B.ING-3.7/4.
7/2/7-7
UKBM
WHAT DO YOU KNOW ABOUT HISTORY?
7
IDENTITAS UKBM
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Kompetensi Dasar : 3.7 dan 4.7
Indikator Pencapaian Kompetensi:
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
4.7 teks recount- peristiwa
bersejarah
4.7.1 menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks recount lisan
dan tulis terkait peristiwa
bersejarah
4.7 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
Materi Pokok : Recount Text – Peristiwa Sejarah
Indikator Pencapaian Kompetensi
3.7.1 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
4.7.1.1 menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks recount lisan
dan tulis terkait peristiwa
bersejarah
4.7.1 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
Alokasi Waktu : 2 JP X 5

Tujuan Pembelajaran :

Melalui pembelajaran Inquiry Approach peserta didik dapat membedakan fungsi

sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis
dengan penuh tanggung jawab sehingga peserta didik dapat menggunakannya
dalam komunikasi sehari-hari serta dapat menghayati dan mengamalkan ajaran
agama yang dianutnya, mengembangkan sikap jujur, peduli dan
bertanggungjawab, serta dapat mengembangkan kemampuan berpikir kritis,
komunikasi, kolaborasi, kreativitas (tuntutan abad 21:C4)

Materi Pembelajaran :

Faktual : Recount Text – Peristiwa Sejarah

Konseptual : Factual Recount Text

COLONIAL INDONESIA

In the early 16th century the Portuguese arrived in Indonesia. At

that time there was a huge demand in Europe for spices such as
nutmeg, ginger, cinnamon, cloves and mace. Huge profits could
be made by transporting them to Europe and selling them. The
Portuguese therefore decided to seize the Moluccas, the chief
source of spices. In 1511 they captured Melaka, an important
port. They also captured the Moluccas.

Prosedural : o Fungsi Teks

o Struktur Teks
o Unsur Kebahasaan

Peta Konsep
PETUNJUK UMUM PENGGUNAAN UKBM

Baca dan pahami BTP (Buku Teks Pembelajaran) Bahasa Inggris Kelas X,
Kementerian Pendidikan dan Kebudayaan, Edisi Revisi, Tahun 201 2017, lihat
halaman 108 sampai dengan 154.
Setelah memahami isi materi, berlatihlah memperluas pengalaman belajar
melalui tugas-tugas
tugas atau kegiatan-kegiatan
kegiatan belajar 1, 2 dan 3 baik yang harus
kalian kerjakan sendiri maupun bersama teman sebangku atau teman lainnya
sesuai instruksi guru.
Kerjakan tugas-tugas
tugas di buku kerja yang sudah kalian siapkan sebelumnya.
Apabila kalian yakin sudah paham dan mampu menyelesaikan permasalahan
permasalahan-
permasalahan dalam kegiatan belajar 1, 1 2 dan 3,, kalian boleh sendiri atau
mengajak teman lain yang sudah siap untuk mengikuti tes formatif agar kalian
dapat belajar ke UKBM berikutnya (jika belum memenuhi
memenuhi KKM kalian harus
mempelajari ulang materi ini kemudian minta tes lagi sampai memenuhi
KKM).
Jangan lupa melalui pembelajaran ini kalian dapat mengembangkan sikap
jujur, peduli, dan bertanggungjawab, serta dapat mengembangkan
kemampuan berpikir kritis, komunikasi, kolaborasi, kreativitas.

PROSES BELAJAR

Pendahuluan

Sebelum masuk ke materi, simak video berikut dan pahami isinya

dengan baik.
 1. What do you know about recount text?
text
2. What is the aim of recount text?
3. How is the idea in recount text organized?
organized
4. In which tense is the recount text written?
written
5. What kind of verb or English expressions are usually used in recount text?

Untuk dapat menyelesaikan persoalan tersebut di atas mari kita lanjutkan ke

Kegiatan Belajar berikut

Kegiatan Inti Kegiatan Belajar 1

Baca dan pahami penjelasan mengenai Simple Past Tense

Recount Text

DEFINITION
Recount text is a kind of text genre that retells the past event including
who was involved, what happened, where the event took place and when
it happened. A historical event which talks about the war in the past can
be seen as a Factual Recount
R text.
PURPOSE

The purpose of this style of writing is to recall an event or experience for the reader's
information or enjoyment. It differs from a narrative in that the events are portrayed in
chronological order - in the order in which they occurred rather than
than manipulated for
maximum impact or drama.

