Teaching Senior High School Students In Writing Recount Texts Through The Implementation Of The Reading-Writing Connection Strategy

Abstract

Teaching English encompasses mastering four essential skills: listening, speaking, reading, and writing, with writing often considered the most challenging due to its requirement of grammar, vocabulary, and spelling proficiency, alongside logical thinking, punctuation usage, and sentence construction. Among these skills, students frequently encounter difficulties in composing recount texts, primarily stemming from a lack of idea generation, leading to struggles in word arrangement and limited grasp of grammar and punctuation rules. To address these challenges, this paper proposes employing The Reading-Writing Connection Strategy, where teachers present students with a recount text example, analyze its structure, social function, and language conventions collaboratively, and subsequently guide students to write their own recount texts based on personal experiences. This strategy, known for its simplicity and effectiveness, facilitates students' understanding of recount text writing processes while encouraging creative thinking and idea generation. By following this approach, students can enhance their recount writing skills through guided practice and application of grammar and writing conventions, resulting in improved fluency and proficiency in crafting recount texts