STUDENTS’ ABILITY IN WRITING RECOUNT AND NARRATIVE TEXTS AT THE FIRST YEAR OF MAN 1 PEKANBARU

In accordance with the symptoms, the writer has seen some problems that should be discussed and overcome. It was firstly proven by the writer through her preliminary research before doing the research which showed the symptoms as explained as follows: Most of the students have studied all kinds of text type but they are still confused to differentiate each other, Some of the students have understood the example of each text given by the teacher but they cannot implement in the real writing, Some of the students are able to write recount text in a good linguistic features and schematic structure, but they can’t use them in narrative text well, and Some of the students are able to write narrative text in a good linguistic features and schematic structure, but they can’t use them in recount text well. The design of this study belongs to descriptive quantitative research which describes the students’ ability in writing recount and narrative text. This research is aimed at finding the students’ ability in writing recount and narrative texts and to know the factors influencing students’ ability in writing recount and narrative text. The population of this research covered 222 students. Because the number of population was too large, the writer took 25% of the population as sample. In this case, the writer used random sampling technique to take 54 students. The subject of this research was the First year students of MAN 1 Pekanbaru and the object of this research was students’ ability in writing recount and narrative texts. In collecting data, the writer used test and questionnaire. The test was used to measure the ability of the students in writing recount and narrative text and the questionnaire was used to know the factors influencing students’ ability in writing recount and narrative text. Based on the research finding, the result can be concluded that Students’ score in writing recount is better than narrative. It can be concluded because the students’ ability in writing recount is categorized “enough” and students’ ability in writing narrative is categorized “less”. While the factors influencing students’ ability in writing recount and narrative is their attitudes in learning, external factor such as teachers’ role in learning, the curriculum and the facilities