CHAPTER II

LITERATURE REVIEW

A. Theoritical Description

1. Writing Recount Text

a. Defenition of Writing Recount Text

Writing is a process to transfer or express the ideas by

written form. According to Nunan in Septika’s journal “writing is

the mental work of inventing ideas, thinking about how to express

them, and organizing into statements and paragraphs that will be

clear to a reader”.1 According to Meyers in Rafida’s journal

“writing is a way to produce language”. 2 It means writing is a

process to transfer the ideas to communicate by written form.

Recount text is a text that retell the events in the past time.

S.B Panggabean said “recount text is a kind of text that contains

about what had happened in series of events in sequence.”3

According to Warner in Dessy’s journal “recount text is a text

which tells the reader about something that has happened”.4 So,

recount text is a text that telling about events or someone’s

1
Septika Ariyanti, “The Correlation Between Students’ Reading Motivation, Vocabulary
Mastery and Writing Ability in Recount Text,” Premise Journal 5, no. 2 (2016): 21–32,
https://scholar.google.co.id
2
TienRafida, “Observing Contextual Teaching and Learning on Students’ Achievement in
Writing Recount Text,” International Journal of English Language Teaching 4, no. 9 (2016): 57–
68, https://scholar.google.co.id
3
S. B. Panggabean, “Applying Story Pyramid Strategy in Comprehending Recount Text,”
English Education Journal 03, no. 02 (2015): 106–21, https://scholar.google.co.id
4
Dessy Senjawati, “Transitivy Analysis of Tenth Grade Students’ Recount Text,” Journal
of English and Education 4, no. 1 (2016): 1–22, https://scholar.google.co.id

8
 9

experiences that happened in the past time. In the other word,

recount text is a text that retell the events in the past time.

From the above statements, this research concluded that

writing recount text is a process to produce the ideas that contains

about experiences or events in the past time for informing and

entertaining the reader.

b. Purpose of Writing Recount Text

Hyland in Ratih and friends’ journal states that “the

purpose of recount text is to reconstruct past experience by

retelling events in original sequence”.5 Derewianka in Ayu’s

journal state “the purpose of recount text is to inform and entertain

the readers”.6 Similarly, Rojas in Ratih and friends’ journal states

that “recount text are to list and describe past experiences by

retelling events in the order in which they happened”. 7 According

to Palmer in Dessy’s journal “the purpose of recount text is to retell

several events and usually it is from the point of view of someone

who was there in a certain situation”.8 So, the purpose of recount

text is to retelling events or someone’s experience in the past for

information or entertain the reader.

5
Ratih Wulandari Hidayat, Lestari Setyowati, and Baruton Mabaroh, “Genre-Based
Approach for Writing Recount Text at MTs. Darul Ulum Karang Pandan, Pasuruan,” Jurnal
Bahasa Lingua Scientia 10, no. 1 (2018): 61–80, https://scholar.google.co.id
6
Ayu Sonia Habibah Fisher, “Students’ Reading Techniques Difficulties in Recount
Text,” Journal of English and Education 4, no. 2 (2016): 1–12, https://scholar.google.co.id
7
Hidayat, Setyowati, and Mabaroh, “Genre-Based Approach for Writing Recount Text at
MTs. Darul Ulum Karang Pandan, Pasuruan.”
8
Senjawati, “Transitivy Analysis of Tenth Grade Students’ Recount Text.”
 10

Based on the above statement, recount text is one of genre

of text which the function is to retell the events or experiences that

happened in the past time to give information and to entertain the

reader.

c. Generic Structure of Recount Text

In writing a recount text, there is an important point which

is worth knowing. Before writing activity it is important to

understand the generic structure of recount text to make it well.

According to Fauziah et al in Suyadi’s journal states that,

there are three part of generic structure of recount text, they are:

1. Orientation: Information about an event and its setting. It

provides details of who, what, when, where or why.
2. Events: A sequence of events which happened in a
choronological order. What happened? First…, Next…,
Soon…, During…, After…, Later…, Eventually…,
Finally…,
3. Closing (Re-Orientation): Conclusion/summary of the
events what you think.], feel or decide about occurred
events.9

To make an effective writing recount text we should

understand more function of generic structure of recount text, the

function of each generic structure will be showed in this table

below:

9
Suyadi, “An Analysis of Students’ Writing Skills in Recount Text At The Eighth Grade
Students of SMP Negeri 2 Kota Jambi,” Journal of English Language Teaching 1, no. 1 (2017):
114–26, https://scholar.google.co.id
 11

Table.1
The Function of Generic Structure
Generic Function
Structure
Orientation “tells who was involved, what happened, where
the events took place, and when it happened”
Events “tell what happened and in what sequence.”
Reorientation “consists of events or ending.”

Based on the above explanations, recount text tells the

reader what happened in the past. It begins with an orientation

Which tells the reader who was involved, what happened, where

this event took place and when it happened. Then, the events are

described some sort of order time. The last, it reorientation which

is at the end of text contains about summarizes or conclusion the

event.

d. Languange Features of Recount Text

In making recount text, the writer must know the language

features of recount text well. There are some language features of

recount text. They are:

1) The use of nouns and pronouns. (e.g: Rahmad, we her).

2) The use of action verb. (e.g: went, run, played).
3) The use of past tense. (e.g: we went for a trip to zoo).
4) The use of time concjuction. (e.g: that, firts, next, then).
5) The use of adverbs of phrase. (e.g: in may house, two
days ago, slowly).
6) Use adjectives. (e.g: beautiful, slow).10

10
Vita Ningrum, Ferry Rita, and Hastini, “Improving Writing Skill in Writing Recount
Text Through Diary Writing,” E-Journal of English Language Teaching Society (ELTS) 1, no. 1
(2013): 1–13, https://scholar.google.co.id
 12

Based one above statements, there are some language

features that must be understood before writing recount text. Such

as, using nouns and pronouns, these point is defenetly important,

because as a performer. Then, using action verb, conjuction,

adverb of phrase, and the important one is using simple past tense,

this point is the most dominant used, because recount text is telling

about past event.

e. Process of Writing Recount Text

Writing as one of productive skill that needs a process.

Writing process involves a series of steps to follow in introducing a

finished piece of writing. Process of writing has important role to

make a good writing. Include in writing recount text the process it

is same. These are some process of writing, they are:

1) Planning
Planning is the stages when students begin to
organize and put a structure on their writing. It is
mainly about generating ideas.
2) Drafting
Drafting is the core of writing process. Write the
main body according to your planned paragraphing
structure.
3) Responding
You have gotten feedback about your composition
from several of classmate.
4) Revising
Revising means adding, changing, rewriting, and
developing to get the conntent right.
5) Editing
Editing also means adding, changing, rewriting
and developing to get the content right.
 13

6) Evaluating
Implementation the corrections and rewriting the
text. It means in this process, the writer check the
written well.11

So, in writing activity, the writer must pay attention to each

process well, if one of the process does not exist, it can make the

results of writing are less than perfect.

f. Example of Recount Text

In the text book of senior high school, there are some

examples of recount text. Such as Majapahit Kingdom, Bad Day,

Bright Day, and Good Day.

So, the following is one of example of recount text on text

book.

Majapahit Kingdom
Orientation: Have you heard about Majapahit Kingdom
in Indonesian history? Majapahit it was a vast achipelagic
empire based on the island of Java from 1293 to around
1500.
Event 1: Eastern Javanese history usually divided into
three dynasty periods. The first was the period when the
kings of Kadiri ruled over Java (10th-1222 AD) they were
succeded by the kings of Majapahit (1293-early 16th
century).
Events 2: Raden Wijaya was the son-in law of
Kertanegara the last king of Singasari who had been
murdered by Jayakatwang from Gelang-Gelang. Then
Jayakatwang was defeated by Wijaya Utilizing the
Mongol armies, who came to Java to punish Kartanegara.
Finally by cunning tricks Wijaya defeated the Mongols
and drove them away. Then Wijaya ascended the throne as
the finest king of Majapahit on 1293 AD.
Event 3: The famous prime minister Gajah Mada assisted
Tribhuwana in her reign, and would afterward serve King
Hayam Wuruk also. During Tribhuwana’s rule Majapahit
11
Rayendriani Fahmei Lubis, “Writing Narrative Text,” English Education Journal 02,
no. 01 (2014): 61–76, https://scholar.google.co.id
 14

