CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explores some theories with respecting the materials

development in recount text. However, since the study relates to writing
competence, the concepts on them will be reviewed as follows: (1) previous
studies, (2) theoretical review consisting of 2013 Curriculum, content standard,
scientific approach, syllabus, lesson, teaching writing, recount text, environmental
education, and (3) theoretical framework.

2.1 Previous Studies

There were six similar studies which inspired the writer to conduct this
study. The first one was one conducted by Volk and Cheak in 2003. The second
one was done by Gursoy in 2010. The third one was done by Muryati in 2010. The
forth one was conducted by Nikmah in 2012. The fifth one was conducted by
Humaira in 2013. And the last one was conducted by Setyowati in 2013.
In 2003 Volk and Cheak analyzed the effect of an environmental education
program on students, parents, and community. They carried out the program for 5
years in a community of Hawaii Island. They designed it for 5th and 6th graders.
They employed qualitative and quantitative methodology in relation to learners
critical thinking, environmental literacy, and participation in the community;
reading, writing, and speaking skills; learners and teacher characteristics; and
parent and community viewpoints. The results of their study were that the learners
12

13

with their program became more skilled in critical thinking and more
knowledgeable of the ecology, environment and environmental issues than the
learners without their program. Furthermore, the learners in their program had
bigger belief on making a difference for the environment than the learners without
the program. The learners also made improvement in reading, writing, and
speaking skills. The study made positive effects on the learners and teachers
maturity, self esteem, poise and autonomy. The parent and community viewpoints
were impressed with the achievement of the learners and were aware that on many
issues, the learners were more knowledgeable than most adults on the island.
Gursoy in 2010 conducted a study in Turkey which integrated
environmental issues to EFL lessons for young learners. The aim of the study is to
find a way to relate three points: environmental education, foreign language
teaching, and teaching children. He used qualitative method to analyze the data.
The results of his study were the integration of environmental education to
English lesson had multiple benefits for the learners such as to learn the foreign
language meaningfully and purposefully and to gain environmental awareness. In
addition, teacher trainees, the non-governmental organizations, school teachers
and directors, the families played important roles to increase childrens selfawareness. Moreover, environmental education at young age should involve
practices which helped children develop positive feelings.
In 2010, Muryati conducted a study on material development. Her study
addressed five objectives : to find news item text in KTSP, SK, and KD,
based on the KTSP, SK, and KD, to find generic structure and linguistic

14

features that should be discussed in the news item text materials for the ten
graders of senior high school, to find the needs that should be accommodated in
developing news item text materials for teachers and the tenth graders of senior
high school, to describe how the written news item text materials should be
developed for the tenth graders of senior high school, to find the effectiveness of
the developed written news item text materials for the tenth graders of senior high
school. The result was that the learners average score was 76.14. It meant the
learners achieved 79.55 % above 75, the minimum national learning mastery. The
study produced materials entitled 3 News in 1 accompanied by Interactive Selfstudy which is provided in VCD.
In 2012 Nikmah held a study which attempted to find out what kind of
English materials were needed by the tenth graders of Islamic senior high school
and their perception toward the available learning materials, to develop the
Islamic contents of English conversation materials for the tenth graders of Islamic
senior high school, and to figure out the effectiveness of implementing the
developed material in the classroom. The design of the study was Research and
Development (R and D). The study resulted that most of the learners agreed to
have Islamic contents in the conversation class. Moreover the result of the try out
showed that most of the learners got good score both in the conversation test and
listening test. The conclusion showed that the developing Islamic contents of
conversation materials had some positive effects. Some learners agreed in using
those products (Lets Speak book, CD Listening) after given the try out. The

15

teachers were also interested in the products as they found something innovative
to improve the learners skill. Moreover the results of the tests were satisfying.
In 2013 Humaira held a study. The objective of the study are: (a) to identify
the kinds of English textbooks commonly used by the fourth grade learners of
State elementary School 3 Kuranji in West Nusa Tenggara, (b) to comprehend the
kind of English textbook needed by the fourth grade learners of state elementary
school 3 Kuranji in West Nusa Tenggara, (c) to explain the significant progress of
the fourth grade learners of State Elementary Schools ability after being taught by
this product, and (d) to find out the effectiveness of using the communicative
situational approach in teaching English for the fourth grade learners of State
Elementary School 3 Kuranji in Wes Nusa Tenggara. The study used educational
R& D (Research and Development) as a research method. The samples of the
study were 27 learners of the fourth grade from 250 populations learners of State
Elementary School 3 Kuranji in West Nusa Tenggara. The result of the study
showed the significant progress of the learners in learning English during they
were taught by the textbook. The learners understanding, motivation, courage,
activeness, enjoyment of the leaning increased.
In 2013, Prasetyowati had a study. The study was aimed at developing
interactive multimedia for teaching writing recount texts to eighth grade learners
at State Junior High School 1 Tembarak in the academic year of 2012/ 2013. The
research method used was the research and development (R & D). There were 68
learners involved in the research. They were 34 learners of experimental group
and 34 learners of control group. The result of the implementation of the product

