I. TITLE
DEVELOPING STUDENTS’ ABILITY IN WRITING RECOUNT TEXT BY USING INSERTED PICTURES

II.    INTRODUCTION

Writing is one of the language skills that need to be mastered by the language learners. Writing something can be an enjoyable activity because by writing someone can express something in written then share it with others. Based on Trudy Wallace (2005:15) writing is the final product of several separate acts that are hugely challenging to learn simultaneously. Because of that to improve students’ writing ability, the teacher should be able to choose appropriate and suitable teaching techniques. Teacher should be able to make the students’ writing activities as interesting activity, so the students will enjoy their writing activity.

Based on Curriculum KTSP one text must be learnt by the students is recount text.  Recount text is a text that describe past - activities in chronological order.

Teacher must be able to find one way to the students how they can explore their capability in writing. In this research the writer will use the inserted pictures to teach recount text. The writer believes that if the students write something based on their personal experience, the students will be easier to develop their idea in writing. Picture is one media which is suggested for helping the success of teaching-learning (Wright, 1989: 2-4). Xing and Jin (1985: 35) stated that

We often ask our students to exchange pictures and photos and write about them. By using a picture, the attention of students will be more focused, so pictures can create their inspirations, their wishes to know the content of the message of that picture.

The purpose of this research is the students can improve their ability in writing recount text by using inserted pictures. Guide pictures means the pictures that will be inserted on the students writing that can represent something related to students’ writing. The pictures can help the students to explore their idea in writing. The students need not to imagine something, because they can use the pictures in guiding them to writing   

III. THEORY 

   A. THEORY OF WRITING

     There are some micro-skills for writing Douglas Brown (2001:343) stated micro-skills for writing, they are :

·      producing graphemes and orthographic patterns of English,

·      producing writing at an efficient rate of speed to suit the purpose,

·      producing an acceptable core of words and use appropriate word order pattern,

·      using acceptable grammatical systems (e.g., tense, agreement, pluralizasion), patterns and rules, express a particular meaning in different grammatical forms,

·      using cohesive devices in written discourse, use the rhetorical forms and conventions of written discourse, approximately accomplish the communicative functions of written texts according to form and purpose, convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization, distinguish between literal and implied meaning when writing, and correctly convey culturally specific references in the context of the written text

                       

B.     THEORY OF SIMPLE PAST TENSE

            Wishon (1980:195) said that simple past tense is used for activities that occurred over a period of past time, but it finished at the past time too.

            Azzar (1989:24) states that simple past tense is a tense indicate the activity or situation which began and ended at the past  time.

The pattern of simple past tense as follows:

1.                 Verbal sentence

(+) Subject + verb 2...

(-) subject + did not + verb 1 ....

(?) Did + subject + verb 1 ...?

2.                 Non verbal sentence

(+) Subject + was/ were ...

(-) Subject + was / were not ...

(?) Was/ were + subject ...?

     C. PAST CONTINUES TENSE

Based on Learning materials/Grammar & Punctuation/1. Tenses/1.6 PAST continuous.doc past continues tense is used to say that somebody was in the middle of doing something at a certain time. The action or situation had already started before this but had not finished.

Example of this in action:

Yesterday Sanjit met Harjinder for lunch at one o’clock. They finished at two o’clock. Therefore at one thirty, they were having lunch

D.  RECOUNT TEXT

1.      The Nature of Recount Text

      Pardiyono (2007:60) stated two types of recount text, historical recount text and personal recount text. Historical recount tells about documents of series of events. It is about others’ experiences. Personal recount text tells about the writer’s experience, thus it is related with the writer experienced.

      Based on English K-6 Modules (1998:29) a recount is the retelling of past experiences. Its purpose is to tell what happened, in order. Recounts are generally based on personal experiences but may also be imaginative or outside the author’s personal experience. The purpose of the retelling can either be to inform or entertain, or both.

