IMPROVING STUDENTS’ WRITING SKILL ON RECOUNT TEXT

THROUGH SMALL GROUP DISCUSSIONAT THE EIGHT GRADE OF

SMP NEGERI 9 IN ACADEMIC YEAR 2021/2022

 THE THEORY OF WRITING

There are four skills that must be learned in studying English. They are listening,
speaking, reading and writing. As one of the language skills, writing has always occupied
place in most English language course. Writing is the expression of language in the form
of letters, symbols and words. Through writing someone can share their knowledge,
conveying idea, feeling and intention to other people.

Richard and Schmidt (2010: 640) stated that writing is viewed as the result of complex
process of planning, drafting, reviewing and revising and some approaches to the
teaching of first and second language writing teach students to use these processes.
According to Carrol, et.al (2001: 3) defines writing as the powerful communication to
express or share ideas on thought in the rest of our life. These imply that writing as a tool
and skill of writers to communicate information or ideas to reader in written form.

Broadman (2002: 4) states that writing is a continuous process of thinking, organizing,

rethinking and reorganizing. In addition, writing encourages students to focus on accurate
language use because they think as they write; it may well provoke language
development as they resolve problem which the writing puts into their minds (Harmer,
2004: 31).

The objective of teaching writing is to express the meaning through functional text as
well as through short and simple text types of descriptive, recount and narrative texts to
interact in the students’ close surrounding. Meanwhile, “a recount text is a text that retell
past events, usually in order in which they occured. The functional objective of recount
text is to provide the audience with a descriptive of what occured and when it
occured”(Anderson & Anderson, 1998:24).
 Source:
http://ojs3.unpatti.ac.id/index.php/tahuri/article/view/2255

 THE THEORY OF SMALL GROUP DISCUSSION

Small group discussion provides an opportunity for learners to focus on learning a

language as well as learning how to write. According to Nunan (1991) stated that small
group discusssion also helps emphasize learning to communicate through interaction with
others.
Small group discussion also leads to effective writing instruction. Strong (1990) found
that by focusing their attention on each other's writing in small groups, students wrote
more elaborate answers.

According to Brown (2000) states that small group discussion is a group of students
working corporately for achieving certain goals. Moreover, Galanes, Adams and Brihart
(2004, p.9) state that group discussion or small group is a small group of people
communicating with each other to achieve some interdependent goal such as increased
understanding coordination of activity, or solutions to a shared problem.

Surgenor (2010) explore about the value of using small group in teaching. He says that
the lecture falls short when it comes to some of the generic and transferable skills
required for employers, professional bodies, and in keeping with University strategic
plans, e.g.,
1. Analytic skills, Communication Skills, presentation skills (Griffiths, Partington)
2. Competence in personal and interpersonal skills and being able to work with people is
a key requisite to success in management' (Foreman & Johnson, (2001)
3. Interpersonal, self-management, analytical (UCD Strategic Plan, Priority 3)
 Moreover, according to Ruddok , Luker , Griffiths, Houston & Lazenbatt cited by
Surgenor (2010) stated that students enjoyed and benefited from small groups. The
tutorial specifically has been noted for its value in
1. Complementing knowledge in lectures.
2. Expanding on the concepts considered in lectures.
3. Encouraging student reflection
4. Developing students' communication skills
5. Encouraging active life-long learning
Source:
http://ojs3.unpatti.ac.id/index.php/tahuri/article/view/2255

 THE PROCEDURE OF SMALL GROUP DISCUSSION

a. The researcher will explain about recount text and give an example.
b. The researcher asks student to identify and understand the generic structure of recount
text.
c. The researcher asks students to form groups of 4 or 5 people
d. The researcher will share the text to each group.
e. The researcher asks students to identify the example of text and answer the question
about the text.
f. The researcher asks students to make a design or part of recount text based on the
topic that have been given by the teacher.
g. The students can re-check their answer together.
h. The researcher asks student to present the result of recount text that has been written.
i. The researcher and student review and make resume of the material.
Source:
http://e-journal.unipma.ac.id/index.php/ETJ/article/view/4546