RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA N 11 Yogyakarta

Mata Pelajaran : Bahasa Inggris (Wajib)
Kelas/Semester : X/Ganjil
Tahun Ajaran : 2018/2019
Materi : Recount Text
Alokasi Waktu : 6 JP (3 Pertemuan)

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja
sama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 : Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan mampu
menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.7 Membedakan fungsi sosial, struktur teks, 3.7.1. Mengidentifikasi fungsi sosial teks
dan unsur kebahasaan beberapa teks recount.
recount lisan dan tulis dengan memberi 3.7.2. Mengidentifikasi struktur teks
dan meminta informasi terkait peristiwa recount.
bersejarah sesuai dengan konteks 3.7.3. Menentukan bagian struktur teks pada
penggunaannya teks recount.
3.7.4. Mengidentifikasi unsur kebahasaan
 teks recount.
3.7.5. Menggunakan unsur kebahasaan teks
recount sesuai dengan konteks
penggunaannya.
4.7 Teks recount – peristiwa bersejarah
4.7.1 Menangkap makna secara kontekstual 4.7.1.1 Menentukan topik dan ide pokok teks
terkait fungsi sosial, struktur teks, dan recount.
unsur kebahasaan teks recount lisan 4.7.1.2 Menentukan informasi tertentu dari
dan tulis terkait peristiwa bersejarah. teks recount.

4.7.2 Menyusun teks recount lisan dan tulis, 4.7.2.1 Menyusun kerangka teks recount.
pendek dan sederhana, terkait peristiwa 4.7.2.2 Menyusun teks recount lisan dan tulis
bersejarah, dengan memperhatikan dengan memperhatikan pilihan kata,
fungsi sosial, struktur teks, dan unsur kelengkapan struktur dan kaidah
kebahasaan, secara benar dan sesuai penggunaan kalimat, tanda baca, dan
konteks. ejaan.
4.7.2.3 Mempresentasikan teks recount lisan
dan tulis dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan.

C. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
1. Mengidentifikasi fungsi sosial dan strukur teks recount dengan mengamati beberapa teks
recount terkait pengalaman tak terlupakan yang disajikan melalui kegiatan diskusi dengan
tepat.
2. Menentukan bagian struktur teks recount (Orientation, Events, dan Re-orientation)
dengan melengkapi tabel yang disediakan melalui kegiatan diskusi dengan tepat.
3. Mengidentifikasi unsur kebahasaan teks recount (action verbs) dengan mengamati
beberapa teks recount yang disajikan melalui kegiatan diskusi dengan tepat.
4. Melengkapi teks recount rumpang dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan secara berkelompok dengan tepat.
5. Menentukan ide pokok dan informasi tertentu dari teks recount dengan mengamati video
dan teks secara berkelompok dengan tepat.
6. Menyusun teks recount acak menjadi sebuah teks yang runtut secara berkelompok dengan
tepat.
7. Menyusun kerangka teks recount tentang pengalaman tak terlupakan dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan secara individu.
 8. Menulis teks recount berdasarkan kerangka dengan memperhatikan pilihan kata,
kelengkapan struktur dan kaidah penggunaan kalimat, tanda baca, dan ejaan secara
individu.
9. Mempresentasikan teks recount lisan dengan memperhatikan pengucapan dan intonasi, tata
bahasa, kosa kata, dan kelancaran.
D. Materi Pembelajaran

Teks Recount

The Broken Leg

One day, I played basketball with my friends in my school
Orientation
basketball hall. It was rainy season.

It was cloudy at that time. Before we played basketball, we had

been given some instructions by our coach. After that, I and my
friends had to do warming-up. Our coach asked us to run around the
basketball court. While we were running, the rain fell. The coach then
asked us to stop running. Not long after that, the rain stopped. I and
my friends started to play a game. The coach warned us to be careful,
because the court was so slippery.
Events The game started with jump ball. Jumping strongly, I got the
ball so I ran and dribble the ball to the basket energetically. When I
tried to throw the ball, I was slipped and “BRAKKK”. I fell down
suddenly. Unluckily, I broke one of my legs. My friends then brought
me to a hospital. I had to have bed rest for quite a long time. But
everything grew so much better when I noticed that all of my friends
in our basketball team always supported me and accompanied me to
train my broken leg.
It was my unforgettable experience when I was in senior high
Re-
Orientation school. This experience taught me a very valuable message to do
everything more carefully.