16

showed that the interactive multimedia was successfully implemented in the

classroom. There were 30 learners or 88.23% of learners could achieve the
passing grade for a simple writing recount texts based on the topic given. It was
also supported by the result of learner samples t-test with significance (2-tailed) of
level p = 5%. It was found that the significant difference (2-tailed) was 0.007. It
was less than 0.005. It means that there was the significance difference toward
learners writing competence who taught by using the interactive multimedia.
Further, the result of the statistical computation on t-value was 2.085 and the
result of t-table with the degree of freedom (df) of 66 was 1.997. It revealed that
the alternative hypothesis was accepted because t-value was higher than t-table.
The learners and the teachers also perceived that the interactive multimedia was
attractive and useful for them in teaching and learning process of writing recount
text. Finally, the interactive multimedia in the form of CD was considered
acceptable and appropriate used for teaching and learning recount texts to eight
grade learners at State Junior High School 1 Tembarak, Temanggung in the
academic year of 2012/ 2013.
Volk and Cheak (2003) had deep and wide findings in their study because
they had a 5 year case study with the subject of study of 5 th and 6th graders. They
also focused on reading, writing and listening skills. On the other hand, this study
focuses on environment based materials to teach writing recount text for the 10 th
graders, and used educational research and development method.
Gursoys study is different from this recent study because his study subjects
were young learners, teacher trainees, the non-governmental organizations, school

17

teachers and directors, the families, while this study has senior high school
learners and their English teachers as the subjects. Moreover, he used descriptive
analysis method to analyze the data and the writer used Research and
Development method.
In 2010 Muryati conducted a study on material development of news item
for reading and writing competencies based on Competence Based Curriculum
The study produced materials entitled 3 News in 1 accompanied by Interactive
Self-study which was provided in VCD. On the other hand, this study developed
materials related to environmental topic to teach writing recount text based on
2013 Curriculum.
In 2012 Nikmah held a study which integrated Islamic content in English
materials for the tenth graders of Islamic senior high school in the conversation
class. However, this study developed the material for writing competence and the
topic is environment.
In 2013 Humaira developed materials for the fourth grade learners of State
Elementary School 3 Kuranji in West Nusa Tenggara. She also investigated the
students understanding, motivation, courage, activeness, enjoyment of the leaning
has increased. She employed qualitative and quantitative study. However in this
study, the writer developed materials for the tenth graders, focused on writing
recount text, and employed qualitative method only.
In 2013, Prasetyowati developed interactive multimedia for teaching writing
recount texts for the eighth grade learners. The research methods used the research
and development (R & D) and experimental. However, this study developed

18

materials for the tenth graders. This study used research and development and pre
experimental methods.

2.2 Theoretical Review

This section discusses 2013 curriculum, scientific approach, content
standard, syllabus, lesson plan, teaching writing, recount text, and environmental
education.

2.2.1

2013 Curriculum
To understand the curriculum development in Indonesia, it is important to

know the history of the Indonesian curriculum. Moon et al. (2007: 193) states that
understanding the curriculum, therefore, requires historical and political
knowledge as well as an appreciation of the educational issues involved. Before
the writer describes 2013 Curriculum, she would like to explain the previous
curricula.
Lie (2007: 4 - 6) mentioned that since its independence in 1945, Indonesia
has changed its English curriculum seven times using three different approaches.
In 1945, Indonesia had an unknown named curriculum with grammar translation
approach. The government used the grammar-translation method left by the
Dutch. In 1968 it had oral approach curriculum with audio lingual approach. The
English curriculum at that time was heavily influenced by the audio-lingual
method and behaviorism. Then the shift of philosophical paradigm from
empiricism to nativism in the late 1950s and the sociological trends in the 1960s

