MODUL AJAR

BAHASA INGGRIS KELAS X

Judul Elemen Recount Text

Deskripsi Meliputi menganalisis fungsi sosial, struktur teks, dan unsur

kebahasaan dari Recount Text sesuai dengan konteks
penggunaannya, mengkategorikan unsur kebahasaan Recount
Text, menyusun Recount Text dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks
Kelas/ Program X/ Semua Program Keahlian TBO dan TO
Alokasi Waktu 240 menit
Jumlah Pertemuan 1–3
Fase Capaian E
Profil Pelajar Pancasila Beriman, bertakwa kepada Tuhan Yang Maha Esa, dan
berakhlak Mulia, Mandiri, Bernalar Kritis, dan Kreatif
Model Pembelajaran Project Based Learning
Moda Pembelajaran Daring / Kombinasi
Metode Pembelajaran Diskusi, presentasi, tanya jawab, demonstrasi

Bentuk Penilaian Asesmen Non Kognitif dan Kognitif

Sumbar Pembelajaran Buku Paket, Modul, Internet dan Lainnya
Bahan Pembelajaran Kertas HVS, tinta printer, Handphone android dan
peralatan lainnya
Alat Praktik Kertas HVS, tinta printer, gambar, proyektor, speaker,
Pembelajaran Handphone android dan peralatan lainnya

Media Pembelajaran LCD Projector, PPT, Video Pembelajaran, Internet

Tujuan Pembelajaran 1. Menganalisis fungsi sosial, struktur teks dan unsur
kebahasaan Recount Text melalui kolaborasi dengan tepat
2. Mengkategorikan unsur kebahasaan Recount Text dengan
memperhatikan fungsi Recount Text dengan benar
3. Menyusun Recount Text secara kreatif dan kritis
 PERTEMUAN 1 DARING/ LURING (80 MENIT)
Kegiatan Awal (30 Menit)
1. Peserta didik dan Guru memulai
dengan berdoa bersama.
2. Peserta didik disapa dan melakukan
pemeriksaan kehadiran bersama dengan
guru.
3. Peserta didik bersama dengan guru
membahas tentang kesepakatan yang
akan diterapkan dalam pembelajaran
4. Peserta didik dan guru berdiskusi
melalui pertanyaan pemantik:
a. Do you like to write diary?
Why?
b. How do you feel when you write
in the diary?
c. Do you like to write journal too?
Why?
Kegiatan Penutup (15 Menit)
1. Peserta didik dapat menanyakan hal
yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan
kendala yang dihadapi selama
mengerjakan
3. Peserta didik menerima apresiasi dan
motivasi dari guru.
Kegiatan Inti (35 Menit)
1. Peserta didik mendapatkan
pemaparan secara umum tentang
Recount Text
2. Dengan metode tanya jawab guru
memberikan pertanyaan mengenai:
a. The differences between Recount
Text and Narrative
b. Social function dan Generic
Structure Recount Text
3. Peserta didik diberikan kesempatan
untuk melakukan studi pustaka
(browsing dan/atau mengunjungi
perpustakaan) guna mengeksplorasi
a. The differences between Recount
Text and Narrative
b. Social function dan Generic
Structure Recount Text
4. Peserta didik diminta melaporkan
hasil studinya dan kemudian
bersama-sama dengan dibimbing
oleh guru mendiskusikan hasil
laporannya di depan kelas atau di
Forum Google Classroom dan Group
Whatsapp
5. Untuk analisis Generic Structure
Recount Text dapat dilakukan
secara kolaboratif di papan tulis di
Forum Google Classroom dan
Group Whatsapp
6. Peserta didik secara bergantian
mengungkapkan gagasannya. Guru
membimbing diskusi.
7. Peserta didik diminta untuk
mengerjakan soal Latihan
Referensi
1. https://www.youtube.com/watch?
v=h5VDsxHH0e8
2. https://www.wallstreetenglish.co.id/
english-tips/definisi-dan-contoh-
recount-text/
3. https://www.studiobelajar.com/
recount-text/
4. https://www.ef.co.id/englishfirst/
kids/blog/pemahaman-recount-text-
dalam-bahasa-inggris/
Refleksi Lembar Kegiatan

