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Table 4.2 The Competency Standard, Basic Competency, and Indicator of Written Cycle
4.1.2.1 Stage 1: Building the Context
This stage was intended to introduce the students to personal written recounts. To build the context of personal written recounts, the students discussed
some pictures and the stimulant questions, completed the missing words from the text, answered questions based on the text, and changed the verbs in brackets into
simple past form. 1. Pictures and stimulant questions
In this part, the students discussed some pictures and the stimulant questions. The pictures and the stimulant questions were aimed at helping the students
recall their knowledge of the topic of personal written recounts which would be discussed.
2. Personal written recount Two personal written recounts were involved in this stage. The first text was to
Competency Standard Basic Competency
Indicator Written cycle
Students are able to understand and express
the meaning of written recounts in various
contexts. Students are able to
understand and express the meaning of written
recounts using accurate and grammatical
written language in various contexts.
Students are able to
construct personal written recounts that retell
unforgettable experiences using generic structure and
lexicogrammatical features of recount.
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introduce the students to a personal written recount that retold past experiences. The students were asked to write the missing words based on the pictures.
Then, they were also asked to answer the questions based on the text. The questions were intended to review the students’ understanding of generic
structure and lexicogrammatical features of recount. The second personal written recount required the students to change the verbs in brackets into simple
past form.
4.1.2.2 Stage 2: Modelling and Deconstructing the Text
This stage was aimed at giving a model of personal written recount. It was also intended to help the students understand and memorize the elements of
generic structure and lexicogrammatical features of recount. In this stage, a personal written recount was annotated to show its generic structure and
lexicogrammatical features. Then, another personal written recount was presented to be analysed by the students.
1. Personal written recounts Two personal written recounts were involved in this second stage. The first
stage was the example of personal written recount which had been annotated to show its generic structure and lexicogrammatical features. In the second text,
the students were asked to analyse the generic structure and lexicogrammatical features of recount. By analysing the text, the students were expected to know
what elements were used to construct recount texts.
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2. Generic structure and lexicogrammatical features of recount The students investigated the elements of generic structure and
lexicogrammatical features from the given texts. The repetition of analysing the elements of generic structure and lexicogrammatical features of the texts was to
give adequate practice to the students to understand all the important elements of recount. When the students already understood all the important elements of
recount, then they were expected to be able to construct the whole recount text in the next stage.
4.1.2.3 Stage 3: Joint Construction of the Text
Kategori