19

brought changes in the curriculum. In 1975 Indonesia changed its curriculum into
oral approach curriculum with audio lingual approach. As language acquisition
was viewed as an individuals interaction in his/her environment, language
teaching focused more on language use than language usage. Thus the 1975
Curriculum was changed to the 1984 Communicative Curriculum. Then the 1984
Curriculum was revised and replaced by the 1994 meaning - based curriculum
with communicative approach. The curriculum is not only national but also
compulsory. In 2004 Indonesia had competency - based curriculum with
communicative approach. In 2006 Indonesia had KTSP (Curriculum Based On
The Educational Institution Level). At last in 2013 Indonesia established 2013
Curriculum with scientific approach.
The curriculum aims to prepare the 2013 Indonesian people who have the
ability to live as individuals and citizens who are religious, productive, creative,
innovative, and affective and able to contribute to society, nation, state, and world
civilization.
Based on Appendix of Education and Culture Minister Decree No. 69 Year
2013 on Basic Structure and Curriculum Framework for High School, 2013
Curriculum is designed with the following characteristics:
1. develop a balance between the development of spiritual and social attitudes,
curiosity, creativity, and intellectual and psychomotor abilities;
2. school is a part of community which gives planned learning experience in
which students apply what is learned in school to the community and utilize
community as a learning resource;

20

3. develop the attitudes, knowledge, and skills as well as apply them in various
situations in schools and communities;
4. freely give sufficient time to develop attitudes, knowledge, and skills;
5. competence is expressed in the form of core competencies class further detail
in the basic competencies lesson;
6. change class core competencies into elemental organizers (organizing
elements) basic competence, in which all the basic competencies and the
learning process is developed to achieve the stated competency in core
competencies;
7. basic competencies are developed based on the accumulative principle,
mutually reinforcing (reinforced ) and enriched (enriched) across subjects and
education level ( horizontal and vertical organization).
Point no. 2 shows that the topic of the lesson is expected something which
can be applied in the learners daily lives. From the explanation above, the writer
may conclude that in 2013 Curriculum, the government had already designed
basic or core competencies to follow. However, the teachers are given the
opportunity to develop the materials. For these reasons, the writer developed the
materials topics which relate to the learners daily lives, that is, environment.
When we discussed 2013 curriculum, we needed to cover some important
aspects in it. They are scientific approach, content standard, syllabus, and lesson
plan. These aspects are needed to develop materials.

2.2.2

Content Standard
Entzs article (2007) proposed her opinion that: 1) Learning or performance

standards refer to what learners should know or be able to do. This form of
standards represents desired learning outcomes that can be assessed. 2) Content

21

standards represent the specific knowledge, skills or concepts which learners need
to master in order to reach the desired learning outcomes, and as such guide
curriculum. 3) Program standards define what is needed in the learning
environment for the students to reach their desired outcomes.
Based on Appendix of Education and Culture Minister Decree No. 64 Year
2013 on content standard, the scope of the material and the learners competence
level must be accomplished or achieved in an educational institution based on the
level and type of certain education.
Content standard is adjusted to the national education goals in domain of
spiritual and social attitudes, knowledge, and skills. Therefore, content standard
was developed to determine the criteria of the scope and level of competence
covering attitudes, knowledge, and skill. Characteristics, suitability, adequacy,
breadth, and depth of the material are determined based on the characteristics of
competence and the acquiring process. Three of these competencies have different
acquiring processes. Attitudes are formed through the activities: receiving,
conducting, respecting, appreciating, and practicing. Knowledge is acquired
through activities: knowing, understanding, applying, analyzing, evaluating, and
creating. Skills are obtained through activities: observing, questioning,
experimenting, reasoning, applying, and creating.
Content standards criteria are based on the scope of the material and the
level of competence. The scope is formulated by the material based on the criteria
based on scientific concepts, and education unit characteristics and educational
programs. Furthermore, the level of competency criteria is formulated based on

22

learners developmental level, Indonesian competence qualification, competence

and mastery.
In this case, the writer limited the materials development in skill domain,
especially writing.
When we discussed 2013 Curriculum with its content standard, we also
need to discusses scientific approach which is used in teaching learning process.

2.2.3

Scientific Approach
Agustien (2013) presented that Curriculum 2013 suggests scientific

approach. Moreover, steps suggested by Curriculum 2013 may be principals in

teaching all subjects, including English. It is similar to genre-based approach
which was applied in the previous curriculum.
The following table compares the steps in scientific approach and genrebased approach.
Genre-Based Approach
1.
Observing

Scientific Approach
1.
Observing

2.