1. Apakah ada kendala pada kegiatan 1. Soal-soal Latihan Pertemuan 1

pembelajaran? 2. Lembar Aktivitas praktik 1
2. Apakah semua siswa aktif dalam
kegiatan pembelajaran?
3. Apa saja kesulitan siswa yang dapat
diidentifikasi pada kegiatan
pembelajaran?
4. Apakah siswa yang memiliki
kesulitan ketika berkegiatan dapat
teratasi dengan baik?
5. Apa level pencapaian rata-rata siswa
dalam kegiatan pembelajaran ini?
6. Apakah seluruh siswa dapat dianggap
tuntas dalam pelaksanaan
pembelajaran?
7. Apa strategi agar seluruh siswa
dapat menuntaskan kompetensi?
 PERTEMUAN 2 DARING/ LURING (80 MENIT)
Kegiatan Awal (30 Menit)
1. Peserta didik dan Guru memulai
dengan berdoa bersama.
2. Peserta didik disapa dan melakukan
pemeriksaan kehadiran bersama dengan
guru.
3. Peserta didik bersama dengan guru
membahas tentang kesepakatan yang
akan diterapkan dalam pembelajaran
4. Peserta didik dan guru berdiskusi
melalui pertanyaan pemantik:
a. Do you ever heard Simple Past?
When?
b. How to make Simple Past sentence?
Kegiatan Inti (35 Menit)
1. Peserta didik mendapatkan
pemaparan secara umum tentang
pengetahuan Language Features
Exposition Text
2. Peserta didik diberikan pertanyaan
untuk diskusi yaitu:
a. What are Language Features in
Recount Text?
3. Peserta didik diberikan tugas
untuk mengidentifikasi Language
Features Recount Text
4. Peserta didik diberikan kesempatan
untuk melakukan studi pustaka
(browsing dan/atau mengunjungi
perpustakaan) guna mengonfirmasi
jawaban dari pertanyaan tersebut
5. Waktu eksplorasi dibatasi
maksimal 10 menit. Setelah itu
hasil eksplorasi dikumpulkan
6. Peserta didik masing-masing
menyampaikan hasil
eksplorasinya dan guru
memfasilitasi diskusinya
Kegiatan Penutup (15 menit) Referensi

1. Peserta didik dapat menanyakan hal 1. https://akupintar.id/info-pintar/-/blogs/

yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan
kendala yang dihadapi selama
mengerjakan
3. Peserta didik menerima apresiasi dan
motivasi dari guru.
recount-text-pengertian-struktur-dan-
contoh-soal-bahasa-inggris
2. https://www.ef.co.id/englishfirst/kids/
blog/contoh-recount-text-dalam-bahasa-
inggris/
3. https://kumparan.com/berita-hari-ini/
recount-text-pengertian-ciri-ciri-struktur-
dan-contohnya-1v6ApPpRJyK/1
4. https://www.yuksinau.id/recount-text/

Refleksi Lembar Kegiatan

1. Apakah ada kendala pada kegiatan Lembar Aktivitas Praktik 2

pembelajaran?
2. Apakah semua siswa aktif dalam
kegiatan pembelajaran?
3. Apa saja kesulitan siswa yang dapat
diidentifikasi pada kegiatan
pembelajaran?
4. Apakah siswa yang memiliki kesulitan
ketika berkegiatan dapat teratasi dengan
baik?
5. Apa level pencapaian rata-rata siswa
dalam kegiatan pembelajaran ini?
6. Apakah seluruh siswa dapat dianggap
tuntas dalam pelaksanaan pembelajaran?
7. Apa strategi agar seluruh siswa dapat
menuntaskan kompetensi?
 PERTEMUAN 3 DARING/ LURING (180 MENIT)
Kegiatan Awal (30 Menit)
1. Peserta didik dan Guru memulai
dengan berdoa bersama.
2. Peserta didik disapa dan melakukan
pemeriksaan kehadiran bersama dengan
guru.
3. Peserta didik bersama dengan guru
membahas tentang kesepakatan yang
akan diterapkan dalam pembelajaran
4. Peserta didik dan guru berdiskusi
melalui pertanyaan pemantik:
a. Do you know how to write a
Recount Text? How?
b. What is the the first thing we must
write?
c. How many paragraph of the text if
you want to make a Recount text?
Kegiatan Penutup (15 menit)
1. Peserta didik dapat menanyakan hal
yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan
kendala yang dihadapi selama
mengerjakan
3. Peserta didik menerima apresiasi dan
motivasi dari guru.
Kegiatan Inti (35 Menit)
1. Peserta didik mendapatkan
pemaparan secara umum tentang
pengetahuan ExpositionText
2. Peserta didik diberikan pertanyaan
untuk diskusi yaitu:
a. The summary of generic
structure dan language features
Recount Text?
b. How to write a Recount Text?
3. Peserta didik diberikan tugas untuk
menyimpulkan Generic Structure dan
Language Features Recount Text
4. Peserta didik diberikan kesempatan
untuk melakukan studi pustaka
(browsing dan/atau mengunjungi
perpustakaan) guna mengonfirmasi
jawaban dari pertanyaan tersebut
5. Waktu eksplorasi dibatasi maksimal
10 menit. Setelah itu hasil eksplorasi
dikumpulkan
6. Peserta didik masing-masing
menyampaikan hasil eksplorasinya
dan guru memfasilitasi diskusinya
Referensi
1. https://www.zenius.net/blog/recount-text
2. https://www.kampunginggris.id/recount-
text-dalam-bahasa-inggris-disertai-
contoh
3. https://www.bbc.co.uk/bitesize/topics/
z2yycdm/articles/zgfhcj6
4. https://www.slideshare.net/evasilvia4/
materi-writing-recount-text-68526073
 5. https://www.youtube.com/watch?
v=6mvIq_drpqM

