Suggestion - the use of blog to increase students' writing skill

The successful teaching does not depend on the lesson plan program only, but more importantly is how the teacher presents the lesson plan and uses various methods to manage the class more live and regarding to the teaching writing by web blog, the researcher gave some suggestion for the teacher and the students.

The teacher should be more creative to enrich their teaching method and material.

Choosing strange or unique words can stimulate them in learning English. The materials

are presented in an enjoyable, relaxed and understandable way. That’s way it is suggested for the teacher to apply web blog in teaching English.

The students are hoped to be more interested in writing a text, be creative and enthusiastic to think some ideas, enrich vocabulary, writing appropriate language use to make good writing. If the students have many problems, they should ask to the teacher for solving it.

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APPENDIX A

INSTRUMENT

A. (Pre-test)

Activities : Writing Name :

Class : INSTRUCTION

1. Make recount a text your nice experience.

2. Write a paragraph about one of your nice experience.

B. (Post-test)

Activities : Writing Name :

Class : INSTRUCTION

1. Make recount a text your bad experience.

2. Write a paragraph about one of your bad experience.

APPENDIX B Materials for Treatment

Recount Text Definisi Recount Text

“Recount text is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader.”

Sebuah teks yang menceritakan sebuah cerita, aksi ataupun aktivitas. Tujuan recount text adalah untuk menghibur atau memberi informasi kepada pembaca.

“Recount is a text which retells event or experience in the past.”

Sebuah teks yang menceritakan kembali kejadian atau pengalaman di masa lampau.

Tujuan Recount Text

“The purpose of recount text is to entertain or inform the readers”

Tujuan recount text adalah untuk menghibur dan menginformasikan para pembaca.

“The purpose of communication from recount text is to tell an experience or event that occurred in the past with the aim of entertaining and informing readers”

Tujuan komunikasi dari recount text adalah menceritakan suatu pengalaman atau kejadian yang terjadi dimasa lampau dengan tujuan untuk menghibur dan menginformasikan pembaca.

Generic Structure of Recount Text

Recount text juga memiliki susunan atau struktur. Generic Structure recount text terdiri dari:

1. Orientation:

Menceritakan suatu peristiwa yang terjadi setelahnya diceritakan sesuia urutan krnologisnya.

2. Events:

Menceritakan suatu peristiwa yang terjadi setelahnya diceritakan sesuai urutan kronologisnya.

3. Reorientation:

Berisi rangkuman atau conclusion dari semua kejadian. Pada bagian juga berisi pendapat atau kesan penulis tentang kejadian yang diceritakan.

Beberapa ciri recount text adalah:

1. Past tense, menggunakan kata kerja bentuk lampau seperti we went, I saw, we visited, dsb.

2. Action verbs, yakni menggunakan kata kerja aksi/tindakan, contohnya run, talked, reached, swam, dsb.

3. Adverbs, yakni menggunakan kata keterangan, contohnya last summer, yesterday, happily, beautifully, dsb.

4. Adjectives, yakni menggunakan kata sifat, seperti huge, great, bad, expensive, cheap, dsb.

5. Conjunctions, dan chronological connectors, yakni menggunakan kata hubung seperti theb, before, and after, dsb.

Appendix C: The result of the Students’ Score in the Pre-test and Post-test No. Students’

Code

Pre-test (X1) Post-test (X2) Score Classification Score Classification

1. S-01 50 Poor 65 Fair

2. S-02 40 Poor 85 Very Good

3. S-03 40 Poor 80 Very Good

4. S-04 60 Fair 65 Fair

5. S-05 55 Poor 55 Poor

6. S-06 40 Poor 65 Fair

7. S-07 65 Fair 70 Good

8. S-08 30 Very Poor 75 Good

9. S-09 35 Very Poor 55 Poor

10. S-10 70 Good 75 Good

11. S-11 25 Very Poor 60 Fair

12. S-12 50 Poor 60 Fair

13. S-13 45 Poor 75 Good

14. S-14 30 Very Poor 75 Good

15. S-15 30 Very Poor 70 Good

16. S-16 45 Poor 70 Good

17. S-17 45 Poor 65 Fair

18. S-18 65 Fair 65 Fair

19. S-19 55 Poor 75 Good

20. S-20 40 Poor 55 Poor

21. S-21 40 Poor 50 Poor

Appendix D: The Calculation of the Students’ Score on Pre-test and Post-test Students’

