CHAPTER II

LITERATURE REVIEW

This chapter presents: (1) the definition of writing, (2) stages of writing, (3) the

components of writing, (4) recount text, (5) the generic structure of recount text, (6) the

language feature of recount text, (7) the example of recount text, (8) students' difficulties in

recount text writing, and (9) previous related studies.

2.1 Writing

2.1.1 Definition of Writing

Writing is one of the skills that is very important to be mastered by the students.

Writing is a language activity that are active and productive are activities that demand the

existence of encoding activities, namely activities to produce or convey language to other

parties through language. Spratt et al (2005) defined writing as describing graphic symbols

that describe a language accessible to someone so that people can read the graphic symbols.

In addition, Heni (2017) argued that writing has two different meanings: (1) It is to write as

it literally means to write in sheets of paper, diaries, and notebooks. (2) It is writing for many

people (public and society). Writing for the public means communicating with people and

because of that the ideas submitted must be for the benefit of the people, or in other words,

the ideas submitted must contain the interests of the community.

More experts and educators proposed the definitions of writing. Wallace (2004)

mentioned that writing is the end result after learning the many writing phases separately in

the past. These include taking notes, determining the main concept, outlining, drafting, and

editing. It indicates that writing is a sophisticated ability. Before generating a quality piece of

writing, pupils must pass a variety of sub-skills covered in this course. The planning, drafting,

editing (revising), and final punctuation are some steps in the writing process that people

must pay attention to. Writing is a communication or message-conveying activity that uses
written language as a media tool. Writing is a complex activity because writers are required

to be able to compile and organize the contents of the goal as well as pouring it into various

written and conversion language formulations other writing. In addition, Husna (2019)

argued that writing can be interpreted as an activity of expressing ideas, ideas or feelings of

linguistic symbols (written language). Writing can also be expressed as the process of

discovering and extracting ideas to be expressed, and this process influenced by its

foundation. Writing is a complex activity, not only just sorting sentences, but more than that.

Writing is lowering or painting graphic symbols which describes a language that is

understood by someone.

It can be concluded that writing is one of the ways humans communicate in addition

to listening, reading, and speaking. Message delivered in the form of symbols or symbols that

can be understood people who read it, so that the message can be conveyed. Message

conveyed can be in the form of information, ideas, thoughts, and so on.

2.1.2 Stages of Writing

Writing is seen as a series of activities that are flexible. Harmer (2011) proposed four

stages of writing, as follows:

1. Planning

At this stage, students make a list of ideas related to the topic. They plan what they will

write in the first draft. At this stage, they must consider three main issues. These issues are

the purpose of writing, the audience for which they write and structure the content to sort

the facts, idea or argument.

2. Drafting

Once students have a list of ideas related to the topic, it is the stage for students to start

writing the first draft. They write their ideaswill write without noticing errors.

3. Editing
 Students must now revise their initial draft after finishing it. Finding out where it works

and where it does not is the aim. Editing techniques can be influenced by vocal and written

criticism provided by peers and teachers. Students who receive feedback can improve their

writing. What has been written is visible in revision. This indicates that this phase is

crucial to ensure the text's cohesion and to inspire more thoughts. Additionally, revision

encourages pupils to identify and fix their writing errors.

4. Final Version

In this last stage, students rewrite their draft after revising it with their peers and teacher.

The students have good written text in the final product because they did the editing

process beforehand.

2.1.3 The Components of Writing

Students should focus on the writing elements during the writing process in order to

write well. Ryne (1988) identified five elements that should be taken into account when

writing, namely:

1. Organizing ideas

Ideas are the most crucial component of writing since without them, no one can produce

significant writing.

2. Grammar

A language's grammar serves as a description of how the language functions. Without a

working command of grammar, authors are unable to communicate effectively with a wide

range of readers in many contexts.

3. Vocabulary
 Vocabulary having a wide range of vocabulary allows a writer to compel the reader to

learn more about the subject they are writing about.

4. Mechanical

The term "mechanics" refers to the usage of the language's graphic conventions, or the

process of putting words, phrases, and paragraphs in the right order utilizing structural

knowledge and other factors.

5. Content

Content refers to substance of writing, the experience of the main idea (unity), i.e., groups

of related statements that a writer presents as a unit in developing a subject. the content

paragraph does the work of conveying ideas rather than fulfilling the special function of

transition, restatement, and emphasis.

