LESSON PLAN

Recount Text

Compiled by:
Luthfi Yahya (1401050079)

Class: C

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

2017
 SCHOOL NAME : SMA N 3 CILACAP

SUBJECT : ENGLISH

SKILL : WRITING

THEME : Recount Text

TIME : 1 X 30 MINUTES

A. CORE COMPETENCES
KI.1 = Respect and appreciate the teachings of their religion.
KI.2 = Demonstrate honest behavior, discipline, responsibility, caring (mutual
cooperation, cooperation, tolerance, peace), polite, responsive and pro-active and
displayed as part of the solution to various problems interact effectively with the
social and natural environment as well as in placing themselves as a reflection of
the nation in the association world.
KI.3 = Understand, implement, and analyze the factual knowledge, conceptual and
procedural by curiosity about science, technology, art, culture, and humanities with
the insight of humanity, national, state, and civilization-related causes of
phenomena and events, as well as applying procedural knowledge on specific areas
of study that suit their talents and interests to solve the problem.
KI.4 = Processing, reasoning, and providing, in the realm of the concrete and the abstract
realm associated with the development of learned at school independently and is
able to use the method according to the rules of science.
B. BASIC COMPETENCES
KD 1.1. = Be grateful for the opportunity to learn the language in the English language
international communication embodied in the spirit of learning.
KD 2.1. = Shows honest behavior, discipline, confidence, and responsibility for
implementing a transactional communications with teachers and friends.
KD 3.6. = Analyzing social function, the structure of the text, and linguistic elements in
the statements and questions the actions / events that do / occurring which
refers to the time at which refers to the end, according to the context of use.
KD 4.6. = Develop oral and written texts to express and inquire about the actions / events
that do / occurring which refers to the time at which refers to the end, having
regard to the social function, the structure of the text, and linguistic elements,
the correct and appropriate context.

C. INDICATORS:
1. Characterizing social function, the structure of the text, and linguistic elements in the
statements and questions the actions / events that do / occurred in past time at which
refers to the end, according to the context of use.
2. Checking social function, the structure of the text, and linguistic elements in the
statements and questions the actions / events that do / occurred in past time at which
refers to the end, according to the context of use.
3. Justifying oral and written texts to express and inquire about the actions / events that
do / occurred in past time at which refers to the end, regarding the social function, the
structure of the text, and linguistic elements, the correct and appropriate context.
4. Constructing oral and written texts to express and inquire about the actions / events
that do / occurred in past time at which refers to the end, regarding the social function,
the structure of the text, and linguistic elements, the correct and appropriate context.
D. LEARNING OBJECTIVES

After following and receiving material during the learning process, students are able
to:

1. characterize linguistic elements in the statements and questions the actions / events
that do / occurred in past time at which refers to the end, according to the context of
use precisely;
2. check linguistic elements in the statements and questions the actions / events that do /
occurred in past time at which refers to the end, according to the context of use
precisely;
3. justify oral and written texts to express and inquire about the actions / events that do /
occurred in past time at which refers to the end, regarding the social function, the
structure of the text, and linguistic elements, the correct and appropriate context;
4. construct oral and written texts to express and inquire about the actions / events that
do / occurred in past time at which refers to the end, regarding the social function, the
structure of the text, and linguistic elements, the correct and appropriate context;

E. LEARNING MATERIAL
1. Social function
To list and describe pas experience by retelling events in the order in which they
happened (chronological order)

2. Generic Structure
- Orientation
- Series of events
: The first paragraph that gives information about
who was involved, what happened, where the
events took place and when did it happen.
: Paragraphs that retells the events in the order in
which they happened. They are identified and
described in chronological order.
- Re-orientation : A concluding paragraph (impression,
suggestion, feeling). Concluding comments
express a personal thinking regarding the events
described.

3. Language Features
- Use simple past tense to retell the events.
- Use words that show the order of events. Such as: first, next, then, after that,
and so forth.
- Introducing personal participant. Such as: I, my family, my friend(s) and so
forth.
- Using action verb. Such as: went, slept, run, brought, and so forth.

4. Example of Recount Text

My Holiday Was Fantastic

Last summer I got a fantastic holiday. I visited some great places.