Writers should remember that while the purpose is to retell they still need to craft their
retelling to be interesting to the reader. Rather than retelling every minor detail, the
writer needs to select the important
impo information or events, and expand on these in an
 interesting manner. If you were recounting a sports day, you could focus on the place,
time, events and results (which may be appropriate for a report), but to interest the
reader think about what would lift this above the dreary detail - What was the highlight
of the day for you? How did you feel when you tripped just before the finish line? Did
anything funny or surprising occur?
TYPES OF RECOUNT
• Personal recount
These usually retell an event that the writer was personally involved in.
• Factual recount
Recording an incident, eg. a science experiment, police report, and history.
• Imaginative recount
Writing an imaginary role and giving details of events, eg. A day in the life of a
pirate; How I invented...

LANGUAGE FEATURES
• Focuses on individual participants/events
• Events in chronological order (the order they happened)
• Can use features such as dialogue and description to embellish the retelling
• is written in the past tense (she yelled, it nipped, she walked)
• frequent use is made of words which link events in time, such as next, later,
when, then, after, before, first, at the same time, as soon as she left, late on
Friday)
• recounts describe events, so plenty of use is made of verbs (action words), and
of adverbs (which describe or add more detail to verbs)
• details are often chosen to add interest or humour to the recount.
• use of personal pronouns (I, we) (Personal Recount)
• the passive voice may be used, eg. the bottle was filled with ink (Factual
Recount)

Structure
• the recount has a title, which usually summarises the text
• specific participants (Mum, the crab)
• the basic recount consists of three parts:
1. the setting or orientation - background information answering who?
when? where? why?
2. events are identified and described in chronological order.
3. concluding comments express a personal opinion regarding the events
 described
• details are selected to help the reader reconstruct the activity or incident
(Factual Recount)
• the ending may describe the outcome of the activity, eg. in a science activity
(Factual Recount)
• details of time, place and incident need to be clearly stated, eg. At 11.15 pm,
between Reid Rd and Havelock St a man drove at 140 kms toward the shopping
centre (Factual Recount)
• descriptive
tive details may also be required to provide information, eg. He was a
skinny boy with a blue shirt, red sneakers and long tied back hair (Factual
Recount)
• includes personal thoughts/reactions (Imaginative Recount)

(Sumber : http://englishonline.tki.org.nz/English-Online/Planning-for-my-students-needs/Resources
http://englishonline.tki.org.nz/English needs/Resources-
research-and-professional-support/Features
support/Features-of-text-forms/Recounts)

Latihan Kegiatan Belajar 1

Listen to some monologue about the historical

historical events. Find the time,
place and the background of each event.

People
No. Historical Event When Where Background
Involved
1.

2.

3.
Latihan Kegiatan Belajar 2

Listen again the monologue in Kegiatan Belajar 1. Put the text into the
following table.

1. Title

Orientation What:

Who:

When:

Where:

Events 1.

2.

3.

2. Title

Orientation What:

Who:

When:

Where:

Events 1.

2.

3.

3. Title

Orientation What:

Who:

When:
 Where:

Events 1.

2.

3.

Latihan Kegiatan Belajar 3

Listen to the monologue and then fill in the blank.

The Youth Pledge

On 28 October 1928 in Jakarta, 1) _____________ from across Indonesia
held the Indonesian Youth Congress. This congress 2) _____________ the official
assembly to 3) _______________ the independence.
During this congress, the song "Indonesia Raya" was first 4) _____________
by Wage Rudolf Supratman. Supratman 5) _______________ "Indonesia Raya" on
the violin. The 6) _______________
_____________ of the song were able to awaken the spirit
of 7) _______________ among the Indonesian youths. The song marked the birth
of the allarchipelago nationalist movement in Indonesia and supported the idea
of one united "Indonesia". On this occasion, a 8) _______________ known as the
Youth Pledge was made by young Indonesian 9) _______________. They declared
the idea of one motherland—Indonesia,
motherland one nation—Indonesia,
Indonesia, and one
language—the
the Indonesian language. After the Proclamation of Independence of
the Republic of Indonesia on 17 August 1945 "Indonesia Raya" became the
national 10) _______________

Setelah selesai mengerjakan, cocokkan jawaban kalian dengan kunci jawaban

 yang tersedia.
Komunikasikan dengan guru apabila kalian menemukan kesulitan.

Kunci Jawaban Latihan Kegiatan Belajar 1

Setelah selesai latihan 1, komunikasikan jawabanmu dengan guru.

Kunci Jawaban Latihan Kegiatan Belajar 2

Setelah selesai latihan 2, komunikasikan jawabanmu dengan guru.