Questioning; analyzing

2.

Questioning

3.

Individual experiment

3.

Experimenting

4.

Associating and starting to experiment in

4.

Associating

5.

Networking

group

5.
Work publication and networking
Table 2.2.3 Genre-Based Approach and Scientific Approach
The table above showed how both approaches had similar stages to follow.

23

2.2.3.1. Definition of Scientific Approach

Hartono (2013) tells that learning process is similar to the scientific process.
Therefore 2013 Curriculum implements the essential of scientific approach. It is
believed that scientific approach is the bridge to the development of learners
attitude, knowledge and skill. This approach puts forward the inductive logical
learning in which sees a phenomenon or specific situation for taking holistic
conclusion. Therefore, the approach generally contains series of activities of data
collecting through observing or experimenting, processing information or data,
analyzing, formulating and testing hypothesis.

2.2.3.2. Learning Stages of Scientific Approach

According to the Education and Culture Minister Decree No. 81a Year 2013
Appendix IV, learning process consists of five main learning experiences. They
are

observing,

questioning,

collecting

information,

associating,

and

communicating.
Hartono (2013) and Pusat Pengembangan Profesi Pendidik (2014: 31)
mentions that the five main learning experiences can be described in detail as
follows:
a. Observing
In this stage, the learners read, listen, and see with or without media to find
information.

24

b. Questioning
Learners ask questions about the information which they do not understand
from what they observe or about the additional information. This stage develops
creativity, curiosity, the ability to formulate critical thinking questions.
c. Exploring
Learners do experiment, read other sources instead of textbook, observe
objects, event, or activity, and interview the experts or practitioners. It is expected
that the learners develop interpersonal skills to communicate while collecting
information through various ways.
d. Associating
Learners analyze various information which they get in order to find
solution. This stage is expected to encourage the learners apply procedure and
draw conclusion.
e. Communicating
Learners present the result of their observation, conclusion based on the
analysis result. This stage encourages the learners to improve their communicative
skills.
From the explanation above, it can be inferred that in 2013 Curriculum, the
teaching learning process is expected to use scientific approach.
To develop materials, we also need to see the syllabus in the curriculum.

2.2.4

Syllabus
Based on Based on Appendix of Education and Culture Minister Decree No.

65 Year 2013 on Process Standard, syllabus is a guide to manage learning

framework of each subject. Syllabus at least contains:

25

a. subject;
b. institutional identity including institutions name and grade;
c. core competence describing the aspects of attitude, knowledge and skill
which should be acquired by the learners of each levels and subjects;
d. basic competence describing specific competence which covers subjects
attitude, knowledge, skills;
e. theme;
f. basic material containing facts, concept, principals, and relevant procedure
which is written based on the indicators of competence acquisition;
g. learning activities done by teachers and learners to acquire expected
competence;
h. assessment which is a process of collecting and processing information to
consider the result of learners acquisition;
i. time allotment based on the curriculum structure for a semester or a year;
j. learning resources can be in forms of books, printed and electronic media,
surrounded environment, or any relevant learning resources.
In 2013 Curriculum, the syllabi had been prepared or designed by the
government. Pusat Pengembangan Profesi Pendidik (2014:

4) states that

educational institutions and teachers do not have authority to design syllabus

because it had been designed for national use. Teachers are given the opportunities
to develop learning process. In line with the previous statement, the writer can
develop the materials based on the learners needs.
From the available syllabus, the writer can develop the lesson plan.

26

2.2.5

Lesson Plan
Harmer (1998: 121) mentions that some experienced teachers do not write

lesson plan because they consider that they have an ability to think on their feet.
Therefore they do not prepare any lesson plans. However, some teachers need to
anticipate unexpected things which may happen during teaching learning process.
Harmer (1998: 121) writes that some things may be not as it is expected, for
example, equipment not working, bored learners, learners whove done it before,
learners who ask unexpected questions. Experienced teachers may not need to use
the lesson plan during the lesson, but they use it after the lesson with some
expected things. They take note what they should prepare for the anticipation of
the future lesson. Harmer (1998: 122) by having lesson plan, teachers may use the
expected thing to recover the future or next lesson. Furthermore, teachers may use
them for their future needs analysis.
Harmer (1998: 123) also mentions that the aim of the lesson plan is to make
the lesson coherent. The usual format consists of who, what, how, and with what
the lesson is going to be performed. Therefore, the first important thing for the
teacher to do is having needs analysis to identify the character or learning style of
the learners. Moreover, Goodwyn and Branson (2005: 38) say that learners should
be given meaningful, challenging and enjoyable things to do in order that they
will not be bored, stressed and restless. The next thing is the plan should contain
what the teacher or learners want to do. The third one is the plan should say how
the teacher or learners is or are going to do it. The last thing is the plan will
anticipate or inform what might go wrong (and how it can be dealt with) and how