Refleksi Lembar Kegiatan

1. Apakah ada kendala pada kegiatan Lembar Aktivitas Praktik 3

pembelajaran?
2. Apakah semua siswa aktif dalam
kegiatan pembelajaran?
3. Apa saja kesulitan siswa yang dapat
diidentifikasi pada kegiatan
pembelajaran?
4. Apakah siswa yang memiliki kesulitan
ketika berkegiatan dapat teratasi dengan
baik?
5. Apa level pencapaian rata-rata siswa
dalam kegiatan pembelajaran ini?
6. Apakah seluruh siswa dapat dianggap
tuntas dalam pelaksanaan pembelajaran?
7. Apa strategi agar seluruh siswa dapat
menuntaskan kompetensi?
LAMPIRAN
 RINGKASAN MATERI

A. DEFINITION OF RECOUNT
Recount text adalah jenis text dalam Bahasa Inggris yang menceritakan tentang suatu cerita,
tindakan, atau kegiatan. Biasanya, recount text menceritakan tentang pengalaman seseorang. Tujuan dari
recount text adalah untuk menghibur pembaca, sehingga tidak terdapat konflik dalam text ini. Selain itu,
teks ini juga bertujuan untuk memberikan informasi pada pembaca.

B. MACAM-MACAM RECOUNT TEXT:

1. Personal Recount
Yaitu menceritakan tentang pengalaman pribadi penulis
2. Factual Recount
Yaitu laporan peristiwa yang benar-benar terjadi, seperti laporan percobaan ilmu
pengetahuan, berita.

C. GENERIC STRUCTURE RECOUNT TEXT:

1. Orientation
Yaitu pengenalan berupa memberikan informasi tentang siapa, dimana dan kapan peristiwa atau
kejadian itu terjadi di masa lampau.
 Orientation tells who was involved, what happened, where the events took place, and when it
happened. ("Orientation" menceritakan siapa saja yang terlibat dalam cerita, apa yang
terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya)
2. Events
Yaitu merupakan rekaman peristiwa yang terjadi, biasanya disampaikan dalam urutan kronologis,
seperti : "In the first day... . And in the next day... . And in the last day... ."  Pada bagian ini
terdapat juga komentar pribadi tentang peristiwa atau kejadian yang diceritakan.
 Events tell what happened and in what sequence. ("Event" menceritakan apa yang terjadi
(lagi) dan menceritakan urutan ceritanya)
3. Reorientation
Yaitu pengulangan pengenalan yang ada di orientation, pengulangan tentang rangkuman
peristiwa atau kejadian yang diceritakan.
 Reorientation consists of optional-closure of events/ending. ("Reorientation" berisi
penutup cerita / akhir cerita)

