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❑Teaching Asking a trigger questions

• After a student numbered 2 (Nanik for example) answered. Teachers
should always ask for confirmation from other students (can be students
numbered 1 or 2 and so on) before giving the answer key or their own
opinion.

Task 3
Identifying text structure
• The teacher asks the students about how the ideas/information in the
recount text (text structure) are arranged.
• The teacher refrains from directly explaining but guides students to
remember by asking questions while asking students to look at the
reading text.
• After the students recalled the structure of the recount text, students
were asked to fill out a diagram about the structure of the reading text.
• Students work individually first, after that they are matched with each
other.
• Regarding the details of the events, if students order more than 9 or 10
events, it should be considered correct as long as the sequence of events
is not wrong.

• What is a recount text? Is Didi’s entry of his diary an example of a
recount text? Why do you think so?
• Do you still remember how ideas in a recount text arearranged?
• How does a recount text start? (introducing the context)
• How do you call that? (orientation)
• What comes after that? (events)
• How should we write the events? (based on chronological order /when it
happened)
• Which should be written first? Which should be written after that? Next?
• How do we end the story? (by writing a comment or what we felt about
the experience)
• As you have remembered the arrangement of ideas in a recount text, it’s
time to analyze this entry of Didi’s diary. Complete the diagram of the
entry.

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