CHAPTER I-5 Bru

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CHAPTER I
INTRODUCTION
A. Background of the Problem
2006 English Curriculum has stated some purposes of teaching
English in Islamic Junior High School. The first purpose of teaching
English in Islamic Junior High School is, developing ability in
communication both spoken and written form to reach functional literacy.
The second purpose is, having awareness about the sense of English and
importance to survive in global society. The third purpose is, developing
students understanding about language and culture. To get the purposes,
teaching English in school will be guided several standard and basic
competences. Those are developed from four skill, listening, speaking,
reading, and writing, hope the students are able to communicate on certain
literacy.
Dealing with the literacy should be acquired by the students in
Islamic Junior High School that is functional literacy; the scope of this
literacy is the students are able to use English to get things done. It means
the students will have capability in using language like: reading
newspaper, manual or directions in daily life etc. It is for survival
communication.
As explained before, students in Junior/ Islamic Junior High
School are expected to reach functional literacy and to be able to
communicate both spoken and wriitten in daily life. To gain the goal, the
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students will be taught by some genres. Christie in Hardy and Damien
Klarwien (1990:2) defines genre;
“ Genre refers to any staged, purposeful, cultural activity and thus it

includes oral language and genres as well as written language
genres. A genre characterised by having a schematic structure-a
distinctive beginning, middle and end.”
Each genre has its communicative purpose, generic structure (the
beginning, middle, and end structure of a type of text), and certain lexicon
grammatical features (the word choices, the use of tenses, etc.). Students
will benefit a lot in studying genre. The awareness of genre will enable
them to produce an effective text that will have function in English
communication, either spoken or written. Thus, the goal of English
language teaching stated in 2006 English Curriculum will be achieved.
The genres suggested in 2006 English Curriculum for Junior High
School/ Islamic Junior High School are descriptive, recount, procedure
and narrative. Those genres will be taught in different semester of
students’ level. Especially in third semester students will be taught by
descriptive and recount genre. One of the genres of the text is recount.
Sofyanda, et al (2005:95) states recount is a report of events or activity in
the past. It is inform or to entertain the readers. It has three structure they
are orientation (gives information about who, what, when and where),
event (tells what happened, in what sequence) and re-orientation (shows
personal comments). Recount text also has language features they are past
tense, chronological order, focused on individual or group participants

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Those genres will be given in two forms: spoken and written. In
spoken form, the genres will belong to listening and speaking while
reading and writing are involved to written form. In speaking as stated in
standard competence of 2006 English curriculum, ones are able to express
idea both functional and monologue. Functional is used for everyday
information, such as; announcement, advertisement, offering something,
memo and etc. Monologue is oral text, such as; recount, procedure,
narrative and etc. The genres suggested are belonging to monologue.
Especially in third semester students of Junior/ Islamic Junior High School
students, they will be provided with two genres, they are; descriptive and
recount. The standard competence of those is the students are able to
express idea in short monologue in descriptive and recount text to interact
around environment. It is expected that the students can reach the standard
competence.
The expectation is hoped can be manifested to encourage students
in having good communication especially in developing the ability to
express a discourse either in spoken or written. One of the tools to share
ideas, opinions, and thought is speaking. The ability of speaking can help
the students to express what they feel in delivering a discourse. A
discourse that is very near with students is tell and share about what had
already occurred to them. Everyone has own experience. Usually he/ she
has desire to share their experience as information or entertainment. The

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experience is expressed through spoken text. According to Jones in
Richard (2008:27) spoken text is
“…. Often have identifiable generic structures and the language

used is more predictable. .. Because of less contextual support, the
speaker must include all necessary information in the text- hence the
importance of topic as well as textual knowledge. And while
meaning is still important, there will be more emphasis on form and
accuracy”.
Recount text is a text tells about past event(s). The awareness of
recount text help students to tell past events well organized. This text is
very familiar in daily life, which the students often tell what had
experienced to others. Telling past event(s) is near with time in the past.
For that reason the correct words and the grammar are needed to avoid
misunderstanding. Some guidance of this text- language feature and
generic structure guide students to choose the appropriate words and
grammar in order to gain a well organized text. Thus speaker goal to
inform the past event delivered well.
In one side, speaking is not easy. Ur (1991:121) argues some
things make speaking difficult. They are inhibition; learners are often
inhibited about trying to say things in foreign language in the classroom,
worried about making mistakes, nothing to say; they have no motive to
express themselves beyond the guilty feeling that they should be speaking,
low or uneven participation; this problem is compounded by the tendency
of some learners to dominate, while others speak very little or not at all
and mother tongue use; in class where all, or a number of, the learners
share the same mother tongue, they may tend to use it: because it easier,
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because it feels unnatural to speak to one another in a foreign language.
Those are the factors which are influencing speaking become not easy task
to students.
While, Thornbury (2005:25) states that the more students familiar
with the topic the more easily the speaking task; this is why it is generally
easier to talk about job, family than it is to talk about something very
removed from your day-to-day life. One topic that is very familiar with
students’ life is recount text. It matches with the expectation in standard
competence of third semester students of Junior/ Islamic Junior High
School that is the students should have be able to do monologue of
recount text.
As fact as the matter in Islamic Junior High School Bonjol, the
students rarely speak English. Those things happened because students
worry in making mistake in speaking. The phenomenon that was found the
students are still difficult to tell the past event in recount form. The
students feel shy when speaking and English are very rarely used by the
students there. Even with recount, the students are expected to be able to
tell their experience or some thing happened in the past well organized.
As Junior/ Islamic Junior High school students especially at the
third semester, it can be assumed they will be able to identify and do
monologue of recount genre with its components. It seems like the
students unrealized that recount is a text that very familiar with their life
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and they are demanded to obtain the standard competence of the recount
genre in speaking.
Based on explanation above, the researcher interests to conduct a
study and describe about students ability in performing oral recount text of
third semester students’ of Islamic Junior High School Bonjol.
B. Identification of the Problem
Dealing with the 2006 curriculum for Junior High School or
Islamic Junior High School there are several genres that will be learnt by
students. They are descriptive, recount, narrative and procedure. It was
known that they will be taught different genre every semester. At the third
semester, students will be offered descriptive and recount text.
Each genre has different characteristic. Larson (1984) defines a
descriptive text is a text which lists the characteristics of something.
Its purpose is to describe and reveal a particular person, place, or thing.
While, recount text is a text retells events for the purpose of informing or
entertaining. The purpose of recount is retelling something that happened
in the past. In each genre students have to master to use it both spoken and
written.
C. Limitation and Formulation of the Problem
Based on the identification the problem, this research will be
limited on students’ ability in performing recount text in speaking.
Furthermore, the problem can be formulated in following question:
What is student ability in performing oral recount text?”

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1. What is students’ ability in term of content?
2. What is students’ ability in term of language feature?
3. What is students’ ability in term of fluency?
4. What is students’ ability in term of pronunciation?
D. Definition of Key Terms
In order to avoid misunderstanding of these key terms, the
researcher defines:
1. Students’ ability refers to the scores obtained by the students in
performing an oral recount text.
2. Recount text is a text that tells about past event. It construct with
two components Generic structure and language feature. Generic
structures of recount are orientation, events and re-orientation.
Language feature of its, uses of simple past tense, uses of temporal
conjunctions and uses of personal pronoun.
E. Purpose of the Research
The main purpose of this research is to describe students’ ability in
performing oral recount text doing by the third semester students’ of
MTsN Bonjol in academic year 2010/2011.
F. Significances of the Research
The result of this research expected to give some contributions to:
1. Students
The benefit of the research can give information to students of their
ability in performing oral recount text.

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2. Teachers
The research is expected providing additional references to the
English teachers about the students’ ability in performing oral recount text.
3. Researcher
The research is hoped, that it can broaden knowledge of the field of
the researcher and requirement to get academic degree S1 at STAIN
Batusangkar.
4. Next researcher
The study is conducted to provide a reference for the next researcher
in the study of genre.

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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories
1. Teaching Speaking
a. Definition of speaking.
The goal of language course is to enable the students to
communicate in English, and then speaking is one of skill that becomes a
priority in learning English as foreign language. Some experts give their
opinion about speaking. Nunan (2003:48) defines speaking is productive
aural/ oral skill. It consists of producing systematic verbal utterances to
convey meaning. According to Fulcher (2003:23), speaking is the verbal
use of language to communicate with others. Furthermore Morris in
Zulfahmi in Mahdalena (2008:4) speaking serves as a natural means of
communication between members of community in which language is
used both for expression of thought and as a form of a social behavior.
The Oxford Pocket Dictionary of Current English (2009) writes the
definition of speaking is the action of conveying information or expressing
one's thoughts and feelings in spoken language. In addition Brown
(2004:140) says speaking is the product of creative contraction of
linguistics string, the speaker make choices of lexicon, structure and
discourse. Widdowson in Asmelawati (2006: 4) stresses that speaking is
the active or productive skill and make use oral communication.
Communications through speaking is commonly performed by face to face
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interaction and usually occurs form of dialogue or other forms of verbal
change. Speaking can be described as the ability of someone to express the
idea and feeling to other by using spoken language.
Then, Harris in Asmelawati (2006:2) states speaking is productive
skill. Since in speaking students should be able to produce utterances in
expressing ideas or feelings. Hall in Fulcher (2003:22) adds speaking is an
ability that is taken for granted, learned as it is through a process of
socialization through communication. Moreover Chaney in Kayi (2006:1)
defines speaking as the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts.
From the previous definitions, it can be concluded that speaking is
productive skill and through speaking ones deliver the opinions, feelings,
ideas, and thought to communicate in spoken language.
b. Importance of Speaking.
Speaking is fundamental to human communication. Because by
speaking, one can express his/her ideas, feelings and also opinions. Ur
(1991:120) states that of all the four skill (listening, speaking, reading, and
writing), speaking seems intuitively the most important. Likewise,
Thornburry (2005:1) mentions speaking is so much a part of daily life that
we take it for granted. Furthermore, Nunan in Lawtie (2004) writes
success is measured in terms of the ability to carry out a conversation in
the (target) language. It means speaking is an important thing to be
mastered, since speaking is a part of our life.

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Then Striven in Helmayesi in Mahdelana (2008:26) says the goal of
language learning is to enable students to use the language in
communication. It means speaking is crucial to be learnt and practiced in
language learning to get good communication. Swain in Lawtie (2004)
stresses we learn to speak by speaking. The more practice, the more it can
improve our skill. Consequently, speaking is crucial to be learnt and
practiced in language classroom to achieve good communication.
If the major of the goal of language learning is to enable students to
communicate, then speaking skills should be taught and practiced
continuously in the language classroom. So that students know how
importance speaking is and they have capability to face global challenging
that is able to communicate in English as widely language used in the
world.
c. Speaking Ability
Speaking ability is the ability to communicate orally. Kim (2005: 8)
Speaking ability is defined as communicative language ability realized in a
variety of oral communication situations. Communicative language ability
consists of grammatical form, grammatical meaning, discourse
competence, and sociolinguistic competence.
Harmer (2004:269) states that the ability to speak fluently
presupposes not only knowledge of language features, but also the ability
to process information and language on the spots. The language features of
speaking as Brown explains are:

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1). Connected speech: Effective speakers of English need to be able
not only to produce the individual phonemes
of English but also to use fluent ‘connected
speech’.
2). Expressive devices: Native speakers of English change the pitch
and stress of particular parts of utterances,
vary volume and speed, and show by other
physical and non-verbal (paralinguistic)
means how they are feeling (especially in
face-to-face interaction). The use of these
devices contributes to the ability to convey
meanings.
3). Lexis and grammar: Spontaneous speech is marked by the use of
a number of common lexical phrases,
especially in the performance of certain
language functions.
4). Negotiation language: Effective speaking benefits from the
negotiatory language we use to seek
clarification and to show the structure of
what we are saying.
Then, Mckay (2006:179) states that when people speak, it is not the
case that they simply open their mouths and speak the words and sentences
but they are doing so in cultural context. As Finnochiaro and Bonomo in