grew to be a great kingdom and famous on all the seas of

the Archipelago and a broad. Tribhuwana ruled until the
death of her mother in 1350 AD. Then her son Hayam
Wuruk ascended the throne.
Reorientation: Majapahit’s power reached its summit
under the rule of Hayam Wuruk whose reign from 1350 to
1389 marked by conquest which extended through
Southeast Asia. Gajah Mada was again prime minister
until his death in 1365 AD.12
Answer the following questions!
1. What is a grammatical structure of the recount text?
2. What are mentioned in the orientation?
3. What are the events?
4. In which tenses is the text written?
5. What is the purpose of the recount text?13

2. Collaborative Writing Strategy

a. Definition of Collaborative Writing Strategy

According to Bonk et al. Collaborative writing as groups of

two or more people working in concert on a common text project

in an environment supportive of their text and idea sharing.14

According to Khainnur Jannah in Kammer’s journal “collaborative

writing is one of the best technique to help students in developing

their writing skills especially in big classes.”15 Graham and Perin in

Amrih’s thesis said “collaborative is a technique where students

work together to plan, draf, reflect, and revise their composition. It

needs students’ involvement when they are working as a team.”16

12
Herman Benyamin, Advanced Learning English 1, 1st ed. (Bandung: Facil, 2014).
13
Benyamin.
14
Curtis Jay Bonk and Kira S. King, Electronic Collabolators (New York, 1998).
15
Kammer Tuahman Sipayung, “The Implementation of Collaborative Writing Method to
Improve Students’ Writing of Descriptive Genre at SMP Negeri 3 Percut Sei Tuan on Grade VIII
at Academic Year 2015/2016.”
16
Amrih Bekti Utami, “Improving Students’ Writing Skills on Recount Texts Through
Collaborative Technique (Classroom Action Research on Grade Eight of SMP N 2 Sentolo in the
Academic Year of 2011/2012)” (2012), 1-94, https://scholar.google.co.id
 15

So, collaborative writing is technique that the process learning

consits groups.

According to Hernandez in Sri’s thesis, “collaborative

writing is a powerful method of writing that encourages

cooperation, critical thinking, peer learning and active participant

toward an end product.”17 Collaborative writing is two or more

person working together to produce a written document. It means

collaborative writing is a technique where the students work in

group.

From defenitions above it can be concluded that

collaborative writing is a process that can encourages the sudents

to more active in learning process when they work together in a

group.

b. Purpose of Collaborative Writing Strategy

Collaborative writing strategy is a kind of writing activity

that involves a number of person. This strategy facilities the

students to write a certain text with their peers to produce a good

writing.

According to Sukirman, the purpose of collaborative

writing strategy are “to improve students’ writing abilty, to gains in

grammatical and structural proficiency, to develop social skill, and

17
Sri Wahyuni, “Improving Students’ Ability in Writing Through Collaborative Writing
Strategy at the Islamic Junior High School Muhammadiyah 01 Medan” (2017), 1-67,
https://scholar.google.co.id
 16

to make the students are more active.”18 Sherman in Citra’s thesis

said that the purpose of collaborative writing are “to promote

effective learning, to combine both motivational and cognitive

approaches to collaboration, and to promote the students’

achievement and students’ self confidence.”19 It means,

collaborative writing can help the students in writing activity.

So, collaborative writing has the purpose that can make

easier for the students in writing activity and this strategy can help

the teacher also in teaching writing, especially in teaching writing

recount text.

c. Step of Collaborative Writing Strategy

Every strategy has steps in use, include collaborative

writing strategy. There are some steps to guide teaching writing by

using Collaborative writing strategy, they are:

Step 1: Idea Generating

This stages is getting the students’ ideas through
encouraging and brainstorming them so that they are able
to generate ideas for the topic.
Step 2: Drafting
When ideas are gathered from the previous stage, the next
effort is to try to write drafting may be carried out quickly.
Step 3: Reading
In this step, the writer reads the draf. When the writer
reads the draf aloud to the helper, the helper provides notes
and gives some corrections.
Step 4: Revising

