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Taken from: Scaffolding English for Junior High School Students Grade VIII, 2008, p.68
b. Generic Structure and Language Features of Recount Text
RECOUNT TEXT
What is Recount Text?
Recount text is a text that retells past events or experiences in the order they happened.
What is the purpose of Recount Text? The purpose of this text is to inform or to entertain readers about what
happened with someone in the past.
A recount text consist of three main parts 1. ORIENTATION
Orientation provides the background information, such as : Who
waswere involved in the story, where
it happened, when
it happened,
what kind of experience that happened .
2. EVENTS
Series of events that retells what happened in the past in a chronological order.
3. RE-ORIENTATION optional
A personal comment about the events or what happened in the end.
What are the language features of Recount Text?
Use past tense
Use temporal sequence e.g. Last month,Last year, On Monday, On Sunday, On first day, etc.
Focus on specific participant I, we, etc.
Use conjunction then, after that, before, after, etc.
Use action verbs went, walked, collected, visited, etc.
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c. Vocabulary 1. Nouns
: Mount Bromo, Taman Pintar, mountain, horseback, zoo,tree, home, holiday
2. Personal Pronouns : I, We
3. Verbs 2 action verbs : went, rode, visited, joined, played explored, took 4. Conjunctions
: after, then, while, first, second, after that 5. Adverbs of time
: last year, yesterday, last month, two weeks ago, on the weekend, on Sunday
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d. Graphic Organizers 1. Holiday in Mount Bromo
136
2. A trip to Taman Pintar
137
3. Graphic Organizers for ICOT
138
B. Teaching and Learning Method : Genre Based Approach
C. Teaching Procedure: 1. Opening activities 3 minutes
a. The teacher greets the students. b. One of the students leads the prayer.
c. The teacher checks the students’ attendance.
d. The teacher explains the objectives of teaching and learning that day. 2. Main activities
1
st
Meeting
a. Building Knowledge of the Field 25 minutes
The teacher asks the students about what they usually do on holidays.
The teacher gives the students a recount text entitled Holiday in Mount Bromo and asks them to read it.
The teacher asks the students to list some difficult words in the text.
Together with the students, the teacher discusses the meaning of the difficult words.
The teacher discusses what the text is about with the students.
b. Modeling and Deconstructing the Text 50 minutes
The teacher explains the generic structure of a recount text to the students.
The teacher shows a blank graphic organizer about Holiday in Mount Bromo to the students.
The teacher explain the graphic organizer to the students.
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The teacher guides the students to determine orientation, events, and re-orientation from the text Holiday in Mount Bromo through the use
of graphic organizer.
The teacher asks the students in pairs to complete the graphic organizer.
The teacher and the students discuss the complete graphic organizer together.
The teacher asks the students in pairs to answer the question based on the text.
The teacher and the students discuss the answer of the question together.
The teacher explains the language features of the recount text.
The teacher asks the students to make signs in the conjunctions and adverbs of time.
The teacher explains conjunctions and adverbs of time to the students.
The students, guided by the teacher, find verbs 2 on the text Holiday in Mount Bromo.
The teacher explains the use of verb 2 and simple past tense in recount text.
2
nd
Meeting
The teacher asks the students in groups of four to fill in the crossword with the past forms of the verbs in the clues. Then, she
asks them to group the past verbs into regular and irregular verbs. Task2
The teacher discusses the task together with the students.
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The teacher asks the students in groups of four to choose five past verbs from the crossword, then she ask them to write five sentences
using those verbs.Task 3
The teacher discusses the task together with the students.
c. Joint Construction of the Text 80 minutes
The teacher gives the students a graphic organizer entitled A trip to Taman Pintar.
The teacher guides the students to develop a text based on the graphic organizer “A Trip to Taman Pintar” by giving the example how to
develop the graphic organizer into a text in the whiteboard.
The teacher asks the students in pairs to continue the story in the whiteboard based on other details in graphic organizer.
The students collect their writing.