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Suzanne (2005:12) express their opinion about speaking, they state that
speaking is complication of several skills such as, the skill to decide what
ones to say, select the pattern he or she is going to use, choose the word
that fits into pattern and conveys the meaning, use correct arrangement of
sound, voice, pitch and form, make sure what one wants to says is
appropriate in the situations, and place tongue and lips in certain position
to produce linguistics sound.
Moreover Bachman and Palmer in McKay (2006:183) describe
some characteristics of oral language ability, namely organizational
knowledge and pragmatic knowledge. Organizational knowledge provides
two points that are grammatical knowledge-the knowledge of vocabulary,
syntax and phonology- and textual knowledge, the knowledge to speak
cohesive and well organized ways. Yet, the pragmatic knowledge provides
functional knowledge and sociolinguistic knowledge. Functional
knowledge is speaker ability to use language for many different functions,
how to use language to get what speaker wants, learn, imagine and think
about things. Sociolinguistic knowledge is the knowledge to use oral
language appropriate to the language use situation that speaker are in.
The ability of speaking will create good atmosphere of
communication later in which consider what will be said, and supported
with the aspects of speaking like the sound, structure and etc.
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d. Types of Classroom Speaking Performance.
Speaking is one of productive skill belongs to performance test.
According to Green (1975:86), performance are the only test designed
specificity measure directly the actual job performance of pupils, and since
successful job performance is an ultimate objective of many courses.
There are several types of classroom speaking performance that is
related with the speaking skill in classroom activities. Brown (2001: 271)
mention six categories that include in speaking performance, they are:
1). Imitative
Imitative is the activity that performance to simply parrot
back (imitate) a word or phrase or possibly a sentence. While this
is purely phonetic level of oral production, a number of prosodic,
lexical, and grammatical properties of language include in criterion
performance.
2). Intensive
Intensive speaking goes one step beyond imitative to
include any speaking performance that is designed to practice some
phonological or grammatical aspect of language. Intensive
speaking can be self-initiated or it can even form part of some
pair work activities, where learner are “going over” certain form of
language.
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3). Responsive
Responsive: short replies to teacher or students initiated
questions or comments. These replies are usually sufficient and do
not extend into dialogues.
4). Transactional (dialog)
Transactional language, carried out for the purpose of
conveying or exchanging specific information, is an extended form
of responsive language.
5). Interpersonal (dialog)
Interpersonal dialogue carried out more for the purpose of
maintaining social relationship than for the transmission of facts
information.
6). Monolog
Students are called on to give extended monologues in the
form of oral report, summaries, or perhaps short speech. Here the
register is more formal and deliberative. These monologues can be
planed or impromptu.
Those types of performance can be done to assess students speaking
in classroom. The types can be used in appropriate topics. For example
transactional is used to measure students ability in speaking to get things
done and monologue can be used to asses students’ ability in speaking
some genres which are developing in language learning today.

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Furthermore McKay states some task types for assessment of oral
interaction (2008:198). They are:
1). News telling
News telling involves student telling other students what
they have done recently. If the audiences are encouraged to ask
questions then the task becomes interactive.
2). Storytelling.
Story telling includes telling a story with the use of
illustrations cut away and laminated into a book.
3). Picture talks
Students can be asked to describe a picture. They can be
given one or two minutes to look at the pictures before they
describe the picture.
4). Categorization tasks
A categorization task involves sorting ad finding patterns.
5). Oral presentations
Oral presentation is also extended speaking tasks. Students
may be talking their own experiences without preparation, or may
be delivering project that has been prepared over number of weeks.
6). Other speaking-only genres.
Students may be asked to do the following in speaking- only
situation: describe an event, place or person.

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. Based on the categories suggested by two experts above, it can be
concluded that there are many ways to assess students’ ability in speaking
in classroom. One of types of speaking performance that is showed by
them is monologue or oral presentation.
e. Components of Speaking Performance.
Now a day, teaching English in Indonesia has been colored by the
application of genre based approach. Dealing with that condition Hardy
and Klarwien (1990:7) describe the textual features in speaking, namely:
generic structures, cohesive, vocabulary, grammar, intonations, phonology
and paralinguistic. Then Harris in Rahamawati (2009:11) describes several
factors in speaking they are, grammar, pronunciation, vocabulary, fluency
and comprehension.
Dealing with the application of genre in English learning and the
basic competence should be obtained by students as stated in 2006 English
curriculum, that is Mengungkapkan makna dalam monolog pendek
sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar then it
is decided to choose some aspects of speaking offered by the experts. The
features of speaking in genre level are:
1). Generic structures.
Looking at definition of genre, Byram in Kim (2007:34)
defines genre as a staged, goal-oriented, purposeful activity in
which speakers engage as members of their culture. Furthermore,

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Swales and Martin in Kim (2007:35) shares the essential
viewpoint that all genres control a set of communicative purposes
within certain social situations and that each genre has its own
structural quality according to those communicative purpose.
The own structural of genre include the generic structure
and linguistic features. Generic structures refer to how the text is
sequenced. Har (2010:1) adds generic structure of the text or
organization structure is the text organization or text arrangement.
Furthermore he explains language features or lexical grammar
that is such things as the grammar, vocabulary and connectors
that we use.
2). Grammar.
Communication in speaking will runs smoothly if its
grammar can be understood. Harris in Rahmawati (2009:11) says
grammar covers the ability to arrange the sentence in a good
structure. McKay (2006:192) argues grammar may simply as
defined as accuracy like, is the students speaking the language
without errors of word order and word endings? Actually,
speaker should build grammatical sentence in order the listener
can easily catch the meaning carried in their utterances.

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3). Vocabulary.
Vocabulary deals with word choices. McKay (2006:1920
says teachers and assessors can check if the vocabulary is learned
to the point where it is being used appropriately to the topic.
4). Fluency.
Communication is also marked by fluency. Nunan
(2003:58) states fluency as using the language quickly and
confidently, with few hesitation or unnatural pauses, false starts,
words searched, etc. Harris in Rahmawati (2009:11) mentions that
Fluency is the case and speed of the flow of speech.
Furthermore Fulcher (2003:30) states some points can be
used to define what means by fluency (or lack of fluency):
a). Hesitation consisting or pauses, which can be
fulfilled (silence) or filled (with noises like ’erm’).
b). Repeating syllables or words.
c). Changing the words.
d). Correcting the use of cohesive devices, particularly
pronouns.
e). Beginning in such a way that the grammar predicts
what come next, but the speaker changes the structures of
the utterance part way through.
Then Thornburry (2005:8) adds that fluency are also
marked by the some following features:

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a). Pauses may be long but not frequent.
b). Pauses are usually filled.
c). Pauses occur at meaning full transition points.
d). There are long runs of syllables and words between
pauses.
5). Pronunciation.
According to Harris in Asmelawati (2006:23) pronunciation
includes vowels, consonant, stress and intonation pattern. Then,
Fulcher (2003:25) says problem with pronunciation at the level of
the words may be distracting for the listener, but they rarely lead
to miscommunication or misunderstanding. Good pronunciation
of sounds is necessary in order to prevent misunderstanding.
f. Characteristics of Spoken Language.
Spoken language is different from written language. For that
reason, spoken language has many different features. Uefa (2010) explains
spoken language is grammatically less complex than written language. It
has fewer subordinate clauses, fewer "that/to" complement clauses, fewer
sequences of prepositional phrases, fewer attributive adjectives and more
active verbs than written language. Then Luoma (2005: 11) mentions
speech can be considered to consist of idea units, which are short phrases
and clauses connection with but, or, but or that. Otherwise, Halliday in
Uefa (2010) states spoken language has the following characteristics, they
are variation in speed - but it is generally faster than writing, loudness or

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quietness, gestures - body language, intonation, Stress, rhythm, pitch range
and Pausing and phrasing. It means that spoken language has different
characteristics with written language in the use of grammar, clauses
connection, short phrases are often occur in spoken language .
Talking about spoken text, Jones in Richard (2008:27) spoken text
defines spoken text as have identifiable generic structures and the
language used is more predictable. The speaker must include all necessary
information in the text- hence the importance of topic as well as textual
knowledge. Uefa (2010) states that spoken texts have shorter, less complex
words and phrases. They have fewer nominalizations, more verb based
phrases, and a more limited vocabulary. Spoken texts are lexically less
than written language.
g. Rubrics of Speaking Assessment.
Speaking is one way to deliver message or information to other.
Brown (2004:140) writes speaking is a productive skill that can be directly
and empirically observed. Some rubrics of speaking can be used to
observe it.
A scoring rubrics or proficiency scale is defined by Davies et all in
Fulcher (2003:88) as:
“A scale for the description of language proficiency consisting of a

series of constructed levels against which a language learner’s
performance is judged. Like a test, a proficiency (rating) scale
provides an operational definition of linguistics constructs such as
proficiency. Typically such scale range from zero mastery through to
an end point representing the well educated native speaker. The levels
or bands are commonly characterized in terms of what subject can do
with the language (tasks and functions which can performed and their
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mastery of linguistic features such as vocabulary, syntax, fluency and

cohesion)…”.
Harris and McCann (1994:10) say the rubrics help us to place a
student on a scale according to his/her performance at any one given
moment in time. A rubric is made depend on the need of the performances
going to be measured.
In this research, speaking performance that will be assessed is
monologue or oral presentations. Brown (2004: 172) suggests a checklists
or grid to evaluate an oral presentation. He breaks down the aspects in to
two, they are content and delivery. Content contains about how the
presentation presented and the unity of the idea. While delivery belongs to
how well the presentation present to audience in such term, like the
grammar, pronunciation, gesture, visual aids that is used and etc. The
aspects are involved in a rubric of checklist.

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Table 1: Oral Presentation Checklist (Suggested by Brown

(2004:172)
Evaluation of oral presentation

Assign a number to each box according to your assessment of the
various aspects of the speaker’s presentation.
3 excellent
2 good
1 fair
0 poor
Content:
o The purpose or objective of the presentation was
accomplished.
o The introduction was lively and got my attention.
o The main idea or the point was clearly stated toward the
beginning.
o The supporting points were
Clearly expressed.
Supported well by facts,
arguments.
o The conclusion restated the main idea or the purpose.
Delivery:
o The speaker used gestures and body language well.
o The speaker maintained eye contact with the audience.
o The speaker’s language was natural and fluent.
o The speaker’s volume of speech was appropriate.
o The speaker’s rate of speech was appropriate.
o The speaker’s pronunciation was clear and
comprehensible.
o The speaker’s grammar was correct and didn’t prevent
Then Harris and McCann (1994: 46) divide some aspects can be
assessed in oral presentations namely fluency (speed/amount of
hesitation), message (relevancy and appropriacy), accuracy (grammatical
and lexical errors) and pronunciation (sounds/intonation/stress).
Harris and McCann (1994:47-48) give examples of criteria going to
be assessed in oral presentations.

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Table 2: Oral Assessment Rating Scale
Level Aspects
Fluency Pronunciation Structure vocabulary
5 Speaks fluently – Clear Wholly Wholly
almost no errors. pronunciation. appropriate use appropriate for
of structure. task.
4 Speaks quite Few Few Few limitations

fluently – some inaccuracies of inaccuracies of
errors pronunciation structure
3 Some difficulty pronunciation do Inaccuracies of Sometimes

in speaking – not seriously structure do not limited
many errors impede seriously
understanding impede
understanding
2 Difficulty with pronunciation Inaccuracies of Limitations
speaking – impede structure affected task
almost understanding impede considerably
incomprehensible understanding
1 Unable to use Inaccuracies of Inaccuracies of Inadequate for

language – pronunciation pronunciation task
incomprehensible make make
understanding understanding
almost almost
impossible impossible
Likewise McKay (2006:281) argues some dimensions considered
relevant to an oral presentation are text content and organization,
vocabulary and sentence, and structure and responsive. Text content and
organization contain the key information about genre going to be
delivered. Then McKay (2006:74) adds content refers to the topic about
which students are communicating and for which they are using the
language. Furthermore she says the influence of content on language

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becomes stronger as students grow familiar with the subject they are
studying, different discipline. These patterns are evident in the words and
sentences that are used, and also at the paragraph and whole text or genre
level.
Vocabulary and sentences belongs to the choice of words.
Vocabulary deals with word choices and sentences contains about the
structure of sentence. McKay (2006:192) says teachers and assessors can
check if the vocabulary is learned to the point where it is being used
appropriately to the topic.
Responsive is the art of delivering the presentation such the eyes
contact, how well the respond of the speaker to appropriately questions.
The dimensions of the rubrics expressed in checklist way and provide the
comment of the assessor or teacher about the presentation. McKay
(2006:281) suggests a criteria sheet for oral presentation in checking
students speaking.
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Table 3: A Criteria Sheet for News Telling Oral

Presentation to Class
Student’s name:_________level/stage:_______date:_______
Characteristics off the students note:
Assessment criteria comment Low High
Text content and organization