 Fungsi Sosial : Untuk menceritakan kembali atau menghibur pembaca tentang

pengalaman yang terjadi di masa lampau.
 Struktur Teks
- Orientation : Pengenalan tokoh dan latar cerita
- Events : Runtutan kejadian pada masa lampau
- Re-Orientation : Komentar penulis tentang kejadian yang dialami atau kesimpulan
Cerita (optional)
  Unsur Kebahasaan
- Menggunakan Simple Past Tense (e.g. I played basketball, it was rainy season, etc.)
- Menggunakan noun dan pronoun untuk mengidentifikasi orang, binatang atau benda
yang terlibat di dalam cerita (e.g. I, my friends, ect.)
- Menggunakan temporal conjunction (e.g. before, after that, when, etc.)
- Menggunakan action verbs (e.g. played, throw, brought, etc.)
- Menggunakan Adverb atau Adverbial Phrases untuk mengindikasikan waktu dan tempat
(e.g. in my school basketball hall, around the basketball court, etc.)

 Macam-macam teks Recount

- Personal Recount : menceritakan sebuah peristiwa dimana penulis terlibat

secara langsung di dalam cerita tersebut (e.g. daily funny
accidents, diary entry, journals, introspective writing such
as memoirs, etc.)
- Factual Recount : catatan kejadian (report on a science experiment, news or
police report, historical account, etc.)
- Imaginative Recount : cerita imajinasi atau tidak nyata (reading texts for
language lesson, a story about a life of a slave, etc.)

E. Model dan Metode Pembelajaran

1. Pendekatan : Scientific Approach
2. Model : Discovery Learning
3. Metode : Diskusi (Two Stay-Two Stray), Presentasi, Penugasan

F. Sumber Belajar
Buku :
- Kemendikbud. 2016. Bahasa Inggris Kelas X. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
- Sudarwati, Th. M. dan Grace, Eudia. 2016. Pathway to English For SMA/MA Grade X.
Jakarta: Penerbit Erlangga.
Website:
- Blogs
- YouTube

G. Langkah-langkah Pembelajaran
Pertemuan ke-1
Sintaks
Tahapan Alokasi
Tahap Kegiatan Pembelajaran
Pembelajaran Waktu
(Discovery
 Learning)
Kegiatan Stimulation 1. Guru memberikan salam (greeting); 15 menit
Awal 2. Guru meminta siswa untuk memimpin doa
sebelum memulai pembelajaran;
3. Guru mengkonfirmasi kehadiran siswa;
4. Guru menyiapkan fisik dan psikis peserta didik
dalam mengawali kegiatan pembelajaran;
5. Guru Mengajukan pertanyaan yang ada
keterkaitannya dengan pelajaran yang akan
dilakukan, seperti: “What did you do on your last
holiday?” “Where did you go?” “Did you feel
happy on your last holiday?” dsb.
6. Guru menyampaikan tujuan pembelajaran atau
kompetensi yang akan dicapai dan manfaatnya
dalam kehidupan sehari-hari;
Kegiatan Stimulation Mengamati 70 menit
Inti 1. Secara berkelompok (4 orang), peserta didik
mengamati gambar terkait teks recount yang akan
disajikan;
2. Peserta didik menjawab pertanyaan terkait
peristiwa-peristiwa yang terjadi di dalam gambar
secara kritis dan bekerja sama (Task 1);
3. Peserta didik membaca teks recount tentang
pengalaman tak terlupakan dan mengidentifikasi
fungsi sosial dan struktur teks secara kritis dan
bekerja sama (Task 2);

Problem Menanya
Statement 4. Peserta didik mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan teks recount
yang disajikan, seperti hal-hal yang tidak
dipahami dari apa yang diamati atau pertanyaan
untuk mendapatkan informasi tambahan tentang
apa yang diamati untuk mengembangkan
kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk
pikiran kritis;