3
rd
Meeting
d. Independent Construction of the Text 57 minutes
The teacher asks the students to tell their story about holiday.
The teacher gives blank graphic organizers to the students.
The teacher asks the students to fill in the graphic organizers with their own holiday story.
After that, the teacher asks them to develop a recount text based on graphic organizers they have filled in before.
The teacher asks the students to collect their recount text.
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3. Closing activities 2 minutes a. The teacher asks whether there are any difficulties about the material
they learned that day. b. The teacher reviews and summarizes the lesson together with the
students. c.
The teacher gives feedback toward the students’ learning efforts and writings.
d. The teacher says good bye.
D. Assessment No
Indicators Techniques
Forms Instruments
1. Filling in a blank
graphic organizer with details based
on text. Writing
test Filling
Task 1 In pairs, complete the graphic
organizer below. Task 5
Fill in the blank graphic organizer above with your
holiday story.
2. Answering
questions based on the text
Writing test
Short answer
Task 2 Answer the following
questions based on the text above.
3. Identifying the
difference between regular and
irregular past verbs Writing
test Filling and
grouping Task 3
Fill in the crossword below with the past forms of the
verbs in the clues. After that, group the verbs into regular
and irregular verbs.
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3. Write simple
sentences containing past
verbs Writing
test Short essay Task 4
Choose five past verbs from the crossword above and
write five sentences using those verbs.
4. Writing a recount
text using graphic organizers
Writing test
Short essay Task 6 Write a recount text about
your holiday at least 10 sentences in 3 paragraphs.
Don’t forget to complete the graphic organizer first..
The Assessment a.
MDOT Task 2
Number of items : 5 Score for each correct answer : 2
Maximum score : 10
Final score = 100
max
imumscore totalscore
Task 3 Number of items : 20
Score for each correct answer : 2 Maximum score : 40
Final score = 100
max
imumscore totalscore
Task 4 Number of items : 5
Score for each correct answer : 2 Maximum score : 10
Final score = 100
max
imumscore totalscore
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b. ICOT
Task 6 Aspect of
Writing Level
Score Criteria
Content Excellent
to very good
24-30 Relevant to assigned topic and give detail
information Matches the social purpose of the text
Good to average
16-23 Mostly relevant to topic but lacks of detail
information Matches the social purpose of the text but
lacks of detail. Fair to
poor 8-15
Inadequate development of topic Almost matches the social purpose of the
text Very poor
1-7 Not related to the topic
Does not match the social purpose of the text
Organization Excellent
to very good
16-20 Well organized
Logical sequencing
Good to average
11-15 Loosely organized but main ideas stand out
Logical but incomplete sequencing Fair to
poor 6-10
Ideas confused or disconnected Lacks of logical sequencing and
development Very poor
1-5 Does not communicate
No organization
Vocabulary Excellent
to very good
16-20 Effective word form, choice and usage
Word form mastery
Good to average
11-15 Occasional errors or word form, choice, or
usage but meaning not obscured Fair to
poor 6-10
Frequent errors of word form, choice, or usage
Meaning confused or obscured Very poor
1-5 Little knowledge of English vocabulary
and word form, choice, or usage
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Language use
Excellent to very
good 25-22
Few errors of agreement, tense, word order, articles, pronoun, preposition
Good to average
21-18 Several errors of agreement, tense, word
order, articles, pronoun, preposition Meaning seldom confused or obscured
Fair to poor
17-11 Frequent errors of agreement, tense, word
order, articles, pronoun, preposition Meaning confused or obscured
Very poor 10-5
Dominated by errors Does not communicate
Mechanics Excellent
to very good
5 Demonstrates mastery of convention
Few errors of spelling, punctuation, capitalization, and paragraphing
Good to average
4 Occasional errors of spelling, punctuation,
capitalization, paragraphing but meaning not obscured
Fair to poor
3 Frequent errors of spelling, punctuation,
capitalization, paragraphing Meaning confused or obscured
Very poor 2
No mastery of convention Dominated by errors of spelling,
punctuation, capitalization, paragraphing
Rubrik penilaian ketercaipaian karakter
No Indikator Karakter
Nilai Kualitatif
Keterangan 1.