• Includes key information (where , when,
who, what)
• Provides appropriate elaboration and detail
• Maintains fluency
• Concludes appropriately
Vocabulary and sentence structure
• Connects ideas using appropriate
conjunctions (and, but, then, unless, so)
• Uses adjectives
• Uses varied and specific vocabulary
• Is generally accurate in structure
• Articulates words clearly
Responsiveness
• Is aware of interest needs of other
children
• Makes appropriate eye contact
• Responds appropriately to questions.
Comments
Final mark:
Moreover, Hardy and Klarwien (1990:7) list some aspects in
assessing spoken language in speaking genre. The aspects will be
described in terms of its textual features which include::
1). How the text is organized? : The selection and sequencing of
subject matter (generic structure):
2). How are the ideas related?: The linking words and phrases
within and across sentences which make clear or imply the

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logical relationship among items of subject matter
(cohesive):
3). When words are used and why? : The words appropriate to
the contextual factors, especially subject matter
(vocabulary):
4). How are the words organized?: The ordering of the word in
phrase, clauses, and sentences, including forms of questions,
command, and statements, and placement of auxiliary verbs
(grammar):
5). How are important ideas indicated?: The stress and pitch
patterns( intonation)
6). What are the sounds or letter patterns?: The pronunciation
(phonology).
7). What else conveys the meaning?: The gestures, expressions,
music and spatial arrangements (paralinguistic features).
The some experts above explain some aspects that can be assessed
in speaking performance. The own aspects that are offered by the experts
will be pictured in this table below.
Table 4: Comparative Table of Speaking Aspects Offered by Some

Experts.
Expert 1 Expert 2 Expert 3 Expert 4
Brown Harris and McKay Hardy and
McCann Klarwien
Content Message Text content and
Organization.
Delivery
Fluency
Grammatical
28
Sentence Grammar
structure
Brown Harris and McKay Hardy and

McCann Klarwien
Lexical or Vocabulary Vocabulary

vocabulary
Pronunciation Phonology
Responsive
Generic structure
Cohesive
Intonation
Paralinguistic
features
In doing this research, especially to assess students’ speaking
ability, the researcher will use a rubric that is compiled from some experts’
opinion. The some criteria of assessing oral presentation offered from the
experts will be used as are content; focus on using generic structures of
genre, vocabulary, grammar, fluency, and pronunciation. As McKay
(2006:164) explains the scope of assessments mirrors the scope of the
teaching and learning program, what is assessed is always derived from
the curriculum, from the individual teacher’s teaching objectives or from
the teacher’s theory of language ability.
The criteria of the oral presentations will break to analytical score.
According to McKay (2006:288), analytical rating scales split up the
specified criteria so that markers makes a decision about the level of
performance on each dimension (or criteria) and then come up with the
final score, single composite or profile by checking across the overall
pattern of levels achieved. Consequently, analytical scale provides clear

29
guidance to markers on what they are looking for. Furthermore, Bachman
and Palmer in McKay (2006:288) explain analytical rating scales are made
up of the same number of separate scales as there are distinct components
in the construct definition.
Then McKay tells the weighting of each level for each dimension
or criteria can be stipulated. Weighting can be equal, or different
percentages are allocated. The dimension of the criteria that get the big
percentages than others aspects is content. Because of content is the primer
in genres level. Then Brown and Yule in Suzanne (2005:11) states the
purpose of the speaker in speaking is primarily to communicate his
message rather than to be nice to the listener. It means the hearer can get
the information from the speaker well. That is why the content becomes
the big percentages of the criteria.
Moreover, Harris and McCann (1994:9) add the fewer the bands
we have, the easier the task is to assigned band numbers to students as the
distinction between a 3 and a 4 on a 5 band scale will be greater than on a
10 band scale and will more easy identified.
In summary, the scale that will be used in this research is analytical
rating scale with 5 bands scale include some criteria, due to analytical
scale provides clear descriptor on each level of bands. The criteria,
content, vocabulary, grammar, pronunciation, and fluency, are modified
from the experts to fulfill the needs of the research later on.
30
Table 5: Speaking Rubric of Oral Presentation

(Modified from some expert)
Students name :
Schools name :
Title of recount :
Year level/class :
Criteria Descriptor
1 2 3 4 5
Content
Using of
Generic
structures.
Language
features
1).
vocabulary
2).
Grammar
Fluency
Pronuncia
tion
As known in speaking genre, the content will get big percentage it
is caused the content will give guiding for listener to know about the text
being delivered by the speaker. Then the language features will be the
second aspects that get big point, due to the using of appropriate language
features will help the listener understand about the genre that is talking.
The other important point speaking is fluency because the students are
hoped to be able to deliver a genre in fluent. The last is pronunciation.
Each criterion will have different point due to the need of the
research. 40 point for content where 10 point for orientation, 20 point for
event and 10 point for re-orientation. Language feature will be 30 point, 20

31
point for the use of vocabulary that involves the using of specific
participant and temporal conjunction and 10 point for the use of past tense.
Then fluency will be 20 point and the last pronunciation gets 10 point.
Nature of Recount text
a. Definition of Recount Text
There are many expert opinions about recount text. According to
Hodgson (2007), recount tells the reader about something happened in the
past. It might happen to the writer or to someone else. Gerrot and Wignell
(1994:194) define recount as a text retell events for the purpose of
informing or entertaining. Then Derewianka in McKay (2008:182) writes
recount text is giving an account of what happened.
Rajan et al (2000: 21) write recounts are a text type we use when
we want to tell what happened and sometimes to teach a lesson. Hardy and
Klarwien (1990:26) argue recount has purpose to inform or to entertain by
retelling past events/experiences. Barwick (2005:4) states that recount
describes an event that has occurred in the past. Furthermore Sudarwati
(2007:30) says recounts tell the readers what happened in the past through
a sequence of events.
The definitions that are argued by the experts above have same
view points about recount text. Recount text tells event or event(s) in the
past. Its purpose is either to inform or to entertain the audience.

32
a. Generic Structures of Recount Text
A generic structure of text is the text organization or the text
arrangement. Derewianka in Trames (2010) mentions recount generally
begins with an orientation giving the reader/listener the background
information needed to understand the text (i.e., who was involved, where it
happened, when it happened).Then, the Recount unfolds with a series of
events ordered in a chronological sequence. At various stages there may be
some personal comment on the incident (e.g., we had a wonderful time).
Then Gerrot and Wignell (1994:194) orientation provides the setting and
introduce participants, events tell what happened, in what sequence and
the last re-orientation is closure of events (optional). According to
Hodgson (2007:1) a recount focuses on a sequence of event and follows
three stages, namely: orientation tells the background information when,
who, what and where the story happened, events contain the event in a
time sequence and re-orientation refers to the closing statement..
Hardy and Klarwein (1990:26) also states three generic structures
of recount text. They are: orientation sets the recount in time and place,
series of events is arranged in a temporal sequence, often expressed in
terms of cause and effect and re-orientation is optional element. Rajan et
all (2000:22) writes recount text has three part, first part provides an
orientation, the second part contains a series of events and the third part
has a personal comment on the events, this is an optional part. Then
Sudarwati (2007:30) divides the generic structure of recount as orientation

33
deals with who were involved in the story, when and where, events tell
what happened in chronological order, evaluation is comment of the
writer/speaker about the experience and the last re- orientation (optional)
belongs to the conclusion of the experience.
The experts have same opinion about the generic structure of
recount text. The generic structure of a recount consists of three parts; they
are the setting or orientation, events, and conclusion. The orientation is the
background information answering who, when, where and why. Events tell
about the things that happened and are identified and described in
chronological order. And the conclusion expresses a personal opinion
regarding the events described. In other words this is saying what speaker
felt about the things that happened.
c. Language Features of Recount Text
Language features are dealing with grammar, vocabulary, and
connectors that used in a text. Gerott and Wignell (1994:145) say the
significant of lexicon grammatical features of recount text are, focus on
specific participants, use of material processes [action], circumstances of
time and place, use of past tense, and focus on temporal sequence.
Hardy and Klarwein(1990:26) writes textual features of recount
are the use of vocabulary, grammar and language functions. In
vocabulary, emotive to describe the events/experience, in the subject
matter, e.g., spectacular, lucky, worst, destruction. In grammar verb type
used are: action verbs, mental verbs, e.g. (I think …) and the verb from
34
(Tense): Past tense. The language functions are telling about the past
events, cause-effect, expressing sequence and expressing time (temporal
sequence). Then Rajan et al (2000: 22) recount has language features as,
specific participant, past tense form of verbs, action verbs, connector of
time, and details about matter, the participants’ words and the first person.
Sudarwati (2007: 30) says the language features of recount are the use of
nouns and pronouns, the use of action verbs, the use of time conjunctions,
the use of adverbs and adverbs of phrase and the use of adjectives.
Likewise Hodgson (2007:1) mention the language feature of recount text
are, written in the past tense, in chronological order that using connectives
of signal time and focused on individual or group participants.
The table below shows the different opinion about the language
features of recount text expressed by some experts:

35
Table 6: Comparative Table of Language Features of Recount

Text Based on Some Experts.
Expert 1 Expert 2 Expert 3 Expert 4 Expert 5
Gerrot and Hardy and Rajan et al Sudarwati Hodgson
Wignell Klarwien
Focus on specific Specific Focused on
participants participant. individual or
group participant.
.
Use of material Actions Action verbs The use of
processes [action], verbs, action verbs
mental
Circumstances of Expressing The use of
time and place, sequence time
and time conjunctions
Use of past tense, In the verb Past tense Past tense.
of form past form of
tense verbs.
Focus on Temporal Chronological

temporal conjunctions order by using
sequence. connectives
signal time.
The use of
vocabulary
Connector of
time, and
details about
matter.
The use of
nouns and
pronouns
The use of
adverbs and
adverbs of
phrase
The use of
adjectives
36
The language features offered by the experts can be simply as
personal participant (he, she I, they and etc), temporal conjunction (next,
then, and then and etc), and past tense (I went to the beach, etc).
d. Recount in School
According to the 2006 English Curriculum, recount is being taught
in eighth year. The basic competence is the students can use various kinds
of language, either written or verbal in smooth and accurate transactional
and monologue texts especially on the form of descriptive and recount.
Example of recount text
Going to Sanur Beach
Orientation : Last holiday our family went to Bali to have a

picnic. We went there by plane. We were in Bali
for six days, so we had to stay in a hotel because
we didn’t have any relatives there. We stayed in
Bali Beach Hotel near Sanur Beach.
Event 1 : The first day, When we came to the hotel, we

didn’t come to our room directly, but we have to
check in first. We were received by the
receptionists who were friendly and kind, and
then we were helped by a room boy who took us
to our room.
Event 2 : Then second day, we visited Sanur beach. We

just took a walk, because the beach is in front of
the hotel. We walked along the seashore, played
water and sand. Actually we also wanted to swim
in the beach but the lifeguard didn’t allow us.
Event3 : After doing many activities we also watched

some foreign tourists’ activities. Some tourists
were lying on the beach, while others were
having message or surfing
37
Re-orientation : When we felt tired, we took a rest to have some

meals and drinks. And at 2 p.m. we went to the
hotel. It was tiring but we were happy.
http://one.indoskripsi.com/judul-skripsi-tugas-makalah/bahasa-
inggris/recount
Note: : Participants.
Italic words : Past tense.
Bold words : temporal conjunctions.
Paragraph one as orientation because in that paragraph tell who is
involve (our family), where (Bali) and when (last holiday). Then
paragraph two (came to hotel), three (visited Sanur beach) and four
(watched some foreign activities), belong to event since those paragraph
mention the activity that has been done during the holiday or the sequence
of event (s). The last paragraph as re-orientation because the writer state
the writers’ feeling about the event.
B. Review of Relevant Studies
Based on literature that writer has read there is a researcher had been
conducted that have relevance with the problem of the research. Listi Ariani
(2010) has conducted about an analysis of the generic structure and language
features applied by the students in writing a recount text. The research was
done in MAN Sampur of tenth grade students in academic year 2010/2011.
The researchers got the result 31 of students wrote a recount by applying
generic structure and language features from 39 students as sample.
Then the other descriptive research was conducted by Nina Suzanne
under the title Grammatical and diction errors made by the first year students
of SMAN 2 Padang when Speaking English. The research was conducted to

38
fulfill the degree of Magister Pendidikan. In the research, the researcher found
that 48 errors in the use of article occurred during the interviewed and 39
diction errors in the students’ utterances was found from 20 sample students of
SMAN 2 Padang.
C. Conceptual Framework
The third semester students of Junior/Islamic Junior High School learn
two kinds of genre, they are: descriptive and recount. The genres will be given
in two forms, spoken and written. In this research, the researcher wants to
know the students speaking ability in performing oral recount text. In building
recount text, the two points will be concerned, generic structure and language
features. The generic structures of recount text are orientation, event(s), and
re-orientation. The language features of recount text are past tense, temporal
conjunction and personal participant. While speaking itself has some crucial
part in it, they are: the message/ content, vocabulary, grammar, fluency and
pronunciation. All the criteria will be measured in this research. Then the
writer will find the result of the research. The following diagram shows the
conceptual framework of this research.