Kunci Jawaban Latihan Kegiatan Belajar 3

Setelah selesai latihan 3, komunikasikan jawabanmu dengan guru.

Apabila sudah memahami pembelajaran ini, kalian boleh melanjutkan ke

Kegiatan Belajar 2
Kegiatan Inti Kegiatan Belajar 2

Baca dan pahami Unsur Kebahasaan

Language Features of Recount Text

SIMPLE PAST TENSE

1. We use the simple past tense to talk about actions or situation that
happened in the past.
2. The verbs used are regular verbs and irregular verbs.
E.g.
• Regular Verbs : washed,
washed invented, helped
• Irregular Verbs : knew,
knew went, gave
3. The patterns:
Statement :
• Subject + Verb 2 + Object
• Subject + was/were + Adjective/Noun
Negative Statement :
• Subject + didn’t + Verb 1
• Subject + wasn’t/weren’t + Adjective/Noun
Interrogative :
• Did + Subject + Verb 1 + Object
• Was/Were + Subject + Adjective/Noun
4. Time Signals for the simple past tense
• yesterday
• last night, last week, last year
• two months ago, … ago
• in 1965, 2010, etc.

TIME CONNECTIVES
Time connectives can be used to show chronological order. One of the features
of a recount text is the use of words that show the order of events. Here are
some of the words:
At first next then
when finally soon after
at this point lastly at this time
eventually before that after a while
afterwards following that meanwhile

THE USE OF CONJUNCTION

There are three major types of conjuntions:
1. Coordinating Conjunction
A coordinating conjunction joins words, phrases or clauses having similar
grammatical structure.
A coordinating conjunction is also called a coordinator, which are 'but, and,
or, so, nor, yet, for’.
It joins the following:
• Word + Word
• Phrase + Phrase
• Clause + Clause
Read the following example, the underlined parts are the words, phrases and
clauses joined by the coordinating conjunction such as 'and, or, but'
Examples:
■ He bought a book and a pen. (two words)
■ I forgot to bring my laptop and camera. (two word)
■ You may meet me at my home or at my office. (two phrases)
■ He always sits in the library or in the classroom. (two phrases)
■ I waited for him but he didn't come. (two clauses)
■ She requested him for help but he didn't help her. (two clauses)
2. Subordinating Conjunction
A subordinating conjunction joins a subordinate (dependent) clause to a main
(independent) clause.
A subordinating conjunction is also called subordinator, which are ‘although,
 because, before, if, how, since, once, till, until, where, when ,whenever,
whether, after, while, no matter how, provided that, as soon as, even if’

• Main Clause + Subordinate Clause

• Subordinate Clause + Main Clause.

A main clause is a group of words having a subject and a verb. A main clause
can stand alone as a sentence because it can give complete meaning. On the
other hand, the subordinate clause cannot stand alone as a sentence as it
does not give complete meaning. It depends on main clause to give complete
meaning.

The subordinate clause starts with subordinating conjunctions as shown by

the underlined words in the following examples.

The parts of following sentences in blue color are main clauses. The part of
sentence in yellow color are subordinate clauses.

Examples:
■ You will succeed in life provided that you think optimistically.
■ We went to zoo where we saw an elephant
■ I will help whenever you need my help.
■ All the shops were closed because it was late.
■ It makes me happy when you laugh.
■ I will not tell him the secret even if he insists a lot
■ Although It is raining, it is too hot today.
■ As far as I know, he is a very nice person.
■ If you avoid sugary foods, you will lose your weight.

3. Correlative Conjuntion
Correlative conjunctions are paired words. It joins words, phrases or clauses
having reciprocal or complementary relationship.
The common correlative conjunctions are as follows:
 • Either .... or
• Neither .... nor
• Whether.... or
• Both .... and
• Not only .... but also

Examples:
■ He may buy either a laptop or a camera.
■ She likes neither tea nor coffee.
■ Both the pink and the blue are nice colors.
■ She is interested not only in singing but also in games.
■ You will find him either in the library or in the classroom.
(Sumber : http://www.studyandexam.com/conjunction2.html)

ADVERBIAL CLAUSE AND ADVERBIAL PHRASE

Study the examples below to see how adverb clauses are reduced:
1. Time sequences with after, before, once, since, until, when,
and while:

After they sang two songs, the performers did a dance. [clause]
After singing two songs, the performers did a dance. [phrase]

Before he answered the phone, he grabbed a pencil and notepad.

