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MODULAJAR BAHASA INGGRIS KELAS X

INFORMASI UMUM
1. Kode Modul Ajar -
2. Kode ATP Acuan -
3. Nama Penyusun Ismat Ahmad Araris
4. Jenjang Sekolah SMA
5. Fase/Kelas E / X (Sepuluh)
6. Domain/Topik Menulis dan menceritakan kejadian di masa lalu
7. Kata Kunci Recount Text
8. Pengetahuan/Keterampilan Prasyarat Writing

9. Alokasi waktu (menit) 2 X 45 Menit (90 Menit)

10. Jumlah Pertemuan (JP) 2 JP
11. Model Pembelajaran Problem Based Learning
12. Metode Pembelajaran 1) Diskusi
2) Tanya jawab
13. Sarana Prasarana 1) Media:Power Point, Laptop, LCD Proyektor,
Handphone, Papan Tulis, Spidol, Spidol
Warna/ Pen Warna/ Stabilo.
2) Sumber belajar:E-Learning, E-Book, Buku
paket, Video Youtube.
14. Target Peserta Didik Reguler
15. Karakteristik Peserta Didik Siswa regular yang aktif berdiskusi dalam
kegiatan pembelajaran dan bernalar kritis serta
mampu menulis dan menceritakan kejadian di
masa lalu (Recount Text) dengan mandiri dan
tidak pantang menyerah.

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KOMPETENSI INTI
A. Tujuan Pembelajaran
Setelah melakukan pembelajaran, diharapkan peserta didik mampu:
1. Menjelaskan definisi, tujuan, struktur teks, ciri-ciri unsur kebahasaan dari teks
recount
2. Membedakan dan menganalisis fungsi sosial, struktur teks dan unsur kebahasaan dari
beberapa teks recount lisan dan tulis
3. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks dan unsur
kebahasaan teks recount lisan dan tulis terkait pengalaman pribadi
4. Menyusun teks recount, pendek dan sederhana, terkait pengalaman bersejarah, dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan, secara benar dan sesuai
konteks
B. Pemahaman Bermakna
Melalui pengamatan,diskusi, tanya jawab, penugasan dan project siswa mampu :
1. Menjelaskan definisi , tujuan, struktur teks dan ciri-ciri unsur kebahasaan
2. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan
3. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan

C. Pertanyaan Pemantik
1. Have you visited a tourist destination?
2. Please tell me about a tourist destination you have visited!

D. Persiapan Pembelajaran
a. Guru menyusun LKPD

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KEGIATAN PEMBELAJARAN
PERTEMUAN PERTAMA

A. Tujuan Pembelajaran
 Menjelaskan definisi, tujuan, struktur teks, ciri-ciri unsur kebahasaan dari teks recount
 Membedakan fungsi sosial, struktur teks dan unsur kebahasaan dari beberapa teks recount
lisan dan tulis
 Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks recount
lisan dan tulis
B. Kegiatan Pembelajaran

Tahap Pembelajaran Kegiatan Pembelajaran

Kegiatan Pendahuluan  Guru memberi salam dan mengajak berdo’a sebelum
pembelajaran dimulai.
 Guru memberi motivasi kepada peserta didik dan menanyakan
kondisi kesehatan.
 Guru mengecek kehadiran peserta didik.
 Guru memberi apersepsi tentang materi yang akan dipelajari.
 Guru memberikan pertanyaan pemantik yang berkaitan dengan
materi yang akan dipelajari
 Guru menyampaikan tujuan yang akan dicapai pada pembelajaran
hari ini.
 Guru menyampaikan garis besar cakupan materi yang dipelajari.
 Guru menyampaikan metode pembelajaran dan teknik penilaian
yang akan digunakan.
 Guru melakukan Ice Breaking bersama siswa
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Kegiatan Inti  Guru membagi atau membuat kelompok untuk peserta didik.
 Peserta didik menyimak informasi tentang materi yang akan
dipelajari dengan cara mengamati video yang berhubungan
dengan materi.
Berikut link Youtube tentang Recount Text:
[Link]
 Peserta didik secara berkelompok menjelaskan definisi, tujuan,
struktur teks, ciri-ciri unsur kebahasaan dari sebuah teks recount.
 Peserta didik secara berkelompok menganalisis fungsi sosial,

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struktur teks, dan unsur kebahasaan teks recount dalam grup.

