Unit Pembelajaran Recount Text

Unit Pembelajaran
PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

MELALUI PENINGKATAN KOMPETENSI PEMBELAJARAN (PKP)
BERBASIS ZONASI
MATA PELAJARAN BAHASA INGGRIS

SEKOLAH MENENGAH ATAS/SEKOLAH MENENGAH KEJURUAN
(SMA/SMK)
Teks Recount
Penulis:
Meydiawati, SS, M.Pd
Penyunting:
Setyowati, S.Pd., M.Hum.
Aris Supriyanto, M.Pd
Desainer Grafis dan Ilustrator:

TIM Desain Grafis
Copyright © 2019
Direktorat Pembinaan Guru Pendidikan Menengah dan Pendidikan Khusus
Direktorat Jenderal Guru dan Tenaga Kependidikan
Kementerian Pendidikan dan Kebudayaan
Hak Cipta Dilindungi Undang-Undang

Dilarang mengopi sebagian atau keseluruhan isi buku ini untuk kepentingan komersial
tanpa izin tertulis dari Kementerian Pendidikan dan Kebudayaan.
Unit Pembelajaran
Teks Recount
KATA SAMBUTAN
Assalamu’alaikum Warahmatullahi Wabarakatuh
Saya menyambut baik terbitnya Paket Unit Pembelajaran dalam rangka

pelaksanaan Program Pengembangan Keprofesian Berkelanjutan (PKB)
melalui Peningkatan Kompetensi Pembelajaran (PKP) Berbasis Zonasi.
Peningkatan Kompetensi Pembelajaran merupakan salah satu upaya
Kementerian Pendidikan dan Kebudayaan, Direktorat Jenderal Guru dan
Tenaga Kependidikan (Ditjen GTK) dalam meningkatkan kualitas
pembelajaran yang berfokus pada upaya mencerdaskan peserta didik melalui
pembelajaran berorientasi keterampilan berpikir tingkat tinggi. Program
berbasis zonasi ini dilakukan mengingat luasnya wilayah Indonesia dan
kualitas pendidikan yang belum merata, sehingga peningkatan pendidikan
dapat berjalan secara masif, merata, dan tepat sasaran.
Paket unit pembelajaran ini dikembangkan mengikuti arah kebijakan

Kemendikbud yang menekankan pada pembelajaran berorientasi pada
keterampilan berpikir tingkat tinggi atau higher order thinking skills (HOTS).
Keterampilan berpikir tingkat tinggi adalah proses berpikir kompleks dalam
menguraikan materi, membuat kesimpulan, membangun representasi,
menganalisis, dan membangun hubungan dengan melibatkan aktivitas mental
yang paling dasar.
Sasaran Program PKB melalui PKP berbasis zonasi ini adalah seluruh guru di
wilayah NKRI yang tergabung dalam komunitas guru sesuai bidang tugas yang
diampu di wilayahnya masing-masing. Komunitas guru dimaksud meliputi
kelompok kerja guru (KKG), Musyawarah Guru Mata Pelajaran (MGMP), dan
Musyawarah Guru Bimbingan Konseling (MGBK).
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Program PKB melalui PKP berbasis Zonasi
Semoga Paket Unit Pembelajaran ini dapat digunakan dengan baik

sebagaimana mestinya sehingga dapat menginspirasi guru dalam
mengembangkan materi dan melaksanakan proses pembelajaran yang
berorientasi pada keterampilan berpikir tingkat tinggi yang bermuara pada
meningkatnya kualitas lulusan peserta didik.
Untuk itu, kami ucapkan terima kasih atas kerja keras dan kerja cerdas para
penulis dan semua pihak terkait yang dapat mewujudkan Paket Unit
Pembelajaran ini. Semoga Allah Swt. senantiasa meridai upaya yang kita
lakukan.
Wassalamu’alaikum Warahmatullahi Wabarakatuh
Jakarta, Juli 2019

Direktur Jenderal Guru
dan Tenaga Kependidikan,
Dr. Supriano, M.Ed.

NIP. 196208161991031001
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Unit Pembelajaran
Teks Recount
KATA PENGANTAR
Assalamu’alaikum Warahmatullahi Wabarakatuh
Puji syukur kita panjatkan ke hadirat Allah Swt., Tuhan YME, karena atas izin
dan karunia-Nya Paket Unit Pembelajaran Program Pengembangan
Keprofesian Berkelanjutan (PKB) melalui Peningkatan Kompetensi
Pembelajaran (PKP) Berbasis Zonasi ini dapat diselesaikan. Paket Unit
Pembelajaran ini disusun berdasarkan analisis Standar Kompetensi Lulusan,
Standar Isi, Standar Proses, dan Standar Penilaian serta analisis Ujian Nasional
(UN).
Hasil UN tahun 2018 menunjukkan bahwa peserta didik masih lemah dalam
keterampilan berpikir tingkat tinggi (higher order thinking skills) seperti
menganalisis, mengevaluasi, dan mengkreasi. Hasil tersebut ternyata selaras
dengan capaian PISA (Programme for International Student Assessment)
maupun TIMSS (Trends in International Mathematics and Science Study). Oleh
karena itu, perserta didik harus dibiasakan dengan pembelajaran dan soal-
soal yang berorientasi kepada keterampilan berpikir tingkat tinggi agar
meningkat kemampuan berpikir kritisnya.
Kementerian Pendidikan dan Kebudayaan, Direktorat Jenderal Guru dan

Tenaga Kependidikan (Ditjen GTK), berupaya meningkatkan kualitas
pembelajaran yang bermuara pada peningkatan kualitas lulusan peserta didik
dengan Program Pengembangan Keprofesian Berkelanjutan (PKB) melalui
Peningkatan Kompetensi Pembelajaran (PKP) Berbasis Zonasi. Program ini
dikembangkan dengan menekankan pembelajaran yang berorientasi pada
keterampilan berpikir tingkat tinggi.
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Untuk meningkatkan efisiensi, efektivitas, dan pemerataan mutu pendidikan,

maka pelaksanaan Program PKP dilakukan dengan mempertimbangkan aspek
kewilayahan (Zonasi). Melalui zonasi ini, pengelolaan komunitas guru seperti
Musyawarah Guru Mata Pelajaran (MGMP) SMA/SMK dan SLB, dan
Musyawarah Guru Bimbingan Konseling (MGBK) dilaksanakan dengan
memperhatikan keragaman mutu pendidikan.
Kami ucapkan terima kasih dan penghargaan yang setinggi-tingginya kepada

seluruh tim penyusun yang berasal dari Pusat Pengembangan dan
Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK), Lembaga
Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan
bidang Kelautan dan Perikanan Teknologi Informasi dan Komunikasi (LPPPTK
KPTK), Lembaga Penjaminan Mutu Pendidikan (LPMP), dan Perguruan Tinggi
serta semua pihak yang telah berkontribusi dalam mewujudkan penyelesaian
Paket Unit Pembelajaran ini. Semoga Allah Swt. senantiasa meridai upaya yang
kita lakukan.
Wassalamu’alaikum Warahmatulahi Wabarakatuh
Direktur Pembinaan Guru

Pendidikan Menengah dan
Pendidikan Khusus,
Ir. Sri Renani Pantjastuti, M.P.A.

NIP. 196007091985032001
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Unit Pembelajaran
Teks Recount
DAFTAR ISI
Hal
KATA SAMBUTAN _______ ERROR! BOOKMARK NOT DEFINED.
KATA PENGANTAR ______ ERROR! BOOKMARK NOT DEFINED.
DAFTAR ISI _________________________________ VII
DAFTAR GAMBAR ______________________________ IX
DAFTAR TABEL ________________________________ IX
PENDAHULUAN ________________________________1
KOMPETENSI DASAR DAN PERUMUSAN IPK ___________3
A. Kompetensi Dasar dan Target Kompetensi _______________________________ 3
B. Indikator Pencapaian Kompetensi ________________________________________ 5
APLIKASI DI DUNIA NYATA _______________________7
SOAL-SOAL UN/USBN ___________________________9
THIS TEXT IS FOR QUESTION 42. ________________________9
BAHAN PEMBELAJARAN _________________________ 11
A. Aktivitas Pembelajaran __________________________________________________ 11
Aktivitas 1 – Pre Activity __________________________________________________________ 15
Aktivitas 2 – Analyzing spoken text ______________________________________________ 16
Aktivitas 3 – Analyzing written text ______________________________________________ 17
Aktivitas 4 – Writing draft of recount text in group _____________________________ 17
Aktivitas 5 –Summarizing recount text __________________________________________ 18
Aktivitas 6 – Writing recount text individually __________________________________ 18
B. Lembar Kerja Peserta Didik ______________________________________________ 19
LK 1. Pre Activity __________________________________________________________________ 19
LK 2. Analyzing Spoken Text ______________________________________________________ 21
LK 3. Analyzing Written Text _____________________________________________________ 22
LK 4. Writing Recount Text _______________________________________________________ 28
C. Bahan Bacaan _____________________________________________________________ 30
vii
PENGEMBANGAN PENILAIAN ____________________ 32

A. Pembahasan Soal-Soal UN _______________________________________________ 32
B. Pengembangan Soal HOTS _______________________________________________ 34
C. Refleksi Pembelajaran ____________________________________________________ 56
KESIMPULAN ________________________________ 57
UMPAN BALIK ________________________________ 58
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Unit Pembelajaran
Teks Recount
DAFTAR GAMBAR
Hal
Gambar 1 Museum Fatahillah Jakarta dan Gallery Seni Museum Macan
Jakarta _______________________________________________________________________ 7
Gambar 2. Sequencing Timeline _______________________________________________ 22
Gambar 3. Graphic Organizer __________________________________________________ 28
Gambar 4. Refleksi Pembelajaran ‘Post It’ _____________________________________ 56
DAFTAR TABEL
Hal
Tabel 1. KD dan Target KD _______________________________________________________ 3
Tabel 2. KD Pengetahuan dan KD Keterampilan ________________________________ 5
Tabel 3. Desain Aktivitas Pembelajaran Teks Recount _______________________ 12
Tabel 4. Format LK 1 ___________________________________________________________ 19
Tabel 5. Format LK 2 ___________________________________________________________ 21
Tabel 6. Timeline Events _______________________________________________________ 29
Tabel 7 Kisi-Kisi Soal PG No.1 __________________________________________________ 34
Tabel 8 Kartu Soal PG No.1 _____________________________________________________ 34
Tabel 9 Kisi-Kisi Soal Uraian No.1 _____________________________________________ 36
Tabel 10 Kartu Soal Uraian No.1 _______________________________________________ 36
Tabel 11. Kisi-Kisi Soal Uraian No.2 ___________________________________________ 40
Tabel 12. Kartu Soal Uraian No.2 ______________________________________________ 40
Tabel 13. Kisi-Kisi Soal PG No.2 ________________________________________________ 42
Tabel 14. Kartu Soal PG No.2 ___________________________________________________ 42
ix
Tabel 15. Kisi-Kisi Soal Uraian No.3 ___________________________________________ 45