39
Students’ speaking
Recount text
Content
Language features Fluency Pronunciation
Generic
structures
Vocabulary Grammar
Orientati Re Past
orientati Temporal
on Pronouns/p conjunction tense
on
ersonal
participant
Event(s)
Analysis
Result
40
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research belongs to descriptive research. According to Gay and
Airasian (2000: 315), descriptive research involves collecting data in order to
answer the questions concerning the current status of the subject of the study.
In this case, the researcher described the ability of students in performing oral
recount text.
B. Population and Sample
1. Population
According to Gay and Airasian (2000:122), population is the group
of interest to the researcher, the group to which she or he would like the
results of the study to be generalized. The populations of this research was
the third semester students of Islamic Junior High School Bonjol. The
third semester of Islamic Junior High School students were chosen as the
population because it was assumed that they had adequate knowledge in
performing oral recount text since they had learned about recount text. The
total population of this research is 110 students: they are divided into three
classes VIII 1, VIII 2, and VIII 3.
40
41
Table 7
Population of This Research
No Class Number of Students

1 VIII 1 35 students
Total 110 students
2. Sample
Sample constitutes as sub part of the population. According to Gay
and Airasian (2000: 122), sampling is the process of selecting a number of
individual for a study in such a way that they represent the larger group
from which they were selected. The purpose of sampling is to gain
information about population using sample. In this research, the researcher
used stratified proportional random sampling because the sample can be
generalization of the population. As stated by Gay and Airasian (2000:126)
that stratified sampling is the process of selecting a sample such as way that
identified subgroup in the population in same proportional that they exist in
the population.
The population of this research was 110 students. Gay and Airasian
(2000:135) suggest if population of the research 110 the sample will be 86.
Then dealing with the statement, the researcher took 80% of population as
the sample since 80% constitutes the number that near with the total of
sample as proposed by Gay and Airasian.

42
To gain the same proportional sample, the researcher classified the
sample into three strata: high, average, and low. This classification based on
their score of mid term test on going semester. The criteria to classify them
described in Anas (2005: 176):
H
M + 1 SD
A
M – 1 SD
L
The researcher got the result of each class as the sample for this
research later on by using standard deviation and mean. The standard
deviation and mean that were acquired for each class will be drawn into
table below:
Table 8: M and SD for Three Classes have been Chosen
M and VIII- 1 VIII-2 VIII-3

SD H A L H A L H A L
M+ 1 M M- 1SD M+ 1 M M- M+ 1 SD M M-
SD SD 1SD 1SD
M ≥88, ≥ 49, ≤ 49, 05 ≥ 71, 2 ≥ 25, ≤ 25, ≥ 67, 82 ≥37,1 ≤ 37,
VIII-1= 45 05 and 57 and 57 8 and 18
68,75 ≤ 88, ≤ 71, 2 ≤ 67,
45 82
VIII-2=
48,42
VIII-3=
52,5
SD
VIII-1=
19,70
VIII-2=
22,85
VIII-3=
15,32
43
Then based on formulation above, she got the number of sample
was90 students. The table below will picture the way of choosing the
sample from the exist population.
Table 9
Sample of the Research
Class Number Population Sample 80% Sampling

of of population Technique
students H A L H A L Stratified
proportional
VIII 1 35 8 24 3 7 19 2 random
VIII 2 39 6 27 6 5 22 5 sampling
VIII 3 36 7 25 4 6 21 3
Total 110 18 62 10
Total 90 Students
sample
Notes: H = High
A = Average
L = Low
C. Technique of Data Collection
1. Research Instrument
The instrument that used in this case is speaking test especially oral
presentation and an analytic scoring rubric. According to Candlin
(1995:75), oral presentation involve the expectation of the candidate to
give a short talk on a topic which he has either been asked to prepare
beforehand or has been informed of shortly before the test. In this case, the
students performed oral recount text. In scoring students’ oral
presentation, analytic scale was used as the rubric of the speaking test.
Furthermore, the aspects involved in the rubric are content, language
features (vocabulary and grammar), fluency and pronunciation.

44
A good test should be valid and reliable. Gay (2000:128) states that
validity is degree to which the instrument measures what it is intend to
measure. Furthermore, Harmer (2004:322) states that a test is said to be
valid if it tests what it is supposed to test. It means the test is valid if the
test measures what should be measure. While Gay (2000: 169) defines
reliability as the degree to which a test consistently measures. Moreover
Brown (2004:20) mentions reliable test is consistent and dependable.
Consistently, reliable test show the consistent result of test taker.
In consequent, in getting the validity of the test, the writer gave
speaking test that was arranged based on English syllabus of third
semester students of Islamic Junior High School. While, to ensure the
reliability of the test the researcher used intra judge reliability. Gay and
Airasian (2000:176) mention intra judge reliability would involve a single
judge scoring the same test at two different times and correlating the two
sets of scores. In consequent, the speaking was scored twice and the
scoring was done at different time. Then, the result of the test will be
correlated by product moment formula as suggested by Suharsimi (1996:
69):
rxy = N∑XY- (∑X) (∑Y)

√{ N∑X²- (∑X)² [N∑Y²- (∑Y)²}
Where:
N = The numbers of case
rxy = The coefficient correlation”r” Product Moment
∑XY = Sum of variable X and variable Y
∑X = The sum of X
∑Y = The sum of Y
45
In analyzing the reliability of the test items, the researcher will
consult the coefficient of correlation or “r” to the interpretation for
coefficient correlation as proposed by Suharsimi (1996:71) as follow:
0.80 –1.00 = very high

0.60- 0.80 = high
0.40 –0.60 = sufficient
0.20 –0.40 = low
0.00 –0.20 = very low
2. Research procedures
The researcher conducted the research by applying these following
steps:
a. Preparation
1). Constructing instruments of speaking test.
2). Consulting the test to the advisors.
3). Revising the instruments of speaking test
b. Operation
1). Giving the test to student
2). Beginning the test by telling the procedure of oral test.
3). Starting the test.
4). Recording test takers’ speaking of recount text.
c. Post operation
1). Transcribing the record of testee speaking.
2). Scoring the test guided by analytic scale.
3). Analyzing the data by using descriptive analysis.

46
4). Discussing research finding.
5). Reporting the conclusion of the research.
D. Technique of Data Analysis
In analyzing the data, the researcher used descriptive analysis. To
analyze the data, researcher followed steps, they are:
1). Transcribing the record of students speaking
2). Giving grade of students’ speaking based on aspects
included in speaking rubric.
3). Totaling the grade that is got by the students.
4). Analyzing the data by using statistic descriptive.
According to Subana (2005:12) statistic descriptive is statistic that
pictures of collecting, arranging, analyzing data that is drawn into
table, graphics or diagram. Then, mean and standard deviation are
used to change the score obtained by the students to standard 5
scale as offered by Anas (2005:174) as follows:
Excellent
Mean + 1, 5 SD
Very good
Mean + 0, 5 SD
Good
Mean - 0, 5 SD
Poor
Mean - 1, 5 SD
Very Poor
47
5). Interpreting the data into percentage. It will be calculated
by using formula suggested by Anas (2005:43) as follow:
P = F X 100%
N
It means P : The index of percentage.
F : The number of frequency.
N : The number of sample.
48
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Data Description
This chapter presents the result of the research about students’ ability in
performing oral recount text. The data of the research were students’ score on
speaking that was administered to the third semester students’ of Islamic
Junior High School Bonjol register in 2010/2011 year. When the research was
conducted, there were only 87 students, from 90 students as sample, who
joined the test because of 3 students were sick.
In conducting the research, the students’ were asked to perform oral
recount text and recorded. Then analytic rating scale was used to score the
recorded monologue (see appendix 2, p..). In this research, the researcher
analyzed students’ ability in performing oral recount text based on four
components, they are content, language features, fluency and pronunciation.
In analyzing descriptive statistic of each form, she used statistical analyses
SPSS for Windows, version 17.0.
After collecting the data, the researcher scored the students’ recorded
monologue twice. To obtain the final score of students speaking, the
researcher added the first score and the second score and divided it two (see
appendix..p..). After scored the speaking test, the researcher analyzed
students’ ability in performing oral recount text of each terms of speaking
component. Then, the researcher found the result of the reliability of the scorer
as 0.85 with interpretation very high (see appendix 3, p ).
48
49
B. Data Analysis
After getting the first (see appendix 4, p..) and second score (see
appendix 5, p..) of students’ ability in performing oral recount text, the
researcher found the final score of the students’ (see appendix 6, p..).Then she
found students’ ability in performing oral recount text were in various levels.
Students’ score are presented in table 9.
Table 9
Students’ Score of Oral Recount Text.
R SS SL R SS SL
1 53 Sufficient 45 53 Sufficient
2 66 Good 46 78 Very Good

3 82 Sufficient 47 49 Poor
4 45 Poor 48 47 Poor
Very
6 29 Poor 50 61 Sufficient
9 63 Good 53 34 Very Poor

10 66 Good 54 43 Poor

12 66 Good 56 47 Poor
Very
13 81 Good 57 38 Poor
15 69 Good 59 66 Good
17 50 Sufficient 61 72 Good
Very
20 71 Good 64 54 Sufficient
21 67 Good 65 66 Good
Very
50
Very
25 75 Good 69 69 Good
Very
29 46 Poor 73 28 Very Poor

32 46 Poor 76 49 Poor
33 73 Good 77 64 Good
35 58 Sufficient 79 32 Very Poor

Very
41 78 Good 85 65 Good
Very
44 60 Sufficient
Note: R : Respondent
SS: Students’ Score
SL : Students’ Level
After getting the raw score of the students’ performance of oral
recount text, the researcher found the mean score and standard deviation of
oral recount text by using SPSS, version 17.0

51
Table 10
Students’ Mean Score and
Standard Deviation of Performing Oral Recount Text
Statistics
x
N Valid 87
Missing 0
Mean 55.8391
Median 57.0000
Mode 53.00a
Std. Deviation 12.49267
Minimum 26.00
Maximum 82.00
Sum 4858.00
a. Multiple modes exist. The smallest value
is shown
Based on the table above, it can be seen the mean score and standard
deviation of students’ score in performing oral recount text are 55.83 and
12.49. Then students’ score distribution and percentage of oral recount text are
as follow:
Table 11
Students’ Score Distribution and Percentage of
Oral Recount Text
No Class Interval Interpretation Frequency Percentage%
1 ≥ 74. 56 Excellent 6 6,89%
2 ≥ 62.07, < 74.56 Very Good 22 25,29%
3 ≥ 49.59, < 62.07 Good 34 39,08%
4 ≥ 37.1, < 49.59 Poor 16 18,39%
5 < 37.1 Very Poor 9 10,34%
Histogram
52
Students’ Score of Oral Recount Text.
Based on the data above, it can be seen that students’ ability in
performing oral recount text are various, as follow: 6 students (6.9%) have
very good level, 22 students (25.29%) have good level, 34 students (39.08%)
have sufficient level, 16 students (18.39%) have poor level, and 10 students
(10.34%) have very poor level. In conclusion, generally the ability of students’
performance of oral recount text was in sufficient level. It was shown by the
highest percentage (39.08%) 34 of students were in sufficient level.
To be specific, the analysis of students’ ability in performing oral
recount text oral recount text is presented in each of terms of component,
namely:
Content
Content form includes the generic structure of recount text namely,
orientation, event (s) and re- orientation. After the researcher getting the
53
first and second score of students’ ability in performing oral recount text in
term of content, the researcher found the final score of the students’ (see
appendix 7, p..). Then, the following table shows the result of the data.
Table 12
Students’ Score in Term of Content
R SS SL R SS SL
2 28 Good 46 24 Good
3 33 Very Good 47 14 Poor
4 18 Good 48 12 Poor
10 26 Good 54 13 Poor

13 33 Very Good 57 10 Very Poor

17 20 Sufficient 61 32 Very Good

18 24 Good 62 27 Good
21 28 Good 65 24 Good
23 29 Good 67 14 Poor
25 32 Very Good 69 24 Good
54
29 12 Poor 73 8 Very Poor