27

the lesson fits in with lesson before and after it. In relation to it, the writer used
various media and methods in teaching learning process.
The writer prepared some options for several activities to anticipate
unexpected situations. Harmer (1998: 123 124) mentions that lesson plan should
mention specific objectives, time, the need of optional activities to anticipate the
unexpected situation, media, series of activities, and how to assess the lesson.
Brown (2007: 149) writes that to set the goals of a lesson, it is important for a
teacher to be able to identify an overall purpose or goal that a teacher will attempt
to accomplish by the end of the class period. Moreover, Harmer (2007: 373) and
Brown (2007: 152) mention the importance of knowing the possible learner
problems so the teacher may consider the possible solution. The writer consider
this by wrote down some options of activities and games as well as audio visual
media to get students attention in English class. On the other hand, Brown (2007:
149 151) mentions format of lesson plan consist of goal(s), objectives, materials
and equipment, procedures, evaluation, extra-class work if necessary.
Based on the appendix iv of Education and Culture Minister Decree No. 81a
Year 2013, lesson plan is developed in detail of a particular subject matter or
theme that refers to the syllabus. Lesson plan includes:
(1) school data, lesson, and class
(2) subject matter,
(3) the allocation of time,
(4) learning objectives, basic competence and indicators of competence
achievement,

28

(5) learning materials; learning methods; media, tools and learning resources,
(6) the steps of learning activities, and
(7) assessment.
Harmer (1998: 125) writes there is no correct format for a lesson plan. The
most important thing about it is that it should be useful for the teacher and for
anyone who is observing him or her. From this statement, it can be implied that
lesson plan has dual function, for the process of teaching learning as well as the
observation of the study. Moreover, Harmer (2006: 365) mentions that lesson plan
can be used as the instrument of action research. Therefore, the writer would like
to write the lesson plan in form as follow:
Time

Procedure

Note

Table 2.2.5 Form of Activities of Lesson Plan

By this form of lesson plan activities, the writer expected the lesson plan could be
used by the teacher, as a validator, to make notes the situation during the lesson.
The notes would be used by the writer to improve the product.
Harmer (2007: 372) says that the lesson plan should consider the previous
knowledge of the students. Therefore, the writer asked the learners to write their
experiences to identify their previous knowledge on writing recount text.
In addition, Harmer (2007: 372) writes that teacher may also bring his/ her
personal aims to provoke her/ his learners to do better at something which has
eluded them before, for instance, learners had learn how to write recount text
before but they still wrote it in Present Simple, even they did not know when they
may write recount text in their daily life. In this case the writer brought the

29

environment based materials to inform the students to deal with their

environment and to make them write their experiences with proper grammatical
features. The skill which the writer focused on was writing recount text based on
their experience.
Hadfield and Hadfield (2008: 134) mention that for language lesson, the
stages of procedures are as follows:
a. Lead in (engage attention and create a context)
b. Introduce the language
c. Language focus
d. Check comprehension
e. Practice the language
f. Use the language feedback
g. Consolidation

2.2.6

Teaching Writing
Broughton (1993: 116) writes that if the goal of the teaching writing is to

enable learners to produce fluent, accurate and appropriate written English, there
are a number of aspects which need to be considered. They are as follows:
1. Mechanical problems with the script of English;
2. Problems of accuracy of English grammar and lexis;
3. Problems of relating the style of writing to the demands of a particular
situation;
4. Problems of developing ease and comfort in expressing what needs to be said.