Tabel 16. Kartu Soal Uraian No.3 ______________________________________________ 46
Tabel 17. Kisi-Kisi Soal PG No.3 ________________________________________________ 51
Tabel 18. Kartu Soal PG No.3 ___________________________________________________ 51
x
Unit Pembelajaran
Teks Recount
PENDAHULUAN
Topik Teks Recount di SMA merupakan salah satu materi prioritas yang harus
dilaksanakan dalam pembelajaran mengingat materi ini selalu diujikan dalam
Ujian Nasional (UN) dari tahun ke tahun. Unit ini diharapkan dapat menjadi
alternatif sumber bahan ajar bagi guru dalam pembelajaran Teks Recount.
Melalui pembahasan materi yang terdapat pada unit ini, guru dapat memiliki
dasar pengetahuan untuk mengajarkan materi yang sama ke peserta didik
yang disesuaikan dengan indikator yang telah disusun. Selain itu
pembelajaran yang telah disusun diharapkan dapat memfasilitasi kemampuan
bernalar peserta didik dan mampu menerapkannya dalam kehidupan sehari-
hari.
Sebagai panduan dalam melaksanakan pembelajaran, unit ini dilengkapi

dengan kompetensi dasar terkait yang memuat target kompetensi dan
indikator pencapaian kompetensi, bahan bacaan tentang aplikasi dalam
kehidupan sehari-hari, soal-soal tes UN dua tahun terakhir, aktivitas
pembelajaran, Lembar Kegiatan Peserta Didik (LKPD), bahan bacaan materi,
dan terakhir contoh pengembangan soal HOTS sebagai upaya pengembangan
kemampuan keterampilan berfikir tingkat tinggi peserta didik. Komponen-
komponen di dalam unit ini dikembangkan dengan tujuan agar guru dapat
dengan mudah memfasilitasi peserta didik untuk memahami Teks Recount.
1
Topik Teks Recount dikembangkan pada bahan bacaan terdiri atas fungsi
sosial, struktur teks dan unsur kebahasaan. Selain itu, unit ini juga dilengkapi
dengan enam aktivitas pembelajaran, yaitu: (1) Pre-Activity (2) Analyzing
Spoken Text (3) Analyzing Written Text (4) Writing Draft of Recount Text (5)
Summarizing Text, dan (6) Writing Recount Text yang dijabarkan dalam empat
Lembar Kerja Peserta Didik (LKPD), yaitu: (1) Pre-Activity (2) Analyzing
Spoken Text (3) Analyzing Written Text dan (4) Writing Recount Text.
LKPD dikembangkan secara aplikatif agar guru mudah

mengimplementasikannya dalam pembelajaran.
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Unit Pembelajaran
Teks Recount
KOMPETENSI DASAR DAN PERUMUSAN IPK
A. Kompetensi Dasar dan Target Kompetensi
Unit pembelajaran ini dikembangkan berdasarkan Kompetensi Dasar Kelas X:
Tabel 1. KD dan Target KD
Kompetensi Dasar Target Kompetensi Dasar

3.7 membedakan fungsi sosial, 1. membedakan fungsi sosial beberapa teks
struktur teks, dan unsur recount lisan dengan memberi dan meminta
kebahasaan beberapa teks informasi terkait peristiwa bersejarah sesuai
recount lisan dan tulis dengan konteks penggunaannya
dengan memberi dan 2. membedakan fungsi sosial beberapa teks
meminta informasi terkait recount tulis dengan memberi dan meminta
peristiwa bersejarah sesuai informasi terkait peristiwa bersejarah sesuai
dengan konteks dengan konteks penggunaannya
penggunaannya 3. membedakan struktur teks beberapa teks
recount lisan dengan memberi dan meminta
informasi terkait peristiwa bersejarah sesuai
dengan konteks penggunaannya
4. membedakan struktur teks beberapa teks
recount tulis dengan memberi dan meminta
5. membedakan unsur kebahasaan beberapa
teks recount lisan dengan memberi dan
meminta informasi terkait peristiwa
bersejarah sesuai dengan konteks
penggunaannya
6. membedakan unsur kebahasaan beberapa
teks recount tulis dengan memberi dan
penggunaannya
3
4.7.1 menangkap makna secara 1. menangkap makna secara kontekstual terkait

kontekstual terkait fungsi fungsi sosial teks recount lisan terkait
sosial, struktur teks, dan peristiwa bersejarah
unsur kebahasaan teks 2. menangkap makna secara kontekstual terkait
recount lisan dan tulis fungsi sosial teks recount tulis terkait
terkait peristiwa bersejarah peristiwa bersejarah
3. menangkap makna secara kontekstual terkait
struktur teks teks recount lisan terkait
peristiwa bersejarah
4. menangkap makna secara kontekstual terkait
struktur teks teks recount tulis terkait
5. menangkap makna secara kontekstual unsur
kebahasaan teks recount lisan terkait
6. menangkap makna secara kontekstual unsur
kebahasaan teks recount tulis terkait
4.7.2 menyusun teks recount 1. menyusun teks recount lisan pendek dan
lisan dan tulis, pendek dan sederhana, terkait peristiwa bersejarah,
sederhana, terkait dengan memperhatikan fungsi sosial, struktur
peristiwa bersejarah, teks, dan unsur kebahasaan, secara benar dan
dengan memperhatikan sesuai konteks
fungsi sosial, struktur teks, 2. menyusun teks recount tulis, pendek dan
dan unsur kebahasaan, sederhana, terkait peristiwa bersejarah,
secara benar dan sesuai dengan memperhatikan fungsi sosial, struktur
konteks teks, dan unsur kebahasaan, secara benar dan
sesuai konteks
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Unit Pembelajaran
Teks Recount
B. Indikator Pencapaian Kompetensi
Tabel 2. KD Pengetahuan dan KD Keterampilan

KD PENGETAHUAN KD KETERAMPILAN
3.7 membedakan fungsi sosial, 4.7 teks recount – peristiwa
struktur teks, dan unsur bersejarah
kebahasaan beberapa teks
recount lisan dan tulis dengan
memberi dan meminta informasi
terkait peristiwa bersejarah
sesuai dengan konteks
penggunaannya
Indikator Penunjang Indikator Penunjang
3.7.1 menyebutkan fungsi sosial 4.7.1.1 menuliskan informasi
teks recount umum teks recount
3.7.2 menguraikan struktur teks 4.7.1.2 menuliskan informasi rinci
recount teks recount
3.7.3 menentukan unsur
kebahasaan (kalimat past
tense, action verbs, adverb dan
adverbial phrase, conjunction
dan time connectives) dalam
teks recount
Indikator Kunci Indikator Kunci
3.7.4 menelaah fungsi sosial 4.7.2.1 menyusun draf teks recount
beberapa teks recount lisan pendek dan sederhana
dengan meminta dan memberi terkait peristiwa bersejarah
informasi terkait peristiwa
bersejarah sesuai dengan
konteks penggunaannya
3.7.5 menelaah fungsi sosial
beberapa teks recount tulis
dengan meminta dan memberi
3.7.6 menguraikan struktur teks
beberapa teks recount lisan
5

3.7.7 menguraikan struktur teks
beberapa teks recount tulis
3.7.8 menganalisis unsur
recount lisan dengan meminta
dan memberi informasi terkait
peristiwa bersejarah sesuai
dengan konteks
penggunaannya
recount tulis dengan memberi
dan meminta informasi terkait
peristiwa bersejarah sesuai
dengan konteks
penggunaannya
Indikator Pengayaan Indikator Pengayaan
3.7.10 menyimpulkan fungsi sosial 4.7.2.2 menyusun teks recount
beberapa teks recount terkait pendek dan sederhana
peristiwa bersejarah terkait peristiwa
bersejarah
3.7.11 menyimpulkan struktur teks
beberapa teks recount terkait
3.7.12 menyimpulkan unsur
recount terkait peristiwa
bersejarah
6
Unit Pembelajaran
Teks Recount
APLIKASI DI DUNIA NYATA
Pernahkah Saudara mengunjungi sebuah museum sejarah atau gallery seni

seperti pada gambar 1?
Gambar 1 Museum Fatahillah Jakarta dan Gallery Seni Museum Macan Jakarta
Sumber:https://id.wikipedia.org/wiki/Museum_Fatahillah
https://travel.tribunnews.com/2017/11/03/berlokasi-di-jakarta-barat-museum-macan-yang-
instagramable-dibuka-untuk-umum-mulai-besok
Jika pernah, coba perhatikan ketika Saudara melihat salah satu koleksi dari
museum tersebut. Apakah Saudara mengetahui sejarah dari benda-benda
koleksi tersebut? Dari mana Saudara dapat mengetahui informasi sejarah dari
koleksi tersebut? Apakah dari pemandu museum atau dari membaca teks di
museum? Tentu saja akan lebih mudah jika kita mendengarkan penjelasan
lisan dari pemandu museum dibanding membaca teks, akan tetapi tentu saja
hal ini berbayar karena kita menggunakan jasa orang lain. Jika kita ingin
berkunjung secara mandiri dan hemat biaya, maka kita tidak perlu
menggunakan jasa pemandu museum dan cukup membaca teks-teks
keterangan sejarah dari benda-benda koleksi museum tersebut. Pada
umumnya teks keterangan sejarah benda koleksi dibuat dalam dua bahasa
yaitu bahasa Indonesia dan bahasa Inggris untuk memudahkan turis asing saat
berkunjung ke museum. Begitu juga saat Saudara mengunjungi sebuah gallery
seni atau lukisan, setiap koleksi dilatar belakangi sebuah peristiwa bersejarah
yang diabadikan oleh seniman dalam bentuk karya seni. Para seniman itu
mencantumkan teks peristiwa bersejarah yang melatarbelakangi lahirnya
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sebuah karya seni tersebut. Dalam pembelajaran bahasa Inggris, teks-teks

seperti ini termasuk dalam jenis Teks Recount yang terkait dengan peristiwa
bersejarah. Teks ini bercerita tentang rangkaian peristiwa sejarah masa lalu
yang dibuktikan dengan adanya benda sejarah atau karya seni yang masih
tersisa dan menjadi peninggalan sejarah yang disimpan di museum. Oleh
karena itu, para siswa perlu dibekali pengetahuan tentang Teks Recount
terkait peristiwa bersejarah untuk melatih keterampilan mereka dalam
memahami dan mengungkapkan peristiwa bersejarah yang ada di Indonesia
maupun belahan dunia lainnya.
Tuliskan informasi sejarah apa sajakah yang bisa didapatkan dari penjelasan
seorang pramuwisata saat Saudara mengikuti tur wisata ke tempat – tempat
bersejarah, no 1 adalah contohnya.
1. tokoh utama sejarah atau tokoh sentral
2.
3.
4.
5.
8
Unit Pembelajaran
Teks Recount
SOAL-SOAL UN/USBN
Berikut ini contoh soal-soal UN/USBN topik Teks Recount terkait peristiwa
bersejarah pada Kompetensi Dasar kelas X No. 3.7 membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks recount terkait peristiwa
bersejarah (Permendikbud Nomor 37, 2018). Soal-soal ini disajikan agar dapat
dijadikan sebagai sarana berlatih bagi peserta didik untuk menyelesaikannya.
Selain itu, soal-soal ini juga dapat menjadi acuan ketika Saudara akan
mengembangkan soal yang setipe pada topik Teks Recount terkait peristiwa
bersejarah. Soal berikut adalah soal USBN Tahun 2019 dalam bentuk soal
essei.
1. Contoh Soal USBN Tahun 2019
No. Soal
42. This text is for question 42.
The Battle of Ambarawa was a battle between the recently created

Indonesian Army and the British Army that occurred between 20
October and 15 December 1945 in Ambarawa, Indonesia.
On 20 October 1945, Allied troops under the command of
Brigadier Bethell landed in Semarang to disarm Japanese troops.
Initially, the troops were welcomed in the area, with Central Java’s
governor Wongsonegoro agreeing to provide them with food and other
necessities in return for the Allies’ promise to respect Indonesia’s
sovereignty and independence. However, when Allied and NICA troops
began freeing and arming freed Dutch POWs in Ambarawa and
Magelang, many locals were angered. Indonesian troops under the
command of Lieutenant Colonel M. Sarbini began besieging Allied
troops stationed in Magelang in reprisal for their attempted
disarmament. On the morning of 23 November 1945, Indonesian troops
began firing on Allied troops stationed in Ambarawa. A counterattack by
the Allies forced the Indonesian Army to retreat to the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various
commanders of the Indonesian Army. The next day at 4:30 AM, the
Indonesian Army launched an assault on the Allies in Ambarawa.
Indonesian artillery pounded Allied positions, which were later overrun
by infantry. When the Semarang-Ambarawa highway was captured by
9
Indonesian troops, Soedirman immediately ordered his forces to cut off

the supply routes of the remaining Allied troops by using a pincer
maneuver.
The battle ended four days later on 15 December 1945, when
Indonesia succeeded in regaining control over Ambarawa and the Allies
retreated to Semarang.
42. Determine the main idea of each paragraph.

