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CHAPTER II

THEORETICAL FOUNDATION

The aim of this chapter is to elaborate the related literature in this study. It

specifically discusses some aspects including the theories about journals, recount

texts, writing, teaching writing and the previous studies.

1.1 Writing

In terms of language skills, writing can be defined as a language skill

which contains information in many written forms (Knudsen 2009). Writing is a

tool of developing thinking which contains purposes (Byrne 1978). This section of

this chapter elaborates the definition and the process of writing. Further

explanation is presented in the following description.

1.1.1 The Definition of Writing

Writing is a way to deliver languages in visual form and to express ideas

through symbols (Klein 1985 cited in Tan, 2009). It means that the writers need to

be able to communicate the content with the readers (Raimes 1983, 4). In

addition, writing is considered to be a hard activity for the students because it is

not only an activity of transferring spoken language to written one, but also it

involves ideas, concept, and knowledge generated by the correct structures,

coherent paragraph, and free from mechanical errors (Alwasilah and Alwasilah

2005).

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Byrne (1978) argues that writing is difficult because it is not a subconscious act. It

needs effort and willingness. In addition, he further describes three reasons

dealing with the difficulties of writing, namely psychological problem, linguistic

problem, and cognitive problem.

The psychological problem deals with the necessity to write without the

possibilities of interaction. It makes someone need to write as clearly as possible.

The linguistic problem relevant to the grammatical aspects, such as the sentences

should be linked together and sequenced. However, it makes the language users

feel confused and think hardly. Then, the cognitive problems are about the ability

of language users to pass several processes of writing in order to convey ideas and

write it into a good text. It is confirmed by Brown (2001: 335) that the writers

should pass several of the writing processes which are not easy.;

Furthermore, writing has several purposes. Hartog (1907) elaborates the

purposes of writing into three categories. The first purpose is to record the writer

thought. The second purpose is to elaborate or express the writer’s ideas. The last

purpose is to convey the message to the readers.

Thus, according to the theories, writing is one of the four language skills.

It is considered to be a difficult skill for learners because it requires effort in the

process of thinking to produce not only context but also symbols. Producing

context in a written form is required for delivering the messages to the readers.

2.1.2 The Process of Writing

According to Laurich (2011), there are five steps in writing process.

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Firstly, the process of writing covers prewriting or planning. The writer

plans what he writes at the first time such as choosing a topic, identify the readers

and organize information.

Secondly, the process of writing covers drafting. At this stage, the writer

composes the ideas in sentences and paragraphs. Based on prewriting stage, the

writer composes a first draft in this stage. Then, he continues to compose the other

drafts.

Thirdly, the process involves revising. This stage is the first part of

editing activity. The writer can work by himself or with others to revise his

writing. The revising outcome will improve his writing.

Fourthly, the process covers proofreading. This step involves the writer to

check for errors of grammars, spelling, capitalization, and punctuation. After

checking, the writer should make a last copy to be published.

Lastly, the process is publishing which presents the outcome of writing

activity to the readers. In this stage, the writer can add pictures, makes a book, or

reads the writing aloud.

In addition, according to Brown (2001: 348-354), there are three stages of

the process of writing namely prewriting, drafting, and revising. The prewriting

step encourages the writer to create and develop his thought. The drafting stage is

done after exploring ideas and transforming the ideas into sentence and paragraph

forms. This stage has peer-editing or sharing process. The last stage is revising. It

is related to the editing process of writing. This step involves editing of

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grammatical errors, getting feedback from others, and making changes of the

writing. This step is required to make writing acceptable and publishable.

In brief, writing is not a simple activity. Based on those explanations, there

are some processes that should be passed by the writer. The processes of writing

are prewriting (planning and shaping), drafting, revising or editing, proofreading

and publishing.

1.2 Recount Text

This topic presents several theories of recount texts as the definition of

recount text, types of recount text, generic structure of recount text, and the

language features. The following is the explanation in detail.