Code

Indicator: Content

Pre-test (X1) Post-test (X2) X2 – X1

(X1) (X1)² (X2) (X2)² D (X2 – X1) D (X2 – X1)²

S-01 50 2500 75 5625 25 625

S-02 50 2500 100 10000 50 2500

S-03 50 2500 100 10000 50 2500

S-04 50 2500 75 5625 25 625

S-05 50 2500 50 2500 0 0

S-06 50 2500 75 5625 25 625

S-07 50 2500 50 2500 0 0

S-08 25 625 75 5625 50 2500

S-09 50 2500 50 2500 0 0

S-10 75 5625 100 10000 25 625

S-11 25 625 25 625 0 0

S-12 25 625 50 2500 25 625

S-13 50 2500 75 5625 25 625

S-14 25 625 75 5625 50 2500

S-15 25 625 75 5625 50 2500

S-16 50 2500 75 5625 25 625

S-17 50 2500 75 5625 50 2500

S-18 50 2500 75 5625 25 625

S-19 50 2500 75 5625 25 625

S-20 50 2500 50 2500 0 0

S-21 50 2500 75 5625 25 625

Total 1000 51250 1475 111875 550 21250

Students’

Code

Indicator: Organization

Pre-test (X1) Post-test (X2) X2 – X1

(X1) (X1)² (X2) (X2)² D (X2 – X1) D (X2 – X1)²

S-01 25 625 75 5625 50 2500

S-02 25 625 100 10000 75 5625

S-03 25 625 100 10000 75 5625

S-04 50 2500 75 5625 50 2500

S-05 25 625 50 2500 25 625

S-06 25 625 50 2500 25 625

S-07 50 2500 75 5625 25 625

S-08 25 625 75 5625 50 2500

S-09 25 625 50 2500 25 625

S-10 75 5625 75 5625 0 0

S-11 25 625 50 2500 25 625

S-12 50 2500 50 2500 0 0

S-13 25 625 75 5625 50 2500

S-14 25 625 75 5625 50 2500

S-15 25 625 75 5625 50 2500

S-16 25 625 75 5625 50 2500

S-17 50 2500 75 5625 25 625

S-18 50 2500 75 5625 25 625

S-19 50 2500 75 5625 25 625

S-20 50 2500 75 5625 25 625

S-21 50 2500 50 2500 0 0

Total 775 33125 1425 101875 725 34375

Appendix E: Calculating the Students’ Presentation in Pre-test and Post-test 1. Calculating the Mean Score of the Students’ Presentation

Calculating the mean score of the students’ presentation by using the following formula:

Note:

= Mean score (Symbol for the population mean)

= The sum of all score

N = Total number of the students

a. The mean score of the students’ writing in the pre-test in term of content as follows:

=

¹⁰⁰⁰

= 47.62

While the mean score of the students’ writing in term of content in the post-test is:

=

¹⁴⁷⁵₂₁

= 70.24

b. The mean score of the students’ writing in the pre-test in term of organization as follows:

=

⁷⁷⁵

= 36.90

While the mean score of the students’ writing in term of organization in the post-test is:

=

¹⁴²⁵

= 67.86

2. The Improvement of the Students in Writing

a. The improvement of the students’ writing in term of content as follows:

P = X2-X1 x 100%

P = 70.24−47.62

47.62

×

^{100 %}

P = ^22.62

47.62

×

100 %

The students’ improvement = 47.50 %

b. The improvement of the students’ writing in term of organization as follows:

P = X2-X1 x 100%

P = 67.86−36.90

36.90

×

^{100 %}

P = ^30.96

36.90

×

100 %

The students’ improvement = 83.90 %

3. Test of Significant Different between Pre-test and Post-test:

a. Test of significant different between pre-test and post-test in term of content as follows:

Note:

ΣD = 550 ΣD²= 21250 N = 21

− 𝐷 =

ΣD 𝑁 =⁵⁵⁰

21 = 26.19

t =

− 𝐷

√Σ𝐷2− (𝛴𝐷) 2 𝑁 N(N−1)

t =

^26.19

√21250 − (550) 2 21 21(21−1)

t =

^26.19

√21250 − 302500 21 21(20)

t =

√21250 −14404^26.19 420

t =

_√6846^26.19

420

t =

^26.19

√16.3

t =

^26.19

4.01

t

^{= 6.53}

b. Test of significant different between pre-test and post-test in term of organization as follows:

Note:

ΣD = 725 ΣD²= 34375 N = 21

− 𝐷 =

ΣD 𝑁 =⁷²⁵

21 = 34.52

t =

− 𝐷

√Σ𝐷2− (𝛴𝐷) 2 𝑁 N(N−1)

t =

^34.52

√34375 − (725) 2 21 21(21−1)

t =

^34.52

√34375 − 525625 21 21(20)

t =

√34375 −25029^34.52 420

t =

_√9346^34.52

420

t =

^34.52

√22.25

t =

^34.52

4.71

t

^{= 7.33}

4. The Percentage of the Students’ Writing in Pre-test and Post-test a. The Percentage of the Students’ Writing in Pre-test

1) Content

𝑁 × 100 = 2

21× 100 = 9.52 % 𝐺𝑜𝑜𝑑

𝑁 × 100 =15

21× 100 = 71.43 % 𝐹𝑎𝑖𝑟

𝑁 × 100 = 4

21× 100 = 19.05 % 𝑉𝑒𝑟𝑦 𝑃𝑜𝑜𝑟 2) Organization

𝑁 × 100 = 1

21× 100 = 4.76 % 𝐺𝑜𝑜𝑑

𝑁 × 100 = 8

21× 100 = 38.10 % 𝐹𝑎𝑖𝑟

𝑁 × 100 = 4

21× 100 = 57.14 % 𝑉𝑒𝑟𝑦 𝑃𝑜𝑜𝑟

b. The Percentage of the Students’ Writing in Post-test 1) Content

𝑁 × 100 = 3

21× 100 = 14.29 % 𝑉𝑒𝑟𝑦 𝐺𝑜𝑜𝑑

𝑁 × 100 =13

21× 100 = 61.90 % 𝐺𝑜𝑜𝑑

𝑁 × 100 = 3

21× 100 = 14.29 % 𝐹𝑎𝑖𝑟

𝑁 × 100 = 2

21× 100 = 9.52 % 𝑉𝑒𝑟𝑦 𝑃𝑜𝑜𝑟 2) Organization

𝑁 × 100 = 2

21× 100 = 9.52 % 𝑉𝑒𝑟𝑦 𝐺𝑜𝑜𝑑

𝑁 × 100 =11

21× 100 = 52.38 % 𝐺𝑜𝑜𝑑

𝑁 × 100 = 8

21× 100 = 38.10 % 𝐹𝑎𝑖𝑟

Appendix F: Distribution of t-table Critical value of t-table

Level of significance for one-tailed test

Df α (level of significance) (one-tailed test)