[clause]
Before answering the phone, he grabbed a pencil and notepad.
[phrase]

2. Giving reasons with because

When a clause introduced by because is reduced, because is omitted
and the verb changes form:

Because she had always been interested in sports, Linda became

an avid supporter of the team. [clause]
 Having always been interested in sports, Linda became an avid
supporter of the team. [phrase]

3. Clauses of concession with although, despite, in spite of,

though, and while:

Although he was hurt, Jack managed to smile. [clause]

Although hurt, Jack managed to smile. [phrase]

In spite of the fact that she works long hours, Joan spends a lot of
time with her family. [clause]
In spite of working long hours, Joan spends a lot of time with her
family. [phrase]

“The verb in a reduced adverb clause can be in one of two forms. The -
ing form is used for the active voice, and the -ed form (the past
participle) is used for the passive voice."
(Jolene Gear and Robert Gear, Cambridge Preparation for the TOEFL® Test, 4th ed.
Cambridge University Press, 2006)

(Sumber : https://www.thoughtco.com/reduced-adverbial-clause-1691902)
Latihan Kegiatan Belajar 4

Change the word in brakets into the simple past tense to form a meaningful
text.

Bandung Conference (Asian-African Conference), 1955

Gedung Merdeka in Bandung during the Asia-Africa Conference in 1955

In April, 1955, representatives from twenty-nine governments of Asian and African

nations 1) __________ (gather) in Bandung, Indonesia to discuss peace and the role of

the Third World in the Cold War, economic development, and decolonization.

The core principles of the Bandung Conference 2) __________ (be) political self-

determination, mutual respect for sovereignty, non-aggression, non-interference in

internal affairs, and equality. These issues 3) __________ (be) of central importance to

all participants in the conference, most of which had recently emerged from colonial

rule. The governments of Burma, India, Indonesia, Pakistan and Sri Lanka co-sponsored

the Bandung Conference, and they 4) __________ (bring) together an additional twenty-

four nations from Asia, Africa and the Middle East. Because the decolonization process

was still ongoing, the delegates at the conference 5) __________ (take) it upon

themselves to speak for other colonized peoples (especially in Africa) that had not yet

established independent governments. The delegates 6) __________ (build) upon the

Five Principles of Peaceful Coexistence, 7) __________ (work) out in negotiations

between India and China in 1954, as they 8) __________ (seek) to build solidarity among
recently independent nations.

At the close of the Bandung Conference attendees 9) __________ (sign) a

communique that included a range of concrete objectives. These goals 10) __________

(include) the promotion of economic and cultural cooperation, protection of human

rights and the principle of self-determination, a call for an end to racial discrimination

wherever it occurred, and a reiteration of the importance of peaceful coexistence. The

leaders 11) __________ (hope) to focus on the potential for collaboration among the

nations of the third world, promoting efforts to reduce their reliance on Europe and

North America.

The Bandung Conference and its final resolution 12) __________ (lay) the

foundation for the nonaligned movement during the Cold War. Leaders of developing

countries 13) __________ (band) together to avoid being forced to take sides in the

Cold War contest. The initial motivation for the movement was the promotion of peace.

In the 1970s it 14) __________ (grow) increasingly radical in its condemnation of the

policies of the Cold War super powers. Although the nonaligned movement 15)

__________ (continue) until the end of the Cold War, the solidarity produced by the

“spirit of Bandung” had weakened by end of the 1960s, by which time most of the

original participants in the conference were no longer in power in their respective

countries.

(Sumber: https://history.state.gov/milestones/1953-1960/bandung-conf)
Latihan Kegiatan Belajar 6

Complete the following paragraph with the time connectives from the box.

Now At this point Now

When At first Then Later

The History of the Olympic Games

Among the biggest sports events in the world are the Olympic Games. They
began in Greece long ago. The Olympic Games were held once every four years at
Olympia. Olympic athletes had to be male, of Greek nationality, and not slaves. Women
were prohibited from watching the Games in the stadium.
1) ____________ the Olympic Games included only one event, a running race. 2)
____________ the Games had more events: long jumps, javelin, boxing, chariot
racing, and horse riding in the hippodrome. The only prize the Winner received was a
crown of olive leaves. However, it was a great honor to win.
3) ____________ the Romans subjugated Greece, the Olympic Games became a
major sports event, and the winner got bigger prizes. 4) ____________ people began
to cheat, so the Roman Emperor Theodosius banned the games.
In 1896 a Frenchman, Baron Pierre de Coubertin, revived the Olympic Games.
The games were held in Greece. 5) ____________ the first modern Olympic Games
began. 6) ____________ the Games were held in different countries. The games are
officially opened by the lighting of the Olympic torch. Runners carry the Olympic Flame
from Greece all the way to the host country.
7) ____________ the modern Olympic Games have nearly 400 events, many of
which are team sports.