Data Mengeksplorasi
Collection 5. Peserta didik mengumpulkan berbagai informasi
 yang berkaitan dengan teks recount, baik dari
buku paket maupun sumber lain seperti internet,
melalui kegiatan:
 Mengamati obyek/kejadian,
Peserta didik mengamati teks recount acak yang
disajikan oleh guru dan menyusunnya menjadi
paragraf yang runtut secara berkelompok. (Task
3)
 Mengumpulkan informasi
Dengan bantuan internet, peserta didik
mengumpulkan data/informasi tambahan terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
guna menentukan bagian struktur teks recount
yang disajikan dengan melengkapi tabel yang
disediakan. (Task 4)
 Mendiskusikan
Secara berkelompok, peserta didik berdiskusi
dengan berpikir kritis, kreatif, serta bekerja sama
antar anggota kelompok guna mengidentifikasi
unsur kebahasaan yang digunakan dalam teks
recount. (Task 5)
 Saling tukar informasi
Peserta didik mengungkapkan hasil pekerjaan
kelompoknya dengan menggunakan metode Two
Stay- Two Stray, dimana dua anggota kelompok
yang satu menjelaskan hasil diskusi ke kelompok
yang lain, sementara 2 anggota sisa tetap tinggal
dan mendengarkan paparan hasil diskusi
kelompok lainnya. Peserta didik saling
menanggapi hasil diskusi antar kelompok,
sehingga diperoleh sebuah pengetahuan baru
untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain dan kemampuan
berkomunikasi;

Mengkomunikasi
Verification 6. Peserta didik menyampaikan hasil diskusi
berdasarkan hasil analisis secara lisan untuk
mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan
 pendapat dengan sopan;
7. Peserta didik mengemukakan pendapat atas
presentasi yang dilakukan oleh kelompok lain;
8. Peserta didik diberi kesempatan untuk bertanya
tentang hal yang belum dipahami;

Mengasosiasi
9. Peserta didik melengkapi teks recount rumpang
dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan secara berkelompok
untuk memperdalam penguasaan materi. (Task 6)
10. Peserta didik bersama-sama dengan guru
mendiskusikan hasil jawaban.

Kegiatan 1. Guru membimbing siswa membuat kesimpulan 5 menit

Penutup dari materi yang telah mereka pelajari;
2. Guru mengajak siswa untuk melakukan refleksi
terhadap kegiatan yang telah dilaksanakan;
3. Guru menyampaikan rencana pembelajaran pada
pertemuan berikutnya;
4. Guru mengajak siswa mengakhiri pelajaran
dengan berdoa.

J. Penilaian, Pembelajaran Remedial dan Pengayaan

1. Teknik Penilaian
a. Sikap
1) Observasi
b. Pengetahuan
Tes Tertulis
1) Uraian/esai
c. Keterampilan
1) Presentasi
2) Berbicara

2. Instrumen Penilaian
a. Sikap
1) Observasi
 Lembar Pengamatan Sikap
Kelas : …………………………………………………………..
Hari, Tanggal : …………………………………………………………..
Materi Pokok/Tema : …………………………………………………………..
Sikap

Tanggung Jawab

Gotong Royong

Percaya Diri
Toleransi
Disiplin
No Nama Peserta Didik Keterangan

Santun
Jujur

Keterangan Penskoran:
4 = apabila selalu konsisten menunjukkan sikap sesuai aspek sikap
3 = apabila sering konsisten menunjukkan sikap sesuai aspek sikap dan kadang-kadang tidak
sesuai aspek sikap
2 = apabila kadang-kadang konsisten menunjukkan sikap sesuai aspek sikap dan sering tidak
sesuai aspek sikap
1 = apabila tidak pernah konsisten menunjukkan sikap sesuai aspek sikap

b. Pengetahuan
1) Uraian/esai
 EVALUATION TEST

Read the text carefully.

THE FLOOD

One Christmas in 2007, I was joining a final try out test at school. It was held from 8
a.m. to 2 p.m. One of my schoolmates, Rini, asked me for accompanying her to the bus stop.
When we arrived there, suddenly the heavy rain fell down from the sky. Rini suggested me to
go home soon while she was entering the bus.
It was still raining when I was home. The rain did not stop and became heavier as the
night came. People were standing in front of their house, hoping that the flood would not
come. In the middle of the night, I got news that South Purwodadi had been drowned.
The next day, Purwodadi had become a flood area. All activities were paralyzed. No
one went for work or school because the land had been covered by flood. However, I thank
God for not allowing the flood entered my house. Even my house had been changed into an
emergency kitchen. It was so crowded there. My father and I took a walk around the center
market and Central Purwodadi. All we could see was water and water.
At night, the flood looked like a beautiful ocean with the moonlight on it. I felt as if I
was one of the passengers of Titanic who was sailing on the sea. Finally, the flood was
starting to decrease in the next morning. My family and I cleaned our front yard together.
That was the greatest flood that I had ever experienced in my hometown.