a. Paragraph 1 : ….
b. Paragraph 2 : ….
c. Paragraph 3 : ….
Identifikasi
Level Kognitif : Pengetahuan dan Pemahaman (Menentukan/C3)

3.7.7 menguraikan struktur teks beberapa teks recount
Indikator yang tulis dengan meminta dan memberi informasi terkait
:
bersesuaian peristiwa bersejarah sesuai dengan konteks
penggunaannya
Diketahui : Teks Recount terkait peristiwa sejaran
Ditanyakan : Ide utama paragraf
Materi yang
: Struktur Teks
dibutuhkan
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Unit Pembelajaran
Teks Recount
BAHAN PEMBELAJARAN
Bahan pembelajaran yang diuraikan di sini merupakan contoh panduan

pembelajaran yang dapat dimplementasikan oleh Saudara ketika akan
membelajarkan Teks Recount terkait peristiwa bersejarah. Bahan
pembelajaran dikembangkan dengan prinsip berpusat pada peserta didik dan
berusaha memfasilitasi kemampuan berpikir tingkat tinggi. Bahan
pembelajaran ini berisikan rincian aktivitas pembelajaran, lembar kegiatan
peserta didik yang digunakan , dan bahan bacaannya.
A. Aktivitas Pembelajaran
Aktivitas pembelajaran berisi rincian alternatif kegiatan pembelajaran yang

dilakukan guru dan peserta untuk mencapai kompetensi pada Teks Recount
terkait peristiwa bersejarah. Sebelum menguraikan aktivitas pembelajaran,
terlebih dahulu disusun desain aktivitas pembelajaran yang dapat dilihat pada
Tabel 3.
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Tabel 3. Desain Aktivitas Pembelajaran Teks Recount
Indikator Pencapaian Bentuk dan Jenis

Materi/ Submateri Aktivitas Pembelajaran Media
Kompetensi Penilaian
3.7.1 menyebutkan fungsi • Fungsi Sosial 1. Observasi beberapa 1. Tes Pengetahuan 1. Lembar Kerja
sosial teks recount Melaporkan, teks recount terkait a. Tes tulis PG Peserta Didik
3.7.2 menguraikan struktur menceritakan, peristiwa bersejarah b. Tes tulis Uraian 2. Sampel teks khusus
teks recount berbagi 2. Mengidentifikasi teks Terbuka dalam bentuk teks
recount terkait 2. Observasi kegiatan recount terkait
3.7.3 menentukan unsur pengalaman,
peristiwa bersejarah praktik peristiwa bersejarah
kebahasaan (kalimat mengambil 3. Merinci karakteristik 3. Observasi
past tense, action verbs, teladan, teks recount terkait keterampilan
adverb dan adverbial membanggakan peristiwa bersejarah presentasi
phrase, conjunction dan 4. Diskusi tentang 4. Penilaian produk
time connectives) dalam • Struktur Teks perbedaan fungsi sosial
teks recount Dapat mencakup: dari teks recount terkait
3.7.4 menelaah fungsi sosial -orientasi peristiwa bersejarah
beberapa teks recount -urutan kejadian/ 5. Diskusi tentang
lisan dengan meminta kegiatan struktur teks recount
dan memberi informasi -orientasi ulang terkait peristiwa
terkait peristiwa bersejarah
6. Praktik melengkapi
bersejarah sesuai • Unsur Kebahasaan fungsi sosial, struktur
dengan konteks -Kalimat deklaratif teks, dan unsur
Unit Pembelajaran
penggunaannya dan interogatif kebahasaan dari teks
3.7.5 menelaah fungsi sosial dalam simple past, recount terkait
Teks Recount
beberapa teks recount past continuous, peristiwa bersejarah
tulis dengan meminta present perfect, dan 7. Presentasi hasil
dan memberi informasi menganalisis teks
12
13

terkait peristiwa lainnya yang recount terkait
bersejarah sesuai diperlukan peristiwa bersejarah
-Adverbia berdasarkan fungsi
dengan konteks
penghubung waktu: sosial, struktur teks dan
penggunaannya unsur kebahasaannya.
first, then, after
3.7.6 menguraikan struktur that, before, when, 8. Praktik memodifikasi
teks beberapa teks teks recount terkait
at last, finally, dsb.
recount lisan dengan peristiwa bersejarah
-Adverbia dan
meminta dan memberi 9. Presentasi hasil
frasa preposisional modifikasi teks recount
informasi terkait penujuk waktu
peristiwa bersejarah terkait peristiwa
-Nomina singular bersejarah
sesuai dengan konteks dan plural dengan
penggunaannya atau tanpa a, the,
3.7.7 menguraikan struktur this, those, my,
teks beberapa teks their, dsb.
recount tulis dengan -Ucapan, tekanan
meminta dan memberi kata, intonasi,
informasi terkait ejaan, tanda baca,
peristiwa bersejarah dan tulisan tangan
sesuai dengan konteks
penggunaannya • Topik
3.7.8 menganalisis unsur Peristiwa
kebahasaan beberapa bersejarah yang
teks recount lisan dapat
dengan meminta dan
menumbuhkan
memberi informasi
terkait peristiwa perilaku yang
bersejarah sesuai termuat di KI
dengan konteks
penggunaannya
kebahasaan beberapa
teks recount tulis
dengan memberi dan
meminta informasi
terkait peristiwa
bersejarah sesuai
dengan konteks
penggunaannya
Unit Pembelajaran
Teks Recount
14
Unit Pembelajaran
Teks Recount
Aktivitas 1 – Pre Activity
Tujuan:
Peserta didik dapat:
1. menyebutkan tujuan teks recount;
2. menguraikan struktur teks recount ;
3. mengidentifikasi signal words (kalimat past tense, action verbs, adverb
dan adverbial phrase, conjunction dan time connectives) dalam teks
recount;
4. menuliskan informasi umum teks recount;
5. menuliskan informasi rinci teks recount.
Tahapan Kegiatan:
1. Peserta didik diminta menceritakan pengalaman berkunjung ke situs-
situs bersejarah;
2. Setelah mengingatkan kembali jenis teks yang relevan dengan
menceritakan pengalaman itu, guru membagikan teks recount terkait
peristiwa bersejarah (Text 1);
3. Dalam kelompok, peserta didik berdiskusi untuk mengidentifikasi
fungsi sosial, struktur teks dan unsur kebahasaan teks tersebut;
4. Hasil diskusi dituangkan dalam Lembar Kerja (LK.1);
5. Mempresentasikan hasil kerja dengan (boleh menggunakan strategi
tanya jawab).
15
Aktivitas 2 – Analyzing spoken text
Tujuan:
1. menelaah fungsi sosial beberapa teks recount lisan dengan meminta
dan memberi informasi terkait peristiwa bersejarah;
2. menguraikan struktur teks beberapa teks recount lisan dengan
meminta dan memberi informasi terkait peristiwa bersejarah sesuai
dengan konteks penggunaannya;
3. menganalisis unsur kebahasaan beberapa teks recount lisan dengan
meminta dan memberi informasi terkait peristiwa bersejarah;
Tahapan Kegiatan:
1. Selanjutnya, guru meminta peserta didik secara berpasangan
melakukan percakapan untuk meminta dan memberi informasi
terkait menceritakan teks peristiwa bersejarah (peserta didik boleh
memilih teksnya) dengan menggunakan ungkapan:
“can you tell me the historical story that you like most from the
Indonesian historical battles?”
“could you tell me your favorit events of Indoensian heros?”
2. Guru memastikan peserta didik menggunakan signal words yang tepat,
misalnya: past form, past verbs, past adverb dan adverbial phrase,
conjunction dan time connectives
3. Sambil bercerita, peserta didik menuliskan tujuan dan struktur teks
dan signal words dari teks yang dibacakan.
4. Jawaban peserta didik dituangkan pada Lembar Kerja (LK.2)
5. Kegiatan ini dilakukan berulang dengan mendengarkan peristiwa
bersejarah dari peserta didik yang lain.
6. Mempresentasikan hasil kerja (boleh menggunakan strategi ‘bingo’)
16
Unit Pembelajaran
Teks Recount
Aktivitas 3 – Analyzing written text
Tujuan:
1. menelaah fungsi sosial beberapa teks recount tulis dengan meminta
dan memberi informasi terkait peristiwa bersejarah;
2. menguraikan struktur teks beberapa teks recount tulis dengan
meminta dan memberi informasi terkait peristiwa bersejarah sesuai
dengan konteks penggunaannya;
3. menganalisis unsur kebahasaan beberapa teks recount tulis dengan
meminta dan memberi informasi terkait peristiwa bersejarah
Tahapan Kegiatan:
1. Guru membagikan beberapa teks recount peristiwa bersejarah (Text
2, Text 3 dan Text 4);
2. Dalam kelompok, peserta mengamati teks;
3. Mendiskusikan isi teks dengan menentukan tujuan, waktu dan
kejadian penting yang terjadi;
4. Menuangkan hasil diskusi dalam lembar kerja (LK.3);
5. Mempresentasikan hasil kerja (boleh menggunakan strategi
‘windows shopping’)
Aktivitas 4 – Writing draft of recount text in group
Tujuan:
Peserta didik dapat menyusun draf teks recount peristiwa bersejarah
Tahapan Kegiatan:
1. Guru membagi peserta didik dalam beberapa kelompok;
2. Dalam kelompok, peserta mengamati timeline events (Text 5);
3. Berdasarkan timeline tersebut, peserta didik mendiskusikan draf
tulisan teks recount;
4. Menuangkan hasil draf dalam lembar kerja (LK. 4);
17
5. Mempresentasikan hasil kerja (boleh menggunakan strategi gallery wall)
Aktivitas 5 –Summarizing recount text
Tujuan:
Peserta didik dapat menyimpulkan teks recount peristiwa bersejarah
Tahapan Kegiatan:
1. Peserta didik diminta mencari 1 contoh teks recount peristiwa
bersejarah di internet;
2. Berdasarkan teks tersebut, peserta didik menyimpulkan teks dengan
menentukan tujuan, struktur dan unsur kebahasaan;
3. Mempresentasikan hasil kerja (boleh menggunakan media sosial
seperti WA, Facebook atau Instagram)
Aktivitas 6 – Writing recount text individually
Tujuan:
Peserta didik dapat menyusun teks recount peristiwa bersejarah secara
individu
Tahapan Kegiatan:
1. Peserta didik diminta mencari 1 contoh timeline historical events di
internet.
2. Berdasarkan timeline tersebut, peserta didik menyusun teks recount
berdasarkan struktur teksnya.
3. Mempresentasikan hasil kerja (boleh menggunakan media sosial
seperti WA, Facebook atau Instagram)
18
Unit Pembelajaran
Teks Recount
B. Lembar Kerja Peserta Didik
LK 1. Pre Activity
Tujuan: mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan

teks recount
Identitas Mata Pelajaran: Bahasa Inggris SMA
Petunjuk Kerja:
1. Dalam kelompok, peserta didik mengamati teks ‘Japanese Occupation
and The Battle for Independence’ (Text 1)
2. Setelah itu mendiskusikan tujuan penulisan teks.
3. Secara bersama mencoba mengidentifikasi struktur teksnya