2.2 Recount Text

Knapp and Watkins (2005) said that recount texts are the simplest kind of writings;

officially, recounts are sequential texts that focus more on a series of events than they do on

their chronological order. Recount text, among other texts embodied in Core Competency and

Basic Competency, is supposed to be mastered by students. This type of text is defined as a

text retelling an event or occurrence in the past in chronological order.

Furthermore, according to Anderson (2003), a recount text discusses past events or is

a piece of writing that recounts past events, typically in the chronological sequence in which

they occurred. The text's purpose is to recount a historical incident or to present a person's

experience in chronological order. The kids describe the incidents they formerly went

through in this composition. The sequence of generic structures in the past tense is followed

by the students when writing recount texts. The content then serves a social role or serves a

goal. Giving the readers a description of what happened and when it happened serves as the

social function. Additionally, the book uses language devices like the past tense, the emphasis
on temporal sequence, the usage of individual participants, the material process, and

circumstances of time and place.

2.2.1 The Generic Structure of Recount Text

Knapp and Watkins (2005) proposed the generic structure of recount text, as follows:

1. Orientation

Orientation takes in the first sentence, which provides background details about who,

what, where, and when. Telling the reader who was involved, what happened, where it

happened, and when it happened is how a recount begins. Orientation provides the reader

with the background knowledge necessary to comprehend the text and helps them

understand the scene setting and textual context.

2. Event

Event tell is what happened and in what sequence. A record of events usually recounted in

chronological order, named, event 1, event 2,

3. Re-orientation

Re-orientation includes optional event closing or endings. Reorientation is a conclusion

that may include more detail. Some recount texts additionally include a conclusion

paragraph where the author can provide a personal statement. The author may add a

personal note or statement in this ending paragraph, but doing so is optional.

2.2.2 The Language Feature of Recount Text

Boardman (2008) proposed the language feature which are usually found in a recount

text, as follows:

1. Use of nouns and pronouns to identify people, animals or things involved. Noun is a single

word used to name a person, place, animal, thing, or abstract idea as the subject of a
 sentence. Pronoun is a word that is used to refer or as place-holder a noun, a noun phrase,

or a different pronoun. Example she left behind, they called him

2. Use of past action verb to refer the events. Action verb is a form of pure verbs that show

the subject of the story performance of an action. It explains the verbs that do something

and show something happening. Example went, talked, bought, brought.

3. Use of past tense to located events in relation to speaker's or researcher's time. Past tense

is the form of tense in English grammar, It is used to describe something happened in the

past. It commonly used verbs to describe action in the past. Example We went to the beach

4. Use conjunction and time connectives to sequence the event. A conjunction is used to

connect one word to other words, sentences, phrases, or clauses. It belongs to part of

speech. Conjunction is divided into two, they are coordinating conjunction and

subordinating conjunction. Example so, and, but, the, after that.

5. Use of adverb and adverbial phrase to indicate place and time an adverb belongs to part of

speech, just same with conjunction. It is used as the modifier of verbs or any part of

speech. Adverb can modify verbs, adjective, clause, sentences, a phrase, and other

adverbs. Adverbs are divided into three, they are adverb of manner, adverb of time, and

adverb of place. Example last week, yesterday, at uncle's house, slowly

6. Use of adjectives to describe nouns. An adjective is a word which acts to modify a noun or

pronoun in a sentence. Example: She had the beutiful cat.

2.2.3 The Example of Recount Text

A Postcard
Dear Nan,

Orientation
We are having a great holiday here on the gold coast. Yesterday we went to movie world.

Event
When we got up in the morning it looked like rain. After a while the clouds disappeared and
it became a sunny day. we then decided to go movie world.
The first ride I went on was lethal weapon, next I saw the police academy show. After that I
had lunch as I was really hungry. Meanwhile, mum and Kelly queued for batman ride.
About one o'clock we got a light shower of rain but I cleared up soon after. We then went on
all the other rides followed by the studio tour. (sequence of events).

Re-orientation
It was a top day, see you when we get back.

Love
Sam.