18
Sukirman, “Using Collaborative Writing in Teaching Writing,” Journal Langkawi 2, no.
1 (2016): 33–46, https://scholar.google.co.id
19
Citra Maharani, “Towards Students’ Procedure Text Writing Ability at the First
Semester of The Twelfth Grade of MA Al- Hikmah Bandar Lampung in the Academic Year of
2018/2019” (2019), 1-74, https://scholar.google.co.id
 17

Revision is a part of writing process where the helper

reviews and then he/she amends their work so that it looks
fresh.Then the writer writes down some changes that are
corrected by the helper.
Step 5: Editing
In this step, the helper and the writer look at the whole
essay to edit together and consider what improvement
might be made. This process is the last step to check error
of word, phrases, or sentences and punctuation.
Step 6: Best Copy
The writer then copies out a neat or best version of the
corrected draf. The helper provides help when necessary,
depending on the skill of the writer.
Step 7: Teacher Evaluation
Teacher evaluation is the final step. In this step, students
will have an opportunity to receive comments and
instructive feedback directly from the teacher.20

Based on the steps of collaborative writing above,

Collaborative writing has some steps in use to teach writing in a

classsroom, especially in teaching writing recount text. If these

steps not complete in use, it can make the result of written is not

perfect.

d. The Advantages and Disadvantages of Collaborative Writing

Strategy

Every strategy has some advantages and disadvantages in

use, include collaborative writing strategy. Collaborative writing

has some benefits to students. Such as students can improve their

vocabulary, understanding of text coherence, and gain new ideas

and perspectives. According to Fung in Zuraida’s thesis state there

are the advantages of collaborative writing

20
Supiani, “Teaching Writing Skill Through Collaborative Technique: From Theory to
Practice,” JEELS 4 (2017): 37–52, https://scholar.google.co.id
 18

“students can learn more about writing by talking and

listening to their peers. Besides that, during the
collaboration, students are certainly faced by different
opinions from the members of the group. By that difference
of opinions can improve students’ problem solving ability
as they learn to reach the conclusion. It makes the students
more active to analytical and critical thinking. Finally,
collaborative writing generally improves individual
writing.”21

So, from the above explanation, the advantages of

collaborative writing are:

1. Can help the teacher in teaching writing recount text.

2. Can make the students more active and interest in

learning process.

3. Can make the students to exchange ideas.

4. Can make the students easier to understand.

So, collaborative writing gives many advantages for the

students. It is not only for students’ writing ability, but it also gives

advantages for the teacher. Such as make the teacher more easier to

teach writing.

Besides the advantages, collaborative writing strategy also

has disadvantages, Lowry in Sukirman’s journal states the

disadvantages of collaborative writing strategy are:

1. Writers can blind to each other’s work

2. May not clearly represent group’s intention and less
consensus produced.
3. Lose sense of group, subsequent writers may invalidate
previous work.22
21
Zuraida, “Improving Students’ Writing Ability by Using Collaborative Writing at SMP
Negeri 2 Godean” (2011), 1-70, https://www.google.com
22
Sukirman, “Using Collaborative Writing in Teaching Writing.”
 19

In conclusion, every strategy has some advantages and

disadvantages, including collaborative writing strategy also has

advantages and disadvantages in use.

3. Teaching Writing Recount Text by Using Collaborative Writing

Strategy

The findings of the current study can be concluded that teaching

procedures in English teaching writing consist of pre-teaching, while-

teaching, and post-teaching. Aditya Prabowo said “The pre-teaching

contains the opening, greeting, praying, warming up process, giving

motivation, and reviewing the materials. The while-teaching contains

the teaching and practicing process. The post-test contains the

evaluating and closing.”23 Collaborative writing strategy has some

steps, it can be found in while-teaching and post teaching.