1.2.1 The Definition of Recount Text

The Education Department of Western Australia (1997) cited in Emilia

(2010) states that a recount text is a text which retells activities in the past. The

purposes of recount text are: to document a series of events and evaluate their

significance in some way; to retell what happened in the past; and to involve the

writer’s personal interpretation of his personal experience or imaginative (Emilia,

2010). In addition, recount text tells an event or an experience that have already

happened in the past (Martin, 2006: 182; Derewianka 1990:14).

In addition, recount text is a text which has a social function to retell

events for the purpose of informing or entertaining. It focuses on a sequence of

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events, all of which relate to the occasion. It also has expressions of attitude and

feeling, usually made by the writer about the events.

Furthermore, recount is one type of genre (Emilia, 2010; Martin,

2006:182). From the perspective of the writer, the main purpose of a recount text

is to tell about an event, an experience, or an activity of the past to the readers in

order to merely inform. From the perspective of the readers, they are informed

about an event, experience, or activity of the past after reading the text (Martin

2006).

1.2.2 Types of Recount Texts

According to Derewianka (1990:15) and Martin (2006) there are three

types of recount text. Firstly, personal recount, which exposes an event in which

the experiences of the writer which happen in the past. Secondly, factual recount

purpose to retell the past event or incident which is related to the factual event in

general. Thirdly, imaginative recount is an unreal event or story and tells an

imaginative character and imaginative events which is created by the writer

Other examples of recounts can be found in a biography, an

autobiography, news item, history, a letter, a journal, or a testimony of a witness

of an event or incident, accident report (Anderson and Anderson, 1997a)

Summarize the type of recount texts can be categorized into three, that is

personal recount which tells past experiences of someone, factual recount which

tells fact events or incident in general, and imaginative recount (such as unreal

story).

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1.2.3 Generic Structure of Recount Text

Recount text has three parts of a generic structure. A generic structure

means that the text has a framework to be developed by the writer. The generic

structure of a recount text has three parts, namely orientation, series of events and

re-orientation (Emilia, 2010; Martin, 2006; Martin and Rose, 2008)

The orientation is about the introduction of events of experiences. In this

part, will be found the basic information such as participants, what happened,

setting, and characters, when and where it happened and who was there (Martin

2006: 182). Derewinaka (1990:15), Martin and Rose (2008) further state that an

orientation provides the setting (where and when it happened) and introduces

participants of an event (who was involved).

According to Martin (2006: 182), the series of events in this text are as

body of the text. This point is written in a chronological event. Then the last part

of this text is re-orientation. It is a summary of the events but it is optional, also

tells how the experience ended, closure of events and gives a personal opinion of

events. The writer can present his comments and evaluative remarks in this part.

Furthermore, Gerrot and Wignel (1995) tell the function of orientation,

sequence of events, and re-orientation. The orientation has function such as; it is

a statements or a short paragraph to orient the readers to what the writer is going

to write or tell about the text, to introduce briefly the topic of the event and

activity to tell about: what or who, where, and when, it is usually interesting and

able to provoke the readers to be eager to read and know further.

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The function of sequence of events; this part involves of several

paragraphs are used to tell the events chronologically. Each paragraph contains

one topic of event, as to tell the events chronologically. Some sequence markers

are often used such as first, then, and after that.

The function of re-orientation is to close a paragraph. It is to reorient the

main point of the events. It usually tells about what the writer feels about the

event at general, what the writer think, and hope.

1.2.4 Language features of Recount Text

This session elaborates some characteristics of recount text then called as

language features. Language features of recount text as Martin (2006) states as

follows: firstly, introducing personal participant, for example; I, my group.

Secondly, chronological connection is used to link between paragraphs or

sentences as then, first, next, after that, and finally. Thirdly, it contains linking

verb, as follows: was, were, saw, and heard. Fourthly, it exerts action verb, for

example; look, go, and change. Lastly, it applies simple past tense and be written

in the first or the third person.

Common grammatical features of recount texts by Gerrot and Wignel

(1995), include use of nouns and pronouns to identify people, animals, or things

involved, use of action verb to refer events, use past tense to locate events in

relation to writer’s time, use of conjunctions and time connectives to sequence the

events, use of adverbs and adverbial phrases to indicate place and time, and use

of adjectives to describes nouns.