 Setelah melakukan diskusi kelompok, guru mengarahkan peserta
didik untuk mempresentasikan hasil diskusinya didepan kelas, dan
peserta didik secara individu menulis hasil diskusi yang
disampaikan temannya.
 Peserta didik diberikan sebuah LKPD dan peserta didik mencari
dan mengumpulkan informasi tentang fungsi sosial, struktur teks,
dan unsur kebahasaan terkait teks recount. Hingga pada akhirnya
peserta didik menemukan informasi terkait text recount.
 Peserta didik bersama dengan guru melakukan diskusi kelas untuk
menganalisis hasil jawaban dan menyamakan persepsi tentang
materi yang dipelajari.
Kegiatan Penutup  Guru memberikan feedback tentang materi recount teks.
 Guru menginformasikan kegiatan yang akan dilaksanakan pada
pertemuan berikutnya.
 Guru dan peserta didik berdo’a bersama untuk mengakhiri
pembelajaran.

Assessmen

1) Teknik Penilaian
a. Pengetahuan : Lembar Kerja Peserta Didik

b. Keterampilan : Membuat recount text

c. Sikap :Observasi/pengamatan terhadap kerja kelompok

2) Instrumen Penilaian
a. Pengetahuan :Isian singkat dan uraian
b. Keterampilan :Rubrik penilaian menulis
c. Sikap :Lembar observasi

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LAMPIRAN

A. MATERI
“RECOUNT TEKS”

1. Definition and Social Function

Recount text is a text that telling the reader about one story, action or activity in the
past. The social function of Recount Text is to retell events for the purpose of informing or
entertaining the reader.
Its text that serves retell events or experiences that occurred in the past. That is mean,
the events that are notified in the Recount Text occur before you write the text. For example,
events that took places last year, last month, or even yesterday. Well, the events that are
retold in Recount Text can be experiences such as holidays, competitions, or birthdays.
“Jadi Recount Text ini bercerita mengenai pengalaman atau kejadian yang dialami
seseorang dimasa [Link] tersebut diceritakan secara berurutan atau secara
[Link] fungsi dari Recount text untuk menceritakan kembali peristiwa yang
bertujuan untuk menginformasikan atau menghibur pembaca”.
2. Generic Structure
Recount Text consists of 3 parts, that are Orientation, Series of Events, and Reorientation.

[Link]

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1) Orientation
This section is the opening part of the text or introduction that contains the
background of an incident, such as who was involved, or when and where there the
incident occurred.
“Orientation ini menceritakan siapa saja yang terlibat dalam cerita, apa yang
terjadi, dimana tempatnya peristiwa terjadi, dan kapam terjadi peristiwanya.”

2) Series of Events
This section is part of the content of the text that contains a series of sequential
events experienced by the author.
“Event ini menceritakan tentang apa yang terjadi (lagi) dan menceritakan urutan
ceritanya.”
For example, if the Recount Text tells about the experience of the race, then the
Series of Event section contains a series of events that were experienced sequentially,
starting from the beginning of the preparation of the race until the end of the race.

3) Reorientation
This section is the closing of the text which contains conclusions, massages,
impressions, or feelings of the author on the events experienced. “Reorientation ini berisi
penutup cerita/akhir cerita.”
For example, the author tells about his experience in the competition and it turns
out that he won 1st place in the competition, then the author can tell how happy he was
when he found out that he had won 1st place.

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For example!

[Link]

3. Language Feature
 Using Simple Past Tense
Why must Simple Past Tense? Kenapa harus Simple Past Tense? Because the
events being told are events that happened in the past, so we have to use a tense that
serves to express events that happened in the past, that is Simple Past Tense.
“Recount Text ini menceritakan kejadian dimasa lampau sehingga recount text
harus menggunakan tense yang berfungsi untuk mengungkapkan kejadian di masa
lampau yakni Simple Past Tense”.