D. CIRI KEBAHASAAN RECOUNT TEXT

Pada saat membaca Recount Text, akan ditemukan ciri-ciri kebahasaan sebagai berikut:
1. Menggunakan kalimat dalam bentuk  Past Tense 2 Jenis Nominal dan Verbal
   Contoh : We went to Bandung last year, I was very happy, they were on the summit
2. Menggunakan Action Verbs Kata kerja yang menunjukkan tindakan
    Contoh : went (go), bought (buy), wrote (write), slept (sleep), walked, listened, washed
3. Menggunakan Adverbs and Adverbial Phrase untuk mengungkapkan waktu, tempat dan cara.
    Contoh : yesterday, at school, quickly= dengan cepat, softly= dengan lembut, diligently=
dengan rajin, slowly= secara lambat, beautifully = dengan indah/ cantik, carefully = dengan
hati hati, hardly = dengan keras, roughly = dengan kasar
4. Menggunakan Conjunction atau kata sambung
Contoh: but, and, or, with, of dan lain sebagainya
5. Time Connectives untuk mengurutkan peristiwa atau kejadian.
Contoh : after that, then, next, second, finally, when, dan lain sebagainya

Contoh:
 HOLIDAY IN JOGJAKARTA

I spent my holiday in Jogjakarta last year. I went to Prambanan Temple with my family early in the
morning.
We went to Prambanan Temple by bus and arrived at 01.00 in the afternoon. I saw many foreign
tourists there. And then, I spoke English with them. Their name were Andrew and Peter. They were
very friendly. They came from New York. Prambanan Temple was crowded in holiday. We went back
at 07.00 in the evening.
It was a very interesting holiday. 

A. GENERIC STRUCTURE
1. Orientation
I spent my holiday in Jogjakarta last year. I went to Prambanan Temple with my family early in the
morning.
2. Events
We went to Prambanan Temple by bus and arrived at 01.00 in the afternoon. I saw many foreign
tourists there. And then, I spoke English with them. Their name were Andrew and Peter. They were
very friendly. They came from New York. Prambanan Temple was crowded in holiday. We went back
at 07.00 in the evening.
3. Reorientation
It was a very interesting holiday. 

B. LANGUAGE FEATURES/ UNSUR KEBAHASAAN

1. Menggunakan kalimat dalam bentuk  Past Tense. 2
   Nominal: Their name were Andrew and Peter
They were very friendly
It was a very interesting holiday. 
Verbal : I spent my holiday in Jogjakarta last year
I went to Prambanan Temple with my family early in the morning
We went to Prambanan Temple by bus and arrived at 01.00 in the afternoon
I saw many foreign tourists there
I spoke English with them
They came from New York
We went back at 07.00 in the evening
2. Menggunakan Action Verbs
spent, went, saw, spoke, came, arrived
3. Menggunakan Adverbs kata keterangan yaitu waktu dan tempat
holiday, Jogjakarta, last year, Prambanan Temple, early in the morning, at 01.00 in the afternoon,
New York, at 07.00 in the evening
4. Adverbial Phrase untuk mengungkapkan cara.
friendly
5. Menggunakan Conjunction kata hubung biasa.
In, to, with, by, and, at, from
6. Menggunakan Time Connectives kata hubung waktu
And then

INFORMASI PENDUKUNG:
A. PENGERTIAN SIMPLE PAST TENSE
Simple past tense adalah suatu bentuk kata kerja sederhana untuk menunjukkan bahwa suatu
kejadian terjadi di masa lampau. Pada simple past tense, waktu kejadian (yesterday, last two days, last
year) atau periode waktunya (for two months, for a day, for an hour) dapat disebutkan secara spesifik.

Simple past tense dibentuk dari verb-2 (past tense) berupa kata kerja biasa atau verb “to be”. Verb-
2 merupakan bare infinitive (bentuk dasar verb) dengan tambahan -ed, -en, -d, -t, -n, atau -ne untuk
regular verb atau bentuk yang tidak konsisten pada irregular verb, sedangkan pada verb “to be”, verb-2
berupa was dan were.
Was yang merupakan singular verb digunakan pada singular subject berupa singular noun (seperti:
Andi, book, dan cat) dan singular pronoun (seperti: I, she, he, dan it) kecuali “you”, sebaliknya were yang
merupakan plural verb digunakan pada plural subject berupa plural noun (seperti: cats, people, books),
plural pronoun (seperti: you, they, we, dan cats), compound subject dengan kata hubung “and” (seperti:
you and I, Andi and Susi), dan you.