Complete the table below based on the information from the text.

The purpose of the text

Main idea of the text
What?
When?
Orientation
Where?
Why?
Events (at least 3 events)
Re-orientation
Time Connectives used in the text
Your feeling after reading yhe text

ANSWER KEY

The purpose of the text To retell past experience to the readers

Main idea of the text
Orientation
Events (at least 3 events)
Re-orientation
Time Connectives used in the text
Your feeling after reading the text
The experience during flood in Purwodadi
What? Flood
When? One Christmas in 2007
Where? Purwodadi
Why? Overnight heavy rain
- The rain fell down when I accompanied Rini
to the bust stop.
- It was still raining when I was home and
became heavier as the night came.
- The next day, Purwodadi had become a flood
area
That was the greatest flood that I had ever
experienced in my hometown
- One Christmas in 2007
- When
- In the middle of the night
- The next day
- At night
- Finally
- Sad, Pity, Sorry, etc.

Rubrik Penilaian:

Uraian Skor
Jawaban benar 10
Jawaban kurang benar 5
Jawaban salah 1

 Nilai maksimal = Skor x Jumlah Soal

10 x 10 = 100
SkorPerolehan
 Nilai Peserta didik = x100
SkorMaksimal
c. Keterampilan
1) Presentasi
Rubrik Penilaian:
Nama Kelompok: ________ Kelas: _____

No Aspek Yang Dinilai Baik Kurang

. baik
1. Organisasi presentasi ( pengantar, isi, kesimpulan)
2. Isi presentasi ( kedalaman, logika)
3. Kemahiran Berbahasa
4. Bahasa:
Ucapan
Tatabahasa
Perbendaharaan kata
5. Penyajian(tatapan, ekspresi wajah, bahasa tubuh)
Skor yang dicapai
Skor maksimum 10

Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

2) Berbicara
Rubrik Penilaian
Aspek Skor Keterangan
5 Mudah dipahami dan memiliki aksen penutur asli
4 Mudah dipahami meskipun dengan aksen tertentu
3 Ada masalah pengucapan yang membuat pendengar
harus konsentrasi penuh dan kadang-kadang ada
Pengucapan kesalahpahaman
Sulit dipahami karena ada masalah pengucapan,
2 sering diminta mengulang
1 Masalah pengucapan serius sehingga tidak bisa
dipahami
5 Tidak ada atau sedikit kesalahan tata bahasa
4 Kadang-kadang membuat kesalahan tata bahasa
tetapi tidak mempengaruhi makna
3 Sering membuat kesalahan tata bahasa yang
Tata
mempengaruhi makna
Bahasa
2 Banyak kesalahan tata bahasa yang menghambat
makna dan sering menata ulang kalimat
1 Kesalahan tata bahasa begitu parah sehingga sulit
dipahami
 5 Menggunakan kosa kata dan ungkapan seperti
penutur asli
4 Kadang-kadang menggunakan kosa kata yang tidak
tepat
3 Sering menggunakan kosa kata yang tidak tepat,
Kosa Kata percakapan menjadi terbatas karena keterbatasan
kosa kata
2 Menggunakan kosa kata secara salah dan kosa kata
terbatas sehingga sulit dipahami
1 Kosa kata sangat terbatas sehingga percakapan tidak
mungkin terjadi
5 Lancar seperti penutur asli
4 Kelancaran tampak sedikit terganggu oleh masalah
bahasa
3 Kelancaran agak banyak terganggu oleh masalah
Kelancaran bahasa
2 Sering ragu-ragu dan terhenti karena keterbatasan
bahasa
1 Bicara terputus-putus dan terhenti sehingga
percakapan tidak mungkin terjadi