30 13 Poor 74 26 Good
34 12 Poor 78 16 Poor

36 14 Poor 80 26 Good
39 16 Poor 83 27 Good
44 21 Sufficient
recount text in term of content, the researcher found the mean score and
standard deviation of oral recount text by using SPSS, version 17.0
Table 13
Students’ Mean Score and Standard Deviation of Students’ Score
in Term of Content
55
Statistics
X
N Valid 87
Missing 0
Mean 20.3793
Median 21.0000
Mode 24.00
Minimum 8.00
Maximum 35.00
Sum 1773.00
Based on the table above, it can be seen the mean score and
standard deviation of students’ score in performing oral recount text in
term of content were 20.37 and 6.30. Then, it can be drawn students’ score
distribution and percentage of content form in table 12.
Table 14
Students’ Score Distribution and Percentage in Term of
Content
Frequenc
No Class Interval Interpretation y Percentage%
1 ≥ 29.45 Very Good 6 6,89%
2 ≥ 23.15, < 29.45 Good 23 26,43%
3 ≥ 16.85, < 23.15 Sufficient 35 40,22%
4 ≥ 10.55, <16.85 Poor 21 24,14%
5 < 10,55 Very Poor 2 2,29%
Histogram
Students’ Score in Term of content
56
Based on the data above, it can be seen that students’ ability in
delivering oral recount text in term of content are 6 students (6.9%) have
very good level, 23 students or (26.43%) have good level, 35 students
(40.22%) have sufficient level, 21 students (24.14%) have poor level, and
2 students (2.29%) have very poor level. It can be concluded that students’
ability in terms of content was in sufficient level. It was shown by the
highest frequency of students 35 (40.22%).
Language Features
Language features of recount text are specified in using of specific
participant, temporal conjunction and past tense form. After the researcher
getting the first and second score of students’ ability in performing oral
recount text in term of content, the researcher found the final score of the
students’ (see appendix, 8 p..). Then, the result of students’ score in
applying the language feature will be presented in the table 15.
Table 15
Students’ Score in Term of Language feature
R SS SL R SS SL
57

6 6 Very Poor 50 12 Poor

10 22 Good 54 12 Poor
12 21 Good 56 12 Poor
13 21 Good 57 12 Poor
16 13 Poor 60 12 Poor
19 7 Very Poor 63 16 Sufficient
24 22 Good 68 12 Poor
25 21 Good 69 18 Good
26 7 Very Poor 70 18 Good
27 22 Good 71 18 Good
29 12 Poor 73 10 Poor
31 11 Poor 75 12 Poor
32 9 Poor 76 9 Poor
33 22 Good 77 18 Good
34 11 Poor 78 11 Poor

36 13 Poor 80 18 Good
58
44 14 Sufficient
recount text in Statistics

x
term of
Valid 87
language N Missing 0
feature, the Mean 15.5287

Median 16.0000
researcher Mode 12.00
found the Std. Deviation 4.62259
Minimum 6.00
mean score
Maximum 27.00
and standard Sum 1351.00
deviation of
oral recount text in term of language feature by using SPSS, version 17.0
Table 16
Standard Deviation of Language Features of Recount Text
59
term of language feature were 15.28 and 4.62. Then it can be drawn
students’ score distribution and percentage in term of language feature in
table 17.
Table 17
Students’ Score Distribution and Percentage
in Term of Language feature
Frequenc
No Interval Interpretation y Percentage
1 ≥ 22,45 Very Good 5 5,75%
2 ≥ 17,83, < 22,45 Good 25 28,74%
3 ≥ 13.21, < 17.83 Sufficient 23 26,44%
4 ≥ 8.59, < 13.21 Poor 30 34,48%
5 < 8.59 Very Poor 4 4,59%
Histogram
Students’ Score in Term of language features
60
Based on the data above, it can be seen that students’ ability in delivering
oral recount text in term of language feature are 5 students (5.75%) have very
good level, 23 students (28.74%) have good level, 23 students (26.44%) have
sufficient level, 30 students (34.48%) have poor level, and 4 students (4.59%)
have very poor level. It can be concluded that students’ ability in term of
language features was in poor level. It was shown by the highest frequency of
students 30 (34.48%).
3. Fluency
Term of fluency in delivering of recount text was marked by hearing the
recorded monologue. After the researcher getting the first and second score of
students’ ability in performing oral recount text in term of fluency, the
researcher found the final score of the students’ (see appendix 9, p..). Then,
the following table shows the result of the data.

61
Table 18
Students’ Score in Term of Fluency
R SS SL R SS SL
Very
2 10 Poor 46 20 Good
Very
Very
15 16 Good 59 16 Good
Very
Very
18 10 Poor 62 16 Good
Very
Very
Very
25 16 Good 69 18 Good
Very
62
Very
28 16 Good 72 18 very good

33 20 Very Good 77 14 Sufficient
34 9 Poor 78 16 Good
37 12 Poor 81 16 Good
40 15 Good 84 16 Good
41 16 Good 85 16 Good
42 18 Very Good 86 12 Sufficient
44 14 Sufficient
recount text in term of fluency, the researcher found the mean score and
standard deviation of oral recount text in term of fluency by using SPSS,
version 17.0
Table 19
Standard Deviation in Term Fluency
63
Statistics
X
N Valid 87
Missing 0
Mean 13.2414
Median 12.0000
Mode 12.00
Minimum 6.00
Maximum 20.00
Sum 1152.00
standard deviation of 13.24 and 3.11. Then it can be drawn students’ score
distribution and percentage in term of fluency in table 20
Table 20
Fluency
Frequenc
No Class Interval Interpretation y Percentage
1 ≥ 17.9 Very Good 13 14,94%
2 ≥ 14.79, < 17.9 Good 18 20,69%
3 ≥ 11,69, < 14.79 Sufficient 40 45,98%
4 ≥ 8.58, < 11.69 Poor 8 9,19%
5 < 8.58 Very Poor 8 9,19%
Histogram
Students’ Score in Term of Fluency
64
Based on the data above, it can be seen that students’ ability in delivering
oral recount text in fluency term are 13 students (14.94%) have very good
level , 18 students (20.69%) have good level, 40 students (45.98%) have
sufficient level, 8 students or (9.19%) have poor level, and 8 students (9.19%)
have very poor level. It can be concluded that students’ ability in term of
fluency was in good level. It was shown by the big percentage (45.98%) of
students was in good level.
4. Pronunciation
Pronunciation term was also marked because pronunciation will
influence information that was delivered to the hearer. The term of
pronunciation are marked by whether the scorer understands or not of the
words were saying. After the researcher getting the first and second score of
students’ ability in performing oral recount text in term of fluency, the

65
researcher found the final score of the students’ (see appendix 8, p..). Then,
the following table shows the result of the data.
Table 21
Students’ Score in Term of Pronunciation
R SS SL R SS SL
2 5 Poor 46 10 Very Good
4 4 Poor 48 9 Good
5 5 Poor 49 8 Good
9 4 Poor 53 4 Poor
12 5 Poor 56 5 Poor
15 8 Good 59 10 Very Good
16 2 Very Poor 60 5 Poor
17 4 Poor 61 8 Good
25 6 Sufficient 69 10 Very Good
26 4 Poor 70 8 Good
27 5 Poor 71 9 Good
28 8 Good 72 9 Good
29 8 Good 73 4 Poor
31 75 6 Sufficient
33 9 Good 77 8 Good
66
35 5 Poor 79 5 Poor
36 9 Good 80 8 Good
44 8 Good
recount text in term of pronunciation, the researcher found the mean score and
standard deviation of pronunciation term by using SPSS, version 17.0.
Table 22
Standard Deviation in Term of Pronunciation
Statistics
X
N Valid 87
Missing 0
Mean 6.5632
Median 7.0000
Mode 6.00
Minimum 2.00
Maximum 10.00
Sum 571.00
67
term of pronunciation were 6.56 and 1.83. Then it can be drawn students’
score distribution and percentage in term of pronunciation in table 23.
Table 23
Pronunciation
Frequenc
No Interval Interpretation y Percentage
1 ≥ 9.3 Very Good 4 4,59%
2 ≥ 7.47, < 9.3 Good 27 31,03%
3 ≥ 5.65, < 7.47 Sufficient 33 37,93%
4 ≥ 3.82, < 5.65 Poor 20 22,99%
5 < 3.82 Very Poor 3 3,44%
Histogram
Students’ Score in Term of Pronunciation
Based on the table and histogram above, it can seen that students’ ability
in delivering oral recount text in pronunciation term are 4 students (4.59%)

68
have very good level, 27 students (31.03%) have good level, 33 students
(37.93%) have sufficient level, 20 students (22.99%) have poor level, and 3
students (3.44%) have very poor level. It means that students’ ability in term
of pronunciation was in good level. It was shown by the highest frequency of
students 33 (37.93%) was in good level.
C. Discussion
Based on the research finding mentioned above, the researcher analyzed
students’ ability in performing oral recount text. In General, students’
speaking performance was in good level. It can be seen 39.08% students score
were in good level. Then, in performing oral recount text was classified in to
four terms, they were content, language features, fluency and pronunciation. It
was done because in speaking the students are not only hoped to be able to
deliver the message but also how they can deliver the speech smoothly,
accurate and accepted.
Then, the researcher found that students’ ability in four terms was gotten
in various level of ability. In term of content, it was found 40.22% were in
sufficient level. The result showed most of students included the generic
structures of recount text. Generic structures of recount text are divided in to
three namely orientation, event(s), and re- orientation. Generic structure of a
text has function to arrange a text in to good arrangement. The application of
generic structure on students’ speaking of oral recount text is caused the
generic structure of recount text is not difficult to students’ to apply them. It

69
seems like the students were not difficult to identify and apply its generic
structure in performing oral recount text.
In term of language features, the researcher found there were 30 or 34.48%
in students were in poor level of ability. Language features has function to
guide the students to use the appropriate words in a certain genre. Harr
(2010:1) writes that language features or lexical grammar that is such things as
the grammar, vocabulary and connectors that we use. It means the appropriate
language features that students used will indicates about genre they are
talking. While, the percentage showed the students still has poor ability in
language features term. It was caused the students still had poor knowledge in
locating the appropriate specific participant, temporal conjunction and past
tense.
Then, students have sufficient level in fluency term with percentage
45.98% or 40 students were in good ability. Nunan (2003:58) states fluency as
using the language quickly and confidently, with few hesitation or unnatural
pauses, false starts, words searched, etc. Fluency can be recognized from how
far students fluent in speaking. The percentage shows in average students have
good level in term of fluency.
Last, students have sufficient level in term of pronunciation. It was
showed by the highest frequency of students were in good ability that was 33
students or 37.93%. Fulcher (2003:25) says problem with pronunciation at the
level of the words may be distracting for the listener, but they rarely lead to
miscommunication or misunderstanding. Then McKay (2006:190) sadds when

70
assessing pronunciation, if the sounds can be understood when students’ say
something to other. Consequently, the pronunciation of the students were
understood by the scorer even they pronounced the words in wrong sound.
71
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study is proposed to describe students’ ability in performing oral recount
text. Then, after the research was conducted, the researcher concluded that the
students’ ability in performing oral recount text of the third semester in
Islamic Junior High School Bonjol academic year 2010/2011 was sufficient
ability.
Then, details of the students’ ability in performing oral recount text are
explained as follow:
1. The students’ ability in performing oral recount text in term of
content is in sufficient level.
language features is poor level.
sufficient level.
4. The students’ ability in performing oral recount text in term
pronunciation is sufficient level.