B. RUMUS SIMPLE PAST

1. Nominal Verbal
Positive Positive
S (I/He/she/it/Karina) + was + Adj/N/adv S (I/You/We/They/He/She/It) + V2 +O+Adv
S (You/we/they/Meli and Tri) + were + Adj/N/Adv We watched movie last night
I was angry S V2 O Adv. T
S to be Adj.
They were teachers
S to be N
Negative Negative
S (I/He/she/it/Karina) +was+ not+ Adj/N/adv S (I/You/We/They/He/She/It) + did not + V1
+O+Adv
S (You/we/they/Meli and Tri) + were+ not+Adj/N/Adv We did not watch movie last night
I was not angry S did not V1 O Adv. T
S to be not Adj.
They were not teachers
S to be not N
Interrogative Interrogative
Was + S (I/He/she/it/Karina) + Adj/N/Adv? Did + S + V1 + O + Adv?
Were + S (You/we/they/Meli and Tri) + Adj/N/Adv? Did we watch movie last night?
Was I angry? Did S V1 O Adv. T
To be S adj.
Were they teachers?
To be S N
Adj = Adjectives = Kata sifat
N = Noun = Kata benda
Adv = Adverb = Kata keterangan 1. Waktu, 2. Tempat
V2 = Verb 2 = Kata Kerja bentuk 2
Adv. T = Adverb of Time = Kata keterangan Waktu
Adv. P = Adverb of Place = Kata keterangan Tempat
O = Object = Yang dikenai, menderita, sasaran pekerjaan

C. TIME EXPRESSIONS PADA SIMPLE PAST TENSE

Berikut beberapa time expression (keterangan waktu) yang dapat digunakan pada simple past tense.
1. yesterday (kemarin)
2. last night/week/month/year/time (semalam / minggu lalu / tahun lalu / waktu yang lalu)
3. this morning (pagi ini)
4. one hour/day/week/month/year ago (satu jam/hari/minggu/bulan/tahun lalu)
5. in January (di bulan Januari)
6. in 1999 (pada tahun 1999)
7. on Saturday (pada hari Sabtu)
8. when + S + verb-2 (when he arrived, when I was stuck in traffic jam)

SOAL LATIHAN PERTEMUAN 1

The following text is to answer questions number 1 – 4

1. What is the purpose of the text above?

A. to inform the readers about the writer's experience
B. to explain about the writer's holiday to the readers
C. to describe about the journey of the writer to Tanggamus Mountain
D. to retell the writer's holiday in Lampung

2. What does the text mostly tell us about??

A. The writer’s first experience in climbing a mountain
B. The description of Tenggamus Mountain in Lampung
C. The writer’s experience in climbing Tanggamus Mountain
D. The view of Tenggamus Mountain in the morning

3. What did the writer and his friends do before setting up the tent? They ...
A. enjoyed the sunrise
B. cooked some food
C. lay on the ground
D. shared stories

4. The writer climbed the mountain with professional climbers … he had no worry at all
A. if
B. because
C. in order
D. so that

The following text is to answer questions number 5 – 8

 5. What is the text about?
A. A tiring occurrence
B. A surprising moment
C. A predictable event
D. A memorable experience

6. What problem did the writer have?

A. He could not find a clown
B. He could not act as a clown
C. His sister’s party will be held without a clown
D. His sister insisted him to be a clown

7. How could the writer act like a clown?

A. By watching television
B. By watching a video on the internet
C. By seeing a clown
D. By asking a clown to teach him

8. "She stared at me with glistening eyes.” From this sentence we can infer that the writer’s sister
was ....
A. disappointed
B. gloomy
C. touch
D. sorrowful

The following text is to answer questions number 9 – 12

 9. What is the most suitable topic for the passage above?
A. The most beautiful holiday in Spain
B. The sweet memory of watching stalagmites and stalactites
C. The most amazing scenery in Spain
D. The magnificent picture of the writer’s Dad’s face
10. On the third day, the writer and his family did the following activity. It was. . .
A. watching stalagmites and stalactites
B. playing a glockenspiel
C. having a little sunbathing and ice cream
D. visiting beach
11. “Some were like bars in a zoo.” (third paragraph) The word "some" means. . .
A. some zoo bars
B. misshapen spears
C. the amazing glockenspiels
D. stalagmites and stalactites
12. Why they have to buy food when they were hungry?
A. Because they found a stall where you can buy chip and calamari
B. Because they want to eat different food
C. Because the writer’s father didn’t know how to cook
D. Because they want to hang out and play pinball machine

