CHAPTER IVRESEARCH FINDINGSA. Data

CHAPTER IV
RESEARCH FINDINGS

A. Data Description
As mentioned in the chapter III, the data of this research was taken from the writing test. The students were assigned to write a recount text based on the topics given by the researcher. There were six topics provided by the researcher for the test. The scores of selecting the topics were explained in chapter III.
At the writing test, there were 16 students out of 32 students chose the “My Last Holiday”; 10 students out of 32 students chose the “Visiting the Zoo”; and 6 students out of 32 students chose the “My Last Birthday Party” (see Appendix 2)
The model of analysis taken from (students 5) in writing orientation, series of event, and reorientation in a paragraph.
At the Sunday, friends and I went to visiting the zoo in the Bukittinggi. Before came in the zoo, we bought ticket with cost Rp. 5000 and some foods.
There is, we saw animals different that funny and so happy it we gave ate, like, elephants, snakes, tigers, bears, birds, monkey, etc.
After that, we went came to tradition house Minangkabau, there is any costume traditional.
In the afternoon, friends and I to go home by bus with so happy.

From the example above the researcher analyzed that student wrote the paragraph recount base on the orientation that show introduces participant ( i.e. friends and i), it shows time of an event ( i.e. at the Sunday), it show place of an event ( i.e. Bukittinggi), and identifies an event clearly (the student did not identify an event clearly). In series of event, student show event in chronological order, the event in complete sentences, informative or entertaining for readers, and they are not added with irrelevant detail to the topic. Next, in writing reorientation the student did not wrote reorientation in complete sentence, using personal opinion about the event happen (i.e. so happy), does not state new events, and has one adjectives.

B. The Detailed Description of the Generic Structure
In the following sub chapter, the researcher presents the description of the students’ ability in writing the generic structures of the recount text per criteria.
1. The Orientation
The students’ ability in writing orientation of a recount text was analyzed based on the four criteria as follow (a) it should introduce participants (b) it should show the time of an incident or event (c) it should show place of an incident or events (d) it should identify clearly what, how, and why events happened.
a. It should introduce participants
A recount text is opened with the orientation which introduces participants of an event. At the writing test from 32 students, 23 students (71, 88%) wrote the orientation by introducing participants. It can be seen in the following examples.

Example (taken from the data):
1) (Students 22)
Last Sunday, I and my family went to Bukittinggi.
2) (Student 19)
Once upon a time, I went to holiday with my friend.

From the underlined word above, it can be seen that both of the sentences in the orientation fulfill the first criteria because they introduce participants’ to readers. In the first example the writer stated participants of the story the experienced clearly. The same case with the second example there is also orientation which states participant of the event of incident.
In spite of that, 9 students (28, 13%) did not write the participant clearly or they use the orientation weekly.
Example (takes from the date):
1) (Student 32)
Thirteenth of July in my birthday party this one to thirteenth year.
2) (Student 20)
Yesterday, I’m holiday to go the Bandung, we there to go visiting the zoo and I’m same my family, father and mother.
The examples above do not fulfill the first criteria of good orientation of the recount text because about of them do not introduce participants specifically. Thus no analysis could be given.
b. It should show time of an incident or event clearly.
Another criterion that must appear in the orientation of a recount text is the time of the event which mostly stated by day, month or date explicitly. From 32 students, 16 students (50%) wrote explicitly the time of the event in the orientation. It can be seen in the following examples.
Example (taken from the data):
1) (Student 9)
On Monday, I and my family go to Bukittinggi, that morning I ready for go to zoo.
2) (Student 13)
Last week I go to my friend birthday party, when go I bring gift for her.
3) (Student 5)
At the Sunday, friends and I went to visiting the zoo in the Bukittinggi.


The three examples above provide the time of the event clearly. At the first example, there is a phrase “on Monday” which show the time of the event. The same case with the second and the third example, the writers wrote the time of the event or incident clearly.
However, 16 students (50 %) did not write or state clearly the time of the event in the orientation. It can be seen in the following example.
Example (taken from the data):
1) (Student 19)
Once upon a time, I went holiday with my friend. The place is Payakumbuh and Padang.
2) (Student 26)
Last year, I and my family holiday to Jakarta, in there we go to house uncle and aunty.


In the examples above, the writer do not stated clearly when the events happen. It means that background information is not complete.

c. It should show place of an events or incident clearly
In order to provide the complete setting of the events for readers, then writer should be also clearly state the place of the events in the orientation. From 32 students, 25 students (78, 13%) stated the place of the events. It can be seen in the following example:
Example (Taken from the data):
1) (Student 12)
One day at school vacation, I am and my friend went to Ramayana in Bukittinggi.
2) (Student 7)
On Saturday we went to Bali, we stayed at Nusa Indah Hotel.