30

Brown (2001:343) lists a series of micro and macro skills of writing, which
are useful to help teachers determine strategies in students writing performance
for getting its effectiveness. The micro skills are as follows:
a. Produce graphemes and orthograpic patterns of English (a written symbol,
letter, or combination of letters that represents a single sound/ phoneme and
spelling).
b. Produce writing at an efficient rate of speed to suit the purpose (time
allotment).
c. Produce an acceptable core of words and use appropriate word order patterns
(phrases and sentences)
d. Use acceptable grammatical system, patterns, and rules (Tenses).
e. Express a particular meaning in different grammatical forms.
f. Use cohesive devices in written discourse( pronoun).
Macro skills are as follows:
a. Use the rethorical forms and conventions of written discourse.
b. Appropriately accomplish the communicative functions of written texts
according to form and purpose.
c. Convey links and connections betweeen events and communicative such
relations as main idea, supporting idea, new information, given information,
generalization, and exemplification.
d. Distinguish between literal and implied meanings when writing.
e. Correctly convey culturally specific references in the context of the written
text.

31

f. Develop and use the battery of writing strategies

Through the checklist of micro and macro skills, teachers are able to identify
strategies on what are needed to cover in the domain of writing. In the evaluation
of writing, these micro and macro skills help to be testing criteria. These are the
checklist of writing assessment adapted from Brown (2003: 244-245):
The criteria for assessment include:
1. Organization (20 points maximum)
2. Content (20 points maximum)
3. Grammar (20 points maximum)
4. Punctuation, spelling, and mechanics (20 points maximum)
5. Style and quality expression (20 points maximum)
The specific criteria are shown below:
Organization
Logical
:
development
Mark (Pts) Introduction,
of ideas:
Body, and
Content
Conclusion
Very Poor Absence of
to Poor introduction
or
conclusion;
no apparent
14
organization
of body;
severe lack
of
supporting
evidence;
writer has
not made
any effort to

Essay is
completely
inadequate
and does
not reflect
collegelevel work;
no apparent
effort to
consider the
topic
carefully.

Punctuation, Style and

Grammar spelling, and quality of
mechanics expression
Severe
grammar
problems
interfere
greatly with
the
message;
reader cant
understand
what the
writer was
trying to
say;
unintelligibl

Complete
disregard
for English
writing
conventions
; paper
illegible;
obvious
capitals
missing, no
margins,
severe
spelling

Inappropriat
e use of
vocabulary;
no concept
of register
or sentence
variety.

32

Organization
Logical
:
development
Mark (Pts) Introduction,
of ideas:
Body, and
Content
Conclusion
organize the
composition
(could not
be outlined
by reader).
Poor to
Fair

Punctuation, Style and

Grammar spelling, and quality of
mechanics expression
e sentence
structure.

problems.

Shaky or
minimally
recognizabl
e
introduction
;
organization
can barely
be seen;
severe
problems
with
ordering of
ideas; lack
of
supporting
evidence;
conclusion
weak or
illogical;
inadequate
effort at
organization.

Ideas
incomplete;
essay does
not reflect
careful
thinking or
was
hurriedly
written;
inadequatel
y effort in
area of
content.

Numerous
serious
grammar
problems
interfere with
communicati
on of the
writers
ideas;
grammar
review of
some areas
clearly
needed,
difficult to
read
sentences.

Serious
problems
with format
of paper;
parts of
essay not
legible;
errors in
sentence
punctuation
and final
punctuation
;
unacceptabl
e to
educated
readers.

Poor
expression
of ideas;
problem in
vocabulary;
lacks
variety of
structure.

Fair to Mediocre or
Adequate scant
introduction
or
conclusion;

Developme
nt of ideas
not
complete or
essay is

Ideas are
getting
through to
the reader,
but grammar

Uses
general
writing
conventions
but has

Some
vocabulary
misused;
lack
awareness

58

33

Organization
Logical
:
development
Mark (Pts) Introduction,
of ideas:
Body, and
Content
Conclusion
9 12

problems
with the
order of
ideas in
body; the
generalizati
on may be
not be fully
supported
by the
evidence
given;
problems of
organization
interfere.
Adequate Adequate
to Good title,
introduction
, and
13 16 conclusion;
body of
essay is
acceptable,
but some
evidence
may be
lacking,
some ideas
arent fully
developed;
sequence is
logical but
transitional
expressions
may be

Punctuation, Style and

Grammar spelling, and quality of
mechanics expression

somewhat
off the
topic;
paragraphs
arent
divided
exactly
right.

problems are
apparent and
have a
negative
effect on
communicati
on; run-on
sentences or
fragments
present.

errors;
spelling
problems
distract
reader;
punctuation
errors
interfere
with ideas.

of register;
may be too
wordy.