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[Link]
 Using Adverb of Time and Adverb of Sequence

[Link]

 Conjunctions and chronological connectors

Conjunctions are words that link other words, phrases, or clauses together.

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There are:for, and, nor, but, or, yet,after, although, as, as if, as long as, as much as, as
soon as, as though, because, before, by the time, even if, even though, if, in order that,
in case, in the event that, lest, now that, once, only, only if, provided that, since, so,
supposing, that, than, though, till, unless, until, when, whenever, where, whereas,
wherever, whether or not, while, both/and, either/or, neither/nor, not only/but,
whether/or.
4. Types Recount Text
Here are the types of recount text that you need to know.
1. Personal Recount
This type of text is used to retell an event experienced by one person. This paper will tell
in detail what was done and what events were experienced.

2. Factual Recount
This type of recount text also tells about events or events in the past. The events narrated
were experienced by other people. Even so, it is certain that this event actually happened.

3. Imaginative Recount
This type of text tells of an event in the past that didn't actually happen or was just an
imagination. This type of text is also written in a coherent way, but there is no emphasis
on who the actors or characters are in the story.

5. Examples of Recount Text

Example 1
A week ago, my boyfriend and I went to the beach. We headed from home at 2 PM and
finally got there at 4 PM. It took so long but I enjoyed the ride. We were so hungry when we
got to the beach. We decided to buy some foods before strolling around the beach.

At half-past 4, we started to walk around the beach. I was so happy to be there with my
boyfriend. He hold my hand and we talked about many things. He told me about his family
and school. I told him about my cat and we talked about anything until the sun was going to
set.

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It was very beautiful. We enjoyed the sunset and he gave me his jacket to protect me. At 6
PM, we went back home. On the way we stopped for dinner. We ate burger and ice cream.
We finished our trip by 9 PM and he went back home safely.

Example 2
Coronavirus has ruined my friend’s life. He lost his mother because of this virus. His mother
was 52 years old when she infected by the virus. It was like a rolling coaster, he said. It was
like a dream for him because he lost his mother immediately.
His mother went back from Singapore last month. She was doing well, but 2 weeks later she
felt sick. She got fever and cough. My friend and her father brought her to the hospital. The
laboratory test said that his mom is infected by coronavirus. She went to the isolation room
and she died there, alone.

It was really difficult for my friend. Not only because of his mother, but also his father. This
pandemic made him lost his job. Now, my friend quit school and decided to get a job.

Two days ago, he told me that he got a job. He started to work as a content writer. He said
that it’s a remote job during this pandemic. He told me to be careful and I told him that he
was doing great. Hope everything gonna be alright for all of us!

Example 3
Being a princess is never an easy task. That also applied for Princess Adelle. Her day was
never easy. Her schedules had always been prepared beforehand by the royal assistant. She
barely had any free day. Sometimes, even on national holidays, she got a schedule. That day
was not very different.

It was the first day of 2017 and Princess Adelle was very tired because she was up all night,
attending The New Year’s Eve event in the Royal Palace. Although she could barely sleep,
she tried to wake up early. She woke up at 6 a.m. She should be ready before 8 a.m., so she
washed herself and put on the dress that had been prepared for her by her assistant. After

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that, she had breakfast with the member of the royal family. At 9 a.m., she went to a charity
event for the orphans held by several social institutions of the country. The event finished
right before the time for lunch, so Princess Adelle enjoyed her lunch with the company of
social workers and the orphan children. After lunch, she continued her schedule to attend the
inauguration of a new public school near the palace. She gave her speech there mentioning
that she was very happy to be invited to the event. She hoped that the new school would be
able to help the students to be successful in the future.

She arrived back at the palace at 3 p.m. and attended her riding class with her instructor.
Horse riding was able to make her happy again and she could refresh her mind after a long
day activities outside the palace. She finished her riding class at 6 p.m. and prepared herself
for dinner with the member of the royal family. She was very relieved that the family dinner
finished [Link] finally went back to her room at 8 p.m. She threw herself in bed
immediatelybecause she felt really tired and wanted to take a rest so badly.