0.25 0.10 0.05 0.025 0.01 0.005

1 1.000 3.078 6.314 12.706 31.821 63.657

2 0.816 1.886 2.920 4.303 6.965 9.925

3 0.765 1.638 2.353 3.182 4.541 5.841

4 0.741 1.533 2.132 2.776 3.747 4.604

5 0.727 1.476 2.015 2.571 3.365 4.032

6 0.718 1.440 1.943 2.447 3.143 3.707

7 0.711 1.415 1.895 2.365 2.998 3.499

8 0.706 1.397 1.860 2.306 2.896 3.355

9 0.703 1.383 1.833 2.262 2.821 3.250

10 0.700 1.372 1.812 2.228 2.764 3.169

11 0.697 1.363 1.796 2.201 2.718 3.106

12 0.695 1.356 1.782 2.179 2.681 3.055

13 0.692 1.350 1.771 2.160 2.650 3.012

14 0.691 1.345 1.761 2.145 2.624 2.977

15 0.690 1.341 1.753 2.131 2.602 2.547

16 0.689 1.337 1.746 2.120 2.583 2.921

17 0.688 1.333 1.740 2.110 2.567 2.989

18 0.688 1.330 1.734 2.101 2.552 2.878

19 0.687 1.328 1.729 2.093 2.539 2.861

20 0.687 1.325 1.725 2.086 2.528 2.845

21 0.686 1.325 1.721 2.080 2.518 2.831

22 0.686 1.321 1.717 2.074 2.508 2.829

23 0.685 1.319 1.714 2.069 2.500 2.807

24 0.685 1.318 1.711 2.064 2.492 2.797

25 0.684 1.316 1.708 2.060 2.485 2.787

26 0.684 1.315 1.706 2.056 2.479 2.7798

27 0.684 1.314 1.703 2.052 2.473 2.771

28 0.683 1.313 1.701 2.048 2.467 2.763

29 0.683 1.311 1.699 2.045 2.462 2.756

30 0.683 1.310 1.697 2.042 2.457 2.750

40 0.681 1.303 1.684 2.021 2.423 2.704

60 0.679 1.296 1.671 2.000 2.390 2.660

120 0.677 1.289 1.658 1.980 2.358 2.617

(Sugiyono,2014:332) Df = N-1

Df = 21-1

Df = 20 t-table for (α) = 0.05 = 1.725

Appendix G: Attendance List of Second Grade XI IPS at SMA Negeri 4 Jeneponto

No. Name Meetings

Pre-test Treatment Post-test

1 2 3 4 5 6 7 8

1. Ahmad Ridzky Fatwa √ √ √ √ √ √ √ √

2. Andi Azkhari Fadli A. √ √ √ √ √ √ √ √

3. Asriani √ √ √ √ √ √ √ √

4. Aswan √ √ √ √ √ √ √ √

5. Febrianti √ √ √ √ √ √ √ √

6. Firdhawati K √ √ √ √ √ √ √ √

7. Muh. Alwi Shihab √ √ √ √ √ √ √ √

8. Muh. Rifky Maulana √ √ √ √ √ √ √ √

9. Muh. Yusril Nuryunus √ √ √ √ √ √ √ √

10. Muh. Ahsan √ √ √ √ √ √ √ √

11. Muh. Alif Fatahillah √ √ √ √ √ √ √ √

12. Muh. Nurwahyudi A. √ √ √ √ √ √ √ √

13. Muh. Rezka Anwar √ √ √ √ √ √ √ √

14. Muhammad Arif √ √ √ √ √ √ √ √

15. Muliati √ √ √ √ √ √ √ √

16. Nur Alika √ √ √ √ √ √ √ √

17. Nur Azizah √ √ √ √ √ √ √ √

18. Nurdzakiyah Dwi √ √ √ √ √ √ √ √

19. Nurul Hikma √ √ √ √ √ √ √ √

20. Sindi Nuraisha √ √ √ √ √ √ √ √

21. Al-Qadri Ramadhan √ √ √ √ √ √ √ √

Appendix H : Rencana Pelaksanaan Pembelajaran

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA Negeri 4 Jeneponto

Kelas : X

Mata Pelajaran : Bahasa Inggris

Materi Pokok : Announcement

Skills : Writing

Waktu : 2 x 45 menit

A. Kompetensi Inti SMA Kelas X

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, pro aktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian serta menerapkan pengetahuan prosedur pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement) sesuai dengan konteks penggunaannya.