Essay
addresses
the issues
but misses
some
points;
ideas could
be more
fully
developmen
t; some
extraneous
material is
present.

Advanced
proficiency
in English
grammar;
some
grammar;
some
grammar
dont
influence
communicati
on, although
the reader is
aware of
them; no
fragments or
run-on
sentences.

Some
problems
with writing
conventions
or
punctuation
; occasional
spelling
errors; left
margin
correct;
paper is
neat and
legible.

Attempts
variety;
good
vocabulary;
not wordy;
register OK;
style fairly
concise

34

Organization
Logical
:
development
Mark (Pts) Introduction,
of ideas:
Body, and
Content
Conclusion

Punctuation, Style and

Grammar spelling, and quality of
mechanics expression

absent or
misused.
Good to Appropriate Essay
Native-like Correct use
Excellent title,
addresses
fluency in
of English
effective
the assigned English
writing
introductory topic;
grammar;
conventions
correct use
; left and
17 20 paragraph,
the
ideas
topic is
of relative
right
are
concrete
stated, leads
clauses,
margins, all
and
to body;
preposition, needed
thoroughly
transitional
modals,
capitals,
developed;
expressions
articles,
paragraphs
no
used;
verb forms, intended,
extraneous
arrangemen
and tense
punctuation
material;
t of material
sequencing; and
essay
shows plan
no
spelling;
reflects
(could be
fragments
very neat.
thought.
outlined by
or run-on
reader);
sentences.
supporting
evidence
given for
generalizati
on;
conclusion
logical and
complete.
Table 2.2.6 Writing Scoring System adapted from Brown
2.2.7

Precise
vocabulary
usage; use
of parallel
structures;
concise;
good
register.

Recount Text
Recount text is one of the five kinds of texts introduced and taught to junior

and senior high school students. Gerrot and Wignell (1994: 194) state that based

35

on the SFL theory, the instruction of recount should focus on the social purpose
realized through rhetorical move, textual structure and language. The social
purpose of recount genre is to retell events for the purpose of informing or
entertaining. The schematic structure of a recount to realize the discourse purpose
is presented as follows: orientation, event(s), and reorientation. Orientation
provides the setting and introduces participants. Events tell what happened, in
what sequence. Reorientation presents optional closure of event(s). in addition to
the rhetorical moves as shown above, teachers can further in this dimension
include focus on specific participants, use of material processes, circumstances of
time and place, use of past tense and focus on temporal sequences.
Hyland (2007: 104) writes that the choice of written mode requires writers
to create a context independent text in order to help the readers to reconstruct
the context for the events of the narrative. By describing the typical features of a
genre, teachers can provide the students with clear options for writing, both within
and beyond the sentences, to help them create texts that seem well-formed and
appropriate to reader.

2.2.7.1. Types of Recount

Hyland (2007: 124) mention there are three types of recount, they are as
follows:

36

1. Personal recount: retelling of an activity that the writer or speaker has been
personally involved in (e.g. oral anecdote, diary entry).
2. Factual recount: recording the particulars of an accident (e.g. report of a
science experiment, police report, news report, historical account).
3. Imaginative recount: taking on a imaginary role and giving details of events
(e.g. a day in the life of a roman slave; how I invented).

2.2.7.2. Communicative Purpose of Recount Text

Communicative purpose is one of the three important things in considering
the text types. In line with Gerot and Wignell (1994: 17), there are three important
things which are involved in any types based on the genre as frame of reference:
purpose, text elements and stages that show how they are structured and the
particular use of linguistic features.
The communicative purpose of recount is to list and describe past
experiences by retelling events orderly in which they happened (chronological
order). Derewianka (1990: 38) states that recount is written to retell events with
the purpose of either informing or entertaining their audience or both.

2.2.7.3. Generic Structure of Recount Text

Generic structure is the distinctive beginning middle end structure of a
genre, i.e. the stage accomplishing a genres social purpose, the stages may be

37

obligatory (always present) or optional (present only under certain conditions). In

line with Eggins (1994), the stages of genre (a beginning, a middle, and an end)
should be avoided because it can be found in all genres. Instead, the move is
commonly used both written and spoken genres to a stage in a genre.
Hyland (2007: 124) writes that there are three generic structure of recount.
They are as follows:
1. Orientation: provides the setting and produces participants. It provides
information about who, where, and when.
2. Record of Events: tell what happened, present event in temporal sequence. It
is usually recounted in chronological order. Personal comments and/ or
evaluative remarks, which are interspersed throughout the record of events.
3. Re-orientation: optional-closure of events. It is rounds off the sequence of
events.
One of the text types in curriculum of the tenth grade of senior high school
is recount text. In relation to the title of the thesis, the writer will use environment
based materials to teach writing recount text.