One day felt so long for Princess Adelle and it was only one sample of her schedules for a
day. Sometimes, the schedules were even tighter than this. Princess Adelle knew that it was
one of her duty as a princess. She enjoyed it, because she could meet different kinds of
people from her activities.
B. LEMBAR KERJA PESERTA DIDIK (LKPD)
 Task 1: Make a group of four. Then discuss the following problems
about: (You can search from your books or internet)
1. The social function of Recount text
2. The structure of the text (mention 3 points)
3. The language feature of the text (there are 3 points)

 Task 2: Look at the picture to answer the question follow it orally.

1. How long is your school holiday?
2. What did you do during school holiday?
3. Do you have an unforgettable experience
during school holiday?

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4. Have you ever told it to your friend?

5. What do you say to start telling your
experience?
6. Do you tell the events step by step?
7. How do you feel about it?

 Task 3:Read the following Personal Recount Text

1. Analyze to find out what the function ans structure and language features of
recount text! (Write them in appropriate colom)
2. Analyze the past verb and underline them!
3. Analyze the adverb of place and time and underline them!
For making different, please underline with different
color!

Look at the example below!

Thief

There days ago, I went to the traditional market to buy some fruits and vegetables. In that
market, I saw an accident, there was a thief beaten by a lot of people. It was so terrible. I
didn’t want to closer and see. A few minutes later, police came and took him.

I asked to the fruits seller what had happened actually and she said that the thief tried to
steal someone’s wallet but he was unlucky. Someone saw him and shouted loudly and
suddenly some people roughed him up hardly. It was a pity event and I hoped it would never
happen again.

Title Thief
Orientation There days ago, I wentto the traditional market to buy some fruits and
vegetables. In that market, I saw an accident, there was a thief beaten by
a lot of people. It was so terrible. I didn’t want to closer and see. A few

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minutes later, police came and took him.

Events I asked to the fruits seller what had happened actually and she said
that the thief tried to steal someone’s wallet but he was unlucky.
Someone saw him and shouted loudly and suddenly some people
roughed him up hardly.
Re-orientation It was a pity event and I hoped it would never happen again.

1. Social Function: To retell past events based on someone’s experience

2. Use simple past tense (Yellow)
3. Use adverb of place (Green)
4. Use adverb of time (Blue)

Theatre Ticket
Last week I went to the theatre. It was the only theatre at my town. I had 1 (one) free
ticket to watch a movie. I had no idea about the movie I would like to watch and I did
not know the schedule of that theatre. So that, I just wanted to come and see if there was
any good movie.
I parked my motorcycle at the parking area and I walked slowly at the hall of the theatre.
I took my ticket on my wallet and go to the information section to ask about how to use
the ticket that day. Unfortunately, I missed it. The ticket was already expired 2 days
before. I went home and I was very disappointed about that.

Title
Orientation
Events
Re-orientation

 Task 4: Watch the following video, then give your feedback or opinion regarding the
content of the video! ( Link Youtube: [Link]
1. Have your ever visited tourism places in Yogyakarta?

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2. When did you go there?

3. How did you go there? And with whom?
4. What did you do fisrt there?
5. What did you do after that?
6. How do you fell about it?

 Task 5: Create and write a recount text according to the experience you have
experienced!

C. INSTRUMEN PENILAIAN
1. Sikap (Penilaian Observasi)
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari,
baik terkait dalam proses pembelajaran maupun secara umum.
Aspek Perilaku yang Dinilai Jumlah Skor Kode
No Nama Siswa BS JJ TJ DS Skor Sikap Nilai
1 75 75 75 75 300 75 B
2 …. …. …. …. …. …. ….

