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CHAPTER I
INTRODUCTION
A. Background of the Problem

Writing is one of the language skill that should be mastered by

students. Writing is an instrument to express thought, feelings, opinion,

and ideas about experiences. In other words, Writing is a complex process

that produce and developing ideas, analyzing meaning and making

conclusion about contents. Sometimes, it is difficult for the students to

produce their ideas, words, sentences, paragraphs, and composition in

written form. However, writing is one of the language skill which has to

be acquired by the students.

In English writing lesson, there are many types or genres of text

namely, narrative, descriptive, recount, report, procedure, spoof, etc. The

basic competence of the texts is the students are expected to use English

communicate both orally and written form. Based on syllabus of

curriculum in senior high school, one of genres that should be mastered by

students in the process of learning English is recount text.

Recount text is a text that retell the events or experiences in the

past. Usually, recount text tells about someone’s experience. In the other

word, recount text is a kind of text that telling about events in the past

time. The purpose of recount text is to retell about events or experiences

that happened in the past time.

The function of recount text is to give information and to entertain

the reader. The social context this text is to retelling events. It can be

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experiences such as holiday or vacation. The social function of this text is

to retell events or experiences in the past time. So, when writing recount

text, the writer must be able to explore their ideas into the text and make

the reader can imagine what they have read.

The government has done some efforts to increase the quality of

education, such as curriculum development, textbook selection, and

teacher quality improvement. The school also has done some efforts to

increase education, such as prepare school facilities and make some rules

for practicing discipline. The teacher is an important in increasing the

quality of education, in addition to teaching, the teacher also as a

motivator for the students. From that explanation, all of these aims to

increase the quality of education, including to increase students ability,

especially in writing recount text.

In fact, some of the XI Grade student of MAS Baharuddin face

some difficulties to write recount text. Based on interviewed with Mrs. D

one of the English teacher in MAS Baharuddin, there are some difficulties

that influence the students in mastering writing skill to be low. Such as,

the students can not determine the types of the text, they are still less in

grammar, generic structure and language features of the text, and some

students more active in Arabic than in English.1 Based on interviewed with

Mrs. N one of the student of MAS Baharuddin, “The teacher uses

discussion strategy in teaching writing. In teaching strategy the teacher

only explains about the writing topic, then asks the students to do exercise,
1
English Teacher, “Private Interview on September 16th in MAS Baharuddin,” 2020.
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such as writing a simple text and asks the students to read it in front of the

class.2 Hence, when they write a text, they just write it without understand

type a text what they have write.

Travers in Aulia’s thesis said that achievement is the result of what

an individual has learned from some educational experience. There are

several factors that can cause the writing recount text such as, motivation,

interest, personality, IQ, learning style, environments, parents, and

strategy.”3

There are many kinds of strategy can be use in teaching English

such as Number Head Together, Index Card, Diary, Brainstorming, Think

Pair Share, Everyone is Teacher Here, True and False Strategy, Active

Knowledge Sharing, Crossword, Jigsaw, and Collaborative Writing. In this

research only focus on using Collaborative Writing Strategy.

Collaborative writing strategy is one of the best technique to help

the students in developing their writing skills especially in big classes.4 In

the other word, Collaborative writing is a technique that the students work

together to produce ideas from each other in writing process. It means

collaborative writing can makes the students more active when they work

together in process learning.

2
Private Interview with one of Student on September 16th in MAS Baharuddin,” 2020.
3
Aulia Rizky Ramadhani, “The Effect of Collaborative Writing Strategy on Students’
Achievement in Writing Recount Text in MTS AL Washliyah Tembung of 2016/2017” (2017), 1-
48, https://scholar.google.co.id
4
Kammer Tuahman Sipayung, “The Implementation of Collaborative Writing Method to
Improve Sudents’ Writing of Descriptive Genre at SMP Negeri 3 Percut Sei Tuan on Grpade VIII
at Academic Year 2015/2016,” JSP/KIP/UHN 3, no. 1 (2016): 88–99, https://scholar.google.co.id
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Collaborative writing involves two or more persons working

together to produce a written document. The teacher divides the students

into groups, while each group consists of three people. The teacher asks

the students to think of ideas, then asks the students to develop the ideas

and arrange it in sentences and check it well. Then, the students perform

their writing in front of class.

Based on the above explanation, the researcher is interested in

conducting Collaborative writing strategy to teach writing recount text,

entitled “ The Effect of Collaborative Writing Strategy on Writing

Recount Text at the XI Grade Students of MAS Baharuddin.”

B. Identification of the Problem

Recount text is a text that retell the events or experiences in the

past. Usually, recount text tells about someone’s experience. In the other

word, recount text is a kind of text that telling about events in the past

time. The purpose of recount text is to retell about events or experiences

that happened in the past time.

There are several factors that can cause the writing recount text

such as, motivation, interest, personality, IQ, learning style, environments,

parents, and strategy. So, in this research, this research interested in

introduce collaborative writing strategy to teach recount text.

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C. The Limitation of the Study

There are several factors that can cause the writing recount text

such as, motivation, interest, personality, IQ, learning style, environments,

parents, and strategy.

In this research, this research did not discuss all the factors of

writing achievement, this research only focuses on one of the factors, it is

Collaborative Writing Strategy to teach recount text.

This research focus on using collaborative writing strategy on

writing recount text because some factors. First, collaborative writing can

make the students more active in process wrriting recount text. Second,

collaborative writing one of the strategy that can make the students easier

to understand in writing recount text.

D. The Formulation of Study

Based on the above identification, finally the problem is

formulated as follows:

1. How is the students’ writing ability in recount text before using

collaborative writing strategy at the XI grade of MAS Baharuddin?

2. How is the students’ writing ability in recount text after using

collaborative writing strategy at the XI grade of MAS Baharuddin?

3. Is there any significant effect of using collaborative writing strategy at

the XI grade of MAS Baharuddin?

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E. The Purposes of the Research

From the formulation above, the purpose of this research are:

1. To find out the students’ writing ability in recount text before using

collaborative writing strategy at the XI grade of MAS Baharuddin.

2. To find out the students’ writing ability in recount text after using

collaborative writing strategy at the XI grade of MAS Baharuddin.

3. To examine whether there is effect of collaborative writing strategy to

students’ writing recount text is significant or not.

F. The Significances of the Research

The significances of the research are:

1. For Headmaster, as the information to suggest the teacher to apply

various strategy in teaching writing.

2. For teacher, as the information to apply various strategy in teaching

writing.

3. For other researcher, the result of this research is expected to develop

all information for other researcher as references.

G. The Outline of the Thesis

The systematic of this research is divided into five chapter. Each

chapter consist of many sub chapters are follow: Chapter one, consisted of

introduction, they are: the background of the problem, the identification of

the problem, the limitation of the problem, the formulation of the problem,

the objectives of the research, the significances of the research, the

definitions of operational variables, and the outline of thesis.

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Chapter two consits of the desription of writing recount text,

Collaborative writing strategy, the related findings, the conceptual

framework, and the hypothesis.

Chapter three consists of methodology of the research which is

divided into sub chapter; the place and time of the research, the research

methodology, the population and sample, the research instrument,

procedure of data collection, technique of analyzing data.

Chapter four consists of data description, hypothesis testing,

discussion and the treaths of the research.

Chapter five consists of the conclusion about the result of this

research and suggestion that are given by the research.