2.2.7.4. Linguistic Features of Recount Text

According to Eggins and Slade (1997) in Hidayati (2009: 29) identifying the
generic structure of genre is a major part of genre analysis. However, it cannot be
performed accurately without an analysis of the grammatical realization of each
stage of generic structure. Grammatical realization refers to the way meanings get

38

encoded or expressed in a semiotic system. Recount text has the significant

grammatical features. They are as follows:
a. Focus on specific participant
The term specific participant refers to participant constructed by the
grammar as having specific identifiable referent in the context.
b. Use of material processes
Material processes or material doing express the notion that some entity
physical does something which may be done to some other entity, for
instance, go, clean, cut.
c. Circumstance of time and place
To show when and where even (s) take place.
d. Use of past tense
To refer to the past for of verbs telling that event(s) happened in the past.
e. Focus on temporal sequence
The term for conjunction, i.e. after that, then, next, finally etc to write
coherence of some events in a story.
Furthermore, Hyland (2007: 124) states that the common grammatical
features of recount text are:
1. Use of nouns and pronouns to identify people, animals, things involved
2. Use of actions verbs to refer to events
3. Use of past tense to locate events in relation to speakers or writers time
4. Use of conjunctions and time connectives to sequence of events
5. Use of adverb and adverbial phrase to indicate place and time

39

6. Use of adjective to describe nouns

2.2.8

Environmental Education
The first international conference about environmental education took place

in Tbilisi in 1977 where its goals were formulated (Tbilisi Declaration, 1977):
a. to foster clear awareness of, and concern about, economic, social, political,
and ecological interdependence in urban and rural areas;
b. to provide every person with opportunities to acquire the knowledge, values,
attitudes, commitment, and skills needed to protect and improve the
environment;
c. to create new patterns of behavior of individuals, groups, and society as a
whole towards the environment.
The recognition of the urgency of environmental issues has caused that
people pay an increasing attention to so called green problems. There are subjects
of newspaper and magazine articles, radio and television news reports,
documentaries, films, political discussions etc. This concern started to be reflected
and later also incorporated into the process of education. In fact, environmental
education has become an important part of school curriculum all around the world
and teachers of all subjects and at all grade levels are using environmental theme
in their lessons.
In the Indonesian schools the environmental education is not properly
introduced by the Ministry of Education. Therefore, there are quite a lot of
teachers who have found this concern difficult, because they have no idea how

40

they should work with environmental issues in their lessons. They are not
educated enough in this field and they do not have time to prepare new materials.
Although there are some books which deal with using environmental topics
and activities in English lessons, they are not oriented to the condition of
Indonesian schools. They contain time-consuming activities (longer than a typical
Indonesian 45 minute lesson), they use difficult terms and they are not easily
available to the teachers.
This study aims at incorporating the environmental education into English
lessons. The main aim is to develop materials with environmental topics which
could be used to teach writing recount text in English lessons. The materials may
provide some practical ideas and activities that can be directly used in lessons or
inspiration to improve learners environmental awareness.
The writer considers a foreign language teaching, especially English, as an
ideal opportunity to introduce environmental issues to students. She believes that
bringing such issues to English lessons can make learners be aware of their
environment.
There are many aspects in environmental education. However, the writer
limited the topics which related closely and could be experienced by the learners.
The topics were paper recycling, can crusher, planting small trees, making house
bird to be stuck on the trees around the class, preparing a place for the insects to
live, growing flowers, and creating provocing posters to improve learners
environmental awareness.

41

2.3 Theoretical Framework

There are two main theories will be used in this study, i.e. scientific
approach and environmental education. Scientific approach becomes the
theoretical foundation of developing the recount text materials. The development
of material and teaching learning process is supported by the concept of scientific
approach.
While environmental education becomes the theoretical base for the
development of content. The content should provide activities that introduce
environmental issues which may improve learners environmental awareness.
Theories

Scientific Approach

Teaching Writing

Environmental Education

Environment Based
Materials to Teach
Writing Recount Text

Figure 2.3 Theoretical Framework