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3 …. …. …. …. …. …. ….
Dst …. …. …. …. …. …. ….
Keterangan:
 BS : Bekerja Keras
 JJ : Jujur
 TJ : Tanggung Jawab
 DS : Disiplin
Catatan:
1) Aspek perilaku dinilai dengan kriteria:
100 = Sangat baik
75 = Baik
50 = Cukup
25 = Kurang
2) Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400
3) Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 300 : 4 = 75
4) Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5) Format diatas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai.
2. Penilaian Pengetahuan

Tabel Penilaian Aspek Pengetahuan

No Aspek yang Kriteria Skor Skor
Dinilai 1-5 1-4
Sangat memahami 5 4
Memahami 4 3
1 Tujuan Cukup memahami 3 2
Komunikatif Kurang memahami Hampir tidak 2 1

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Tidak memahami memahami 1 -

Struktur teks yang digunakan sangat runtut 5 4
Struktur teks yang digunakan runtut 4 3
Stuktur teks yang digunakan cukup 3 2
2 Keruntutan Stuktur teks yang digunakan Stuktur teks yang 2 1
Teks kurang runtut digunakan hampir
Stuktur teks yang digunakan tidak runtut 1 -
tidak runtut
Sangat variatif dan tepat 5 4
Variatif dan tepat 4 3
3 Pilihan Cukup variatif dan tepat 3 2
Kosakata Kurang variatif dan tepat Hampir tidak variatif 2 1
Tidak variatif dan tepat dan tepat 1 -
Pilihan tata bahasa sangat tepat 5 4
Pilihan tata bahasa tepat 4 3
4 Pilihan Tata Pilihan tata bahasa cukup tepat 3 2
Bahasa Pilihan tata bahasa kurang Pilihan tata bahasa 2 1
tepat hampir tidak tepat
Pilihan tata bahasa tidak tepat 1 -

3. Rubrik untuk Penilaian Unjuk Kerja

AKTIVITAS KRITERIA
TERBATAS MEMUASKAN MAHIR
Melakukan Tidak jelas Beberapa kegiatan Semua kegiatan
Observasi pelaksanaannya jelas dan terperinci jelas dan terperinci
Fungsi sosial tidak Fungsi sosial kurang, Fungsi sosial
tercapai, struktur, struktur, dan unsur tercapai, struktur,
Simulasi dan unsur kebahasaan kurang dan unsur
kebahasaan tidak tepat kebahasaan tepat

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tepat
Tidak lancar, topik Lancar, topik jelas, Sangat lancar,
kurang jelas, tidak menunjukkan catatan topik jelas,
Presentasi / Hasil mencatat hasil hasil diskusi tetapi Menunjukkan
Diskusi diskusi kurang lengkap catatan hasil
diskusi yang
Lengkap

Keterangan:
MAHIR mendapat skor 3
MEMUASKAN mendapat skor 2
TERBATAS mendapat skor 1

4. RUBRIK PENILAIAN WRITING

a. Teknik Penilaian : Tulis
b. Bentuk Instrument : Membuat recount tet secara individu
c. Kisi-kisi

No Aspek Penilain Writing Skor Keterangan/RubrikKriteria

1 Structure 4 Tidak ada kesalahan struktur teks
3 Ada kesalahan struktur namun bisa
dipahami
1 Banyak kesalahan struktur dan sulit
dipahami
2 Vocabulary 3 Penggunaan kosa kata dengan tepat
2 Penggunaan kosa kata yang kurang tepat
namun masih bisa dipahami
1 Penggunaan kosakata yang salah dan sulit
dipahami percakapannya
3 Conjuction 3 Penggunaan conjanction dengan tepat
2 Penggunaan conjuction kurang tepat

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nanum masih dapat dipahami

1 Penggunaan conjuction tidak nyambung
dengan kalimat sebelumnya atau
sesudahnya

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GLOSARIUM

Recount : Mengingat
Function : Fungsi
Purpose : Tujuan
Entertaining : Menghibur
Experience : Pengalaman
Event : Peristiwa
Orientation : Orientasi
Series : Seri
Reorientation : Reorientasi
Contain : Berisi
Background : Latar belakang
Incident : Kejadian
Occurred : Muncul
Sequentially : secara berurutan
Turn out : Keluarkan
Conjunction : Konjungsi
Chronological connector : Konektor kronologis

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DAFTAR PUSTAKA

Wardiman, A. dkk. 2008. English in Focus 2: For grade VIII Junior High School. Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional.

Anderson, M. & Kathy A. [Link] Types in English. New York: Macmillan.

[Link]

[Link]

[Link]

[Link]

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