Latihan Kegiatan Belajar 7

Fill the correct conjunctions in this text.

1) ____________ the Japanese surrendered, the Allied forces landed in Indonesia
at the end of October 1945 to neutralize the Japanese soldiers. They agreed not
to interfere in the internal affairs of our new republic, 2) ____________ they
broke their promise, 3) ____________ conflict between the pro-independence
Indonesian soldiers and the British and British Indian troops was inevitable. The
Battle of Surabaya was the heaviest one 4) culminated in November 1945
5) ____________ the British commander, Brigadier General Mallaby, of the
Allied forces, was killed. This made the Allies very angry 6) ____________ they
issued an ultimatum. The authority and the people of Surabaya had to hand over
any weapons they possessed by 6 a.m. on November 10, 1965.
The people of Surabaya ignored the ultimatum. 7) ____________ the
soldiers of the new republic were poorly armed, they fought bravely. Better
armed, the Allied forces won the battle 8) ____________ suffered great losses.
The battle was considered a heroic effort by Indonesians 9)arouse international
support for the Indonesian Independence.

Latihan Kegiatan Belajar 8

Choose the best answer to reduce adverb clauses.

1. Before he left on vacation, he finished the project.

A. Before left on vacation, he finished the project.
B. Before leaving on vacation, he finished the project.
C. Before on vacation, he finished the project.

2. As soon as he bought the house, he moved in and furnished it with beautiful furniture.
A. As soon as buying the house, he moved in and furnished it with beautiful furniture.
B. Upon buying the house, he moved in and furnished it with beautiful furniture.
C. As buying the house, he moved in and furnished it with beautiful furniture.

3. Though he was talented, he didn't get the job.

A. Though was talented, he didn't get the job.
B. Though talented, he didn't get the job.
C. Though talenting, he didn't get the job.

4. Since he was late, he started the meeting at 10.

A. Being late, he started the meeting at 10.
B. Since being late, he started the meeting at 10.
C. Since late, he started the meeting at 10.

5. After the teacher arrived, the students sat down at their desks.
A. After the teacher arrived, the students sat down at their desks. - NO CHANGE
POSSIBLE
B. After arriving, the students sat down at their desks.
C. After arrived, the students sat down at their desks.
6. As I was driving, I saw a UFO!
A. As driving, I saw a UFO!
B. Driving, I saw a UFO!
C. As I was driving, I saw a UFO! - NO CHANGE POSSIBLE

7. As the teacher gave a difficult test, he let them use a dictionary.

A. Giving a difficult test, the teacher let them use a dictionary.
B. Given a difficult test, the teacher let them use a dictionary.
C. As the teacher gave a difficult test, he let them use a dictionary. - NO CHANGE
POSSIBLE

8. Although the weather was awful, we went on a hike.

A. Although awful, we went on a hike.
B. Although the weather was awful, we went on a hike. - NO CHANGE POSSIBLE
C. Being awful, we went on a hike.

9. As soon as I understood her question, the boss asked for my opinion.

A. Upon understanding her question, the boss asked for my opinion.
B. As soon as I understood her question, the boss asked for my opinion. - NO CHANGE
POSSIBLE
C. On understood the question, the boss asked for my opinion.

10. Since he didn't want to hurt her feelings, he didn't tell her the truth.
A. Not wanting to hurt her feelings, he didn't tell her the truth.
B. Since not wanting to hurt her feelings, he didn't tell her the truth.
C. Since he didn't want to hurt her feelings, he didn't tell her the truth. - NO CHANGE
POSSIBLE

11. After he finished the paper, he went to work.

A. After the paper, he went to work.
B. After finished the paper, he went to work.
C. After he finished the paper, he went to work. - NO CHANGE POSSIBLE

12. While I was watching TV, I found out the news.

A. While watching TV, I found out the news.
B. While I was watching TV, I found out the news. - NO CHANGE POSSIBLE
C. I watching TV, I found out the news.

13. As he didn't want to interrupt, he let her finish the telephone call.
A. Not wanting to interrupt, he let her finish the telephone call.
B. As he didn't want to interrupt, he let her finish the telephone call. - NO CHANGE
POSSIBLE
C. Wanting not interrupt, he let her finish the telephone call.

