TEACHING TENTH GRADE STUDENTS TO WRITE RECOUNT TEXT IN SMA NEGERI 7 BINJAI

This study was aimed on finding the ways of teaching writing recount text performed by the teacher and the reasons underlying the process of teaching writing in SMA Negeri 7 Binjai. This study used qualitative descriptive design. The subject of this research was an English teacher in SMA N 7 Binjai. The data were analyzed by using the theory of Miles and Huberman and were compared by using Knapps’ theory and Gages’ theory. The results of data analysis showed that there are 93 number of verbal ways as a total of ways which are divided into 18 main mays performed by the teacher during the classroom activity in teaching writing recount text. Those ways mostly enable the students to improve the knowledge about the aspects of recount text such as generic structure and its kinds than practicing to write the recount text itself. There are 61 number of total contents which refers to aspects of recount and also the action of commanding to do the task performed by the teacher. Those contents was not directly help the students in improving their writing skills. The underlying reasons of teachers’ behaviour in teaching writing recount text was due to several reasons: 1) The teacher believes that understanding the definition of recount text ease the students to write; 2) The teacher believes that knowing the generic structure leads to what and how to write a recount text; 3) The teacher believes that by giving deeper understanding about kinds of recount text, students are able to differ each kinds of recount text; 4) The teacher believes that by giving the task related to the generic structure, the teacher is able to measure the ability of the students in writing recount text; 5) The teacher believes that doing the interview with classmates ease the students to write a recount text.