3. Pembelajaran Remedial dan Pengayaan

a. Remedial
 Remedial dapat diberikan kepada peserta didik yang belum mencapai KKM
maupun kepada peserta didik yang sudah melampui KKM. Remidial terdiri atas
dua bagian : remedial karena belum mencapai KKM dan remedial karena belum
mencapai Kompetensi Dasar
 Guru memberi semangat kepada peserta didik yang belum mencapai KKM
(Kriteria Ketuntasan Minimal). Guru akan memberikan tugas bagi peserta didik
yang belum mencapai KKM (Kriteria Ketuntasan Minimal), misalnya sebagai
berikut.
 Fungsi sosial dan struktur teks recount
b. Pengayaan
 Pengayaan diberikan untuk menambah wawasan peserta didik mengenai materi
pembelajaran yang dapat diberikan kepada peserta didik yang telah tuntas
mencapai KKM atau mencapai Kompetensi Dasar.
 Pengayaan dapat ditagihkan atau tidak ditagihkan, sesuai kesepakatan dengan
peserta didik.
 Direncanakan berdasarkan IPK atau materi pembelajaran yang membutuhkan
pengembangan lebih luas misalnya
 Membuat teks recount tentang biografi tokoh.
 STUDENTS’ WORKSHEET 1
Task 1. Observe the picture. Then, answer the following questions.

1. What do you see in the picture?

2. Where did it take place?
3. How was the situation?
4. What do you think would happen?

Task 2. Read the text carefully.

The Broken Leg

One day, I played basketball with my friends in my school basketball hall. It was rainy
season.
It was cloudy at that time. Before we played basketball, we had been given some
instructions by our coach. After that, my friends and I had to do warming-up. Our coach asked us
to run around the basketball court. While we were running, the rain fell. The coach then asked us
to stop running. Not long after that, the rain stopped. I and my friends started to play a game. The
coach warned us to be careful, because the court was so slippery.
The game started with jumping ball. Jumping strongly, I got the ball so I ran and dribbled
the ball to the basket energetically. When I tried to throw the ball, I was slipped and “BRAKKK”.
I fell down suddenly. Unluckily, I broke one of my legs. My friends then brought me to a
hospital. I had to have bed rest for quite a long time. But everything grew so much better when I
noticed that all of my friends in our basketball team always supported me and accompanied me to
train my broken leg.
It was my unforgettable experience when I was in senior high school. This experience
taught me a very valuable message to do everything more carefully.
 The text above is called Recount Text.
Now, from the text, discuss the following questions with your
group.
What is a recount text?

What is the purpose of the recount text?

How many parts are there in the recount

text? What are they? Explain.

Task 3. Arrange the text below into a good order. Pay attention to its generic structure.

My parents took a rest in a small hut for visitors of the park, while Sam and I
......... adventured around the cave with a guide. We had to climb some metal stairs to get
to the cave, because the cave was embedded into a small mountain.
Next stop was a place where some seashells littered the ground and some were
......... actually piled into a big mound. The guide said that these piles of seashells are
called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells
and dumped the left overs in their ‘kitchen’.
On Sunday, my parents, my best friend Sam and I visited a cave at Maros called
......... Leang-Leang . It was my first time to visit the cave, better yet, my best friend came
to visit it with me.
After a quick lunch with Sam and my parents, we decided it was time to go back
......... home. We really had the time of our lives.
The last place was a small museum where they have skeletons of the humans who
......... lived in the caves. The skeletons along with some roughly made jewelry and
weapons were placed inside glass cases for display. The walls of the museum were
adorned with photographs taken when they did an excavation there.
The cave was famous for its primitive cave wall paintings which were some hand
......... prints and wild boar paintings. The cave and its surroundings was turned into a
national park, so it was taken care of.
 Task 4. Write down the generic structure of the text above.

Generic Structure In what paragraph? / What does it say?

Orientation

Event (s)

Re-orientation

Task 5. Read the text carefully. Identify the verbs and temporal conjunctions used in the text.
Underline the verbs and circle the temporal conjunctions.

My Unfortunates
Last weekend was my luckiest day ever. Many good things were coming toward me.
When the morning broke in Sunday morning, I woke up and planned to jog around
the neighborhood. So I changed my clothes and went to the bathroom to wash my sleepy
face. As I stepped in the bathroom, I landed my foot on a soap on the floor and fell down. A
perfect morning hi for me.
Next, I began my jogging and saw my gorgeous neighbor. I thought it was a good
fortune to omit the gap between us. So I jogged to him and said hello. But, how poor of me,
it was not him. It was just someone I never met before who looked like him. I went home
while people were laughing at me alongside the street.
When I got home, the breakfast was already settled and I immediately spooned a big
portion of rice and ate. After I had done my breakfast, my mother came up and said that the
meal had not ready yet and that I might have a stomachache if I ate it. It was proven. I had a
stomachache for the next three days.
I spent my weekend by lying down on my bed and was served as a queen. That was
not really bad, was it?