dilanjutkan dengan menuliskan signal words yang relevan dengan teks
tersebut.
Form Kegiatan:
Tabel 4. Format LK 1
The purpose The Structure Signal Words
Orientation:
Events:
Reorientation:
19
TEXT 1
Japanese Occupation and The Battle for Independence
The Japanese Imperial Army marched into Batavia on 5 March 1942, carrying
the red and white Indonesian flag alongside that of the Japanese rising sun. The
city’s name was changed to Jakarta, Europeans were arrested and all signs of
the former Dutch masters eliminated. Though the Japanese were greeted as
liberators, public opinion turned against them. Since the war was on,
Indonesians were expected to endure more hardships for the war effort.
The Japanese gained a reputation as cruel masters, but they also gave
Indonesians more responsibility and – for the first time – participation in
government. The Japanese also gave prominence to nationalist leaders, such
as Soekarno and Mohammed Hatta, and trained youth militias to defend the
country. Apart from instilling in Indonesia a military psyche that has endured
in Indonesian politics, these militias gave rise to the pemuda (youth groups) of
the independence movement, many of whom would later join the Republican
army.
As the war ended, Soekarno and Hatta were by far the most popular nationalist
leaders. In August 1945 they were kidnapped and pressured by
radical pemuda to declare independence before the Dutch could return. On 17
August 1945, with tacit Japanese backing, Soekarno proclaimed the
independence of the Republic of Indonesia, from his Jakarta home.
Indonesians rejoiced, but the Netherlands refused to accept the proclamation
and still claimed sovereignty over Indonesia. British troops entered Java in
October 1945 to accept the surrender of the Japanese. Under British auspices,
Dutch troops gradually returned to Indonesia and it became obvious that
independence would have to be fought for.
Clashes broke out with the new Republican army and came to a head in the
bloody Battle for Surabaya. The situation deteriorated when British Indian
troops landed in the city. When General Mallaby, leader of the British forces,
was killed by a bomb, the British launched a bloody retribution. On 10
November (now celebrated as Heroes Day) the British began to take the city
under cover of air attacks. Thousands of Indonesians died, the population fled
to the countryside, and the poorly armed Republican forces fought a pitched
battle for three weeks. The brutal retaliation of the British and the spirited
defence of Surabaya by Republicans galvanised Indonesian support and
helped turn world opinion.
(https://www.lonelyplanet.com/indonesia/history#150739)
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Unit Pembelajaran
Teks Recount
LK 2. Analyzing Spoken Text
Tujuan: menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks
recount lisan
Petunjuk Kerja:
1. Secara berpasangan, peserta didik saling menceritakan peristiwa
bersejarah;
2. Sambil menyimak, peserta didik menuliskan tujuan, struktur teks dan

signal words di lembar kerja yang disediakan (LK.2)
3. Kegiatan yang sama dilakukan ke peserta didik yang lain;
4. Mempresentaikan hasil kerja di depan kelas
Form Kegiatan:
Tabel 5. Format LK 2
The Title: The Speaker:
The Purpose: The Structure Signal Words:
Orientation:
Events:
Reorientation:
21
LK 3. Analyzing Written Text
Tujuan: menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks
recount tulis
Petunjuk Kerja:
1. Dalam kelompok, peserta mengamati 3 teks yang berbeda;
2. Mendiskusikan isi teks dengan menentukan tujuan, waktu dan

kejadian penting yang terjadi;
3. Menuangkan hasil diskusi dalam lembar kerja (LK.3);
4. Mempresentasikan hasil kerja
Form Kegiatan:
Sequencing Timeline
The Purpose:_____________________________
Gambar 2. Sequencing Timeline
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Unit Pembelajaran
Teks Recount
TEXT 2
The Proclamation of Indonesian Independence
The proclamation of Indonesian independence was read at 10.00 a.m. on

Friday, 17 August 1945. The declaration marked the start of the diplomatic and
armed resistance of the Indonesian National Revolution, fighting against the
forces of the Netherlands and pro-Dutch civilians, until the latter officially
acknowledged Indonesia's independence in 1949. In 2005, the Netherlands
declared that they had decided to accept de facto17 August 1945 as
Indonesia's independence date. In a 2013 interview the Indonesian
historian Sukotjo, amongst others, asked the Dutch government to formally
acknowledge the date of independence as 17 August 1945. The United Nations,
who mediated in the conflict, formally acknowledge the date of independence
as 27 December 1949.
The document was signed by Sukarno (who signed his name "Soekarno" using
the older Dutch orthography) and Mohammad Hatta, who were appointed
president and vice-president respectively the following day.
The draft was prepared only a few hours earlier, on the night of 16 August,
by Sukarno, Hatta, and Soebardjo, at Rear-Admiral Maeda (Minoru) Tadashi's
house, Miyako-Doori 1, Jakarta (now the "Museum of the Declaration of
Independence", JL. Imam Bonjol I, Jakarta). The original Indonesian
Declaration of Independence was typed by Sayuti Melik. Maeda himself was
sleeping in his room upstairs. He was agreeable to the idea of Indonesia's
independence, and had lent his house for the drafting of the
declaration. Marshal Terauchi, the highest-ranking Japanese leader in South
East Asia and son of Prime Minister Terauchi Masatake, was however against
Indonesia's independence, scheduled for 24 August.
While the formal preparation of the declaration, and the official independence
itself for that matter, had been carefully planned a few months earlier, the
actual declaration date was brought forward almost inadvertently as a
consequence of the Japanese unconditional surrender to the Allies on 15
August following the Nagasaki atomic bombing. The historic event was
triggered by a plot, led by a few more radical youth activists such asAdam
Malik and Chairul Saleh, that put pressure on Sukarno and Hatta to proclaim
independence immediately. The declaration was to be signed by the 27
members of the Preparatory Committee for Indonesian Independence (PPKI)
symbolically representing the new nation's diversity. The particular act was
apparently inspired by a similar spirit of the United States Declaration of
Independence. However, the idea was heavily turned down by the radical
activists mentioned earlier, arguing that the committee was too closely
associated with then soon to be defunct Japanese occupation rule, thus
creating a potential credibility issue. Instead, the radical activists demanded
23
that the signatures of six of them were to be put on the document. All parties
involved in the historical moment finally agreed on a compromise solution
which only included Sukarno and Mohammad Hatta as the co-signers in the
name of the nation of Indonesia.
Sukarno had initially wanted the declaration to be read at Ikada Plain, the large
open field in the centre of Jakarta, but due to unfounded widespread
apprehension over the possibility of Japanese sabotage, the venuewas
changed to Sukarno's house at Pegangsaan Timur 56. There was no concrete
evidence for the growing suspicions, as the Japanese had already surrendered
to the Allies, The declaration of independence passed without a hitch.
The proclamation at 56, Jalan Pegangsaan Timur, Jakarta, was heard
throughout the country because the text was secretly broadcast by Indonesian
radio personnel using the transmitters of the JAKARTA Hoso Kyoku radio
station. An English translation of the proclamation was broadcast overseas.
TEXT 3
Battle of Surabaya
Surabaya War, commonly known as The battle of Surabaya, occurred on 10
November 1945 in Surabaya. It is considered as one of the historical moments
in the history of Indonesia. This battle is not only considered as one of the
biggest battles in Indonesian history but it’s also considered as turning point
for the Dutch since this battle was shocked the Dutch that doesn’t aware about
the power of Indonesian people.
The story of Surabaya war took place in Surabaya is considered as part of chain
of events that is started by the arrival of Allied Forces on 25 October 1945,
headed by Brigadier General A.W.S. Mallaby.
On 25 October 1945, Brigade 49 under the command of Brigadier General

A.W.S. Mallaby landed in Tanjung Perak Port, Surabaya. Meanwhile, this
brigade is a part of 23rd Indies Division under the command of General D.C.
Hawthorn. This brigade is assigned to disarm the Japanese soldiers and rescue
the soldiers of Allied Forces. This troop has 6,000 personnel in which most of
the officers are British while the soldiers are the Gurkhas from Nepal who have
excellent experiences in combat.
The people of East java and its government under the command of Governor
R.M.T.A. Suryo are initially reluctant in accepting the arrival of Allied Forces.
After that, delegations from Republic of Indonesia government conducted a
meeting with Brigadier General A.W.S. Mallaby and both parties made an
agreement with points as listed below.
24
Unit Pembelajaran
Teks Recount
1. The British promised to involve the Dutch Military Force.

2. Agreement in creating collaboration between both parties in order to
guarantee the security and peace.
3. Contact agency will be formed so that the collaboration will run
properly.
4. The British will only disarm the Japanese.
On 26 October 1945, the Allied Forces proofed violating the agreement by

conducting an ambush to Kalisosok Prison. The Allied Forces are freed the
Dutch prisoners in which one of them is Colonel Huiyer. This action is followed
by the distribution of pamphlets that contain the command for people of
Surabaya to turn over their weapons. The people of Surabaya and TKR
(Tentara Keamanan Rakyat or Public Security Troops) are determined to drive
out the Allied Forces from Indonesia and will never turn over their weapons.
On 27 October 1945, the Allied Forces with power of one platoon attacked the
Kalisosok Prison in order to free a Dutch Navy Colonel named Colonel Huiyer
and the officers of Relief of Allied Prisoners of War and Internees (RAPWI) who
are captivated by Indonesian government.
Besides that, the Allied Forces are also occupied strategic spots in Surabaya
such as Tanjung Perak Port, International Bank, and Central Post Office. These
actions that are performed by Allied Forces trigger the battle. On 27 October
1945, 14.00 o’clock, the first crossfire is occurred between the Surabayan
youth and the Allied Forces.
The next day, 28 October 1945, the people of Surabaya attacked almost every
Allied Forces posts that are located in Surabaya. The Allied Forces became
overwhelmed and then requested the help from Indonesian leaders in Jakarta
to stop the battle in Surabaya.
On 31 October 1945, President Soekarno accompanied by Vice President Drs.

Mohammad Hatta and Minister of Information Amir Syariffudin came to
Surabaya. They then negotiated with Mallaby.
The negotiation delivered the decision to stop the battle. In that negotiation,
the members of Contact Committee from both sides are also selected.
After the negotiation is over, President Soekarno and his group left Surabaya.
Even though the ceasefire is negotiated, the crossfire is still occurred on
several spots. The Contact Committee visited the spots where the battle still
occurred immediately in order to stop them.
However, when Contact Committee visited the International Bank building in

Red Bridge, incident occurred. This building is still occupied by Allied Forces.
TKR and paramilitary troops demanded the Mallaby’s troops to surrender. But
Mallaby refused that demand. This event is followed by larger crossfire and
ended with the killing of Mallaby.
25
With the killing of Mallaby, the British demand accountability to the people of
Surabaya. The incident of the killing of Mallaby has pushed the Allied Forces to
send troops in large number to Surabaya. These new troops are under the
command of Major General R.C. Mansergh.
After that, on 9 November 1945, the leader of Allied Forces released the
ultimatum for people of Surabaya and demanded that all leaders and
Indonesian people who are armed must report and turn over their weapons in
spots that are specified and after that they must surrender by raising their
hands. On 9 November 1945, Major General R.C. Mansergh as the successor of
Mallaby released ultimatum to Indonesian people in Surabaya.
The content of this ultimatum is the demand to all people of Surabaya and their
leaders to surrender and turn over their weapons, raise the white flag, and
marched with hands on their head. If on 06.00 o’clock that ultimatum is still
ignored, then the British will assemble all its military forces. This ultimatum is
considered as the insult to the dignity of Indonesian people.
Therefore, the people of Surabaya refused this ultimatum officially through the
statement that is released by Governor Suryo.
(https://factsofindonesia.com/surabaya-war)
TEXT 4
History of "Sumpah Pemuda"
The idea of organizing the Second Youth Congress Student Association
Students from Indonesia (PPPI), a student-member youth organizations from
all over Indonesia. On the initiative of GN, the congress was organized in three
different buildings and is divided in three meetings. Resulting in the Youth
Pledge.
First meeting, Katholieke Jongenlingen Building Bond

The first meeting, Saturday, October 27, 1928, at the Katholieke Jongenlingen
Building Bond (GOC), Bull Field. In his speech, Soegondo hope the conference
will strengthen the spirit of unity in the hearts of the youth. The event
continued with a description of the meaning and Jamin Moehammad union
relationships with youth. According to him, there are five factors that can
strengthen the unity of Indonesia that is history, languages, customary law,
education, and willingness.
Second Meeting, Building Oost-Java Bioscoop

The second meeting, Sunday, October 28, 1928, in Building Oost-Java
Bioscoop, discuss education issues. The second speaker, and Sarmidi
Poernomowoelan Mangoensarkoro, agrees that children should be educated
26
Unit Pembelajaran
Teks Recount
nationality, must also be a balance between education at school and at home.