Percaya diri Confidence
a. Berani maju dan menjawab pertanyaan dari guru secara sukarela.
MK Membudaya
Konsisten b. Sesekali maju dan menjawab pertanyaan
dari guru. MB
Mulai Berkembang
c. Berani maju dan menjawab pertanyaan dari guru apabila disuruh.
MT Mulai Terlihat
145
d. Tidak pernah berpartisipasi dalam menjawab pertanyaan dari guru.
BT Belum Terlihat
2. Kerjasama Cooperation
a. Terlibat aktif melakukan diskusi secara berpasangan maupun kelompok pada setiap
proses pembelajaran. MK
Membudaya Konsisten
b. Beberapa kali aktif melakukan diskusi secara berpasangan maupun kelompok pada
setiap proses pembelajaran. MB
Mulai Berkembang
c. Sesekali aktif
saat diskusi
secara berpasangan maupun kelompok pada setiap
proses pembelajaran. MT
Mulai Terlihat
d. Bertindak pasif
saat diskusi
secara berpasangan maupun kelompok pada setiap
proses pembelajaran. BT
Belum Terlihat
3. Bertanggung jawab Responsibility
a. Selalu mampu menyelesaikan tugas-tugas yang diberikan dengan tepat waktu secara
bertanggung jawab dan mandiri. MK
Membudaya Konsisten
b. Beberapa kali mampu menyelesaikan tugas-tugas yang diberikan tetapi kurang
tepat waktu secara bertanggung jawab dan mandiri.
MB Mulai
Berkembang
c. Sesekali mampu menyelesaikan tugas-tugas yang diberikan tetapi tidak dengan tepat
waktu secara bertanggung jawab dan mandiri.
MT Mulai Terlihat
d. Tidak pernah mampu menyelesaikan tugas-tugas yang diberikan dengan tepat
waktu secara bertanggung jawab dan mandiri.
BT Belum Terlihat
4. Ketekuan Diligence
a. Selalu mengikuti kegiatan di kelas dengan penuh kesungguhan.
MK Membudaya
Konsisten b. Beberapa kali tampak mengikuti kegiatan di
kelas dengan penuh kesungguhan. MB
Mulai Berkembang
146
c. Sesekali tampak mengikuti kegiatan di kelas dengan penuh kesungguhan.
MT Mulai Terlihat
d. Tidak mengikuti kegiatan di kelas dengan penuh kesungguhan.
BT Belum Terlihat
E. Learning Sources
1. Books : a. Priyono, Joko et al. 2008. Scaffolding: English for Junior High School
Students Grade VIII. Jakarta: Pusat Perbukuan Departmen Pendidikan Nasional
b. Yunanto, Toni Fajar N.P.2010.Cara Asyik Belajar Bahasa Inggris lewat Lagu. Jakarta: Tangga Pustaka
2. Media :
Wates, April 2016 English Teacher
Researcher
Puji Lestari, S.Pd. Theresia Rosaria P.K
NIP: 19610904 198403 2 005 NIM: 09202241031
147
WORKSHEET
Read the text below.
Taken from: Scaffolding English for Junior High School Students Grade VIII, 2008, p.68
Last week I went to Mount Bromo. I stayed at my friends house in Probolinggo, East Java. The house has a big garden with colourful flowers and a
small pool. In the morning, my friend and I saw Mount Batok. The scenery was very
beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to get a closer look at the mountain. We took pictures of the beautiful scenery there. After
that, we took a rest and had lunch under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon.
We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday will be more interesting.
Holiday in Mount Bromo
New vocabulary of the day : Text 1
148
In pairs, complete the graphic organizer below.
Task 1
149
Work in pairs. Answer the following questions based on the text above.
1. Who are the main characters of the text? 2. Where did they go?
3. When did they go? 4. What did they do there?
5. What did they feel about his holiday?