Teaching writing recount text by using collaborative writing

strategy can be seen in this table below:

Table. 2
Teaching Writing Recount Text by Using Collaborative Writing Strategy
Process of Teacher Activities Steps Students
Teaching Activities
1. Teacher open the 1. Students
class and asks listen to the
23
Aditya Prabowo, “The Process of English Teaching Writing for Students with Special
Needs at Harmony Junior High School of Surakarta,” Mathematical Journal Education 1, no. 1
(2018): 75, https://doi.org/10.29333/aje.2019.423a.
 20

the students to teacher.

pray before start 2. Students do
the lesson. Then, the teacher
Pre- teacher check command.
Teaching the attendant list. 3. Students
listen to the
teacher.
2. Teacher asks the 1. Students
students about answer the
the last material. teacher’s
questions
2. Students tell
about the last
material.
3. Teacher tell 1. Students
about the listen to the
teacher’s teacher.
experience to 2. Students pay
active the attention to
students’ the teacher.
background
knowledge.
4. Teacher asks the 1. Students do
students to tell the teacher
about their command.
experience about 2. Students tell
their holiday. their
experience.
1. Teacher explain 1. Idea generation 1. Students
the material about This stages is listen to the
recount text and getting, the teacher
give an example students’ ideas explanation.
of recount text. through 2. Students pay
Then, the teacher encouraging and attention to
asks the students brainstorming an example
to give questions them, so that they of recount
about the material are able to generate text.
and answer the ideas for the topic. 3. Students asks
question. the teacher
While- about what
Teaching they do not
understand.
 21

2. Teacher divides 1. Students sit

the students into in their
groups and gives groups.
a topic. Then the 2. Students read
teacher asks the the topic in
students to think their groups.
the ideas about 3. Students
the topic. think the
ideas.
1. Teacher asks the 2. Drafting 1. Students
students to write When ideas are listen to the
the important gathered from the teacher.
points of the previous stage, the 2. Students
topic. next is try to write write the
drafting may be important
carried out quickly. points in
their book.
1. Teacher asks the 3. Reading 1. Students read
students to read In this step, the their
their important writer reads the important
points carefully. draf and gives points
some corrections. carefully.
2. Students
check it well.
1. Teacher asks the 4. Revising 1. Students
students to The writer writes develop the
develop their down some important
important points changes that are points
becomes a story. corrected. become a
story.
2. Students
write the
story.
1. Teacher asks the 5. Editing 1. Students read
students to reread This process is the their story.
again their last step to check 2. Students
writing to check error of word, check their
some mistakes. phrases, or writing well.
sentences and 3. Students
punctuation. write the
story well.
1. Teacher asks the 6. Best Copy 1. Students
student to copy or The writer copies move their
write the right out a best version writing to
writing to their of the corrected new
new worksheet. draf. worksheet.
 22

2. Students
making a
Post- sure writing.
Teaching 1. Teacher asks one 7. Teacher’s 1. Students
of the students to Evaluation perform their
read their writing In this step, writing
result in front of students will have result.
the class and an opportunity to 2. Students
gives a feedback receive comments listen to the
and comments. and instructive teacher.
2. Teacher gives a feedback directly 1. Students
conclusion and from the teacher. listen to the
close the meeting teacher.
by praying 2. Students
together. praying
together.

The concept of lesson plan above is based on the steps of

collaborative writing strategy to teach writing recount text.

4. Teacher Strategy

Strategy is the important thing in learning process. without strategy

in learning process it makes makes the teacher difficult to explain the

material and the students get difficult to understand about the material.

So, if the teacher uses strategy in learning process, it makes the teacher

easier to teach and makes the students easier to understand about the

material that the teacher explain. So, by using strategy is very helpful

in teaching and learning process.

There are some steps of strategy that the teacher uses in classroom

at MAS Baharuddin, they are:

1. Teacher prepared teaching materials.

2. Teacher explained about the theory from the textbook.

 23

3. Teacher gave the example about the theory.

4. Teacher asked the students to understand the example.

5. Teacher asked the students to answer the test.24

B. The Review of Related Findings

This research is not the first research that had been done. There are

some related findings to this research. The first is Saeful Arifin and

Choirul anwar in their research. Using collaborative writing strategy can

improve the students’ writing skill in descriptive text. In the pre-test, the

mean score of the experimental and the control group were 69.38 and

68.71, and the mean score of post-test of experimental and the control

group, those were 82.15 and 76.32.25 It means collaborative writing

strategy may be considered as a technique to improve students’ writing

skill.

