An Analysis Students’ Ability in Writing Recount Text Based on Generic Structure at second grade of SMK Farmasi Samarinda

Abstract

ABSTRACT Emasniari, 2019. ““An Analysis Students’ Ability in Writing Recount Text Based on Generic Structure at second grade of SMK Farmasi Samarinda”. Undergraduate Degree Thesis, English Education Department, Teacher Training and Tarbiyah Faculty, State Islamic Institute of Samarinda. This research is under the guidance of Umar Fauzan M.Pd as Advisor I and Rostanti Toba M.Pd as Advisor II. According to the curriculum, the goal of teaching-learning at Senior High School is that the students must be able to develop communicative competence in written as well as in spoken to achieve functional literacy level. They are expected to be able to communicate both in spoken and written form to solve problems in their daily lives. In this curriculum, the English material is taught based on the text. One of the texts that have to be learned by the second year students of Senior High School is recount text. The students have to be able to understand and create a recount text cohesively based on the generic structure of the text. Recount text is retelling about past experience. The purpose of the study is to describe the second grade of SMK Farmasi in writing recount text based on generic structure. This study used the theory of recount text in generic structure based on Gerot and Wignel, especially for the generic structure aspects. Recount text consists of three parts of generic structure. They are orientation, events, and reorientation. The researcher took 10 students for a sample of this research and used purposive sampling to collect the data. The researcher uses descriptive qualitative research. The data is gathered through a test of writing recount text. Then the data would be analysed by reduction, triangulation, and conclusion. The results of the analysis show that the 10 students of SMK Farmasi have a good level. Most of all the students’ recount writings have a correct generic structure of a recount text. In other word, most students understand and can make a recount text very well. But, the paragraph development was poor and there is no supporting text and the sentence was not complete.