Introduci ng Using chronolog Using linking Using simple Pre teaching Whilst-

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