2.      General Features of Recount

K-6 Modules (1998:105) explains the general features of recount text as follows:

a.     Social Purpose

Recounts ‘tell what happened’. The purpose of a factual recount is to document a series of events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by the narrator about the events.

b.      Structure

Recounts are organised to include:

·      an orientation providing information about ‘who’, ‘where’ and ‘when’;

·      a record of events usually recounted in chronological order;

·      personal comments and/or evaluative remarks that are interspersed throughout

·      the record of events;

·      reorientation that ‘rounds off’ the sequence of events.

c.       Grammar

Common grammatical patterns of a recount include:

·           use of nouns and pronouns to identify people, animals or things involved;

·           use of action verbs to refer to events;

·           use of past tense to locate events in relation to speaker’s or writer’s time;

·           use of conjunctions and time connectives to sequence the events;

·           use of adverbs and adverbial phrases to indicate place and time;

·           use of adjectives to describe nouns.

E. The Nature of Pictures

1.         Pictures

A picture is an illustration of picture that can be used as two dimensional representation of person, place or thing (Rivai and Sudjana, 1991: 12). It means that picture is one of the media of communication that can show people, place and thing that are far from us.  Different types of educational experiences exist - from hands-on apprenticeships to role-playing, from demonstrations to reading printed text. Some educators believe that different experiences are more or less effective for achieving differ­ent types of instructional outcomes. For example, text with pictures is not as effective as live demonstrations for teaching motor skills. Instructors who are considering the use of media should ask themselves, “How do I expect the media or type of learning activity to make learning more effective?”

Quoted from Jill Evans page 1 (Levin, 1989) Pictures interact with text to produce levels of comprehension and memory that can exceed what is produced by text alone.

Pictures are kinds of visual instruction materials might be used more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Tang Li Shing in Jean L. Mckenchnie defines picture in Webster dictionary that . Picture is an image, or likeness of an object, person, or scene produce on a flat surface, especiallyby painting, drawing or photography.Meanwhile according to Andrew Wright, .Picture is not just an aspect of method but through its representation of place, object, and people, it is essential part of the overall experiences.

Vernon S Gerlach (1980:3) stated:

Pictures are a two dimension visual representation of person, places, or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used...A picture may not only be worth a thousand words it is may also be worth a thousand years or a thousand miles.

2.         Instructional Media

Based on Instruction at FSU Handbook (2010:103) there are some types of instructional media, they are as follows:

• Real objects and models

• Printed text (books, handouts, worksheets)

• Printed visuals (pictures, photos, drawings, charts, graphs)

• Display boards (chalk, bulletin, multipurpose)

• Interactive whiteboards

• Overhead transparencies

• Slides and filmstrips

• Audio (tape, disc, voice)

• Video and film (tape, disc)

• Television (live)

• Computer software

• The Web

As a rule, educational experiences that involve the learner physically and that give concrete examples are retained longer than abstract experiences such as listening to a lec­ture. Instructional media help add elements of reality - for instance, including pictures or highly involved computer simulations in a lecture.

Based on  Instruction at FSU Handbook (2010:105-107) media can be used to support one or more of the following instructional activities:

• Gain attention. A picture on the screen, a question on the board, or music playing as students enter the room all serve to get the student’s attention.

• Recall prerequisites. Use media to help students recall what they learned in the last class, so that new material can be attached to and built upon it.

• Present objectives to the learners. Hand out or project the day’s learning objectives.

• Present new content. Not only can media help make new content more memorable, media can also help de­liver new content (a text, movie, or video).

• Support learning through examples and visual elaboration. One of the biggest advantages of media is to bring the world into the classroom when it is not pos­sible to take the student into the world.

• Elicit student response. Present information to stu­dents and pose questions to them, getting them involved in answering the questions.

• Provide feedback. Media can be used to provide feed­back relating to a test or class exercise.

• Enhance retention and transfer. Pictures enhance retention. Instructional media help students visualize a lesson and transfer abstract concepts into concrete, easier to remember objects.

• Assess performance. Media is an excellent way to pose assessment questions for the class to answer, or students can submit mediated presentations as classroom project

IV. FRAME OF CONCEPT
 Actually writing process is the skill of the language must be applied by someone. To write something someone’s must be able to find the topic that he or she wants to write. After defining the topic he or she must be able to distribute the topics into some main ideas, and then develop some supporting ideas. He or she also must be able to make a draft of something that he or she wants to develop. In writing something we need to be able to imagine something that we want to write. For the students who are lack of English, the process of imagine something and write it is not easy. Because of that they need a media to help them to make something abstract into concrete, therefore the need not to imagine something. Picture is a concrete media that can deliver the imagination into the concrete imagination. The writer believes that the picture can help the students to write something.

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