Key answers
1. D 6. B 11. B
2. C 7. B 12. C
3. A 8. C
4. D 9. A
5. D 10. D

LEMBAR AKTIFITAS PRAKTEK 1

Analyzing Generic Structure of Recount Text

Example:
Visiting My Village

Last month, my family and I went to Banyumas which was located in Central Java, Indonesia. We
drove a car. I enjoyed the journey all day long although it took 2 days to get there. We were fun, my
brother made some jokes all day. My father told us some stories on the way. My mother slept on the back
seat.
My first day in my village, I visited my siblings and friends. When I saw my parents, they cried
because they looked so happy to meet up their families. The next day, my brother, my cousin and my
nephew went to a popular place in Purwokerto. It was called “Baturaden”. That was a favorite spot in
Purwokerto. We enjoyed local specialty food as culinary. Next, I took a photo with traditional music
musicians. My brother, my cousin and my nephew enjoy the view with other visitors. They took a photo
with their style like I did. In the evening, we were back home.
The day after tomorrow, my cousin had a ceremony to say thanks to God for blessing their son. It
was called “Nazar”. When the parents had a promise for something and it was realized. They had to make
a traditional ceremony. I watched that traditional ceremony and took their photograph.
For the last show, we were entertained by “Ebeg”. It was traditional art. The player danced through
the traditional music and they were handled by the spirit. It was scary, but it was fun and entertain.
Time run so fast because the next day was our last day in the village. So I took the last photo to
bring it home. They were my family and still family until the last breath in this world. Finally, we had to
go home and brought a love experience from family. That was the hardest part.

GENERIC STRUCTURE EXPLANATION

Last month, my family and I went to Banyumas
which was located in Central Java, Indonesia. We
drove a car. I enjoyed the journey all day long
ORIENTATION although it took 2 days to get there. We were fun,
my brother made some jokes all day. My father
told us some stories on the way. My mother slept
on the back
My first day in my village, I visited my
siblings and friends. When I saw my parents, they
cried because they looked so happy to meet up their
families. The next day, my brother, my cousin and
my nephew went to a popular place in Purwokerto.
It was called “Baturaden”. That was a favorite spot
in Purwokerto. We enjoyed local specialty food as
culinary. Next, I took a photo with traditional music
musicians. My brother, my cousin and my nephew
enjoy the view with other visitors. They took a
photo with their style like I did. In the evening, we
EVENTS were back home.
The day after tomorrow, my cousin had a
ceremony to say thanks to God for blessing their
son. It was called “Nazar”. When the parents had a
promise for something and it was realized. They
had to make a traditional ceremony. I watched that
traditional ceremony and took their photograph.
For the last show, we were entertained by
“Ebeg”. It was traditional art. The player danced
through the traditional music and they were handled
by the spirit. It was scary, but it was fun and
entertain.
You should wear a mask even you are feeling
RE-ORIENTATION well. Time run so fast because the next day was our
last day in the village. So I took the last photo to
 bring it home. They were my family and still family
until the last breath in this world. Finally, we had to
go home and brought a love experience from
family. That was the hardest part.

Find your own Recoun Text on the Internet. Analyze the generic structure of the text to make the readers
understand what is in the text.
 RUBRIK ASESMEN PRESENTASI HASIL AKTIVITAS PRAKTIK 1
INSTRUMEN PENILAIAN: PROSES DAN PRODUK

ASPEK Belum Kompeten (0-6) Cukup Kompeten (6-7) Kompeten (8-9) Sangat Kompeten (10)
Proses presentasi Peserta didik tidak mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil
observasi observasi namun dengan observasi dengan sikap observasi dengan sikap
sikap yang kurang baik yang baik namun tidak yang baik dan mampu
mampu berdiskusi berdiskusi
Hasil pencarian Peserta didik mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
informasi Generic mendapatkan informasi <1 mendapatkan informasi 1 mendapatkan informasi 2 mendapatkan informasi 3
Structure of Generic Structure of Recount Generic Structure of Recount Generic Structure of Generic Structure of
Recount Text Text dengan tepat Text dengan tepat Recount Text dengan tepat Recount Text dengan tepat
Keterangan :
Siswa yang belum mampu maka harus mengikuti pembelajaran remediasi.
Siswa yang cukup mampu diperbolehkan untuk memperbaiki pekerjaannya sehingga mencapai level mampu
 LEMBAR AKTIFITAS PRAKTEK 2