72
B. Suggestion
68
After the researcher analyzed the data about students’ performance of oral
recount text administered to third semester students of Islamic Junior High
School Bonjol, she gives some suggestions as follow:
1. For the students, it is hoped that they can increase their speaking
by keep practicing English wherever they are in. In consequent,
they will accustom to speak English. Furthermore, the students
should do many exercise of English task so that they know how to
locate appropriate words that should be used in certain spoken
genre.
2. For English teacher, it is hoped can give more exercise in speaking
part to the students so that will increase students’ speaking. In this
occasion, especially in applying appropriate language features of
certain genre, so that the students will have adequate knowledge to
use the words choice in particular genre. And the teacher should
force the students to speak English in interesting way.
Consequently, students are accustomed to speak English at least in
classroom interaction.
73
ABSTRAK
NURFITRI HANDAYANI, NIM 206 233, Judul skripsi AN ANALYSIS

OF STUDENTS’ ABILITY IN PERFORMING ORAL RECOUNT TEXT (A
Study of the Third Semester Students of Islamic Junior High School Bonjol)
Academic year 2010/2011, Program Studi Tadris Bahasa Inggris, Jurusan
Tarbiyah, STAIN Batusangkar 2011.
Permasalahan dalam penelitian ini adalah melihat bagaimana kemampuan
berbicara siswa pada teks lisan Recount Text. Penelitian ini dilakukan bertujuan
untuk menggambarkan kemampuan berbicara siswa semester tiga MTsN Bonjol
dalam melakukan monolog Recount Text.
Jenis penelitian ini adalah penelitian deskriptif. Populasinya adalah siswa
semester tiga MTsN Bonjol tahun ajaran 2010/2011 yang berjumlah 110 orang.
Sedangkan sampelnya 90 orang yang diambil dari populasi dengan menggunakan
Stratified Proportional Random Sampling. Namun, ketika penelitian ini dilakukan
hanya 87 siswa yang ikut serta dikarenakan tiga orang siswa sakit.Instrument yang
digunakan untuk memperoleh data adalah Speaking Test yang berbentuk
Recorded Monologue. Adapun aspek Speaking yang dilihat adalah dalam empat
terma, yaitu content, languge features, fluency dan pronunciation. Tes dilakukan
berdasarkan materi yang dipelajari oleh siswa. Untuk mengetahui tes valid, maka
penulis berpegang pada kurikulum dan silabus siswa semester tiga MTsN Bonjol.
Sementara itu, untuk mengetahui reliable, maka penulis menggunakan Intra
Judge Reliability yaitu dengan melakukan dua kali penskoran terhadap data yang
telah didapatkan.
Hasil penelitian menunjukkan bahwa kemampuan berbicara siswa
semester tiga MTsN Bonjol dalam teks lisan Recount Text adalah bervaraiasi.
Secara umum kemampuan siswa semester tiga MTsN Bonjol dalam melakukan
monolog Recount Text berada pada level good dengan persentasi 39,08%. Secara
khusus kemampuan berbicara siswa semester tiga MTsN Bonjol dalam terma
Content berada pada level good dengan persentasi sebesar 40,22%. Dalam terma
Language Features, kemampuan berbicara siswa semester tiga MTsN Bonjol
berada pada level poor dengan persentasi sebesar 34,48%. Sedangkan dalam
terma Fluency, kemampuan berbicara siswa semester tiga MTsN Bonjol berada
pada level good dengan persentasi sebesar 45,98%. Sementara itu pada terma
Pronunciation kemampuan berbicara siswa semester tiga MTsN Bonjol berada
pada level good dengan persentasi sebesar 37,93%.
74
SPEAKING TESTS
School name : MTsN Bonjol

Subject : English
Class :VIII ( Eight)
Semeseter : III
Time :80 minutes
DIRECTIONS FOR ORAL TEST:
1. Choose one of your personal experiences for your presentation. For
example: “My Holiday”
2. Prepare an outline to help your presentation.
3. Your outline should include:
a. Orientation.
b. Event(s)
c. Re orientation.
Remember to use appropriate language features in building your recount
such as the use of grammar and vocabulary.
4. Perform the personal experience you have chosen in front of the class.
5. Include your name in presenting the recount.

75
Speaking Rubric of Oral Presentation
Students name :
Schools name :
Title of recount :
Year level/class :
Criteria Descriptor Total

1 2 3 4 5
Content
Generic
structures
Orientation None of key Few of key Half of key Most of s key Exact of key
information information information information information
needed to needed to needed to needed to needed to
understand understand understand understand understand
who was who was who was who was who was
involved, involved, involved, involved, involved,
when and when and when and when and when and
where it where it where it where it where it
happened happened happened happened were happened
were were were included were
included. included. included. included.
None of Few of Half of Most of Exactly

elaborating elaborating elaborating elaborating elaborating
Event (s) event(s) of event(s) of event(s) of event(s) of event(s) of
the particular the the the particular the
occasion particular particular occasion particular
exact was occasion occasion exact were occasion
included. exact were exact were included. were
included. included. included.
None of Few of Half of Most of Exactly

personal personal personal personal personal
Re- reflections or reflections reflections reflections or reflections or
orientation
comments or or comments comments
about events comments comments about events about events
in recount about about events in recount in recount
was included. events in in recount were were
recount were included. included.
were included.
included.
76
Language
features
vocabulary None of using Few of Half of using Mostly used Exactly used
specific using of specific specific specific
Specific participants specific participants participants participants
participants accurate. participants accurate. accurate. accurate.
accurate.
Temporal No appropriate Few Half Most Wholly

conjunctions in using appropriate appropriate appropriate in Appropriate
conjunctions in using in using using in using
conjunction conjunctions conjunctions conjunctions.
s.
No appropriate Few Half a Most Wholly

Grammar maintains of
appropriate appropriate appropriate Appropriate
past tense. maintains of maintains of maintains of maintains of
Tense
past tense. past tense. past tense. past tense.
Fluency Unable to use Difficulty Some Speaks quite Speaks

language – with difficulty in fluently – fluently –
incomprehen speaking – speaking – some errors almost no
sible almost many errors errors
incompreh
ensible
Pronuncia Inaccuracies pronunciati pronunciatio Few Clear

tion of on impede n do not inaccuracies pronunciatio
pronunciation understand seriously of n
make ing impede pronunciation
understandin understandi
g ng
Almost
impossible
Total
Note: The final score = The score obtained x 100

The maximal score
Maximal score = 100
Content: 40 point
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1. Orientation = The score obtained x 2

2. Event = The score obtained x 4
3. Re orientation = The score obtained x 2
Language features: 30 point

Grammar = The score obtained x 2
Vocabulary
1. Specific participants = The score obtained x 2
2. Temporal conjunction = The score obtained x 2
Fluency: 20 point.
= The score obtained x 4
Pronunciation: 10 point
= The score obtained x 2
78
Appendix
Respondent 1
Holiday of school, last holiday I went to Padang city with my sister.

First woke up. Next I got. Then we ar/ rived t/ here I back some e of so
what that I walked to some e Pasar Raya.
And then I saw ma many to a rest sat there.
Next I say beauty and say … play. Then play. Then my sister goes to
house.
Respondent 2
Last holiday, I and my family went to the zoo be car. There we saw many
animals as like elephant, lion, and tiger.
Af after that we gave some food to elephant. The we walk walked to to
Lim Limpapeh bridge.
Next we bought some glass. The we flat hung hung hungry and we bad….
The finally, we flat free and back to home we flat so happy.
Respondent 3
Animal zoo. Last holiday, I and my friend went to the zoo by motorcycle.
There, we saw many animal as like lion, tiger and bird.
After that we gave some food to monkey. Then we walked to Limpapeh
Bridge.
Next we bought some glasses.
Then we felt hungry and and we had lunch.
There finally, we felt tired and back to home, we felt so happy. And we
have we can go there at next time.
Respondent 4
I went to Bengkalis the house family last holiday.
First, I to asked motor car. In motor car very to bore.
After I to come the Dumai and morning, we to…. Park.
After we for hot very tired day waljk there say and we stayed the last
night. And we I were the market is here to buy blouse and to be friend.
F f finally we to return to make very.
Respondent 5
The last holiday, my friend and went to to the house of my aunt and uncle
the village. And in the village clean and and need interesting the view.
We spent the time holiday with the some activity with my aunt and uncle.
The were enough tired.
Then then we stoped under big tree. We here swindled the bird on the the
tree. Our stomach feel hungry, we have lunch together soon.
79
After that we bar to the house soon.

The holiday very enjoyed, I happy you can go to there.
Respondent 6
Last holiday, my go to Bukittinggi together friend…… day friday, year
new three.
Evening day my go to o’clock. Big o’clock, big big my see because the
moon year new night that.
My go to field canteen yard. Me program and ex exploision flower fire
who clear and much once.
Moment o’clock/twelve excycle year. New star white exploision flower
fire white full spirit.
Respondent 7
I went to Bukittinggi.
First, I Ramayana for saw shirt and bought some food.
Second, I went to fat animal saw horse is tall that ate ate ate eat grass.
Finally I and family ate at house eat mother.
Finished ate I and family straight to return.
Finally I was happy.
Respondent 8
Holiday School. Holiday school I I and friend win jungle ev every it at
jungle. We looked bird and animal other.
Day very hot, we looked at coconut, we very need it from one from we
look it. Day very need it, to we very get it wrong one from we look it.
Day al ready afternoon. Next next we soon return.
Respondent 9
Last holiday my mother and I went to tea garden. I rived I garden I looked
orange fruit. I very needed to get it three please to tell. Then I sad and think
how to get it.
After that, I think suddenly I looked I looked me my uncle that. That I
asked to help for him to get to fruit. My uncle also three fruit what climbed
three tree.
After that, my uncle whished to down, but I tea mid of you my uncle
slapped upon. Look luckily my uncle hold branch with so so. That that he
didn’t dropped arrived at under my uncle my top tree. Three then I said
thanks to my uncle.
Respondent 10
Last Saturday, I went o Bukittinggi. Arrived there, I was to night bazaar,
and sleeping in the morning.
At 09.00 o’clock, I went to Niagara, I by coin to now cashier. I played
play.
After that long played, I went to Ramayana.
After after that I return.
80
Respondent 11
Last holiday, my family and I went to water boom my by a car.
First we swam at the swimming pool.
Next we went to another please. Lunch together.
Finally we went back home, we feel so get spent our holiday water boom.
Respondent 12
Last holiday, last holiday, I and my family and I went to the zoo by car.
There there we saw many animal animals as like snake, elephant,
kangaroo, gi giraff giraffe and alligator.
After that, we gave some food to zebra.
Then we walked to Jam Gadang.
Next we bought bought some glass.
Then we felt hungry. And we bad lunch.
There, finally we feel tired and back to home we feel, so happy.
Respondent 13
Last week, my friend and I went to the zoo. There there we had some
interest activity.
First we gave the monkey food.
Then, we drave on elephant.
Next we cropped in the cottage near of the please. We felt hungry and we
had lunch soon.
There we saw interesting the view, we also hard heard swindled swindled
of the bird of on the tire.
Finally we back to home and we are very enjoyed. I hop, I can go to there
anymore.
Respondent 14
My holiday, I went to my friend house. I went motorcycle. I went to call
for for report. I went the same my sister to come house we sitting and
looking price report.
Then, I went to bath river. No lasting then, I went to return. T hen I went
to play day, I sitting the same in house grand mother. Then, we to sleep.
Respondent 15
I went to Air Bangis beach last holiday.
First, I around the beach and then I swam at the beach.
After swam, I and my friend buy food.
And then I and my friend sit around beach.
Next, I and my friend went back at home.
And this happy day and we hope we can go there at next time.
81
Respondent 16
Last week, my friend and I went to the zoo. We had intens activity.
Firstly we gave the monkey food.
Then we drove an line.
Next we draw in the….
Next of the place. We was hungry and we……..
There we saw interesting new. We…………………………
Finally we book back to home and and we……………….
I …. I can go to there I more……..
Respondent 17
Ho last holiday, family went to Bukittinggi.
After after we we to open appear at Bukittinggi. We we went garde
animal. We saw animal see small to we see big.
Al already lasting, we garden ani animal……. We we we feeling hunger
and we…… to digest….
No to no to awake day finished afternoon and we broke of to return.
Respondent 18
Holiday this semester, I and family I finish family together at house. I help
mother clean at house. I divide work by my young er we will be held.
The morning get up, we cleared bedroom and other. Done mother we
prepare break fast for family.
After that, younger my sister to wash plate. I sweep at house and younger
my brother best clean front yard. This…. We work for holiday.
Although we work for holiday, we house and average we happy, because
we can help mother like to work.
Respondent 19
Time holiday my go to Bukittinggi. Arrive in there there, my…. sister my
ritual zuhur.
Second my go to hour…………
Then my my return in house.
After then evening day, after ritual ritual je jesus my ear.
Next my go go co come out for evening year………………………. Hour
twelve o’clock.
Finally the my return home to house sister return.
Tomorrow his my return to to village with happ happy and be happy.
Respondent 20
Last holiday, I and my friend went to the zoo by car. There we saw many
animal as like lion, tiger and bird. After that we gave some food to monkey.
The we the we walked to Limpapeh Bridge.
Next we ought some. We felt hungry and we had …. that.
82
Finally, we felt tired and back to home we felt so happy.
Respondent 21
Last holiday, I and I family went to Padang by car.
First first, we swam at the swimming pool.
Next we went to another place. The we rent af after that we got…. together
family.
We went back home we felt so so so so so spent our holiday, I’m very
happy this holiday.
Respondent 22
Holiday my uncle house, last week I and my sister went to my went to my
o’clock house. We went went there by motorcycle. When we got there we
played paper…………
After that, we watched TV. We chatted about funny story.
Then we went to the river, we fished there.I was very happy because I got
many fish. But, my sister no got fish she was very disappointed and she
cried……
Finally, I gave it fish for her. She was very happy. We to to turn go go
home and we cooked fish.
That day was tired but really happy.
Respondent 23
Holiday of school, last week I’m go to Bukittinggi. I’m resolved for go
there because me the best friend Desi to asked me to spent time on holiday
there. I’m stayed at Desi house.
On Sunday, we win go to the zoo whom stand at Bukittinggi.
On Monday, we went the company. I’m buy some T-shirt and shoes for
me family.
I’m really enjoyed vocation because I have experience with comfortable.
Respondent 24
Last holiday, I and family went to waterboom be car. Fisrt we swam at the
swimming pool.
Next we went to another place. The we rent.
After that we had look together. My family, we went back home, we felt
so glad so spent our holiday at water boom.
Respondent 25
Holiday of school, I went to Padang beach last holiday. I went with my
best friend.
First, we look for hotel for stay longer in the padang.
Second, we go be behind and to play water and road I the side beach.
That after all play in beach, we taste hungry and tired.
After that we go go hotel for substitusi blouse and road going to mall and
in mall, we buy o’clock hand and accessories.
83
Next we return going to hotel and ready for return home.

