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students’ difficulties during the teaching and learning process.
The teacher summarizes the lesson. The teacher asks a student to lead a
prayer. The teacher says good bye.
c. Meeting III
1. Opening Activities:
The teacher greets the students. The teacher asks a student to lead a
prayer. The teacher checks
students’ attendance.
The teacher reviews materials from the previous meeting.
2. Main Activities:
JCOT Activity 9
The teacher divides the students into small groups of four or five and asks
them to sit based on their own group. The teacher gives each group a
worksheet to match words with their meaning. Those words are taken
from a text that they are going to discuss in the next activity.
Activity 10 The teacher tells the students that
they are going to have the same activities
using the
DR-TA technique. Then, the teacher shows
the groups presentation slides and distributes a Prediction Verification
Checklist to the groups to be filled
in the course of the activities. In the end of the activities, the teacher and
the students conclude the discussion. Activity 11
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The teacher distributes a worksheet that consists of 25 multiple-choice
items to the students. To answer the questions, the teacher reminds the
students to pay attention to clues such as titles and pictures that the
texts contain.
1. Closing Activities:
The teacher asks a student to lead a prayer.
The teacher says good bye.
School
: SMP Negeri 1 Yogyakarta Subject
: English GradeSemester
: VIII1 Text Type
: Recount Texts Skill
: Reading Standard of Competence
: 5. Students are able to understand meaning in functional texts and simple short essays in the forms of recount in
order to interact with their surroundings. Basic Competence
:
5.3. Students are able to respond to the meaning and the rhetoric steps of short and simple essays accurately, fluently, and appropriately related to their surroundings in the forms of recount.
Cycle II Topic
Indicators Learning Materials
Learning Activities Assessment
Time Allocation
Sources
Holidays 1. Students can identify the
language features
of recount texts;
2. Students can identify the topic of the recount texts;
and 3. Students
can identify
detailed information of the
1. Recount texts:
Visiting Grandma,
It’s only Me
2. Rhetoric
steps of
recount texts: A recount is a piece of
text that retells past
a. Meeting I
1. Opening Activities:
The teacher greets the students.
The teacher asks a student to lead a prayer.
The teacher
checks students’ attendance.
Technique: Written Test
Form: Multiple-
Choice Test 6 X 40’
3 meetings 1. Anderson, Mark
and Cathy
Anderson. 1997. Text
Types in
English. South
Yarra: Macmillan Education
Australia Pty Ltd.
285
recount texts. events, usually in the
order in which they happened. The purpose
of a recount is to give the
audience a
description of what occurred and when it
occurred. A recount text consists of:
an orientation that gives
background information
about who, what, where and
when; events that retell the
events in the order in which they happened;
and a
concluding paragraph
that may include a personnal
comment not always necessary
3.
Common language
features of recount texts:
proper nouns to identify those involved
in the text; descriptive words to
give tails about who, what, when, where and
how
For example
adverbs and
adjectives; the use of the past
tense to retell the
The teacher starts the lesson.
The teacher gives the students a lead-in activity
2. Main Activities:
