paragraph. d The teacher
explains how to
use somebody-
wanted-but- so-then
strategy
in summarizing
a text. e The teacher
asks the
students to
mention what
is somebody-
wanted-but- so-then.
3 Joint
construction of the text:
a The students
do task 1.
b Both of
teacher and students
discuss the
task 1.
c The students do task 2
with hisher friend.
d Both of the teacher and
students discuss
the
task 2. 4
Independent construction
of the text: a The teacher
asks students to do task 3.
b The students do task 3.
Cycle Standard
Competence Basic
Competence Generic
Structure of Recount
Language Feature of
Recount Indicators
Learning Activities
Media Sources
Second cycle
Students understand
the meaning of functional
written texts and
short essays in the
form of
recount and
narrative texts related
to the social environment.
Students are able
to respond
to the meaning
and rhetoric steps found
in
short functional
written texts. a. Orientation
b. Events c. Re-
orientation
a. Introduci ng
personal participa
nt:
I, He, my
friends.
b. Using chronolo
gical connectio
n:
then, first, after
that, last holiday.
c. Using linking
verb: were, was.
d. Using simple
past tense:
came, a. Identifyin
g the
organizati on of the
recount text.
b. Identifyin g
the somebody
-wanted- but-so-
then
of recount
text. c. Identifyin
g the
detailed, specific,
and general
informatio n of the
report text.
a. Pre teaching
b. Whilst-
teaching 1
Background knowledge
of the field: a The teacher
gives some pictures
to the students.
b The teacher gives some
questions orally to the
students.
c The teacher delivers the
learning objectives of
the material. a. Some
pictures related
to the recount
text.
b. Print out of
recount texts,
entitled:
1 Holiday in
Borobu dur
Temple
2 My Holida
y in Flores
c. Answer sheets
a. BSE b. Intern
et
said, told. d. Summariz
ing the
text by
using students’
own words.
2 Modeling of
the text:
a The teacher
asks the
students to
read the text aloud one by
one.
b Both
of teacher
and students
identify some difficult
words and try to translate it
based
on
context.
c The teacher
asks the
students to
identify the
main idea of each
paragraph.
d The
teacher explains how
to use
somebody- wanted-but-
so-then strategy
in summarizing
a text.
e The teacher
asks the
students to
mention what is somebody-
wanted-but- so-then.
3 Modeling of
the text:
a The students do task 1.
b Both of