(Orientation)

I went to an airport and was going to fly to Cleveland. I was spending there two
days. I liked to see some Cleveland Cavaliers basketball matches.
(Series of events)

Then I went to Hollywood. Hollywood is a famous district in Los Angeles,

California, United States. It had become world-famous as the center of the film
industry. Four major film companies – Paramount, Warner Bros., RKO and
Columbia – had studios in Hollywood. I did not want to leave but I had to.
(Series of events)

After that, I went to New York city. I visited the Statue of Liberty. I went from
the bottom of Manhattan to the top of the crown. That was very amazing.
(Series of events)

The places made me feel at home but I have to go home. Next time I would
return to them.
(Re-orientation)
F. LEARNING METHOD

Approach : Scientific Approach

Method : Deductive, Collaborative Language Learning and

De Suggestopedia

Technique : Discussion

G. MEDIA AND LEARNING SOURCES

Teaching Media : Powerpoint Slides
Teaching Aids : Laptop, LCD Projector, Speaker, Whiteboard, Board marker
Learning source :
http://www.belajarbahasainggris.us/2014/02/recount-text-penjelasan-contoh-lengkap.html
(accessed on 22nd March 2017)
http://www.englishiana.com/2016/03/10-contoh-recount-text-holiday-dan.html
(accessed on 24th March 2017)

H. STEPS OF TEACHING
1. OPENING
- Teacher greets the class and leads the students to pray by saying:
 Assalamu’alaikum wr.wb. Good morning students, how’s life?
 Have you breakfast?
 Okey, before we start the class, let us pray together, pray begin…

2. MAIN ACTIVITIES
a. Observing
- Before telling to the students what kind of material that will be discussed, the
teacher tells a story about his memorable experience.
b. Questioning
- Teacher tells the students that today’s material is recount text.
- Teacher asks the students what they know about recount text.
 c. Associating
- Teacher explains characteristics and generic structures of recount text.
- Teacher gives examples of recount text through power point slide.
d. Experimenting
- Teacher divides the students into 4 groups consists of 2 students each.
- Teacher gives group work to the students.
- Students do the task that given by teacher together with their partner.
- Each group correcting the other group’s works.
e. Networking
- Teacher gives individual task to the students.
- Students do individual task that given by the teacher.
- Teacher pointed one student to write his work in whiteboard.
- Let the other students to give feedbacks.

3. CLOSING
- Review the material together with the students.
- Evaluate the students’ comprehension.
- Students are conclude the material.
- Thank the students for their jobs during the lesson.
- Parting
 I. ASSESMENT
 TASK 1 (Group Work)
1. Fill in the blank in the following paragraphs using the word selection
below!
 school
 tourists.
 arrived
 visited
 located
 took
 entered
 visitors
 built
 got
 had
 felt

A Trip to Borobudur Temple

Three years ago, I and my classmates (1)_______ Borobudur Temple. We went to

Borobudur temple by bus. We left our (2)______ at nine o’clock. It (3)____ us 24 hours to
arrive there. I arrived there nine o’clock the next day. Along the road, we saw many vehicles,
unique houses, prominent buildings, and some other (4)________.

After we (5)_______ at the Borobudur temple, one of my teachers went to buy tickets.
After we waited him for a moment we (6)_______ into Borobudur temple area. Then we
went up to the top of the temple. Borobudur temple was (7)_____ at Budur Village,
Magelang, Jawa Tengah by Syailendra Dynasty. Borobudur Temple is the biggest temple in
the world. It has 504 statues and 1.400 reliefs. From the top of the temple we can see such
beautiful scenery. I and my friends went around the temple together. Finally, after having
some visits, we should go to the hotel to stay and continue our study tour the next day.

We (8)____ tired that day but we felt so happy to visit Borobudur temple which is well-
known as one of the greatest legacies Indonesia has ever (9)___. I hope the temple can be
loved by all of the (10)________ and the government.

 TASK 2 (Individual Work)

 Make a recount text about your experienced. It can be either good or
bad experience. The text consists of three paragraphs, and each paragraph
maximum consists of five sentences.

- Example:

A Very Tiring Day

Last Tuesday was a busy day for me. I spent my time to do a lot of activities from my
senior high school to my home. I had no time to take a rest.
First, at the morning, I went jogging. After that I went to school to study until 3.00
pm. From my school, I went to sanggarian sport hall to practice badminton until 8.00 pm. I
practiced hard because that I felt very tired. After that, I went home and finally I could take a
rest in my bed.
Those activities made my day busy and I felt very tired.

 SCORING SYSTEM

Aspects Scor Explanation

Grammar 4 True and correct
3 Sometimes less precise but does not affect the meaning
2 Less precise and affect the meaning
1 Difficult to understand

Vocabulary 4 True and correct

3 Sometimes less precise but does not affect the meaning
2 Less precise and affect the meaning
1 Difficult to understand

Meaning 4 Very clear and very efficient

3 Clear enough
2 Clear and less effective
1 Difficult to understand

Coherency 4 Very clear

3 Clear enough
2 Clear
1 Difficult to understand