Finally, I went back at home and feel so happy.
Respondent 26
Holiday of school, the last holiday relations we holiday waterboom
Padang Panjang. To I to swim pool…. Swim and I ready to bath.
We…… we ate we then ready eat we that. We……. to swim.
On ending, I to happy holiday.
Respondent 27
In holiday, I went to Dumai beach and I went with motorcycle.
After I I to come to Dumai. I want played but I no have friend.
After one holiday, I found friend and I I new played with friend. And we
to Ramayana and I have uncle.
Then I went with uncle to garden and we we tired tired.
Then we to stop.
After we after we to stop, we straight to return.
Respondent 28
Last week, me and family I went went Bukittinggi to holiday. In the walk,
I just white me young brothers nad my old sister. I enjoy natural beauty time
so happy and and my heart very nice my heart very nice in course that.
Not long time when we, we arrive in Bukittinggi, there we there we I went
to zoo. There very much there very much animal funny and before never I
see.
After afternoon after afternoon,we we we will hungry and then then then
we we to restaurant and and the we ate.
After eat, we come back. Thank you.
Respondent 29
Last holiday, I went to Pekanbaru. My friend and and I we to by bus.
We went to market.
After that after that we fruit.
Respondent 30
Holiday I went to Bukittinggi. I go to some my sister. We want to house
mother and father. We very happy and to play with we family.
Respondent 31
Last holiday, I went to Bukittinggi. My my family and I and I read
Ramayana. Thank you.
Respondent 32
Next holiday, we went zoo same friend. It very happy, we see animal, lions,
tiger, bird, snake. That’s’ very wonderful and we want return house very
happy. Thank you.
84
Respondent 33
Last holiday, I played to house my friend. My friend and I played to garden.
We very happy and very enjoy.
After that we eat and drank.
And then, we fishing.
And then we return home.
So so this very good holiday. Thank you.
Respondent 34
Last holiday and I and grand mother went to went to Heramsregu. And I
and grandmother to my parent I.
After that I went …. Terminal.
Respondent 35
Last holiday, and and my family went to water boom by car.
First, we swam at the swim swimming pool.
Next we went we went to an other to another place. The the we rent.
After that went had lunch…….
Family we went back home we felt so lent so spent our holiday at water
boom.
Respondent 36
I went to Pekanbaru. I go to same my sister. We went to house father and
mother. We very happy can to play with we family. Okay, thank you.
Respondent 37
Last holidsay, I I and my parent win to Pekanbaru. There meet with my
parent. On another, my parent will went tophotography. So accompany with
her and my parent nothing else. So I accompany.There we ate ,meat ball.
After that, we went to S SK mall. There we bought a hgold man to
refreshing.
After that, we to return and we and we stand by went to refreshing in
Alamayang. There we fishing. We sad because we no fish. So we return.
After that after that, we no fish. So we return and we to saw film Korean
drama.
Next we return to me ……… that day. Day very happy. Finally, experience
in holiday.
Respondent 38
Last holiday, I want to the zoo I and my family to go three.
After we eat lion, tiger and bird, then we to go grandmother a house.
Next I next I mother fried a fish.
Finally, I and my family very happy.
85
Respondent 39
Last holiday, me and friend went to went to holiday. My friend and I enjoy
natural beauty time so happy. Not long time we we I arrive there, we I went I
went to walk then.
After that we eat and drink.
And then we played yard my uncle.
And then we return home.
So this a very good holiday. Thank you.
Respondent 40
Last holiday, I and my friend went to the zoo by motor cycle. We there, we
saw many animal as like tiger, lion, bear and bird.
After that, we gave some monkey to banana. I I and my friend very happy
the day.
Respondent 41
Last holiday, I and my parent we went to Pekanbaru. There I meet my
friend.
One or other my friend went will to photography. So I accompany with her
and my friend nothing also accompany. There we ate meat ball.
After that we went SKA mall. We bought equipment to refreshing. There
we after that we return. And we stand by went to refreshing in Alamayang.
There we fishing, we said we no fish. So e return.
Then we to saw film Korean drama.
After that, we return aaa to we home each that day. Day very happy.
Finally finally, experience me in ho in my holiday.
Respondent 42
Last holiday yesterday, I new year in Padang.
I went to supermarket. I bought jacket. I round together with my friend in
Padang.
I very happy new year in Padang. I went to Padang together family.
Respondent 43
Two week ago, I went to Bukittinggi. I stay at my friend house in
Bukittinggi. The house has a big….. colorful flower and a small pool.
Respondent 44
Last holiday, I and grandmother went to Dharmasraya. I and grandmother
went to my parent I.
After that, I pin terminal K.Jao.
After went to house my parent I and my family to eat.
Next and my family went to water boom M.kalaban. I and sister I swim.
After that we to photography.
86
Next we to return because ready afternoon.

After back along yonder I happy.
Respondent 45
Last holiday and I family went to Talabang. I and fam8ily look at concert
band and then I and sister I wim.
After that I and sister I wim ball.
After that we photography.
Next we ………
Next we to return because ready afternoon.
After back along …… I happy.
Respondent 46
Last holiday, my friend and I went to Bukittinggi. My friend and iswa all
Bukittinggi.
After that we went jam Gadang.
And then we went to zoo. Zoo it we saw some animals. We saw tiger and
giraffe. Tiger it big and giraffe tall.
We are very happy. Thanks.
Respondent 47
Two week ago I ‘m celebrate I new year in Bukittinggi. I’m saw clock
tower. I round together with my friend in Bukittinggi. I very happy new in
Bukittinggi. I went together family. Thank you.
Respondent 48
Last holiday, I I spent my time in Pekanbaru. My went sister and brother,
my went to house mother and father.
And my went to holiday some my family and my very happy.
Respondent 49
Last holiday, I went to tea zoo with my family.
And we and then we saw animal lion, tiger, zebra.
And we vv very happy.
Respondent 50
Last holiday, I went to the zoo with friend by a car.
…. We arrived there, we saw many animal, tiger, bear and the other.
After that, we gave some banana to monkey and water.
I and my friend vv very happy. I very like day it.
Respondent 51
Last holiday my grandmother and I went to Pekanbaru. I and my grand
mother went to my friend I.
After that, I pin terminal PMP.
After come to house I and family to ear.
87
Respondent 52
Then my friend and saw all Bukittinggi.
After that after that we wait Jam Gadang.
And then we went to zoo. We saw tiger. Tiger it big and safe. And we saw
elephant very big. We saw snake it long.
After that we saw grape it tall.
We are very happy.
Respondent 53
Last holiday, my grandmother and and want to Pekanbaru and my
grandmother want to my friend.
And after I pin terminal PMP.
After come to house and family.
Respondent 54
Last holiday my grandmother and I went to Pekanbaru. I and my
grandmother went to my friend I.
After that I pin terminal PMP.
After come to house I and family to ear.
Respondent 55
Then my friend and I was all Bukittinggi.
Last Holiday, my grandmother and and I want to pekanbaru. I and my
grandmother want to my parent i.
After there, I pin terminal PMP.
After come to house I and my family. Thank you.
Respondent 56
Last holiday, I went to the zoo with me family.
And the we saw animial animal like lion, tiger, alligator, zebra and we we
very happy.
Respondent 57
Last holiday, I went to Bukittingi. My friend I went there by bus. We want
to.
After that we fruit. Next we
Respondent 58
My holiday two week ago, I went to Bukittinggi. I stay at my friend house
in Bukittinggi. The house has big garden with colorful flower and a small
pool.
Respondent 59
88
Last holiday I and my friend and I went to Bukittinggi. There we went to