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1.2.5 The Relation of Recounts and Journal

Since experiment design was used in this study that engage journal and

recount text, this subtopic elaborates the theories of the relation of recount text

and journal.

A journal is a permanent personal record that is place to record daily

happenings (Klug 2002); keep of events, thought, and ideas associated with an

individual (Tatum 2011); a learning tool for themes and concepts that are related

to individual experience (Winzer and Mazurek 2000: 121). The purpose of the text

is to record a series of events and to retell what happened in the past (Emilia,

2010).

Thus, journals are similar to recounts because journals contents recounts

inside. This is also affirmed by Stanley (1988) and Stewart (1996) that teaching

recount texts through daily journal is appropriate to be applied. Both recounts and

journals are related item and can be used in teaching and learning process.

1.3 Teaching writing

Writing is viewed as complex and the most difficult skill to be acquired by

language learners, it means as hard activity for students (Brown 2001; Byrne,

1978).

Furthermore, Raimes (1983:3) recommends three function of teaching

writing, as follows: it strengthens the grammatical structures, idioms, and

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vocabulary; it provides opportunity for the students to explore the language; and it

involves the students with new language.

1.3.1 Teaching Writing of Recount Text

This section covers several studies involved a variety of ways in teaching

writing of recount text. Teachers may use principles, methods, approaches, or

media to help them in teaching process particularly in teaching writing of recount

text. For example, teachers use media in teaching writing such as pictures games,

mind mapping, dialogue journal, diary, authentic materials, and photo series.

Moreover, teachers use some methods or approaches in teaching writing in

order to improve students’ writing ability in general. The media cover the use of

peer feedback, the use of cooperative learning method in teaching writing recount

text, the use of modeling method, and the use of GBA approach (Emilia 2011).

Concerning the approach that is used in this study, the following are

elaboration of the theory of the approach which was used by the researcher. It is

called the genre-based approach (GBA).

The genre based approach (GBA) is one of some approaches that

Indonesian teachers use in teaching writing. In this case is teaching writing

recount texts. GBA has been implemented to teaching and learning English as

second language in some countries (Emilia, 2011: 18). This approach encourages

the learners to write recount text clearly and completely.

In addition, Hyland (2004:9) states GBA as guidance for learners due to

achieve the purpose of the language use effectively and systematically. The genre

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approach can help the teacher to use the language in some situations and

encourage the learners write an effective recount text. Hyland (2004: 7) further

states that:

Genre pedagogies have emerged in L2 writing classes as a response to process pedagogies, as an outcome of communicative methods and in consequence of our growing understanding of literacy.

A theorist of genre, Martin (2006) recommends that students should learn

the types of genre text because it is important in English learning process for

language learners.

Furthermore, Christie and Maton (2011:38) argue that model of GBA has

three stages of teaching cycles, namely modeling, joint construction and

independent construction. On the other hand, according to Rothery (1996:102)

that the model of GBA, which is used in Indonesia, has four stages of teaching

and learning cycles, namely building knowledge of the field, modeling, joint

construction, and independent construction.

According to several theorists above, the genre-based approach is an

essential approach in teaching writing of recount text. This approach has some

models of teaching cycles, namely building knowledge of the field, modeling,

joint construction, and independent construction (Christie and Maton2001;

Rothery 1996).

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1.3.2 Teaching writing of recount texts through journals

Journal writing is as aid to encourage teacher in teaching activity. It is

called as a dialogue between students and teachers (Brown, 2001:418; Walker,

2006). In addition, journal writing allows the students to write anything such as

their daily activities, interests, learning experiences, and past events. Journals also

improve students’ quality on thinking and improves students’ ability in writing

(Moon 1999).

To make students feel comfortable and ease of learning writing English

recount text, a teacher is encouraged to make an appropriate, acceptable, and

applicable of teaching technique. One of the effective techniques that can help the

teacher to develop students writing skills is journal (Harmer 2007; Alwasilah

2005; Carr 1979:5; Stewart 1996).

