G. Definition of Key Terms
7. Recount Text
books, he/she draws the conclusion and transfers it into written form. Therefore, the habit of reading assessment indicator used in this study refers to the opinions expressed Rosidi. For more details, the indicators of reading habits can be seen in the following table:
Table 5:
The Indicator of Reading Habit No. Indicator
1 2 3 4 5 6
Intensity Time
Kinds of reading Attitude
Motivation
Reading techniques
incident. The last one is the imaginative recount. It means talking on an imaginary role and giving details of event. It is an unreal event or story, like reading texts for language lesson, a story about life of a slave etc.
In addition, Rajan (2002) explains that there are only two kinds of recount text, namely personal recount and factual recount. Personal recount is a text type that the writers use when they want to tell what happened. In personal recount, the writers tell what happened during events in which they were directly involved. In this case, the writers tell about their personal experience focused on action.
While, Coggan (2006) confirms recount text is written to retell with purpose of either informing or entertaining their audience or readers (or both). The writers or speakers are expected to express their ideas about the experience or last event focused to inform the readers. It means the writers or the speakers want the reader catch their ideas and feeling about the story in the text. So, the reader can imagine the writer situation and condition related to the text that they have written.
Second, recount text type is factual recount. In this type, the writers or speakers tell what happened. It can be found in newspaper, on TV news shows, on internet website that report news and when people tell each other about something they have heard or seen. In a factual recount, the writers are usually observers who are outside the events. Thus, the focus in a factual recount is on what happened and not on the reactions and feelings of the writers telling what happened.
Therefore, the recount text does not ignore every special events seen around, because its retells the story or events chronologically. The students will enjoy to read
the recount texts because they have had it in personal and have known or seen it in factual. In other words, they can fell the writer‟s story clearly.
The recount text is focused on a sequence of events, all of which relate to a particular occasion. According to Derewianka (1995) and Cogan (2006) can be included that recount text consist of three categories. They are orientations, series of events, and re-orientation.
Firstly, the orientations give the reader background information needed to understand the text such as who was involved in, when it happened and where it took place. Person who involved in this text is the writer itself (by using subject I) or the writer with the related persons (by using subject we). The writer also should mention clearly about the time above, there should have the place or location where the event happened. There may be had different place or location in one text.
Secondly, series of events include chronological sequences. The writers arrange their past activities or experiences chronologically. The writers involved directly in past events part is to retell what happened, in what sequence, and re- orientation is optional-closure of events. Therefore, the students may comprehend the comprehensible recount text well.
According to Gerot and Wignell (1994:202), the generic structure of recount text usually consists of:
1) Orientation : in the orientation, the writer of recount text provides the setting or place where and when the story happens 2) Series of events : in the event, the writer of recount text tells about what
happened in sequencing
3) Re-orientation : it is a closing statement. Here, the writer of recount text may state a closing of the story. It can be
expressing of heart feeling after doing the events in the story or it can be a conclusion of the story.
From the explanation above, it can be concluded that, there are some indicators of recount text. The first is orientation that include of identifying the topic, identifying the rhetoric steps of the text, identifying the meaning of the text, identifying the specific participant (first personal pronoun; I and we). The second is series of events that include of identifying the events in the text, identifying the detail information of the events, identifying the chronological order of the events, identifying the time connectives of the events, and understand the literal and imply meaning of the events. The last is re-orientation that includes of identifying the characteristics of language features of the text, identifying the attitude or feeling of the text and identifying the communicative purpose of the text and understanding the literal and implied meaning of the text. Here, the researcher will use the generic structure and language feature of recount text to assess the students‟ writing of recount text.