Analyzing Language Features of Recount Text

Example:
SCARY EXPERIENCE
Last midnight, when I slept in my bedroom, I heard someone sang a sad song and sometimes she was
crying. I was be very scared and curious with that voice because it was very strange for me. I tried to find
out the source of that voice until I know it was from the back of my window. Actually I was very scared
but I still wanted to know who was sang a song like that in the midnight. I got up and walked slowly to
the my big window. When I opened the curtain, I didn’t see no body or anything outside. I was really be
astonished.
After looked that, I slept again because I felt very sleepy after work hard to make so many task and
prepare for the test next day. But a few minutes later, I heard the same sound like the sound I heard
before. It made me a little angry because it was very disturbing my sleep. I looked my cute clock on the
wall. It showed 12.15 AM. Someone sang a sad song at midnight? I thought it was so strange.
So, I was forced to be brave and I opened the curtain again. And…. I saw an old woman with very
long hair wearing a white long dress with a very scaring face. She stared at me angrily. I was so scared.
Then… I screamed very loudly. I tried to run as fast as I can.
But... suddenly someone held my hand. Do you know, who held my hand?? It was my sister. She sat
besides me and asked, “What happened with you? Why you screamed at midnight?” “Where is the old
woman? Where is she now?”, I answered. “Old woman? No old woman here. Maybe you are just
dreaming”, she answered. Oh my God,,, do you believe it? It was just a nightmare.

LANGUAGE FEATURES CONTENTS

Nominal
- I know it was from the back of my window
- it was very strange for me
- It was my sister
- It was just a nightmare
- it was so strange
Verbal
- when I slept in my bedroom
- I heard someone
- I tried to
- I still wanted
- I opened the curtain
SIMPLE PAST - I got up and walked slowly to the my big window
- I didn’t see no body or anything outside
- I slept again
- I felt very sleepy
- I heard the same sound
- It made me
- I looked my cute clock on the wall
- It showed 12.15 AM
- Someone sang a sad song at midnight ?
- I thought it was so strange
- I saw an old woman with very long hair wearing a
white long dress with a very scaring face
- She stared at me angrily
- I screamed very very loudly
- I tried to run as fast as I can
- someone held my hand
- she answered
- She sat besides me
- slept
- heard
- sang
- tried
- wanted
- got
- walked
 - opened
- didn’t see
- made
- looked
- showed
- thought
- saw
- stared
ACTION VERBS - screamed
- held
- sat
- asked
- answered
Place
- bedroom
- my window
Time
ADVERBS - Last midnight
- 12.15 AM
- next day
- midnight
- few minutes later
- Actually
- really
- loudly
ADVERBIAL PHRASES - suddenly
- angrily
- slowly
- And
- in
- with
- that
- for
- to
CONJUNCTIONS - of
- but
- because
- so
- at
- or
- when
- after looked that
TIME CONNECTIVES - then
- suddenly

Find your own Recount Text on the Internet. Analyze the language feature of the text to make the readers
understand what is in the text.
 RUBRIK ASESMEN PRESENTASI HASIL AKTIVITAS PRAKTIK 2
INSTRUMEN PENILAIAN: PROSES DAN PRODUK

ASPEK Belum Kompeten (0-6) Cukup Kompeten (6-7) Kompeten (8-9) Sangat Kompeten (10)
Proses presentasi Peserta didik tidak mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil
observasi observasi namun dengan observasi dengan sikap observasi dengan sikap
sikap yang kurang baik yang baik namun tidak yang baik dan mampu
mampu berdiskusi berdiskusi
Hasil pencarian Peserta didik mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
informasi mendapatkan informasi <1 mendapatkan informasi 2 hasil mendapatkan informasi 4 mendapatkan semua
Language hasil pencarian informasi pencarian informasi Language hasil pencarian informasi informasi hasil pencarian
Features of Language Features of Features of Recount Text Language Features of informasi Language
Recount Text Recount Text dengan tepat dengan tepat Recount Text dengan tepat Features of Recount Text
dengan tepat
Keterangan :
Siswa yang belum mampu maka harus mengikuti pembelajaran remediasi.
Siswa yang cukup mampu diperbolehkan untuk memperbaiki pekerjaannya sehingga mencapai level mampu
 LEMBAR AKTIFITAS PRAKTEK 3

Make a your own original Recount Text. After that, find the Generic Structure and Language Features
from the text you can find!