The following are some approaches that teachers use in teaching writing

through journals. The approaches help students in the process of writing. Brown

(2001) affirms that the systematic approaches are required in order to guide the

students’ writing, as follows: the teacher explains about the purpose of journal;

the teacher gives clear instructions to students about the way to get started; the

teacher collects journals on pre-announced dates and returns them straight away;

the teacher explains the purpose of journal as clear as possible and make sure to

give feedback: lastly, the teacher help students to process the feedback.

Briefly, a teacher is able to use journals as his tool to teach recount texts to

students. Besides, to help the students in writing activity, the teacher needs to

explain the guidance of using journals for the students. According to Brown

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(2001), Alwasilah & Alwasilah (2005), Carr (1979), and Stewart (1996), that

journal is an effective tool to help students in learning process and built their

interest and writing ability.

1.3.3 The purpose of teaching writing

Generally, teaching writing has some purposes, Hartog (1907) states that

there are three purposes of writing. That is to enable the writers to record their

own observation and thoughts, to explore and elaborate these though, and to

develop their own powers of thinking and to convey the result of their thinking to

readers as clearly and completely as possible.

In addition, a writer creates a text in order to inform, persuade, educate,

and to entertain the readers (Ikayati, 2010). Informing the readers by knowledge

or new information, which is hoped the readers get the new knowledge, is the first

purpose. Writing persuades the readers. It means the writer hopes the readers can

establish their attitude. The next aim is educating. It is the other purpose of

writing which is hoped to improve the readers’ knowledge. Lastly, writing can

entertain the readers. It means writing can make them happy or sad.

1.3.4 The roles of a teacher

A teacher has important roles in teaching and learning process for

students, especially in teaching recount texts. There are many roles in the teaching

and learning process which is played by teachers, such as; as a facilitator writing

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and they guide their students to engage in thinking process of composing,

especially in teaching.

Those statements are supported by Brown (2001), in which he believes

that a teacher has his own form of metaphor, as follows: (1)The teacher as

controller, in which the teachers control the class, determine what the students do,

when they should speak, and what language forms they should use. (2) The

teacher as director, in which the teacher is like a conductor of an orchestra, keep

the process of teaching and learning flowing efficiently. (3) The teacher as

manager, in which the teachers plan lessons, modules, and courses, and structure

the segment of classroom times.

Moreover, (4) the teacher as facilitator, in which the teacher facilitates the

process of learning, of making learning easier for students: helping them to clear

away the wall blocks. (5) The teacher as a resource, in which the teacher is ready

for advice and counsel when the students need it. Harmer (2004) also argues that a

teacher gives some information, advices, and suggestions during the writing

process, helps the students to solve the difficulties, and examines their writing.

In addition, Harmer (2004), in line with Brown (2001), states that types of

the teachers’ roles, as follows: Firstly, the teacher is a motivator. The teacher

motivates the students by creating a good atmosphere in the class, persuading

them of the usefulness of the activity and encouraging them to make as much

effort as possible for maximum benefits.

Secondly, the teacher is feedbacks provider. It means that the teacher

should appreciate students’ writing outcome by giving feedbacks to them.

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Therefore, the teacher has a vital role in the class for his students. The

teacher plays some role to help his students in learning process. The teacher is as

motivator, as resource, as feedback provider, as director, as facilitator, or as

controller.

1.3.5 Feedback

A student should receive feedback before writing the next task (Walker

2006). A good writing product should pass some step before it is published. Based

on the process of writing, they are prewriting, drafting and revising (Brown 2001).

Revising step requires the writer should edit their writing in order to make it

clearer, and more convincing. Therefore, feedback that is given by others is

needed, after that the writer can revise his writing.

Feedback is a vital aspect in nurturing reflection over time, as the journal

writing progresses over weeks and possibly years (Walker 2006). The teacher can

offer useful feedback that respects students’ value and beliefs (Brown, 2001: 340).