4. Menangkap makna pemberitahuan (announcement)

5. Menyusun teks tulis pemberitahuan (announcement) sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuia konteks.

C. Indikator Pencapaian Kompetensi

1. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks announcement.

2. Menghasilkan announcement sederhana tentang yang sesuai dengan struktur teks, unsur kebahasaan dan format penulisan.

3. Siswa dapat membuat akun dan mengoperasikan blog.

4. Suswa dapat menggunakan blog sebagai sarana untuk mempublikasikan hasil belajarnya.

5. Siswa aktif dan berpartisipasi dalam kegiatan belajar dikelas.

D. Tujuan Pembelajaran

Setelah mempelajari bab ini siswa diharapkan mampu:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks announcement.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks announcement.

3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks announcement.

4. Merespon makna teks announcement.

E. Materi Pembelajaran Reading teks

To all students, I want to announce that on the Monday, 6 March 2017. We will be held the painting competition in the school hall at 07.00 until 10.00. Don’t forget to bring watercolor, brush, and many others you need. Please don’t be late. If you interested to join this competition, please kindly register yourself to your homeroom teacher or the osis committee.

F. Model/Metode Pembelajaran 1. Scientific approach.

2. Cooperative learning.

3. Autonomous learning.

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Orientation and structuring

1. Guru menjelaskan pelajaran yang akan dipelajari.

2. Guru menyampaikan kegiatan pembelajaran yang akan dilaksanakan hari itu.

3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai yaitu memahami fungsi sosial, struktur teks dan unsur kebahasaan.

4. Guru memberikan quiz absent untuk warming up.

10 menit

Modelling Mengamati:

1. Untuk merangsang siswa dalam mengemukakan idenya, guru bertanya kepada siswa tentang announcement dan meminta salah satu dari mereka menceritakannya.

2. Siswa yang lain memperhatikan cerita disampaikan oleh salah satu temannya.

3. Guru membimbing siswa untuk menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam sebuah teks announcement.

Siswa berlatih menemukan gagasan utama dan informasi yang ada dalam teks announcement.

Mempertanyakan:

1. Guru merangsang siswa untuk menanyakan perbedaan

70 menit

Closing

antara teks announcement dan teks advertisement, serta dalam berbagai teks bahasa Inggris.

Mengeksplorasi:

1. Siswa membaca teks

announcement yang

diberikan oleh guru.

2. Siswa berlatih menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks announcement tersebut.

3. Siswa mengamati struktur teks announcement dalam contoh yang diberikan guru.

Mengasosiasi:

1. Siswa berlatih menganalisis

announcement dan

membedakannya dengan teks announcement yang lain.

2. Siswa menganalisis fungsi sosial, struktur teks, dan unsur kebahasaanya.

Mengkomunikasikan:

1. Siswa menyampaikan informasi fungsi sosial.

Struktur dan unsur kebahasaan yang ditemukan setelah membaca dan menyusun announcement.

2. Guru dan siswa membahas unsur kebahasaan dan struktur yang ada di announcement.

3. Siswa membuat teks announcement sederhana dengan memperhatikan fungsi sosial, struktur dan kebahasaannya yang dipublikasikan melalui blog.

1. Guru membimbing siswa dalam menyimpulkan

tentang bagaimana mengidentifikasi fungsi sosial, struktur teks san unsur

kebahasaan teks

announcement

2. Guru mengakhiri

pembelajaran dan

memberikan pesan untuk mengulang lagi materi yang sudah dipelajari dirumah.