14. Though it's not a question I can answer, I can give you some advice.
A. Though I can answer, I can give you some advice.
B. Though being not a question, I can give you some advice.
 C. Though it's not a question I can answer, I can give you some advice. - NO CHANGE
POSSIBLE

15. As the sun was rising, I put on my clothes and went to work.
A. As sun rising, I put on my clothes and went to work.
B. As rising, I put on my clothes and went to work.
C. As the sun was rising, I put on my clothes and went to work. - NO CHANGE POSSIBLE

Setelah selesai mengerjakan, cocokkan jawaban kalian dengan kunci jawaban

yang tersedia.
Komunikasikan dengan guru apabila kalian menemukan kesulitan.

Kunci Jawaban Latihan Kegiatan Belajar 6

Setelah selesai membuat kalimat, komunikasikan jawabanmu dengan guru.

Kunci Jawaban Latihan Kegiatan Belajar 7

Setelah selesai membuat kalimat, komunikasikan jawabanmu dengan guru.

Kunci Jawaban Latihan Kegiatan Belajar 8

1. B 6. B 11. A
2. B 7. A 12. A
3. B 8. B 13. A
4. A 9. B 14. C
5. A 10. A 15. C
Apabila sudah memahami pembelajaran ini, kalian boleh melanjutkan ke
Kegiatan Belajar 3
Kegiatan Inti Kegiatan Belajar 3

Baca dan pahami cara menulis Recount text

Watch the video and Let’s Write a Recount Text

POINTS TO CONSIDER BEFORE WRITING

• What are you going to tell your audience? What are you recounting?
• What information will the audience need early in the text?
• What are the important events or parts of the recount you want to
describe? And what order will they occur in?
• How will you let your readers know the order of events? And what
language will we use to link them?
• What other information may be useful to include?
• How will you conclude your recount?

TIPS FOR WRITING A GREAT RECOUNT

• Keep everything in chronological order.
• Set the scene for the audience in terms of characters, setting and
context.
• Each new section will require a new paragraph.
• Use the correct language and terms.
• If you are writing from a specific point of view use the relevant language.
• Use a range of adjectives, try and avoid "And then, and then , and then."
• Recounts are always written in past tense. They can be written from both
first and third person perspective.
The challenge in writing a good recount is to provide the audience with the story
as it happened but to leave out incidental and boring information.

Ensure you also clearly understand your audience, as this will have a big impact
upon the language you use.

(Sumber: https://www.literacyideas.com/recounts/)

Latihan Kegiatan Belajar 9

Write your first draft of recount text.

Structure Draft

Orientation:
Introduction/Setting the
scene
− Who
− What
− When
− Where
− Why

Events:
What happened - in
chronological order.
− First ...
− Next ...
− Soon ...
− During ...
− After ...
− Later ...
− Eventually...
− Finally ...

Conclusion:
What did you think, feel
 or decide about the
events that happened.

Kunci Jawaban Latihan Kegiatan Belajar 9

Setelah selesai membuat kalimat, komunikasikan jawabanmu dengan guru.

Penutup

Setelah kalian belajar bertahap dan berlanjut melalui kegiatan belajar 1, 2

dan 3 isilah tabel berikut untuk mengukur diri kalian terhadap materi yang
telah kalian pelajari.
Jawablah sejujurnya terkait dengan penguasaan materi pada UKBM ini.

Tabel Refleksi Diri Pemahaman Materi

No Pernyataan Ya Tidak

1. Apakah kalian sudah mengerti tentang fungsi sosial,

struktur teks, dan unsur kebahasaan beberapa teks
recount lisan dan tulis
2. Apakah kalian sudah bisa menyusun menyusun teks
recount lisan dan tulis

Jika kalian menjawab “TIDAK” pada salah satu pertanyaan di atas, maka
pelajarilah kembali materi tersebut dan pelajari ulang kegiatan belajar 1, 2 dan
3 yang sekiranya perlu kalian ulang dengan bimbingan Guru atau teman sejawat.
Jangan putus asa untuk mengulang lagi!.

Jika kalian menjawab “YA” pada semua pertanyaan, maka lanjut ke tahap
berikut.
Menilai Diri Sendiri

Ukurlah diri kalian dalam menguasai Recount Text – Peristiwa Sejarah dalam
rentang 0-100, tuliskan ke dalam kotak yang tersedia.

NILAI

..........................
UJI KOMPETENSI UKBM 6
Untuk memastikan diri kalian telah menguasai seluruh materi pada
UKBM ini, kerjakan soal berikut secara mandiri.