The feedback is available in two ways (Brown 2001), as follows:

Firstly, it is about getting feedback from friends. It is called as peer-editing

(Riley-Doucet and Wilson, 1997) or peer feedback which is effective in

improving the students’ writing skill and correcting their writing product.

Secondly, feedbacks from the teachers are required. But, Walker (2006)

states that they are not necessary to provide many comments in detailed because it

will lose their focus in writing activity.

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1.3.6 Journal

Journal is a permanent personal record that is placed to record daily

happenings, an aid to concentration, a place to generate ideas, and a training

ground for the writer (Klug, 2002:1). Journal also as media to keep of events,

thoughts, and ideas associated with an individual (Tatum, 2011). It is a learning

tool for themes and concepts that are related to individual experience (Winzer and

Mazurek, 2000: 121). In addition, according to Martin (2006:182), a journal is a

writer’s record of his past experiences. Besides, writing journal is an activity

which is fun and adapted to variety writing experiences (Williams, 2011).

Furthermore, Harmer (2007) argues that students can use journals as space

for free writing and the learners have powerful effect when used this way.

Therefore, writing journals activities will be great for students. Students will

comfort and feel confident because when they write with honestly to their own

self they will be confident. Using daily journals students write what they want and

they like. It affects their learning. As long as they enjoy something to be learned,

they learn effectively.

In addition, writing a journal is simple but an effective way to develop and

enhance great understanding about one self (understanding about how one self

becomes what he wants). Journal writing is a simple thing, because it has

opportunities for learners to write freely without worries about grammar (Brown,

2001: 418). He also argues that a journal is used to get their interest to write.

Penny (2011) states that when students lack motivation cause them uncomfortable

until they were able to feel motivated.

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Park (2003) states that journal is a type of writing that need the writer to

think critically and record his thought about something. In addition Holly (1989:

20) states that:

It is a reconstruction of experience and, like the diary, has both objective and subjective dimensions, but unlike diaries, the writer is (or becomes) aware of the difference. The journal as a 'service book' is implicitly a book that someone returns to. It serves purposes beyond recording events and pouring out thoughts and feelings... Like the diary, the journal is a place to 'let it all out'. But the journal is also a place for making sense of what is out... The journal is a working document.

According to some experts above, it can be concluded that journal is a

place or storage to record daily happenings. It involves the writers’ experiences,

past events, or thought. It is also as tools for learning writing.

1.3.6.1 Learning Journal

Moon states (1999: 14-5) that the meaning of journal, as follows:

A journal is a friend that is always there and is always a comfort. In bad moments I write, and usually end up feeling better. It reflects back to me things that I can learn about my world and myself. … On a less introverted note, I think that it contributes to my ability to write in general,…

Furthermore, Smith (1999, 2006) argues that a journal should involve

learning at any level when learning becomes a specific focus as well as a learning

journal. A learning journal is such as a document that explains the experiences,

feelings, and understanding on learning process which is written by students

(Moon 1999: 4).

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Moreover, a learning journal is an effective tool in learning process since

used by young learners, undergraduates, trainee teachers, and older learners (Park,

2003: 183). It is claimed that the learning journal has many useful benefits to both

the teacher and the learners (Park 2003; Yinger 1981), and essential to students’

learning (Walker 2006).

The learning journal is a recommended learning tool and it is widely

recognized as one way (Yinger 1981) and a way for describing, and recording

experiences, feelings, and thoughts (Moon, 1999). It has many advantages of

students especially on creating their ideas. They write freely without being

worries of the rules when they are writing about their experience or themselves

such as on writing journal. It is also supported by Moon (1990:14) that when they

write for themselves it helps them to be confident.

In Line with Moon (1990:14), Brown (2001) states that journals as chance

for students to write freely without unnecessary concern for grammatically.

Writing a learning journal makes students more aware not only of what they learn,

but also the way they learn (Voss, 1988 cited in Park, 2003). It also helps learners

to remember something later because keeping a note in a journal helps them to

recapture the moment later then can be looked back at another time (Holly

1989:8)

Learning journal promotes deep learning, problem-solving skills,

knowledge through the reflective process, and management skill (Hays, 2004). It

facilitates reflection and allows students to express feelings about their

educational experiences (Walker, 2006).