Children also should be educated in a democratic manner.
Third Meeting, Building Indonesisch Huis Kramat

At the next session, Soenario explains the importance of nationalism and
democracy in addition to scouting movement. While Ramelan argues, scouting
movement can not be separated from the national movement. Scouting
movement since the early to educate children and self-discipline, the things
that are needed in the struggle.
Before the congress closes played the song "Indonesia" by Wage Rudolf
Supratman. The song was greeted with a very festive by congress participants.
Congress closed with a statement announcing the results of the congress.
(http://fanymardiyanti.blogspot.com/2011/10/history-of-youth-pledge.html)
27
LK 4. Writing Recount Text
Tujuan: Menyusun draf teks recount

Petunjuk Kerja:
1. Dalam kelompok, peserta didik mengamati timeline events (Text 5);
2. Berdasarkan timeline tersebut, peserta didik mendiskusikan draf
tulisan teks recount;
3. Menuangkan hasil draf dalam lembar kerja (LK. 4);
Form Kegiatan:
Orientation
Events
Rerorientation
Gambar 3. Graphic Organizer
28
Unit Pembelajaran
Teks Recount
TEXT 5
Tabel 6. Timeline Events
TIMELINE EVENTS
Suharto comes to power
1965 - Failed coup: In the aftermath, hundreds of thousands of suspected
Communists are killed in a purge of leftists which descends into
vigilantism.
1966 - Sukarno hands over emergency powers to General Suharto, who
becomes president in March 1967.
1969 - West Papua formally incorporated into Indonesia, becoming Irian
Jaya Province.
1975 - Portugal grants East Timor independence. Indonesia invades the
following year and annexes it as a province.
1997 - Asian economic crisis: Indonesian rupiah plummets in value.
Protests and rioting topple Suharto the following yer.
29
C. Bahan Bacaan
Recount text merupakan salah satu jenis teks yang memiliki fungsi untuk
menceritakan kembali kejadian atau pengalaman yang terjadi di masa lalu.
Teks ini bertujuan untuk memberikan informasi dan atau menghibur pembaca
yang membaca tulisan jenis ini.
Dalam membuat recount text, ada struktur yang harus diikuti saat menulis
jenis teks ini. Struktur recount text terbagi menjadi 3 bagian :
Orientation
Dalam tahap yang pertama ini, penulis diminta untuk memberikan sebuah
pengenalan berupa informasi mengenai siapa, di mana, kapan peristiwa atau
kejadian itu terjadi di masa lalu. Di dalam bagian ini, penulis diharapkan dapat
memberikan informasi yang diperlukan pembaca untuk memahami
keseluruhan dari teks.
Events
Di tahap kedua ini, penulis dapat menyampaikan atau mengisahkan kejadian

atau peristiwa yang terjadi. Penulis diminta untuk menulis cerita dalam urutan
kronologis. Seperti ‘In the first day... . In the next day... . In the last day...’
Reorientation
Tahapan terakhir ini merupakan tahapan pengulangan pengenalan yang ada

di tahap pertama. Pengulangan yang ada merupakan rangkuman semua
peristiwa atau kejadian yang diceritakan. Di tahapan terakhir, penulis bisa
menuliskan rangkuman dari semua peristiwa atau kejadian yang diceritakan.
30
Unit Pembelajaran
Teks Recount
Penulis juga bisa menuliskan komentar atau kesan personal terhadap

peristiwa atau kejadian yang telah terjadi.
Pada saat menulis sebuah recount text, pastikan ciri-ciri berikut terdapat pada
tulisan Anda.
1. Menggunakan kalimat past tense
2. Menggunakan action verbs
3. Menggunakan adverb dan adverbial phrase untuk mengungkapkan
waktu, tempat dan cara.
4. Menggunakan conjunction dan time connectives untuk mengurutkan
peristiwa atau kejadian.
(https://www.ef.co.id/englishfirst/englishstudy/pemahaman-recount-text-dalam-bahasa-inggris.aspx)
31
PENGEMBANGAN PENILAIAN
A. Pembahasan Soal-Soal UN
Topik teks recount terkait peristiwa bersejarah merupakan topik yang tidak
muncul pada soal UN di tiga tahun terakhir karena KD ini merupakan KD baru
setelah revisi Kurikulum 2013. Soal yang terkait dengan jenis teks recount
yang muncul dalam soal UN yang ada adalah teks personal recount, bukan teks
recount terkait peristiwa bersejarah. Namun, teks recount terkait peristiwa
bersejarah muncul dalam soal USBN Tahun 2019 dalam bentuk soal essei.
Berikut ini pembahasan soalnya.
No. Soal
42. This text is for question 42.
The Battle of Ambarawa was a battle between the recently created

Indonesian Army and the British Army that occurred between 20
October and 15 December 1945 in Ambarawa, Indonesia.
On 20 October 1945, Allied troops under the command of
Brigadier Bethell landed in Semarang to disarm Japanese troops.
Initially, the troops were welcomed in the area, with Central Java’s
governor Wongsonegoro agreeing to provide them with food and other
necessities in return for the Allies’ promise to respect Indonesia’s
sovereignty and independence. However, when Allied and NICA troops
began freeing and arming freed Dutch POWs in Ambarawa and
Magelang, many locals were angered. Indonesian troops under the
command of Lieutenant Colonel M. Sarbini began besieging Allied
troops stationed in Magelang in reprisal for their attempted
disarmament. On the morning of 23 November 1945, Indonesian troops
began firing on Allied troops stationed in Ambarawa. A counterattack by
the Allies forced the Indonesian Army to retreat to the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various
commanders of the Indonesian Army. The next day at 4:30 AM, the
Indonesian Army launched an assault on the Allies in Ambarawa.
Indonesian artillery pounded Allied positions, which were later overrun
by infantry. When the Semarang-Ambarawa highway was captured by
Indonesian troops, Soedirman immediately ordered his forces to cut off
32
Unit Pembelajaran
Teks Recount
the supply routes of the remaining Allied troops by using a pincer

maneuver.
The battle ended four days later on 15 December 1945, when
Indonesia succeeded in regaining control over Ambarawa and the Allies
retreated to Semarang.
43. Determine the main idea of each paragraph.

a. Paragraph 1 : ….
b. Paragraph 2 : ….
c. Paragraph 3 : ….
Kunci Jawaban Soal No. 42:

The main idea of paragraph:
a. Paragraph 1: The introduction of the battle of Ambarawa
b. Paragraph 2: The chronological events of the battle of Ambarawa
c. Paragraph 3: The ending and result of the battle of Ambarawa
Pembahasan:
Ide utama paragraf dalam teks Bahasa Inggris pada umumnya terletak di awal
kalimat. Ide utama paragraf dapat berupa kesimpulan dari isi paragraf dari
kalimat awal sampai akhir pada paragraf itu.
Paragraf 1: Ide utama pada paragraf satu adalah identifikasi dari topik yaitu
‘The Battle of Ambarawa’ karena penulis memberikan penjelasan singkat apa
itu perang Ambarawa.
Paragraf 2: Ide utama paragraf dua merupakan rangkaian peristiwa terjadinya
perang Ambarawa secara kronologis terkait waktu, tempat kejadian dan
pihak-pinak yang terlibat dalam perang tersebut.
Paragraf 3: Ide utama paragraf tiga adalah kapan perang Ambarawa itu
berakhir dan hasil dari peperangan tersebut.
33
B. Pengembangan Soal HOTS
KISI-KISI SOAL HOTS

Jenis Sekolah : Sekolah Menengah Atas (SMA)
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 2 Menit
Junlah Soal : 1
Tahun Pelajaran : 2019/2020
Kompetensi Dasar : 3.7 membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa teks
recount lisan dan tulis dengan memberi dan
penggunaannya
Tabel 7 Kisi-Kisi Soal PG No.1

No IPK Materi Indikator Soal No Level Bentuk
Soal
1 3.7.7 Teks Disajikan teks 1 1 PG
menguraikan Recount recount, peserta
struktur teks didik dapat
recount terkait memerinci
peristiwa struktur teks
bersejarah recount terkait
peristiwa
bersejarah
Tabel 8 Kartu Soal PG No.1

KARTU SOAL TAHUN PELAJARAN 2018-2019
Jenis Sekolah : SMA Kurikulum : 2013
Kelas :X Bentuk Soal : PG
Mata Pelajaran : Bahasa Inggris Nama Penyusun :
KOMPETENSI DASAR : 3.7 membedakan fungsi sosial, struktur teks, dan
unsur kebahasaan beberapa teks recount lisan dan
tulis dengan memberi dan meminta informasi
terkait peristiwa bersejarah sesuai dengan konteks
penggunaannya
MATERI : Teks Recount
IPK : menguraikan struktur teks recount terkait
INDIKATOR SOAL : Disajikan teks recount, peserta didik dapat
memerinci struktur teks recount terkait peristiwa
34
Unit Pembelajaran
Teks Recount
bersejarah
LEVEL KOGNITIF : Pengetahuan dan Pemahaman (Level 1)
NOMOR SOAL : 1
RUMUSAN BUTIR SOAL
The idea of organizing the Second Youth Congress Student Association Students
from Indonesia (PPPI), a student-member youth organizations from all over
Indonesia. On the initiative of GN, the congress was organized in three different
buildings and is divided in three meetings. Resulting in the Youth Pledge.
The first meeting, Saturday, October 27, 1928, at the Katholieke Jongenlingen
Building Bond (GOC), Bull Field. In his speech, Soegondo hope the conference will
strengthen the spirit of unity in the hearts of the youth. The event continued with a
description of the meaning and Jamin Moehammad union relationships with youth.
According to him, there are five factors that can strengthen the unity of Indonesia
that is history, languages, customary law, education, and willingness.
The second meeting, Sunday, October 28, 1928, in Building Oost-Java Bioscoop,
discuss education issues. The second speaker, and Sarmidi Poernomowoelan
Mangoensarkoro, agrees that children should be educated nationality, must also be
a balance between education at school and at home. Children also should be
educated in a democratic manner.
At the next session, Soenario explains the importance of nationalism and
democracy in addition to scouting movement. While Ramelan argues, scouting
movement can not be separated from the national movement. Scouting movement
since the early to educate children and self-discipline, the things that are needed in
the struggle.
Before the congress closes played the song "Indonesia" by Wage Rudolf Supratman.
The song was greeted with a very festive by congress participants. Congress closed
with a statement announcing the results of the congress.
(http://fanymardiyanti.blogspot.com/2011/10/history-of-youth-pledge.html
The sentence represents orientation part:
A. Congress closed with a statement announcing the results of the congress.