2.2.4 Students' Difficulties in Recount Text Writing

A study conducted by Suryani (2020), revealed five difficulties in writing a recount

text, such as: mechanic, grammar, content, organization aspect, structure of recount text and

vocabulary aspect, as follows:

1. Mechanic Aspect

Many parts of mechanic aspect made confusing meaning to understand. The reason of this

difficulty is the incorrect application of spelling, punctuation, capitalization and

paragraphing which were made by the students in writing recount texts.

2. Grammar Aspect

In grammatical errors, the students faced difficulties in simple past tense. Because a

recount text retells about something that already happened in the past, it means the action

verb is Past Tense. It is supported by Boardman (2008) in Saragih, [Link] (2014) that the

language features usually found use of past action verbs refer the events, use of Past Tense

to located events in relation to speaker's or researcher's time.

3. Content Aspect

The students were still confused to explore their idea in writing a recount text, so the

content of their writing product was less. Lorch (1984), argued that many students make

some mistakes and face difficulties to build and develop their imagination.
4. Organization Aspect

Organization aspect criteria is the development of logical sequence of event, it means this

aspect has related with the generic structure of recount text.

5. Vocabulary Aspect

The students have limited vocabulary which makes them cannot easily express their idea.

Sometimes, the students also use inappropriate word which makes their writing difficult to

be understood.

2.4 Previous Related Studies

Some studies on difficulties in recount text writing are presented in this part. First, a

study conducted by Fitriyani et al (2019) which entitled “A Study on Writing Recount Text at

the Tenth Grade of SMA N 2 Rambah Hilir”. The design descriptive qualitative research was

used in this study. 29 students participated in this study. The research revealed that SMAN 2

Rambah Hilir pupils were proficient in writing the following recount texts: One student

(3,33%) fell into the very good group, while eleven (36,7%) fell into the good category,

sixteen (53,3%) fell into the fair category, and two (6,67%) fell into the poor category.

According to the findings of her study, the tenth graders at SMAN 2 Rambah Hilir had fair-

category difficulty in composing recount texts. This indicates that tenth-grade pupils at

SMAN 2 Rambah Hilir still struggled to write recount [Link] are some similarity and

difference between this previous study and the writer’s present study. The similarity is both

studies try to find out the students' difficulties in writing a recount text. Meanwhile, the

difference is on the research design.

Secondly, a study conducted by Sari et al (2013) which entitled “An Analysis of

Students’ Ability and Problems in Writing Recount Text at Grade VIII of SMP N 29

Padang”. The design of this study was a descriptive study. The participants of this study was

25 students. The data were gained by using a writing test as an instrument and questioners as
collecting data. The objectives of this study were to find out the students’ ability and problem

is writing a recount text. The results of this study revealed that more than 50% of students

scored below 60 in writing recount [Link] are some similirity and diferences between this

study and the writer’s present study. The similarity is both studies focused on students'

difficulties in writing a recount text. Meanwhile, the difference is on the research design.

Thirdly, a study conducted by Diana (2017) which entitled "An Investigation of

Students' Difficulties in Writing Recount Text at the First Semester of the Eight grade of

SMPN 4 Bandar Lampung". The study used descriptive qualitative research. The participants

of this study was 25 students. The researcher used documents, interview, and questionnaire

to get the data. The result showed that there were five aspect of problem in writing recount

text, such as: content (4.10%), organization (14.23%), vocabulary(2.05%), language

(33.71%), and mechanics (45.90%). It means that, the most dominant problem in writing

recount text is mechanics. There are some similarity and difference between this previous

study and the writer’s present study. The similarity of both studies focus on the students'

difficulties in writing a recount text. Meanwhile, the difference is on the research design.

Fourth, a study conducted by Suryani (2020) which entitled “An Analysis of

Students’ Ability in Writing Recount Text”. The design of this study was a descriptive

qualitative. The participants of this study was 25 [Link] result of the study showed that

the students’ writing ability in recount text were as follows: 12 students (48%) were

categorized as poor, 8 students (32%) were categorized as average, 3 students (12%) were

categorized as very poor, and 2 students ( 8%) were categorized as very good. Meanwhile,

having analyzed the students’ ability in each of the writing aspects, in aspect content and

organization in the category were good to average and aspect vocabulary, grammar,

mechanics were category fair to poor. There are some similarity and difference between this

previous study and the writer’s present study. The similarity is of both studies focus on the
students' difficulties in writing a recount text. Meanwhile, the difference is on the research

design.