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Furthermore, journal writing is a process which not to take a long time

during the process. Therefore, the students may not to make every effort into their

writing in the beginning. It is easy to express their feelings, thoughts, and

frustrations (Walker, 2006). In line with Walker, Brown (2001) affirms that the

fundamental role in the teaching-learning process has been assumed by

assessment qualities of journal. Brown (2001) further states that journal writing is

a dialogue between students and teachers, therefore journals have a unique chance

for a teacher to offer various kinds of feedbacks to students.

1.3.6.2 The steps of writing a journal

Writing daily journals can help the student to develop their writing,

especially in recount text which is related to the past experiences. The activity of

writing journal is simple (Brown, 2001) but effective way to encourage students

to write, it might be effective to improve students’ ability in writing. Not all

student take writing to note their personal daily activities or their experience, it is

difficult for them.

Smith (1999, 2006) proposes several steps that will help students in getting

started to write a learning journal. Firstly, this step requires students to choose

their journal book. Then, if it is the first time to write a journal, the learners

should always start with a small one, such as prior writing about the day’s event,

and mention the date and time on top of the page.

Secondly, the writer mentions all activities that have been done and

experienced including met and interacted with people, and all other happenings of

26

the day. To recall and go back to feel again the particular events in the past,

students may need several follow-up questions, such as whether or not that day

was different from other days.

Thirdly, at the time of the writer writes a journal, he should be honest and

truthful. It supported by Klug (2002:56) that:

Write how you really feel and not how you think you should feel. Record what you really think, not what you believe you ought to think.’ In addition, the fare are other steps used to teach journal writing: the

teacher introduces students to the concepts of journal writing; the teacher states

the objective of the journal; the teacher gives guidelines of what kinds of topic to

include; it should be carefully specify the criteria for assessing journals; the

teacher provides optimal feedback; he designates appropriate time frames and

schedules for review and provide final comments.

1.3.6.3 The Advantages of Writing Journals

Keeping journals has some advantages that will be explained in this

session. This is the way to encourage students in writing their daily experience

and to build students habit. According to Harmer (2004) students can be confident

to write if writing becomes their habit. The following are some advantages in

writing daily journal for students or the writer: Firstly, writing stimulates thought,

because in this activity they always recall their memory about the events of the

day (Smith 1999, 2006).

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Secondly, the learners learn about an honesty, they learn to be honest

especially for own selves. Fourthly, they learn a discipline. According to Smith

(1999, 2006) that writing daily journal can improve writing skill, as daily

exercise, can be a meditation, and provide emotional stability. Besides, it

improves students’ empathy, confidence, and self-awareness (Hays 2004) in

learning process.

In addition, the advantages of writing journal from the previous study by

Park (2003), as follows; (1) ownership, it means that journal task required the

students to take responsibility for their own learning; awareness of learning, there

is a habit which make students more self-aware of how they learn (as well as what

they learn); (2) self-confidence, in which some students reported a growth in their

self-confidence; (3) regular reading, in which the journal required students to read

much more regularly than they normally do; (4) by doing the assignment and

exercise students focus on the whole course; (5) the journal encourage students to

engage with the material covered in the course; (6) reflectivity, an important cause

and consequence of engagement with the course material is a much more

reflective attitude by many of the students.

Furthermore, there are some benefits of journals which are specified to be

four, that is: as a value of reflection (because it gives students time to reflect on

what they have been learning); as a freedom of expression, to develop writing

skills because the more they practice, the better they become, and as a student-

teacher dialogue (Harmer 2007: 126-127).

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There are some efforts that related to teaching writing, particularly

journals should be aware by the teacher. Harmer (2007: 128) confirms some

important things which are recommended to make a teaching writing journal a

success. Firstly, in showing the idea of journal writing, the teacher should be

enthusiastic in the way they talk to students. For that reason, if the students

interested to the teacher’s enthusiasm, they might become motivated to write a

journal.