DR. ABDULRAHMAN SALEH

1909-1947

Born into a family of doctors in Kampung Ketapang, Kwitang Barat,

Jakarta, Abdulrachman Saleh also became a doctor. After finishing MULO, he
studied at STOVIA. While still a student, he was appointed assistant at the
laboratory of physiology. Graduating from STOVIA, Abdulrachman Saleh
continued his work at the lab while having his own medical practice.
Abdulrachman Saleh’s role in medicine was significant. He became a lecturer
in Jakarta, Surabaya, Malang, and Klaten. For his meritorious service in
medicine, specifically in physiology, in 1958, the University of Indonesia
bestowed him the title of Bapak Ilmu Faal(Father of Physiology).
Abdulrachman Saleh was a man of many interests. He was involved in
youth organizations like Boy Scouts and Indonesia Muda. He was also a
member of Aeroclub, and co-founded theVerenigde Oosterse Radio
Omroep (VORO), an organization of broadcasters. It was he who established
the Voice of Free Indonesia, the radio station which spread the proclamation
of Indonesia’s independence to the world.

1. Abdulrachman Saleh was bestowed the title Father of Physiology because

....
A. he was a lecturer in the Medical faculty of the University of
Indonesia
B. he was a lecturer as well as a doctor
C. he had significant contribution in physiology
D. he was a lecturer in many parts of Indonesia
E. he was a professor in physiology

2. The main idea of the first paragraph is that Abdulrachman Saleh ...
A. had his own medical practice
B. studied at the medical school in STOVIA.
C. became a doctor because of his family.
D. was appointed assistant at the laboratory of physiology.
E. started his career as a doctor in STOVIA.

3. Besides medicine, Abdulrachman also had a special interest in ....

A. laboratorium assistance
B. student organizations
C. aeroplane designing
D. broadcasting
E. politics

Charles Robert Darwin was born in Shrewsbury, England, on February 12, 1809.
He came from a wealthy family and never had to work. He studied medicine
and theology. In 1831 he graduated from University of Cambridge with a
degree of theology.

He began a career as a scientist quite by chance. On December 27,1831, 22

years old Charles Darwin joined the crew of the HMS Beagle as a
naturalist.The five years expedition collected hydrographic, geologic, and
meteorologic data from South America and many other regions around the
world. Darwin's own observation on this voyage led to his theory of natural
selection.

Charles Darwin was greatly influenced by the geologist Adam Sedgwick and
naturalist John Henslow in his development of the theory of natural selection,
which was to become the foundation concept supporting the theory of
evolution. Darwin's theory holds that environmental effects lead to varying
degrees of reproductive success in individuals and groups of organisms.
Natural selection tends to promote adaptation in organisms when necessary
for survival. This revolutionary theory was published in 1859 in Darwin's now
famous On the Origin of Species by Means of Natural Selection.
4. Charles Darwin's theory of evolution believed that ....
A. people could defend themselves naturally
B. environment affected natural election
C. organism needed adaptation to survive
D. people and nature supported to each other
E. natural selection tend to adapt organism to survive

5. How was Darwin's theory of natural selection developed?

A. Adapted by the necessary for survival.
B. Influenced by his collection.
C. Supported the effect of environment.
D. Influenced by John Henslow.
E. Affected by groups of organisms.

6. The famous Darwin theory was published based on ....

A. theories developed by other scientists
B. the influence of organisms adaptation in survival living
C. the success of his observation supported by geologist and naturalist
D. his expedition and natural observation data a scientist
E. the observation of other geologists' natural selection

General Sudirman was a high ranking Indonesian military officer during

the Indonesian national revolution. He was the first commander-in-chief of the
Indonesian Armed Forces, he continues to be widely respected in the country.
On 12 November 1945, at an election to decide the military’s
commander-in-chief in YogyakartA. The 24 years old Sudirman was chosen
over Oerip Soemohardjo in a close vote. While waiting to be confirmed,
Sudirman ordered an assault on British and Dutch forces in Ambarawa. The
ensuing battle and British withdrawal strengthened Sudirman’s popular
support, and he was ultimately confirmed on 18 December. General Sudirman
commanded military activities throughout Java, including a show of force in
Yogyakarta on 1 March 1949. When the Dutch began withdrawing, in July 1949
Sudirman was recalled to Yogyakarta and forbidden to fight further. In late
1949 Sudirman’s tuberculosis returned, and he retired to Magelang, where he
died slightly more than a month after the Dutch recognised Indonesia’s
independencE. He is buried at Semaki Heroes’ Cemetery in Yogyakarta.