GENERIC STRUCTURE EXPLANATION

ORIENTATION

EVENTS

RE-ORIENTATION

LANGUAGE FEATURES CONTENTS

Nominal

SIMPLE PAST
Verbal

ACTION VERBS

Place

ADVERBS
Time

ADVERBIAL PHRASES

CONJUNCTIONS

TIME CONNECTIVES
 RUBRIK ASESMEN PRESENTASI HASIL AKTIVITAS PRAKTIK 3
INSTRUMEN PENILAIAN: PROSES DAN PRODUK

Analyzing Analytical Exposition Text

ASPEK Belum Kompeten (0-6) Cukup Kompeten (6-7) Kompeten (8-9) Sangat Kompeten (10)
Proses presentasi Peserta didik tidak mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil mempresentasikan hasil
observasi observasi namun dengan observasi dengan sikap observasi dengan sikap
sikap yang kurang baik yang baik namun tidak yang baik dan mampu
mampu berdiskusi berdiskusi
Analysis Peserta didik tidak mampu Peserta didik mampu Peserta didik mampu Peserta didik mampu
menyusun ≤ 1 (satu) menemukan ≤ 2 (dua) menemukan ≤ 3 (tiga) menyajikan seluruh
komponen Generic Structure komponen Generic Structure komponen Generic Structure komponen Generic
dan ≤ 1 (satu) komponen dan ≤ 2 (dua) komponen dan ≤ 4 (empat) komponen Structure dan komponen
Language Features Recount Language Features Recount Language Features Recount Language Features
Text Text Text Recount Text

Keterangan :
Siswa yang belum mampu maka harus mengikuti pembelajaran remediasi.
Siswa yang cukup mampu diperbolehkan untuk memperbaiki pekerjaannya sehingga mencapai level mampu
PEMBELAJARAN P E N G A Y A A N D A N REMEDIASI

A. PENGAYAAN

 Menyelesaikan soal pada tautan https://tinyurl.com/recounttextquiz dan

https://tinyurl.com/recounttextquiz2

B. REMIDIASI

 Menemukan Recount Text diinternet tentang pengalaman pribadi atau historical recount

 Membuat analisis seluruh komponen 3 Generic Structure dan 6 Language Features untuk
masing – masing aspek
 DAFTAR PUSTAKA

https://www.youtube.com/watch?v=h5VDsxHH0e8
https://www.wallstreetenglish.co.id/english-tips/definisi-dan-contoh-recount-text/
https://www.studiobelajar.com/recount-text/
https://www.ef.co.id/englishfirst/kids/blog/pemahaman-recount-text-dalam-bahasa-inggris/
https://akupintar.id/info-pintar/-/blogs/recount-text-pengertian-struktur-dan-contoh-soal-bahasa-inggris
https://www.ef.co.id/englishfirst/kids/blog/contoh-recount-text-dalam-bahasa-inggris/
https://kumparan.com/berita-hari-ini/recount-text-pengertian-ciri-ciri-struktur-dan-contohnya-
1v6ApPpRJyK/1
https://www.yuksinau.id/recount-text/
https://www.zenius.net/blog/recount-text
https://www.kampunginggris.id/recount-text-dalam-bahasa-inggris-disertai-contoh
https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/zgfhcj6
https://www.slideshare.net/evasilvia4/materi-writing-recount-text-68526073
https://www.youtube.com/watch?v=6mvIq_drpqM
https://tinyurl.com/recounttextquiz
https://tinyurl.com/recounttextquiz2
 GLOSSARY

Recount : menulang kembali

Generic Structure : bagian – bagian text
Language Feature : unsur kebahasaan
Orientation : pengenalan
Events : kejadian – kejadian atau peristiwa
Re-orientation : simpulan kejadian atau peristiwa
Simple Past : struktur kalimat menunjukan kegiatan masa lalu
Action Verbs : kata kerja
Adverbs : kata keterangan
Adverbial Phrase : phrase yang menunjukan cara
Conjunction : kata hubung
Time Connectives : kata hubung waktu