Both of the examples above provide the place of the events as background information from the readers. From the first example, it is clearly state Bukittinggi as the place that visited by the writer and his friend. It is also same with he second at sample in which the place of the event is stated clearly.
Nevertheless, 7 students (21, 88%) did not write clearly the place of the event in the orientation. It can be seen in the following. Example:
1) (Student 31)
Last year I and my friend go to the volley we go with our teacher, we leave at eight o’clock.
2) (Student 13)
Last week I go to with my friend birthday party, when go I bring gift for her.


In the example above, the writer did not write the place of the events.

d. It is should identify what / how/why the event happens clearly
A good orientation of recount text also has to fulfill the last criterion that is identifying clearly what/ how/why the events happen. From 32 students, 9 students (28, 13%) state clearly what/how/why the events happen. It showed example bellow.
Example (Taken from the data):
1) (Student 9)
On Sunday I and my family go to Bukittinggi, that morning I ready for go to zoo. I and my family go by car at watch 06.30 am. In the Bukittinggi I and my family visiting the zoo….
2) (Student 4)
Last month the third year students of MTsN Paninjauan went on a recreation. We went to the zoo in Bukitiinggi by car.


In the example above, the writer state clearly what /how/why the event happens. From the first example, the sentence show how and why participant of the story went to Bukittinggi at Sunday. The same case with the second example, the sentence in the orientation tells what/ how/why the event happens.
In spite of that, 23 students (71, 88%) did not write what/ how/why the events happen. It can be seen in following example.
Example (Taken from the data):
1) (Student 15)
Last month Lebaran I am go to the Bukittinggi with my family.
2) (Student 29)
One day I am together with my friends go to roads Bukittinggi and go to visiting the zoo. In the garden the zoo I am many see kinds the zoo. I am very happy…

There is no explanation about how/why what the events happen from the writer.
The students’ score in writing the orientation of a recount text are presented in the following table:
Table 2.
Students’ Ability in Writing Orientation

Score F N P Rating Qualities
3.1-4 4 32 12, 5% Very good
2.1-3 9 28, 12% Good
1.1-2 14 43, 75% Fair

Hasil (Bahasa Indonesia) 1:

CHAPTER IVRESEARCH FINDINGSA. Data DescriptionAs mentioned in the chapter III, the data of this research was taken from the writing test. The students were assigned to write a recount text based on the topics given by the researcher. There were six topics provided by the researcher for the test. The scores of selecting the topics were explained in chapter III.At the writing test, there were 16 students out of 32 students chose the “My Last Holiday”; 10 students out of 32 students chose the “Visiting the Zoo”; and 6 students out of 32 students chose the “My Last Birthday Party” (see Appendix 2)The model of analysis taken from (students 5) in writing orientation, series of event, and reorientation in a paragraph. At the Sunday, friends and I went to visiting the zoo in the Bukittinggi. Before came in the zoo, we bought ticket with cost Rp. 5000 and some foods.There is, we saw animals different that funny and so happy it we gave ate, like, elephants, snakes, tigers, bears, birds, monkey, etc.After that, we went came to tradition house Minangkabau, there is any costume traditional.In the afternoon, friends and I to go home by bus with so happy.From the example above the researcher analyzed that student wrote the paragraph recount base on the orientation that show introduces participant ( i.e. friends and i), it shows time of an event ( i.e. at the Sunday), it show place of an event ( i.e. Bukittinggi), and identifies an event clearly (the student did not identify an event clearly). In series of event, student show event in chronological order, the event in complete sentences, informative or entertaining for readers, and they are not added with irrelevant detail to the topic. Next, in writing reorientation the student did not wrote reorientation in complete sentence, using personal opinion about the event happen (i.e. so happy), does not state new events, and has one adjectives.B. The Detailed Description of the Generic Structure In the following sub chapter, the researcher presents the description of the students’ ability in writing the generic structures of the recount text per criteria.1. The OrientationThe students’ ability in writing orientation of a recount text was analyzed based on the four criteria as follow (a) it should introduce participants (b) it should show the time of an incident or event (c) it should show place of an incident or events (d) it should identify clearly what, how, and why events happened.a. It should introduce participantsA recount text is opened with the orientation which introduces participants of an event. At the writing test from 32 students, 23 students (71, 88%) wrote the orientation by introducing participants. It can be seen in the following examples. Example (taken from the data):1) (Students 22)Last Sunday, I and my family went to Bukittinggi. 2) (Student 19)Once upon a time, I went to holiday with my friend.From the underlined word above, it can be seen that both of the sentences in the orientation fulfill the first criteria because they introduce participants’ to readers. In the first example the writer stated participants of the story the experienced clearly. The same case with the second example there is also orientation which states participant of the event of incident.In spite of that, 9 students (28, 13%) did not write the participant clearly or they use the orientation weekly.Example (takes from the date):1) (Student 32)Thirteenth of July in my birthday party this one to thirteenth year.2) (Student 20)Yesterday, I’m holiday to go the Bandung, we there to go visiting the zoo and I’m same my family, father and mother.The examples above do not fulfill the first criteria of good orientation of the recount text because about of them do not introduce participants specifically. Thus no analysis could be given.b. It should show time of an incident or event clearly.Another criterion that must appear in the orientation of a recount text is the time of the event which mostly stated by day, month or date explicitly. From 32 students, 16 students (50%) wrote explicitly the time of the event in the orientation. It can be seen in the following examples.Example (taken from the data):1) (Student 9)On Monday, I and my family go to Bukittinggi, that morning I ready for go to zoo.2) (Student 13)Last week I go to my friend birthday party, when go I bring gift for her.3) (Student 5)At the Sunday, friends and I went to visiting the zoo in the Bukittinggi.The three examples above provide the time of the event clearly. At the first example, there is a phrase “on Monday” which show the time of the event. The same case with the second and the third example, the writers wrote the time of the event or incident clearly.However, 16 students (50 %) did not write or state clearly the time of the event in the orientation. It can be seen in the following example.Example (taken from the data):1) (Student 19)Once upon a time, I went holiday with my friend. The place is Payakumbuh and Padang. 2) (Student 26) Last year, I and my family holiday to Jakarta, in there we go to house uncle and aunty.In the examples above, the writer do not stated clearly when the events happen. It means that background information is not complete.c. It should show place of an events or incident clearlyIn order to provide the complete setting of the events for readers, then writer should be also clearly state the place of the events in the orientation. From 32 students, 25 students (78, 13%) stated the place of the events. It can be seen in the following example:Example (Taken from the data):1) (Student 12)One day at school vacation, I am and my friend went to Ramayana in Bukittinggi.2) (Student 7) On Saturday we went to Bali, we stayed at Nusa Indah Hotel.Both of the examples above provide the place of the events as background information from the readers. From the first example, it is clearly state Bukittinggi as the place that visited by the writer and his friend. It is also same with he second at sample in which the place of the event is stated clearly.Nevertheless, 7 students (21, 88%) did not write clearly the place of the event in the orientation. It can be seen in the following. Example:1) (Student 31)Last year I and my friend go to the volley we go with our teacher, we leave at eight o’clock.2) (Student 13)Last week I go to with my friend birthday party, when go I bring gift for her.In the example above, the writer did not write the place of the events.d. It is should identify what / how/why the event happens clearlyA good orientation of recount text also has to fulfill the last criterion that is identifying clearly what/ how/why the events happen. From 32 students, 9 students (28, 13%) state clearly what/how/why the events happen. It showed example bellow.Example (Taken from the data):1) (Student 9) On Sunday I and my family go to Bukittinggi, that morning I ready for go to zoo. I and my family go by car at watch 06.30 am. In the Bukittinggi I and my family visiting the zoo….2) (Student 4) Last month the third year students of MTsN Paninjauan went on a recreation. We went to the zoo in Bukitiinggi by car.In the example above, the writer state clearly what /how/why the event happens. From the first example, the sentence show how and why participant of the story went to Bukittinggi at Sunday. The same case with the second example, the sentence in the orientation tells what/ how/why the event happens.In spite of that, 23 students (71, 88%) did not write what/ how/why the events happen. It can be seen in following example. Example (Taken from the data):1) (Student 15)Last month Lebaran I am go to the Bukittinggi with my family.2) (Student 29)One day I am together with my friends go to roads Bukittinggi and go to visiting the zoo. In the garden the zoo I am many see kinds the zoo. I am very happy…There is no explanation about how/why what the events happen from the writer.The students’ score in writing the orientation of a recount text are presented in the following table:Table 2.Students’ Ability in Writing OrientationScore F N P Rating Qualities3.1-4 4 32 12, 5% Very good2.1-3 9 28, 12% Good1.1-2 14 43, 75% Fair<1 5 15, 62% Poor In writing the orientation of a recount text there are 9 students (28, 12%) out of 32 students got score 2.1-3. It means that they are good. There are 4 students (12, 5%) got score 3.1-4. These students are considered very good. Meanwhile, there are 14 students (43, 75%) got score 1.1-2. These students are categorized in fair quality. There are 5 students (15, 62%) got score <1. These students are considered poor. Thus, based on the mean score of the two scores, students’ ability in writing the orientation of recount text is considered fair.2. The Series of EventsThe students’ ability in writing the series of events of a recount text was analyzes based on four criteria as follow: (a) The series of events should be chronological order, (b) The series of events should be written in complete sentence (c) The series of events should be informative or entertaining (both) reader and (d) The series of events are not added with irrelevant detail to the topic of the text.a. The series of events should be written in chronological orderIn a recount text, the events or experiences which are described by the writer should be in chronological order. At least there are three or four events listed by the writer. From 32 students, 19 students (59, 38%) wrote the series of event in chronological order. It can be seen in the following example.Example (Taken from the data):1) (Student 22)Event 1Last Sunday we went to Bukittinggi…Event 2In Bukittinggi, we went to Putri Bungsu zoo…Event 3…Then, we around the zoo…Event 4…, we went to restaurant to eat2) (Student 6)Event 1Last year I and my friend went to PadangEvent 2We played