B. The first meeting, Saturday, October 27, 1928, at the Katholieke Jongenlingen
Building Bond (GOC), Occured
C. At the next session, Soenario explains the importance of nationalism and
democracy in addition to scouting movement.
D. The idea of organizing the Second Youth Congress Student Association Students
Indonesia.
E. The second meeting, Sunday, October 28, 1928, in Building Oost-Java Bioscoop,
discuss education issues.
KUNCI JAWABAN:
D. The idea of organizing the Second Youth Congress Student Association
Students from Indonesia (PPPI), a student-member youth organizations from
all over Indonesia.
35
KISI-KISI SOAL HOTS

Junlah Soal : 1
penggunaannya
Tabel 9 Kisi-Kisi Soal Uraian No.1

Soal
1 3.7.7 Teks Disajikan teks 1 1 Uraian
peristiwa
bersejarah
Tabel 10 Kartu Soal Uraian No.1

Kelas :X Bentuk Soal : Uraian
penggunaannya
memerinci struktur teks recount terkait peristiwa
bersejarah
36
Unit Pembelajaran
Teks Recount
NOMOR SOAL : 1
RUMUSAN BUTIR SOAL
Battle of Surabaya

November 1945 in Surabaya. It is considered as one of the historical moments in
the history of Indonesia. This battle is not only considered as one of the biggest
battles in Indonesian history but it’s also considered as turning point for the Dutch
since this battle was shocked the Dutch that doesn’t aware about the power of
Indonesian people.
The story of Surabaya war took place in Surabaya is considered as part of chain of
events that is started by the arrival of Allied Forces on 25 October 1945, headed by
Brigadier General A.W.S. Mallaby.
On 25 October 1945, Brigade 49 under the command of Brigadier General A.W.S.

Mallaby landed in Tanjung Perak Port, Surabaya. Meanwhile, this brigade is a part
of 23rd Indies Division under the command of General D.C. Hawthorn. This brigade
is assigned to disarm the Japanese soldiers and rescue the soldiers of Allied Forces.
This troop has 6,000 personnel in which most of the officers are British while the
soldiers are the Gurkhas from Nepal who have excellent experiences in combat.
The people of East java and its government under the command of Governor
R.M.T.A. Suryo are initially reluctant in accepting the arrival of Allied Forces. After
that, delegations from Republic of Indonesia government conducted a meeting with
Brigadier General A.W.S. Mallaby and both parties made an agreement with points
as listed below.
1. The British promised to involve the Dutch Military Force.

2. Agreement in creating collaboration between both parties in order to
guarantee the security and peace.
3. Contact agency will be formed so that the collaboration will run properly.
4. The British will only disarm the Japanese.
On 26 October 1945, the Allied Forces proofed violating the agreement by

conducting an ambush to Kalisosok Prison. The Allied Forces are freed the Dutch
prisoners in which one of them is Colonel Huiyer. This action is followed by the
distribution of pamphlets that contain the command for people of Surabaya to turn
over their weapons. The people of Surabaya and TKR (Tentara Keamanan Rakyat
or Public Security Troops) are determined to drive out the Allied Forces from
Indonesia and will never turn over their weapons.
On 27 October 1945, the Allied Forces with power of one platoon attacked the
Kalisosok Prison in order to free a Dutch Navy Colonel named Colonel Huiyer and
the officers of Relief of Allied Prisoners of War and Internees (RAPWI) who are
captivated by Indonesian government.
Besides that, the Allied Forces are also occupied strategic spots in Surabaya such as
Tanjung Perak Port, International Bank, and Central Post Office. These actions that
are performed by Allied Forces trigger the battle. On 27 October 1945, 14.00
37
o’clock, the first crossfire is occurred between the Surabayan youth and the Allied
Forces.
The next day, 28 October 1945, the people of Surabaya attacked almost every Allied
Forces posts that are located in Surabaya. The Allied Forces became overwhelmed
and then requested the help from Indonesian leaders in Jakarta to stop the battle
in Surabaya.
On 31 October 1945, President Soekarno accompanied by Vice President Drs.

Mohammad Hatta and Minister of Information Amir Syariffudin came to Surabaya.
They then negotiated with Mallaby.
The negotiation delivered the decision to stop the battle. In that negotiation, the
members of Contact Committee from both sides are also selected.
After the negotiation is over, President Soekarno and his group left Surabaya. Even
though the ceasefire is negotiated, the crossfire is still occurred on several spots.
The Contact Committee visited the spots where the battle still occurred
immediately in order to stop them.
However, when Contact Committee visited the International Bank building in Red
Bridge, incident occurred. This building is still occupied by Allied Forces. TKR and
paramilitary troops demanded the Mallaby’s troops to surrender. But Mallaby
refused that demand. This event is followed by larger crossfire and ended with the
killing of Mallaby.
With the killing of Mallaby, the British demand accountability to the people of
Surabaya. The incident of the killing of Mallaby has pushed the Allied Forces to send
troops in large number to Surabaya. These new troops are under the command of
Major General R.C. Mansergh.
After that, on 9 November 1945, the leader of Allied Forces released the ultimatum
for people of Surabaya and demanded that all leaders and Indonesian people who
are armed must report and turn over their weapons in spots that are specified and
after that they must surrender by raising their hands. On 9 November 1945, Major
General R.C. Mansergh as the successor of Mallaby released ultimatum to
Indonesian people in Surabaya.
The content of this ultimatum is the demand to all people of Surabaya and their
leaders to surrender and turn over their weapons, raise the white flag, and marched
with hands on their head. If on 06.00 o’clock that ultimatum is still ignored, then
the British will assemble all its military forces. This ultimatum is considered as the
insult to the dignity of Indonesian people.
Therefore, the people of Surabaya refused this ultimatum officially through the
statement that is released by Governor Suryo.
(https://factsofindonesia.com/surabaya-war)
Based on the text, write down the purpose, the time and the historical events into
graphic organizer below:
38
Unit Pembelajaran
Teks Recount
Sequencing Timeline
The Purpose:
KUNCI JAWABAN:
Sequencing Timeline
The Purpose: To tell the battle of Surabaya history
31 October 1945
25 October 1945
27 October 1945 President Soekarno negotiated
Brigadier General A.W.S.
the Allied Forces attacked with Mallaby.
Mallaby landed in Tanjung
the Kalisosok Prison ber 1945
Perak Port, Surabaya
28 October 1945
26 October 1945
the people of Surabaya
the Allied Forces conducting an
attacked Allied Forces posts
ambush to Kalisosok Prison that are located in Surabaya.
39
KISI-KISI SOAL HOTS

Junlah Soal : 1
penggunaannya
Tabel 11. Kisi-Kisi Soal Uraian No.2

Soal
1 3.7.7 Teks Disajikan teks 2 1 Uraian
peristiwa
bersejarah
Tabel 12. Kartu Soal Uraian No.2

penggunaannya
memerinci unsur kebahasaan recount terkait
40
Unit Pembelajaran
Teks Recount

NOMOR SOAL : 2
RUMUSAN BUTIR SOAL
The Battle of Ambarawa
The Battle of Ambarawa was a battle between the recently created Indonesian Army and
the British Army that occurred between 20 October and 15 December 1945 in Ambarawa,
Indonesia.
On 20 October 1945, Allied troops under the command of Brigadier Bethell landed in
Semarang to disarm Japanese troops. Initially, the troops were welcomed in the area, with
Central Java’s governor Wongsonegoro agreeing to provide them with food and other
necessities in return for the Allies’ promise to respect Indonesia’s sovereignty and
independence.
However, when Allied and NICA troops began freeing and arming freed Dutch POWs in
Ambarawa and Magelang, many locals were angered. Indonesian troops under the
command of Lieutenant Colonel M. Sarbini began besieging Allied troops stationed in
Magelang in reprisal for their attempted disarmament.
On the morning of 23 November 1945, Indonesian troops began firing on Allied troops
stationed in Ambarawa. A counterattack by the Allies forced the Indonesian Army to retreat
to the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various commanders of the
Indonesian Army. The next day at 4:30 AM, the Indonesian Army launched an assault on the
Allies in Ambarawa. Indonesian artillery pounded Allied positions, which were later
overrun by infantry. When the Semarang-Ambarawa highway was captured by Indonesian
troops, Soedirman immediately ordered his forces to cut off the supply routes of the
remaining Allied troops by using a pincer maneuver.
(https://englishadmin.com/2018/02/6-contoh-recount-text-peristiwa-sejarah-dan-arti.html)
Based on the text, place the events in order (1 being first) by using 1 – 3
_____ Indonesian troops began firing on Allied troops stationed in Ambarawa
_____ Allied troops landed in Semarang
_____ Soedirman held a meeting with various commanders of the Indonesian Army
KUNCI JAWABAN:
___1__ Allied troops landed in Semarang
___2__ Indonesian troops began firing on Allied troops stationed in Ambarawa
___3__ Soedirman held a meeting with various commanders of the Indonesian Army
41
KISI-KISI SOAL HOTS

Junlah Soal : 1
penggunaannya
Tabel 13. Kisi-Kisi Soal PG No.2

Soal
1 3.7.7 Teks Disajikan teks 2 1 PG
recount terkait menguraikan
peristiwa
bersejarah
Tabel 14. Kartu Soal PG No.2
penggunaannya
menguraikan struktur teks peristiwa bersejarah
NOMOR SOAL : 2
RUMUSAN BUTIR SOAL
42
Unit Pembelajaran
Teks Recount
WORLD WAR II
Events of 1939
Three years of mounting international tension - encompassing the Spanish
Civil War, the Anschluss (union) of Germany and Austria, Hitler's occupation
of the Sudetenland and the invasion of Czechoslovakia - culminated in the
German invasion of Poland on 1 September. Britain and France declared war
on Germany two days later. While the USA proclaimed neutrality, it
continued to supply Britain with essential supplies, and the critical Battle of
the Atlantic between German U-Boats and British naval convoys
commenced.
Western Europe was quiet during this 'phoney war'. Preparations for war
continued in earnest, but there were few signs of conflict, and civilians who
had been evacuated from London in the first months drifted back into the
city. Gas masks were distributed, and everybody waited for the proper war
to begin.
In eastern Europe and Scandinavia, however, there was nothing phoney

about the war. With the Ribbentrop Pact signed between the Soviet Union
and Germany in late August, Russia followed Germany into Poland in
September. That country was carved up between the two invaders before
the end of the year, and Russia continued this aggression by going on to
invade Finland.
(http://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtml)
The events of this story are:

A. The war between Europe and Scandinavia. Russia declares invation
to German.
B. USA and Britain proclaimed neutrality. Western Europe followed to
supply with essential supplies.
C. Hitler invades Poland on 1 September. Britain and France declare
war on Germany two days later.
D. The war between Europe and Scandinavia. Russia declares invation
to German.
E. Eestern Europe was quiet during this 'phoney war'. The masks were
distributed, and everybody waited for the proper war to begin.
43
KUNCI JAWABAN:
C. Hitler invades Poland on 1 September. Britain and France declare
war on Germany two days later.
44
Unit Pembelajaran
Teks Recount
KISI-KISI SOAL HOTS