7. What is the text about?

A. A biography of General Soedirman
B. The family of General Soedirman
C. The death of General Soedirman
D. A spirit of General Soedirman for the Indonesian Armed Forces
E. The military forces commanded by General Soedirman

8. What can we infer from the text above?

A. His uncle’s name was also Soedirman
B. January is the month of Maulud
C. Soedirman was shot and died in the military war
D. Soedirman died when he was relatively young
E. Soedirman died on 1 March 1949

Faraday studied the magnetic field around a conductor carrying a DC electric

current. While conducting these studies, Faraday established the basis for the
electromagnetic field concept in physics, subsequently enlarged upon by
James Maxwell. He similarly discovered electromagnetic induction,
diamagnetism, and laws of electrolysis. He established that magnetism could
affect rays of light and that there was an underlying relationship between the
two phenomena. His inventions of electromagnetic rotary devices formed the
foundation of electric motor technology, and it was largely due to his efforts
that electricity became viable for use in technology.
As a chemist, Michael Faraday discovered benzene, investigated the clathrate
hydrate of chlorine, invented an early form of the Bunsen burner and the
system of oxidation numbers, and popularized terminology such as anode,
cathode, electrode, and ion.

Although Faraday received little formal education and knew little of higher
mathematics, such as calculus, he was one of the most influential scientists in
history. Historians of science refer to him as the best experimentalist in the
history of sciencE. The SI unit of capacitance, the farad, is named after him,
as is the Faraday constant, the charge on a mole of electrons (about 96,485
coulombs). Faraday’s law of induction states that magnetic flux changing in
time creates a proportional electromotive force.

Faraday was the first and foremost Fullerian Professor of Chemistry at the
Royal Institution of Great Britain, a position to which he was appointed for
life. Albert Einstein kept a photograph of Faraday on his study wall alongside
pictures of Isaac Newton and James Clerk Maxwell.

Faraday was highly religious. He was a member of the Sandemanian Church, a

Christian sect founded in 1730 that demanded total faith and commitment.
Biographers have noted that a strong sense of the unity of God and nature
pervaded Faraday’s life and work.
9. Which of the following statements closely relates to Michael Faraday?
A. Michael Faraday dedicated his life in science and religion.
B. Michael Faraday was downhearted his life in science.
C. Michael Faraday concentrated his life in technology.
D. Michael Faraday was one of successful scientists.
E. Michael Faraday poured his science in technology.

10. Based on the first paragraph, we conclude that ….

A. Faraday and James found the similar electromagnetic
B. Faraday found the electromagnetic induction
C. James discovered a DC electric current
D. James invented the motor technology
E. Faraday found the motor technology
Kunci Jawaban Uji Kompetensi UKBM 2

1. C 6. B
2. E 7. A
3. B 8. D
4. B 9. A
5. A 10. D

Setelah selesai mengerjakan, komunikasikan dengan guru untuk menilai

ketepatan hasil kerja kalian. Jika hasil kerja kalian dinyatakan layak oleh guru,
maka kalian sudah menyelesaikan dan menguasai materi teks announcement
terkait kegiatan sekolah.

MINTALAH PENILAIAN UKBM KEPADA GURU SECARA INDIVIDU ATAU BERKELOMPOK

DENGAN TEMAN-TEMAN KALIAN YANG TELAH MENYELESAIKAN UKBM
B.ING-3.7/4.7/2/7-7

Ini merupakan bagian akhir UKBM B.ING-3.7/4.7/2/7-7

Kalian dapat melanjutkan ke UKBM B.ING-3.8/4.8/2/8-8

SUMBER PUSTAKA

Bahasa Inggris / Kementerian Pendidikan dan Kebudayaan.-- . Edisi Revisi

Jakarta:
Kementerian Pendidikan dan Kebudayaan, 2017.

Bahasa Inggris 1 untuk SMA/MA/SMK/MAK Kelas X Kelompok Wajib/Herman

Benyamin; Anisah Septiany, NAdira Dhaifina (ed.). –Jil.1-Bandung: Grafindo
Media Pratama, 2017.
Let’s learn English SMA/MA/SMK/MAK Grade X/Sofyan Fanani; Aisyah Anwar.
Jakarta: Bumi Aksara, 2016

http://www.ego4u.com

http://www.youtube.com

http://englishonline.tki.org.nz/English-Online/Planning-for-my-students-

needs/Resources-research-and-professional-support/Features-of-text-

forms/Recounts

https://history.state.gov/milestones/1953-1960/bandung-conf

https://www.literacyideas.com/recounts/