The second is Amrih Bekti Utami, the result showed it can be

concluded that the improvement of students’ writing skills on recount texts

was achieved by the application of collaborative writing. The students

score analysis showed that the mean score in Task I was 62.14, in Task II

71.55, and it reached into 77.09 in Task III. 26 It means collaborative

writing strategy can improve students’ writing skill.

24
Teacher, “Private Interview on September 16th in MAS Baharuddin,”2020
25
Saeful Arifin and Choirul Anwar, “The Impact of Collaborative Writing Strategy at
Students’ Writing Skill in Descriptive Text,” PROMINENT Journal 1 (2018), 12-20,
https://scholar.google.co.id
26
Utami, “Improving Students’ Writing Skills on Recount Texts Through Collaborative
Technique (Classroom Action Research on Grade Eight of SMP N 2 Sentolo in the Academic
Year of 2011/2012).”
 24

The third is Sri Wahyuni, the result showed that it concluded the

students had achievement in writing descriptive text through collaborative

writing strategy. The students’ mean score of the first cycle was 65,7. It

was very low. The mean score of second cycle was 80,5. 27 It means that

collaborative writing strategy can improve students’ writing skill.

The fourth is Aulia Rizky Ramadhani, the result showed there was

the significant effect of using Collaborative writing strategy on students’

achievement in writing recount text. The post-test in experimental group

was 35.78 and the post-test in control group was 30.45.28 It means

collaborative writing strategy can improve students’ writing skill.

The fifth is Kiky Soraya, the result showed the collaborative

writing strategy students’ mean score (72,78) is higher than that of the

Metacognitive Writing Strategy (70,22).29 It can be concluded that

teaching writing using Collaborative Writing Strategy is more effective

than Metacognitive Writing Strategy. It means collaborative writing

strategy can improve students’ writing skill.

Due to the previous research, the researcher concluded that

collaborative writing strategy has an effect on students’ learning.

Therefore, the researcher wants to try it in another location with different

problem and situation.

27
Sri Wahyuni, “Improving Students’ Ability in Writing Through Collaborative Writing
Strategy at the Islamic Junior High School Muhammadiyah 01 Medan.”
28
Aulia Rizky Ramadhani, “The Effect of Collaborative Writing Strategy on Students’
Achievement in Writing Recount Text in MTS AL Washliyah Tembung of 2016/2017.”
29
Kiky Soraya, “The Effectiveness of Collaborative Writing Strategy (CWS) in Writing
Lesson Regarded to the Students’ Creativity,” Lingua Cultura 10, no. November (2016): 63–67,
https://doi.org/10.21512/lc.v10i2.898.
 25

C. Conceptual Framework

Many students of MAS Baharuddin feel difficult in writing recount

text, especially at the XI grade students. They have some problems in

writing recount text, they do not understand generic structure and language

features of recount text, they still have poor vocabularies, and the teacher

seldom use various strategies. The teacher uses conventional strategy.

Collaborative writing strategy can help the students to encrich

students’ writing skill. So by applying this strategy, the students will be

easier to understand about writing recount text.

In order to get the data in this research, three procedures took in

this research, they are pre-test, treatment and post-test.

The pre-test was given a test to experimental class and control

class before treatment to know the mean score of the experimental class

and control class. After the pre-test, this research was given treatment with

using collaborative writing strategy for experimental class and

conventional method for control class. The post- test was given a test to

know mean score both of class whether the collaborative writing strategy

has a significant effect on the students’ writing recount text.

Picture 1
Conceptual Framework

Student problems are:

1. The students’skill in writing recount text is still bad.
2. The students do not understand the generic structures and language
features of recount text.
3. The students have poor of vocabularies.
4. The teacher seldom to use various strategies in teaching writing
especially in recount text.
 26

Collaborative
Writing Strategy

Pre Test

Experimental class control class with

with treatment teacher’s strategy

Post Test

H0 Ha

D. Hypothesis

The hypothesis of this research are:

1. There is significant effect of using collaborative writing strategy on

writing recount text at the XI grade students of MAS Baharuddin (Ha).

2. There is no significant effect of using collaborative writing strategy on

writing recount text at the XI grade students of MAS Baharuddin (H0).