Junlah Soal : 1
penggunaannya
Tabel 15. Kisi-Kisi Soal Uraian No.3

Soal
1 3.7.7 Teks Disajikan 3 2 Uraian
menguraikan Recount gambar, peserta
recount terkait menyusun teks
peristiwa recount terkait
bersejarah peristiwa
bersejarah
45
Tabel 16. Kartu Soal Uraian No.3

unsur kebahasaan beberapa teks recount lisan
dan tulis dengan memberi dan meminta informasi
terkait peristiwa bersejarah sesuai dengan
IPK : menyusun teks recount terkait peristiwa
bersejarah
INDIKATOR SOAL : Disajikan gambar, peserta didik dapat menyusun
teks recount terkait peristiwa bersejarah dengan
urutan yang tepat.
LEVEL KOGNITIF : Aplikasi (Level 2)
NOMOR SOAL : 3
RUMUSAN BUTIR SOAL
46
Unit Pembelajaran
Teks Recount
LINGGARJATI AGREEMENT
After the Dutch elections of May 1946, the newly formed Dutch coalition
government decided to establish a ‘commission-general’ in order to start
negotiations with the Republic of Indonesia. The chair of this commission-general
was former prime minister Wim Schermerhorn (1894-1977). The assignment was
to adapt the constitutional arrangements for the Dutch East Indies to postwar
realities without giving up the Dutch imperial mission. The commission-general left
for Indonesia in November 1946 and started negotiations with a delegation of the
Republic of Indonesia, which included Sukarno and Sutan Sjahrir (1909-1966), in
Linggadjati. Difficult and long negotiations followed on the future relationship
between the Netherlands and Indonesia. In the end, van Mook laid down a
compromise in which the ‘United States of Indonesia’ to be established by January
1 1949, would become a ‘sovereign and democratic state’ within a Netherlands-
Indonesian Union, headed by the then Dutch Queen. The Netherlands-Indonesian
Union would concentrate on economic and cultural cooperation. The United States
of Indonesia would have three states: the Republic of Indonesia, East-Indonesia,
and Borneo. The Dutch would recognize the Indonesian Republic as having all
authority on Java, Sumatra and Madura.
In the Netherlands, conservative forces strongly opposed the Linggadjati

Agreement. The commission-general seemed to have “given away” the Dutch East
Indies to an irresponsible and unreliable group of Indonesian nationalists. The
Dutch government decided to amend and to interpret the agreement in order to
assure the Netherlands a reasonable future influence in Indonesia. Parliament
passed a motion, by which the Netherlands definitely gave a new interpretation to
the Linggadjati Agreement—without changing the precise words of the agreement
itself.
Linggarjati is not only the name of a little village on the slopes of the
daunting Mt. Ciremai and close to Cirebon in West-Java, but also the name given to
an agreement. The Linggadjati Agreement was reached by a Dutch delegation and
representatives of the Republic of Indonesia on November 12, 1946 and formally
signed in Batavia (Jakarta) on March 25, 1947.
On March 25 the Linggadjati Agreement was finally signed by the

Netherlands and Indonesia in the Rijswijk Palace in Jakarta. In reality, two different
agreements were signed. The Dutch signed the agreement as interpreted by the
Dutch government and the Dutch Parliament, which meant they agreed on forming
a sovereign and powerful Dutch-Indonesian Union in which the United States of
Indonesia and the Republic of Indonesia only played a minor role. The Indonesians
signed the agreement in its more original form, accepting only a symbolic Dutch-
Indonesian Union and wanting a fully sovereign United States of Indonesia in which
the Republic of Indonesia would play a dominant role.
Lieutenant Governor-General H.J. van Mook (1894-1965), the highest-

ranking Dutch administrator in the East, realized that negotiations with Sukarno
47
(1901-1970), president of the Indonesian Republic, were inevitable. However, the

Dutch government in the Netherlands, together with most Dutch political parties,
was reluctant to talk to Sukarno, especially given his pro-Japanese stance during
the war. Under strong British pressure, the Dutch reluctantly started negotiations
with the Republic of Indonesia. Van Mook wanted to recognize the Republic of
Indonesia as having de facto authority over Java, Sumatra and Madura in exchange
for the willingness from the Indonesian side to accept a federal Indonesian state
that would be a partner with the Kingdom of the Netherlands. Within the federal
Indonesian state the Dutch would at least control Borneo (Kalimantan) and the
eastern part of the archipelago.
Soon after the capitulation of the Japanese in World War II, the Indonesian
nationalists Soekarno and Hatta declared the independence of the Republic of
Indonesia on 17 August 1945. This declaration was immediately followed by
violent riots in which mainly youngsters brutally attacked Dutch citizens. Dutch
authorities returning to the Dutch East Indies, soon realized that they were not in a
position to restore Dutch authority on Java, Sumatra and Madura, which was
controlled by the Republic of Indonesia.
Sukarno accepted this compromise in order to avoid a long and difficult

armed struggle against the Netherlands and, with the knowledge of his Republic,
would control the vast majority of the population of Indonesia and would therefore
soon control the United States of Indonesia. The Dutch commission-general
accepted the compromise because a possible war was avoided and a close future
relationship between the Netherlands and Indonesia seemed to be assured.
Within the Republic of Indonesia, Sukarno faced his own problems in

gaining support for the Linggadjati Agreement. Radical elements within Indonesia
were supported by the leader of the army, General Sudirman (1915-1950), in
opposing the agreement, which did not bring immediate and full independence to
Indonesia. However, Sukarno succeeded in convincing the Indonesian Parliament
that the Linggadjati Agreement was a stepping stone toward full independence. On
March 5, 1947, the Indonesian parliament accepted the agreement, but only with
the explicit understanding that the Indonesian government should work toward
the ‘liberation’ of Borneo and East-Indonesia by making these areas a part of the
Indonesian Republic ‘as soon as possible’.
(https://www.indonesia-nederland.org/linggarjati-award-2/the-linggadjati-agreement/)
Based on the pictures, place the paragraphs in order!
KUNCI JAWABAN:
LINGGARJATI AGREEMENT
Linggarjati is not only the name of a little village on the slopes of the
daunting Mt. Ciremai and close to Cirebon in West-Java, but also the name
given to an agreement. The Linggadjati Agreement was reached by a Dutch
delegation and representatives of the Republic of Indonesia on November
48
Unit Pembelajaran
Teks Recount
12, 1946 and formally signed in Batavia (Jakarta) on March 25, 1947. (the
first paragraph)
Soon after the capitulation of the Japanese in World War II,

the Indonesian nationalists Soekarno and Hatta declared the independence
of the Republic of Indonesia on 17 August 1945. This declaration was
immediately followed by violent riots in which mainly youngsters brutally
attacked Dutch citizens. Dutch authorities returning to the Dutch East Indies,
soon realized that they were not in a position to restore Dutch authority on
Java, Sumatra and Madura, which was controlled by the Republic of
Indonesia. (the second paragraph)
Lieutenant Governor-General H.J. van Mook (1894-1965), the

highest-ranking Dutch administrator in the East, realized that negotiations
with Sukarno (1901-1970), president of the Indonesian Republic, were
inevitable. However, the Dutch government in the Netherlands, together
with most Dutch political parties, was reluctant to talk to Sukarno, especially
given his pro-Japanese stance during the war. Under strong British pressure,
the Dutch reluctantly started negotiations with the Republic of Indonesia.
Van Mook wanted to recognize the Republic of Indonesia as having de facto
authority over Java, Sumatra and Madura in exchange for the willingness
from the Indonesian side to accept a federal Indonesian state that would be
a partner with the Kingdom of the Netherlands. Within the federal
Indonesian state the Dutch would at least control Borneo (Kalimantan) and
the eastern part of the archipelago. (the third paragraph)
After the Dutch elections of May 1946, the newly formed Dutch
coalition government decided to establish a ‘commission-general’ in order
to start negotiations with the Republic of Indonesia. The chair of this
commission-general was former prime minister Wim Schermerhorn (1894-
1977). The assignment was to adapt the constitutional arrangements for the
Dutch East Indies to postwar realities without giving up the Dutch imperial
mission. The commission-general left for Indonesia in November 1946 and
started negotiations with a delegation of the Republic of Indonesia, which
included Sukarno and Sutan Sjahrir (1909-1966), in Linggadjati. Difficult
and long negotiations followed on the future relationship between the
Netherlands and Indonesia. In the end, van Mook laid down a compromise
in which the ‘United States of Indonesia’ to be established by January 1 1949,
would become a ‘sovereign and democratic state’ within a Netherlands-
Indonesian Union, headed by the then Dutch Queen. The Netherlands-
Indonesian Union would concentrate on economic and cultural cooperation.
The United States of Indonesia would have three states: the Republic of
Indonesia, East-Indonesia, and Borneo. The Dutch would recognize the
49
Indonesian Republic as having all authority on Java, Sumatra and Madura.

(the fourth paragraph)
Sukarno accepted this compromise in order to avoid a long and

difficult armed struggle against the Netherlands and, with the knowledge of
his Republic, would control the vast majority of the population of Indonesia
and would therefore soon control the United States of Indonesia. The Dutch
commission-general accepted the compromise because a possible war was
avoided and a close future relationship between the Netherlands and
Indonesia seemed to be assured. (the fifth paragraph)
In the Netherlands, conservative forces strongly opposed the

Linggadjati Agreement. The commission-general seemed to have “given
away” the Dutch East Indies to an irresponsible and unreliable group of
Indonesian nationalists. The Dutch government decided to amend and to
interpret the agreement in order to assure the Netherlands a reasonable
future influence in Indonesia. Parliament passed a motion, by which the
Netherlands definitely gave a new interpretation to the Linggadjati
Agreement—without changing the precise words of the agreement itself.
(the sixth paragraph)
Within the Republic of Indonesia, Sukarno faced his own problems

in gaining support for the Linggadjati Agreement. Radical elements within
Indonesia were supported by the leader of the army, General Sudirman
(1915-1950), in opposing the agreement, which did not bring immediate
and full independence to Indonesia. However, Sukarno succeeded in
convincing the Indonesian Parliament that the Linggadjati Agreement was a
stepping stone toward full independence. On March 5, 1947, the Indonesian
parliament accepted the agreement, but only with the explicit
understanding that the Indonesian government should work toward the
‘liberation’ of Borneo and East-Indonesia by making these areas a part of the
Indonesian Republic ‘as soon as possible’. (the seventh paragraph)
On March 25 the Linggadjati Agreement was finally signed by the

Netherlands and Indonesia in the Rijswijk Palace in Jakarta. In reality, two
different agreements were signed. The Dutch signed the agreement as
interpreted by the Dutch government and the Dutch Parliament, which
meant they agreed on forming a sovereign and powerful Dutch-Indonesian
Union in which the United States of Indonesia and the Republic of Indonesia
only played a minor role. The Indonesians signed the agreement in its more
original form, accepting only a symbolic Dutch-Indonesian Union and
wanting a fully sovereign United States of Indonesia in which the Republic
of Indonesia would play a dominant role. (the eighth paragraph)
50
Unit Pembelajaran
Teks Recount
KISI-KISI SOAL HOTS

Junlah Soal : 1
recount lisan dan tulis dengan memberi
dan meminta informasi terkait peristiwa
penggunaannya
Tabel 17. Kisi-Kisi Soal PG No.3

Soal
1 3.7.7 Teks Disajikan teks, 3 2 PG
menguraikan Recount peserta didik
struktur teks dapat
recount terkait menemukan
peristiwa informasi rinci
bersejarah teks recount
terkait
peristiwa
bersejarah
Tabel 18. Kartu Soal PG No.3

KOMPETENSI DASAR : 3.7 membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks recount
lisan dan tulis dengan memberi dan meminta
IPK : menganalisis struktur teks recount terkait
INDIKATOR SOAL : Disajikan teks, peserta didik dapat menemukan
informasi rinci teks recount terkait peristiwa
bersejarah
LEVEL KOGNITIF : Aplikasi (Level 2)
51
NOMOR SOAL : 3
RUMUSAN BUTIR SOAL
The Atomic Bombings of Hiroshima and Nagasaki
Hiroshima was the primary target of the first atomic bomb mission. The
mission went smoothly in every respect. The weather was good, and the
crew and equipment functioned perfectly. In every detail, the attack was
carried out exactly as planned, and the bomb performed exactly as
expected.
The bomb exploded over Hiroshima at 8:15 in the morning of August 6,