zoo. We looked some animals, such as snake, bird, monkey and pig.We were
very happy.
And after that we back home
Respondent 60
At last holiday, I and and my friend often spent our time together special
at new year. I and my friend made a mini party. We held the party we held
in the mita’s house.
At 20.00 pm, we met in the mita’s house. We ... to …….. in our planning
we would made before. We have boughth sssss 1 kg fish. I took the fish from
my house.
Then I clean the fish, wait I clean the fish other friend prepare.
Respondent 61
Two last year me and my mother went to Pekanbaru, Riau. We stayed at
my mother aaa grandmother house. In the house has big garden and small
pool.
In the morning, me and grandmother io clean the garden. In the garden
many flower, that is aaaa jasmine, rose and orchid.
After that, we lunch under big tree. I hope my next holiday aaaa be more
interesting.
Respondent 62
Holiday in uncle home, a month ago, I and my family go to uncle home
in Medan. I and family going to saw beaty in medan city. There I am
going to Ramayana store and there I shopping.
Along day, I return home village. I I am very happy in there moment. I
always want to the there.
Respondent 63
Go to Bukittinggi, two week ago, I went uncle in Bukittinggi. We went
in Monday it time seven morning. We in road, we many installation
luxurious.
Do not we to arrive in house uncle. In house uncle, we eat.
After eat, we went to zoo. In zoo, we give the animals some food.
After give the animal some food, we return to house.
Respondent 64
Last week I and my friend went to Bukittinggi. We we three play
together. I very happy play with my friend.
It’s water very cool but it’s clean. We took a bath together in that water.
After that I’m and my friend ready return aa home and holiday this never
ready happy for me.
89
Respondent 65
I went to Padang. I went with the bus. I went the same my friend. In the
traveler I looking areas very aaa beautiful. Come in the Padang, we to rest
in the house my sister friend, because we very tired. In the house my sister
friend, very water it difficult.
So that, we come there no bath. We only bath morning it.
Then tomorrow day we went road.
Respondent 66
My off day time and y family goes to bukittinggi and family welcome
new year of the time of the Bukittinggi……..over there, so………..
onces again flock with family and while play fire work heart will be
happy.
Respondent 67
On holiday yesterday, I;m go went to catch fish friend y river. There we
to gain fish much.
After that day finished afternoon, we soon to gain home the house to take
fish. Finished we to…..
I’m really enjoyed vacation because I have experience with
comfortable.
Respondent 68
Last holiday, I went I went to Bukittinggi in in animal garden. There
kind much animal bird, elephant and the other.
After that I’m I’m go Ramayana Bukittinggi.
After that I back to home.
Respondent 69
Next holiday, I went to Kinantan zoo. I went to there some my family.
There I sss saw many animals, example monkey, snake, elephant and
another.
After that we lunch together in near big o’clock.
Next, I return home at five o’clock.
My holiday was happy.
Respondent 70
Last two month ago I and family go to the house uncle. My uncle have a
big garden with colorful flower.
I and family went to eat the fruit to live the house uncle.
I and family return return go home go home to to the house in the
afternoon. I and family very happy the holiday that.
Respondent 71
My holiday I go to Bu Bukittinggi with my friend, they are name Rido,
dani, Riski and Dika. So I go to Bukkittinggi zoo.
90
I look some the animal, they are they are very funny.
Aaa Four o’clock I go to my home.
The day the day very happy for me.
Respondent 72
Last holiday, we went to Lubuk Sikaping. There we there we to stauy
in the home my sister to tomorrow day.
I playing sister together. There I saw people play play volleyball.
And afternoon day we come back in the home.
Respondent 73
My holiday my to help person old my…….. my work plate and part
wednesday.
We go to plant where is there we instruction where is and day that.
After we work as like……
Respondent 74
My holiday, I only in the house and helped my parents.
One day, I and my sister clean the garden. In the my garden very
many flower and small pool. We there clean the garden and broomed
the garden. Aaa we very happy can clean the garden.
I hope my next holiday we will be more interesting.
Respondent 75
At last holiday I I and my friend ofyten spent our time together.
Special at new year. I and my friend made a mini party. We held the
party in the Asnah’s house.
At 20.00 pm, we met in the Asnah’s house. We start to prepare
something. In our planning, we would made before, we have bought one
kg fish. I took the friend the fish from my house then I clean the fish.
While I clean the fish other friend prepare.
Respondent 76
My holiday last week my holiday, I and brother to look for the fish in
the river.
So I to visit the fish many. So, I and brother go to home the house.
I am very happy.
Respondent 77
Last week, I went to garden together my parent .that garden that
garden very far from my house. We there looking vegetable kind.
And then, we playing there. We we very happy then then go home
with her very happy.
Respondent 78
On time holiday and I and my sister fishing to pond. We very happy,
because fish very much. We fishing to afternoon.
I very happy that day.
91
Respondent 79
On during on during in the house help my mother to clean the house
to sweep house.
After that to go garden at door.
After ehmm to swim very good.
Respondent 80
Holiday to hall mining, two eek ago went my holiday to hall
mining. That hall very far from my house. There are waterfall and I
was swim there.
Then we go on in to the hall. There very dark and wet.
Then we go out and we we swim in the waterfall very cool but we
enjoyed.
Finally we go we go home with nice adventured.
Respondent 81
Two last week holiday, I went to Bukittinggi in the Kinantan zoo.
The kind much animal as bird and monkey.
After that I was go to aunt and uncle house to live in Ngarai
Sianok. Sianok there much plants to grow fertile. There as apple,
orange, mango and the others.
After that several day, the past we return to go home.
Respondent 82
Last holiday last holiday, I helped my mother everyday. I helped
washed the plate.
Then I helped my mother clean the house.
After that, we rest in the dining room.
Next I made my homework.
My holiday was happy.
Respondent 83
The last holiday, my friend and I went to the house of my aunt and
uncle the village. And in the village clean and interesting the view.
We we spent spent the time holiday with the same activity with my
aunt and uncle. The work enough tired.
Then stopped unclean big tree. We heard swindled the bird on the
tree. Our stomach feel hungry. We have lunch together soon.
After that we…. To the house we.
The holiday very enjoyed. I hope I hope you to you ca go to there.
Respondent 84
To holiday, I want to house grandmother. Holiday in house
grandmother I want to seek fish and we much to find fish.
I went grandmother very happy.
After we straight to return. I very happy holiday house grandmother.
92
Respondent 85
Two last week, I I’m helped my parents.
One day I’m and two my sister went to garden. In the my garden,
very many there a vegetable. My there clean the garden and broomed
garden.
I am very happy went to garden. I hope next holiday will be more
interesting.
Respondent 86
Day Monday day Monday I’m go to danau Maninjau with father and
mother and younger brother or younger sister. we go eight o’clock
morning.
And I read we many installation luxurious and we photo photo…
that do not we to arrive in cafe forty for and not we to goes we to
danau Maninjau.
In danau Maninjau, we photo photo.
After photo photo we to ex……
Not old next, day ready to point out 13.00 o’clock the day e house.
In read we to have a…… stop to buy food, this opne will we to
bring to to ….. house.
After to buy food, we to……… upon car do not old next, we to
arrive in house.
We very happy cause here happy for me. Thank you.
Respondent 87
Last week I went go to zoo. I stayed at my family in Bukittinggi.
The zoo has a big and animals.
My family and I going enter the animal, example tiger, snake,
monkey, elephant and rabbit fat and still after that, we we go home
before we got home, we went to the house uncle. We went in the
afternoon.
We were very tired. I think it was really fun and very happy.
93
Appendix
Students’ score in performing oral recount text
2nd Total
Respondents 1st score score Score Final score = Total Score/2
1 56 50 106 53
2 68 64 132 66
3 84 80 164 82
4 50 40 90 45
5 66 52 118 59
6 32 26 58 29
7 58 52 110 55
8 46 48 94 47
9 62 64 126 63
10 68 64 132 66
11 70 64 134 67
12 62 70 132 66
13 80 82 162 81
14 50 52 102 51
15 60 78 138 69
16 50 32 82 41
17 52 48 100 50
18 52 54 106 53
19 32 20 52 26
20 70 72 142 71
21 66 68 134 67
22 78 76 154 77
23 70 64 134 67
24 62 68 130 65
25 72 78 150 75
26 36 28 64 32
27 60 68 128 64
28 64 58 122 61
29 44 48 92 46
30 46 38 84 42
31 46 56 102 51
32 42 50 92 46
33 70 76 146 73
34 42 34 76 38
35 62 54 116 58
36 56 52 108 54
37 54 60 114 57
38 46 60 106 53
94
39 48 58 106 53
40 58 58 116 58
41 78 78 156 78
42 62 60 122 61
43 48 50 98 49
44 54 66 120 60
45 50 56 106 53
46 82 74 156 78
47 52 46 98 49
48 50 44 94 47
49 52 52 104 52
50 58 64 122 61
51 48 48 96 48
52 52 56 108 54
53 34 34 68 34
54 40 46 86 43
55 30 34 64 32
56 50 44 94 47
57 38 38 76 38
58 46 48 94 47
59 64 68 132 66
60 62 58 120 60
61 74 70 144 72
62 64 64 128 64
63 58 62 120 60
64 56 52 108 54
65 66 66 132 66
66 32 42 74 37
67 46 44 90 45
68 48 52 100 50
69 74 64 138 69
70 64 54 118 59
71 58 58 116 58
72 50 64 114 57
73 26 30 56 28
74 58 62 120 60
75 56 56 112 56
76 46 52 98 49
77 62 66 128 64
78 48 54 102 51
79 30 34 64 32
80 62 74 136 68
81 68 62 130 65
82 72 64 136 68
95
83 56 60 116 58
84 64 54 118 59
85 60 70 130 65
86 50 58 108 54
87 54 58 112 56
96
Appendix
Calculation of reliability
Respondent X Y XY X² Y²
1 56 50 2800 3136 2500
2 68 64 4352 4624 4096
3 84 80 6720 7056 6400
4 50 40 2000 2500 1600
5 66 52 3432 4356 2704
6 32 26 832 1024 676
7 58 52 3016 3364 2704
8 46 48 2208 2116 2304
9 62 64 3968 3844 4096
10 68 64 4352 4624 4096
11 70 64 4480 4900 4096
12 62 70 4340 3844 4900
13 80 82 6560 6400 6724
14 50 52 2600 2500 2704
15 60 78 4680 3600 6084
16 50 32 1600 2500 1024
17 52 48 2496 2704 2304
18 52 54 2808 2704 2916
19 32 20 640 1024 400
20 70 72 5040 4900 5184
21 66 68 4488 4356 4624
22 78 76 5928 6084 5776
23 70 64 4480 4900 4096
24 62 68 4216 3844 4624
25 72 78 5616 5184 6084
26 36 28 1008 1296 784
27 60 68 4080 3600 4624
28 64 58 3712 4096 3364
29 44 48 2112 1936 2304
30 46 38 1748 2116 1444
31 46 56 2576 2116 3136
32 42 50 2100 1764 2500
33 70 76 5320 4900 5776
34 42 34 1428 1764 1156
35 62 54 3348 3844 2916
36 56 52 2912 3136 2704
37 54 60 3240 2916 3600
38 46 60 2760 2116 3600
39 48 58 2784 2304 3364
40 58 58 3364 3364 3364
97
41 78 78 6084 6084 6084

42 62 60 3720 3844 3600
43 48 50 2400 2304 2500
44 54 66 3564 2916 4356
45 50 56 2800 2500 3136
46 82 74 6068 6724 5476
47 52 46 2392 2704 2116
48 50 44 2200 2500 1936
49 52 52 2704 2704 2704
50 58 64 3712 3364 4096
51 48 48 2304 2304 2304
52 52 56 2912 2704 3136
53 34 34 1156 1156 1156
54 40 46 1840 1600 2116
55 30 34 1020 900 1156
56 50 44 2200 2500 1936
57 38 38 1444 1444 1444
58 46 48 2208 2116 2304
59 64 68 4352 4096 4624
60 62 58 3596 3844 3364
61 74 70 5180 5476 4900
62 64 64 4096 4096 4096
63 58 62 3596 3364 3844
64 56 52 2912 3136 2704
65 66 66 4356 4356 4356
66 32 42 1344 1024 1764
67 46 44 2024 2116 1936
68 48 52 2496 2304 2704
69 74 64 4736 5476 4096
70 64 54 3456 4096 2916
71 58 58 3364 3364 3364
72 50 64 3200 2500 4096
73 26 30 780 676 900
74 58 62 3596 3364 3844
75 56 56 3136 3136 3136
76 46 52 2392 2116 2704
77 62 66 4092 3844 4356
78 48 54 2592 2304 2916
79 30 34 1020 900 1156
80 62 74 4588 3844 5476
81 68 62 4216 4624 3844
82 72 64 4608 5184 4096
83 56 60 3360 3136 3600
84 64 54 3456 4096 2916
98
85 60 70 4200 3600 4900

86 50 58 2900 2500 3364
87 54 58 3132 2916 3364
N= 87 4842 4874 283648 283212 288244
Note:
X: researcher score
Y: researcher score
rxy = N∑XY- (∑X) (∑Y)

√{ N∑X²- (∑X)² [N∑Y²- (∑Y)²}
= 87. 283648- (4842) (4874)
√{87. 283212-(4842) ² [87. 288244- (4874) ²}
= 24677376- 23599908
√24639444-23444964) (25077228- 23755876)
= 1077468
√(1194480) (1321352)
= 1077468
1256315.461
= 0.857
It means has positive correlation
99
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1

A. Background of the Problem

2006 English Curriculum has stated some purposes of teaching

English in Islamic Junior High School. The first purpose of teaching

English in Islamic Junior High School is, developing ability in

communication both spoken and written form to reach functional literacy.

importance to survive in global society. The third purpose is, developing

students understanding about language and culture. To get the purposes,

teaching English in school will be guided several standard and basic

competences. Those are developed from four skill, listening, speaking,

Dealing with the literacy should be acquired by the students in

the students will have capability in using language like: reading

newspaper, manual or directions in daily life etc. It is for survival

As explained before, students in Junior/ Islamic Junior High

School are expected to reach functional literacy and to be able to

students will be taught by some genres. Christie in Hardy and Damien

Klarwien (1990:2) defines genre;

“ Genre refers to any staged, purposeful, cultural activity and thus it

Each genre has its communicative purpose, generic structure (the

them to produce an effective text that will have function in English

communication, either spoken or written. Thus, the goal of English

language teaching stated in 2006 English Curriculum will be achieved.

The genres suggested in 2006 English Curriculum for Junior High

School/ Islamic Junior High School are descriptive, recount, procedure

and narrative. Those genres will be taught in different semester of

students’ level. Especially in third semester students will be taught by

Sofyanda, et al (2005:95) states recount is a report of events or activity in

event (tells what happened, in what sequence) and re-orientation (shows

tense, chronological order, focused on individual or group participants

Those genres will be given in two forms: spoken and written. In

reading and writing are involved to written form. In speaking as stated in

standard competence of 2006 English curriculum, ones are able to express

idea both functional and monologue. Functional is used for everyday

information, such as; announcement, advertisement, offering something,

narrative and etc. The genres suggested are belonging to monologue.

Especially in third semester students of Junior/ Islamic Junior High School

recount. The standard competence of those is the students are able to

express idea in short monologue in descriptive and recount text to interact

The expectation is hoped can be manifested to encourage students

in having good communication especially in developing the ability to

express a discourse either in spoken or written. One of the tools to share

the students to express what they feel in delivering a discourse. A

has desire to share their experience as information or entertainment. The

experience is expressed through spoken text. According to Jones in

Richard (2008:27) spoken text is

“…. Often have identifiable generic structures and the language

Recount text is a text tells about past event(s). The awareness of

misunderstanding. Some guidance of this text- language feature and

generic structure guide students to choose the appropriate words and

grammar in order to gain a well organized text. Thus speaker goal to

inform the past event delivered well.

In one side, speaking is not easy. Ur (1991:121) argues some

inhibited about trying to say things in foreign language in the classroom,

worried about making mistakes, nothing to say; they have no motive to

low or uneven participation; this problem is compounded by the tendency

because it feels unnatural to speak to one another in a foreign language.

While, Thornbury (2005:25) states that the more students familiar

students’ life is recount text. It matches with the expectation in standard

competence of third semester students of Junior/ Islamic Junior High

School that is the students should have be able to do monologue of

As fact as the matter in Islamic Junior High School Bonjol, the

students rarely speak English. Those things happened because students