Secondly, it is explained that the teacher needs to impress them the reason

and the aim of writing journals to the students. The teacher can explain the

advantages of writing journal that journal is good for learning, good for writing

practice, and good for expressing their creative thinking.

Thirdly, the teacher should insist that students should write their writing

on their new book separate from their course’s book and at the appointed time.

Sometimes, teacher should give a reserve time to be on the alert of some students

who do not bring the journal’s book at the dateline time. Teachers can play

appropriate music in creating a journal writing atmosphere.

Lastly, writing journals in class has disadvantages of time, therefore, five

or ten minutes at the end of a week may be very useful for the students’ language

and writing skills.

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1.4 Perception

This part concerns about the definitions and some literatures relating to

perception. This literature is presented in order to be fundamental information in

investigating students’ perception through questionnaire of this study.

1.4.1 The definitions of Perception

Feldman (1992: 78) argues that perception is the integration of stimuli by

sensory information which are processed through an arrangement, an

interpretation, and an analysis. The people’s perception is about something that

can be investigated through language but it is able not to be learned in language

(Wittig & Sinnet 2002). In line with Feldman, Walgito (2010:99) affirms that

perception is commenced by the process of feeling or measuring something.

More information of perception also confirmed by Harnad (1987), there

are two aspects of perception. Firstly is cognitive aspect which focuses on

understanding and making sense of things (reasoning, argument, logic and

perception). The other one is psychological aspect which contains emotion,

experience, and intelligence influence understandings and response.

In addition, Faisal and Mappiare (1982) confirms three factors which can

influence perception, namely physical involves intensity and stimuli;

physiological engages senses, nerves, and brain cells; and psychological factor

which relates to attitudes, feelings emotions, and circumstances. Meanwhile, there

are two other factors influencing perceptions (Munn, et al., 1969:184) as follows:

past experience and context. Past experience is important in the development of

30

personal characteristics, specifically attitudes, values, interest, and prejudices.

Beside, context is also important in determining what people perceive in the

present.

1.5 Related Studies

This section presented the findings of previous study that have correlation

with journal writing, recount text, and teaching writing of recount text.

A previous study conducted by Emilia (2011), investigated about teaching

writing through GBA approach. She discovered that GBA as suggested to help the

students enhance their writing skill.

Another study about feedback in journals writing was investigated by

Todd cited in Harmer (2007). He found that the best feedback for the learners is

when the teacher and students feel confident about the feedback and the students

also feel helpful. The best way to find out the best feedback is ask them directly

about the kind of feedback.

Furthermore, another study on teaching writing of recount text, conducted

by Emilia in 2011. She found that genre based approach was an effective

approach to teaching writing recount text

The other studies also show the positive effect of learning journal on their

daily activity. Such as; Stewart (1996) investigated ‘The Secret Partner Journals

for Motivation, Fluency and Fun’. In his investigation at Miyuzaki International

College, he used two types of secret partners journal, notebook journals and email

journals. Some variety writing assignments were given to motivate them for

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regular writing assignment such as writing to peers. Through their journal entries

they learn about peers, build up their English writing fluency and have fun doing

writing activities. The researcher found that the students’ learning process can be

enhanced and more meaningful by implementing the use of learning journals for

reflection and self-assessment.

Davies (1996) found that in the process of journal writing, students change

from being passive to active learners. Students would come to the reflection

sessions with problems and look to the feedback for further input and validation.

Sedlack (2006) in line with Davis founds that journal writing as a tool in learning

process for active engagement and self-directed learning. The result showed that

the students' self-confidence increased because the journals enabled them to

identify their own lack of motivation.

The findings above show that there are various media and techniques in

teaching writing. The researchers conduct the studies to find the effective way in

helping students on their learning process. It can be concluded that students need

stimulation and an appropriate technique to motivate their learning.

1.6 Concluding Remark

This chapter has presented a theoretical background of the study. It has

examined the theories of writing, teaching writing, recount text, and journal. The

related study and the result also have been presented. The subsequent chapter

explains how the study was designed and implemented.