The Teaching of Sentence Structure in Recount Text for Eleventh Grade Students at SMAS PAB 8 Percut

This study, entitled “The Teaching of Sentence Structure in Recount Text for Eleventh
Grade Students at SMAS PAB 8 Percut,” aims to investigate how English teachers teach
sentence structure within recount texts and to explore the underlying reasons for the
strategies they employ. The research was conducted using a descriptive qualitative
design. The subjects of this study were two English teachers who taught eleventh-grade
students at SMAS PAB 8 Percut. The data were obtained through classroom observation
and interviews, and analyzed through the stages of data reduction, data display, and
conclusion drawing as proposed by Miles and Huberman.
The findings indicate that the teachers applied three main approaches in teaching
sentence structure, namely recognizing what is to be learned, system building, and
exploration, based on the framework of Dave Willis (2009). Through these
approaches, the teachers introduced grammatical forms contextually, provided
explicit correction and guidance, and facilitated student engagement through
individual and pair activities. These strategies helped students understand the use
of past tense and sentence patterns commonly found in recount texts. Moreover,
the reasons behind the teachers‘ choices were related to their focus on promoting
grammatical accuracy, preventing error fossilization, and encouraging active
student participation in language learning.
In conclusion, the teachers‘ ways of teaching sentence structure in recount texts
effectively supported students‘ understanding of English grammar and their
ability to construct well-formed sentences. The study suggests that combining
explicit instruction with contextual practice can enhance students‘ mastery of
grammatical competence in writing recount texts.