H. Alat/Media/Sumber Pembelajaran 1. Slides presentation (picture series) 2. Buku teks siswa

3. Kamus

4. Instruksi pembuatan blog From A

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Caution

1. Check your internet connection to make easier in continuing the next following steps.

2. Make sure you have Google email account to connect to Blogger platform (sign up first if you have none).

3. Feel free to ask the advisor if you have any questions related to the instruction.

Instruction

1. Visit www.blogger.com on the taskbar.

2. Log in to your Google account.

3. Insert your blog display name.

4. Click New blog or Blog baru

5. Fill your blog tittle and its URL (ex:Rey’s Blog/www.reysblog.blogspot.com).

I. Penilaian Hasil Belajar 1. Penilaian sikap 2. Penilaian tes menulis

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA Negeri 4 Jeneponto

Kelas : X

Mata Pelajaran : Bahasa Inggris

Materi Pokok : “Keeping Diary” Recount Text

Skills : Writing, reading

Waktu : 2 x 45 menit

A. Kompetensi Inti SMA Kelas X

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian serta menerapkan pengetahuan prosedur pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

B. Kompetensi Dasar

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks Recount tentang pengalaman, kejadian, peristiwa dan biografi sederhana sesuai dengan konteks penggunaannya.

4. Menangkap makna teks Recount lisan dan tulisan tentang pengalaman, kejadian, peristiwa, biografi sederhana sesuai dengan konteks penggunaannya.

5. Menyusun teks Recount lisan dan tulisan sederhana tentang pengalaman kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan secara benar dan sesuai dengan konteks.

C. Indicator Pencapaian Kompetensi

1. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount tentang pengalaman, kejadian, peristiwa dan bigrafi sederhana sesuai dengan konteks penggunaannya.

2. Siswa aktif dan berpartisipasi dalam kegiatan belajar dikelas.

3. Menghasilkan teks recount sederhana tentang pengalam, kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

4. Siswa mampu membedakan teks naratif dengan teks recount.

D. Tujuan pembelajaran

Setelah mempelajari bab ini siswa diharapkan mampu:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount sederhana tentang pengalaman/kejadian/peristiwa.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks Recount sederhan tentang pengalaman/kejadian/peristiwa.

3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount sederhana tentang pengalaman/kejadian/peristiwa

4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/peristiwa.

5. Menyusun teks recountsederhana tentang pengalaman/kejadian/peristiwa.

E. Materi Pembelajaran 1. Reading teks

A Trip to the National Zoo and Aquarium

Yesterday, my family and I went to the National Zoo and Aquarium to Visit the new snow Cubs and the other animals.

In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in.

After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful.

At lunchtime Dad decided to cook a bag. He cooked sausages so we could have sausage sandwiches, Mum forgot the tomato sauce so we had to eat them plain.

In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish. At the end of the day when we left we were going to go and get ice cream but we decided we were too tired so we drove straight home.

2. Contoh teks naratif Narrative

When do I use it?

To tell a story, to provide entertainment, or make an audience think about an issue, teach the reader a lesson or excite their emotions.

Novels, short stories, diaries, biographies, some songs, dramatic monologues, plays, narrative films, poems can all use this format.

Scaffold

1. Orientation

Tell the audience who is in the story, when is it happening, where it is happening and what is going on.

2. Complication

This is the part of the story where something happens, usually a problem for the main character, which triggers a chain of events.

3. Series of events

This tells how the characters react to the complication; rising tension occurs, leading to a climax (high point/major drama). It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks.

4. Resolution

The complication is sorted out or the problem is solved.

Example

A Trip to the National Zoo and Aquarium

Yesterday, my family and I went to the National Zoo and Aquarium to Visit the new snow Cubs and the other animals.

In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in.

After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful.

At lunchtime Dad decided to cook a bag. He cooked sausages so we could have sausage sandwiches, Mum forgot the tomato sauce so we had to eat them plain.

Recount template Topic:

Setting: Who? Where? When? What? Why?

Events in time order:

Event 1 Event 2 Event 3 Event 4

Concluding statement/ending

Dalam dokumen the use of blog to increase students' writing skill (Halaman 50-97)