountain. We took a picture of beautiful sceneries there Event 3: On the last day we went to the zoo at Wonokromo. We saw cockatoos having shower Re-orientation: In the afternoon we went home. It was fun
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2.3
Work Jointly The students produce the type of particular text in group. They work together to create one spoken text, not a written text. The oral text can be monolog or dialog. The production is based oh their knowledge. They later present the result. In this stage, students speaking is especially trained. One of the simple social interactions in the classroom is the group system. Through a little social interaction they can communicative actively. The group work is one of way to help student to solve their problems since it involves peoples with several ideas. Clifford states that: Group as an aggregation of three or more persons in informal face to face relation where three is direct and dynamic interaction among the individual comprising it. As a result, the personality of its member is fundamentally modified. The teacher should use group work as a guidance vehicle, where the students can learn from the other classmates on the process of learning language in the class. We cannot forget the purpose of group work itself. Clifford states some purpose of Group work. They are: 1.
To help the students learn how to live effectively by participating in
the activity of the group. 2.
To help the students discover, as a member of group, that they are not
so different from other people as they feel they were. 3.
To provide an opportunity for students to weigh and evaluate the
argument and evidence submitted to the group. 4.
To provide an opportunity for pupils to adjust their behavior in
accordance with group value. It is clear that group work is one of the technique make student activities in class. 2.4
Make it by Your Self The students produce the type of the text individually. They work independently to produce oral / spoken text. In this stage, students will practice
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speaking individually. Each student should have been capable of producing a good procedure in spoken language. The teacher can asses their achievement here. The success of learning can be observed in this very stage. The student have to really work independently. They use the knowledge they got in the previous stages. It is alright for them to create short and simple oral texts, in accordance with the students.
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CHAPTER III DISCUSSION 3.1
Teaching Learning Process
Teacher gives greeting to take learners attention.
Teacher explain the material in the class.
Teacher divide learners in several group.
Teacher ask each group to come foreword their opinion about the topic.
Group which already have finished can be presented their summary to another group.
Teacher give chance another group to give comment or asking questions to group presenting.
In the end of correct deviant utterances, supply idioms and advise on usage and pants of grammar.
Ask each learners to write or make summary what are they get from the discussion.
3.2
Learners can tell what have they discussed.
Student Role and Teacher Role 3.2.1
Student role
Learners become member of community
Learners through interactive with member of the community
Learners are typically group in a circle
Learners are expected to listen attentively to the knower, to support follow members of the community and to become counselors to other learners.
3.2.2
Teacher Role
Help the learners try to understand their problems better by applying order and analysis to them.
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Initially likened to that of a parent.
To respond calmly and non judge mentally in supporting.
The teacher is responsible for providing a safe environment in which learners can learn and grow.
3.3
Evaluation Evaluation in speaking class involves directing in controlled or the skill being examined and asking learner to monitor and asses their own progress. Extension consist of activities that ask students to use the skill in a different context or to integrate use of the new skill with previously acquired ones ( Brown, 1994 Burn Joyce 1997, Curter & Caty, 1995 ). Assessment instrument should reflect instruction and be incorporated from the beginning stages of lesson planning ( O’Mally & Pience, 1996 ). Speaking assessment can take many forms, form oral section of standard dized tests such as the basic skill of speech in classroom interactions. From the quotation above. The evaluation will take from students participation during discussion about reading. The teacher take the result by the observe the student presentation when student express their opinion about the topic that have been choosen.
3.4
Advantages and Disadvantages 3.4.1
The Advantages The major advantage of speaking class use group system are the most common of adding students are:
The student do not feel as though they are canter stage when they speak in front of their friends.
The students find them selves in group meetings.
The students more confidence to practice speaking English.
The students more cooperative with the other.
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3.4.2
The Disadvantages There are many disadvantages in teaching speaking use group. The Disadvantages are:
Some shy student might slip though the cracks or just keep silent and manage to avoid speaking in most class activity.
It is not the best presentation for the oral presentation aspect of student professional careers.
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CHAPTER IV CONCLUSSION AND SUGGESTION 4.1
Conclusion Recount text is a text that purpose to retell events in squences for informing ar entertaining. We can use Direct Method in teach learn process of explanation text because this method is more effective, The student not only can understand about the explanation text, but also they can increase their vocabulary. The weakness of this method is we can not use this method in big class.
4.2
Sugestion From this paper, the writer hope that it can help the teacher to teach the students more effectively and also the students can understand well about recount text.
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PREFERENCES Agustine, Helena. Genre Based Approach and the 2004 curriculum. 2006. // http:www.google.com ( download on 7 january 2010 ). Achinstein, Peter (1983). The Nature of recount. New York: Oxford University Press. Friedman, Michael (1974) "recount and Scientific Understanding." Journal of Philosophy 71: 5-19. Hempel, Carl G. (1965) Aspects of Scientific recount and other Essays in the Philosophy of Science. New York: Free Press. Pitt, Joseph C. (1988) Theories of recount. Oxford: Oxford University Press. Salmon, Wesley (1990) Four Decades of Scientific recount. Minneapolis: University of Minnesota Press.
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