Task 6. The text below is incomplete. Fill in the blank using the words in the box to make a good
recount text.

MY BUSY DAY
Last Monday was a busy day for me. I ...(1)... my time to do a lot of activities from
college to my home. After That
...(2)..., at the morning, I did my presentation's assignment with my partner, she was Made
Nurhidayah. It ...(3)... 3 hours. And then we ...(4)... to the campus for joining lecture. But, the Went
lecturers ...(5)... that our presentation would be ...(6)... next week. It ...(7)... us disappointed. Said
The class was finished at 12.30. Hoped
...(8)..., I had to go home because my grandmother was in a bad condition. She was Spent
hospitalized. So, it was a must for me to back home at that time. ...(9) I got there, there were Started
so many members of my family. There were about 10 people: my aunt, my niece, my uncle First
and some of my cousins. We all …(10)... that our grandmother would get better soon. When
Those activities made my day busy. Took
 ANSWER KEY

Task 1. (Based on the students answer)

Task 2.
What is a recount text? A text that retell events/experiences in the past.

What is the purpose of recount text? To tell or entertain the readers about what
happened in the past through a sequence of
events.
How many parts are there in recount There are 3 parts. They are:

text? What are they? Explain.
1. Orientation: Introducing the participants and
the setting
2. Events: Describing series of events that
happened in the past in chronological order
3. Re-orientation: conclusion/ personal
comment to the story

Task 3.

My parents took a rest in a small hut for visitors of the park, while Sam and I
3 adventured around the cave with a guide. We had to climb some metal stairs to get
to the cave, because the cave was embedded into a small mountain.
Next stop was a place where some seashells littered the ground and some were
4 actually piled into a big mound. The guide said that these piles of seashells are
called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells
and dumped the left overs in their ‘kitchen’.
On Sunday, my parents, my best friend Sam and I visited a cave at Maros called
1 Leang-Leang . It was my first time to visit the cave, better yet, my best friend came
to visit it with me.
After a quick lunch with Sam and my parents, we decided it was time to go back
6. home. We really had the time of our lives.
The last place was a small museum where they have skeletons of the humans who
5 lived in the caves. The skeletons along with some roughly made jewelry and
weapons were placed inside glass cases for display. The walls of the museum were
adorned with photographs taken when they did an excavation there.
The cave was famous for its primitive cave wall paintings which were some hand
2 prints and wild boar paintings. The cave and its surroundings was turned into a
national park, so it was taken care of.
Task 4.

Generic Structure In what paragraph? / What does it say?

Orientation Paragraph 1
On Sunday, my parents, my best friend Sam and I visited a cave at
Maros called Leang-Leang
Event (s) Paragraph 3 to 6
- My parents took a rest in a small hut for visitors of the park, while
Sam and I adventured around the cave with a guide.
- Next stop was a place where some seashells littered the ground and
some were actually piled into a big mound.
- The last place was a small museum where they have skeletons of the
humans who lived in the caves.
- After a quick lunch with Sam and my parents, we decided it was time
to go back home

Re-orientation Paragraph 6
We really had the time of our lives.

Task 5.
My Unfortunates
Last weekend was my luckiest day ever. Many good things were coming toward me.
When the morning broke in Sunday morning, I woke up and planned to jog
around the neighborhood. So I changed my clothes and went to the bathroom to wash my
sleepy face. As I stepped in the bathroom, I landed my foot on a soap on the floor and fell
down. A perfect morning hi for me.
Next, I began my jogging and saw my gorgeous neighbor. I thought it was a good
fortune to omit the gap between us. So I jogged to him and said hello. But, how poor of me,
it was not him. It was just someone I never met before who looked like him. I went home
while people were laughing at me alongside the street.
When I got home, the breakfast was already settled and I immediately spooned a big
portion of rice and ate it. After I had done my breakfast, my mother came up and said that
the meal had not ready yet and that I might have a stomachache if I ate it. It was proven. I
had a stomachache for the next three days.
I spent my weekend by lying down on my bed and was served as a queen. That was
not really bad, was it?

Task 6.
1. Spent 6. Started
2. First 7. Made
3. Took 8. After that
4. Went 9. When
5. Said 10. Hoped