1945. About an hour previously, the Japanese early warning radar net had
detected the approach of some American aircraft headed for the southern
part of Japan. The alert had been given and radio broadcasting stopped in
many cities, among them Hiroshima. The planes approached the coast at a
very high altitude. At nearly 8:00 A.M., the radar operator in Hiroshima
determined that the number of planes coming in was very small - probably
not more than three - and the air raid alert was lifted. The normal radio
broadcast warning was given to the people that it might be advisable to go
to shelter if B-29's were actually sighted, but no raid was expected beyond
some sort of reconnaissance. At 8:15 A.M., the bomb exploded with a
blinding flash in the sky, and a great rush of air and a loud rumble of noise
extended for many miles around the city; the first blast was soon followed
by the sounds of falling buildings and of growing fires, and a great cloud
of dust and smoke began to cast a pall of darkness over the city.
At 8:16 A.M., the Tokyo control operator of the Japanese Broadcasting

Corporation noticed that the Hiroshima station had gone off the air. He
tried to use another telephone line to reestablish his program, but it too
had failed. About twenty minutes later the Tokyo railroad telegraph center
realized that the main line telegraph had stopped working just north of
Hiroshima. From some small railway stops within ten miles of the city
there came unofficial and confused reports of a terrible explosion in
Hiroshima. All these reports were transmitted to the Headquarters of the
Japanese General Staff.
Military headquarters repeatedly tried to call the Army Control Station in

Hiroshima. The complete silence from that city puzzled the men at
Headquarters; they knew that no large enemy raid could have occurred,
and they knew that no sizeable store of explosives was in Hiroshima at
that time. A young officer of the Japanese General Staff was instructed to
fly immediately to Hiroshima, to land, survey the damage, and return to
Tokyo with reliable information for the staff. It was generally felt at
52
Unit Pembelajaran
Teks Recount
Headquarters that nothing serious had taken place, that it was all a
terrible rumor starting from a few sparks of truth.
(http://www.atomicarchive.com/Docs/MED/med_chp7.shtml)
The right statement about the contents of the text:
A. The Japanese early warning radar net had detected the approach
of some American aircraft headed for the southern part of Japan at
6.15.
B. At 8.36 A.M. the Tokyo railroad telegraph center realized that the
main line telegraph had stopped working just north of Hiroshima
C. The bomb exploded over Hiroshima at 8:00 in the morning of
August 6, 1945.
D. The Tokyo control operator of the Japanese Broadcasting
Corporation noticed that the Hiroshima station had gone off the air
at 8.17
E. Around 8.00 A.M. the radar operator in Hiroshima determined that
the number of planes coming in was very small - probably not more
than three - and the air raid alert was lifted
KUNCI JAWABAN:
B. At 8.36 A.M. the Tokyo railroad telegraph center realized that the
main line telegraph had stopped working just north of Hiroshima
KISI-KISI SOAL HOTS

Junlah Soal : 1
penggunaannya
Tabel 19.. Kisi-Kisi Soal PG No.3

Soal
1 3.7.7 Teks Disajikan teks, 3 2 PG
menguraikan Recount peserta didik
struktur teks dapat
53
recount terkait menentukan

peristiwa pernyataan yang
bersejarah salah dari dua
paragraph
orientasi teks
recount terkait
peristiwa
bersejarah
Tabel 20..Kartu Soal PG No. 4

unsur kebahasaan beberapa teks recount lisan
dan tulis dengan memberi dan meminta informasi
terkait peristiwa bersejarah sesuai dengan
IPK : menganalisis fungsi sosial teks recount terkait
INDIKATOR SOAL : Disajikan teks, peserta didik dapat menentukan
pernyataan yang salah dari dua paragraph
orientasi teks recount terkait peristiwa
bersejarah
LEVEL KOGNITIF : Penalaran (Level 3)
NOMOR SOAL : 4
RUMUSAN BUTIR SOAL

Read these two texts and answer the following questios.
Text 1:
Battle of Surabaya
November 1945 in Surabaya. It is considered as one of the historical moments in
the history of Indonesia. This battle is not only considered as one of the biggest
battles in Indonesian history but it’s also considered as turning point for the Dutch
since this battle was shocked the Dutch that doesn’t aware about the power of
Indonesian people.
Text 2:
The idea of organizing the Second Youth Congress Student Association Students
54
Unit Pembelajaran
Teks Recount
Indonesia. On the initiative of GN, the congress was organized in three different
buildings and is divided in three meetings. Resulting in the Youth Pledge.
Which statement is TRUE based on those texts?
A. taking the weapons to win the battle
B. strengthening a sovereign country
C. involving many people from different islands
D. happened before the independence day
KUNCI JAWABAN:
C. strengthening a sovereign country
55
C. Refleksi Pembelajaran
Jenis: Self Assessment

‘POST IT’
What have I learnt?

_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
What part the class was

Tahapan:
easiest or
1. Secara berpasangan, peserta
didik menjawab pertanyaan ‘hal toughest?____________
apa saja yang telah dipelajari?’ _____________________
_____________________
‘kegiatan pembelajaran yang _____________________
mana menurutmu paling _____________________
mudah? Mengapa?
‘kegiatan pembelajaran yang

mana menurutmu paling sulit? Why was it easiest or
Mengapa? toughest?
_____________________
‘Bagaimana situasi pembelajaran _____________________
kita hari ini? _____________________
_____________________
2. Setiap pasangan berkeliling _____________________
melihat jawaban pasangan
lainnya.
How were we as a class

today?
_____________________
_____________________
_____________________
_____________________
_____________________
Gambar 4. Refleksi Pembelajaran ‘Post It’
56
Unit Pembelajaran
Teks Recount
KESIMPULAN
KD pengetahuan pada unit ini adalah membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks recount lisan dan tulis dengan memberi
dan meminta informasi terkait peristiwa bersejarah sesuai dengan konteks
penggunaannya. Adapun KD keterampilannya menangkap makna secara
kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks
recount lisan dan tulis terkait peristiwa bersejarah dan menyusun teks
recount lisan dan tulis, pendek dan sederhana, terkait peristiwa bersejarah,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
Rangkaian pembelajaran KD ini diawali dengan mengangkat aplikasi dunia
nyata tentang pengalaman mengunjungi museum bersejarah atau gallery seni.
Hal ini sesuai dengan tujuan dari teks recount yang berisi pengalaman atau
kejadian masa lampau terkait peristiwa bersejarah.
Pendahuluan pembelajaran inti berisi kegiatan pre activity yang bertujuan
untuk memastikan peserta didik telah memahami konsep umum teks recount.
Dilanjutkan dengan menganalisis teks recount lisan dan tulis secara
berkelompok serta menyusun draf teks recount secara berpasangan dengan
bantuan graphic organizer. Untuk pengayaan, peserta didik diminta
mengevaluasi dan menyusun teks recount secara individu.
Penilaian pembelajaran dilakukan dengan mengerjakan soal HOTS baik
pilihan ganda maupun uraian dan diakhiri dengan refleksi pembelajaran ‘Post
It’ berupa self assessment secara berpasangan yang berisi pertanyaan
metakognitf agar peserta didik melakukan ‘self aware ‘ dengan kemampuan
belajarnya.
57
UMPAN BALIK
Level kognitif KD untuk unit ini berada di C4 Level 3 atau penalaran. Oleh
karenanya, sangat disarankan menerapkan model pembelajaran yang
menitikberatkan pada kemampuan peserta didik untuk mengeksplorasi,
mengelaborasi, dan mengaktualisasikan kemampuannya dalam kegiatan
pembelajaran.
Pemilihan bahan bacaan terkait materi juga menjadi salah satu upaya untuk
mengintegrasikan literasi dalam pembelajaran. Diharapkan peserta didik
dapat lebih aktif menemukan pengetahuan melalui membaca. Guru
seharusnya menyiapkan aktifitas pembelajaran yang memberikan peluang
yang lebih besar untuk mengembangkan keterampilan berpikir tingkat tinggi.
Penilaian berbasis keterampilan berpikir tingkat tinggi melalui pemberian
soal HOTS sebaiknya lebih sering dilakukan. Guru seharusnya lebih banyak
berlatih menerapkan stimulus yang tepat dan variatif.
58

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PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

MATA PELAJARAN BAHASA INGGRIS

Desainer Grafis dan Ilustrator:

Hak Cipta Dilindungi Undang-Undang

Assalamu’alaikum Warahmatullahi Wabarakatuh

Saya menyambut baik terbitnya Paket Unit Pembelajaran dalam rangka

Paket unit pembelajaran ini dikembangkan mengikuti arah kebijakan

Semoga Paket Unit Pembelajaran ini dapat digunakan dengan baik

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Jakarta, Juli 2019

Dr. Supriano, M.Ed.

Assalamu’alaikum Warahmatullahi Wabarakatuh

Kementerian Pendidikan dan Kebudayaan, Direktorat Jenderal Guru dan

Untuk meningkatkan efisiensi, efektivitas, dan pemerataan mutu pendidikan,

Kami ucapkan terima kasih dan penghargaan yang setinggi-tingginya kepada

Wassalamu’alaikum Warahmatulahi Wabarakatuh

Direktur Pembinaan Guru

Ir. Sri Renani Pantjastuti, M.P.A.

PENGEMBANGAN PENILAIAN ____________________ 32

Tabel 15. Kisi-Kisi Soal Uraian No.3 ___________________________________________ 45

Sebagai panduan dalam melaksanakan pembelajaran, unit ini dilengkapi

LKPD dikembangkan secara aplikatif agar guru mudah

KOMPETENSI DASAR DAN PERUMUSAN IPK

A. Kompetensi Dasar dan Target Kompetensi

Unit pembelajaran ini dikembangkan berdasarkan Kompetensi Dasar Kelas X:

Tabel 1. KD dan Target KD

Kompetensi Dasar Target Kompetensi Dasar

4.7.1 menangkap makna secara 1. menangkap makna secara kontekstual terkait

B. Indikator Pencapaian Kompetensi

Tabel 2. KD Pengetahuan dan KD Keterampilan

informasi terkait peristiwa

APLIKASI DI DUNIA NYATA

Pernahkah Saudara mengunjungi sebuah museum sejarah atau gallery seni

sebuah karya seni tersebut. Dalam pembelajaran bahasa Inggris, teks-teks

The Battle of Ambarawa was a battle between the recently created

Indonesian troops, Soedirman immediately ordered his forces to cut off

42. Determine the main idea of each paragraph.

Level Kognitif : Pengetahuan dan Pemahaman (Menentukan/C3)

Ditanyakan : Ide utama paragraf

Bahan pembelajaran yang diuraikan di sini merupakan contoh panduan

Aktivitas pembelajaran berisi rincian alternatif kegiatan pembelajaran yang

Indikator Pencapaian Bentuk dan Jenis

Direktorat Jenderal Guru dan Tenaga Kependidikan

Aktivitas 1 – Pre Activity

Aktivitas 2 – Analyzing spoken text

Aktivitas 3 – Analyzing written text

Aktivitas 4 – Writing draft of recount text in group

5. Mempresentasikan hasil kerja (boleh menggunakan strategi gallery wall)

Aktivitas 5 –Summarizing recount text

Aktivitas 6 – Writing recount text individually

B. Lembar Kerja Peserta Didik

Tujuan: mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan

2. Setelah itu mendiskusikan tujuan penulisan teks.

3. Secara bersama mencoba mengidentifikasi struktur teksnya

Japanese Occupation and The Battle for Independence

LK 2. Analyzing Spoken Text

2. Sambil menyimak, peserta didik menuliskan tujuan, struktur teks dan

3. Kegiatan yang sama dilakukan ke peserta didik yang lain;

4. Mempresentaikan hasil kerja di depan kelas

The Purpose: The Structure Signal Words:

LK 3. Analyzing Written Text

2. Mendiskusikan isi teks dengan menentukan tujuan, waktu dan

3. Menuangkan hasil diskusi dalam lembar kerja (LK.3);

_2 Indonesian troops began firing on Allied troops stationed in Ambarawa