Recount Text Module _B. Inggris (Ms. Agnes Christin A.N.)

Ms. Christin

Module

HiSTORICAL
Recount

text

Agnes Cristin Ari Nurlia, S.Pd.

SMA SANTA URSULA JAKARTA

A. INTRODUCTION

1. Basic Competences

3.4 Menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan dari Historical Recount text.

4.4 Menyusun teks interaksi transaksional dari: Historical
Recount text.

2. Learning Outcomes

a. Attitude

Having studied the learning materials and experienced
learning activities of recount text, you are expected to :

● be respectful to others
● show appreciation to others’ opinions and suggestions,

and
● have integrity, courage and toughness in applying

Serviam core values and as a Pancasila student profile
that is implanted in SMA Santa Ursula.

b. Knowledge

Having studied the learning materials and experienced
learning activities of recount text, you are expected to be
able:

● to understand, analyse, and apply the social functions,
generic structures, and language features of
Historical recount texts regarding the contexts of
situations.

c. Skill

Having studied the learning materials and experienced
learning activities of this recount text, you are expected to
be able to:

● elaborate your word in telling story, activity or event
that happened in the past.

● write a complete Historical recount text.

B. MAIN SECTION

1. Learning Materials

Do you like reading historical
stories?

And, Do you like writing a
diary ?

Or maybe, You like to retell events
or experiences in the past?

Recount text/English Module/SMA SANUR/Ms. Christin

a. Definition

Well, such texts that are mentioned above, called
as Recount Text. Recount text is a text that telling
the reader about one story, action or activity, it’s
retells about events or experiences in the past.

What are the aspects of Recount
Text you should know? Come on,
let's learn together!

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

First of all, what’s are the differences between
Narrative Text and Recount Text ? To make it clear,
you have to remember, the story raised by Recount
Text is an event that actually happened in the past,
factually. In addition, Recount Text also aims not only
to entertain the reader, but also to provide
information related to the story raised. Therefore, one
of the example is historical stories.

How about Narrative Text ? Is it fiction?
Yep! so true. Narrative Text is a fictional story which
is usually a fantasy. The purpose of Narrative Text is
as simple as entertaining the reader. Both of Recount
and Narrative text is written in a past tense.

Hhmmhm, How
was it so far ???

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

b. Types of Recount Text

Personal Recount

● These usually retell an
event that the writer
was personally
involved in.

Recount Text Factual recount

● It’s present reports of
events that actually
occurred, such as
scientific experiment
reports or police
reports.

Imaginative recount

● Writing an imaginary
role and giving details
of events, eg. A day in
the life of a pirate;
How I invented....

Historical recount

● It tells about history, it
can be historical places,
historical objects or
historical events.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

c. Generic Structure of Recount Text

There are 3 parts of Recount Text that you
should know. The three parts are Orientation,
Event, and Reorientation.
1. Orientation

Orientation is the introduction part of the
text, so it’s usually the first paragraph. It gives
the readers the background information needed to
understand the text, such as who was involved,
where it happened, and when it happened.

Example : Yesterday I stayed the
night at my friend’s house,
Delia, with my other three
friends, Amanda, Tiara and
Clarisse. Delia’s house is so
pretty. It has a big garden
with a lot of kind of flowers
and a big swimming pool.
Right from the balcony, we
can see the scenery of the
whole of Bandung city.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

2. Event

The second part is called Event. In this part

you can convey or narrate the events that

occurred, but, it must be written in a

chronological order. You may use; 'first, second,

In the next day, the last and finally'. If the

chronology is too long and complex enough to be

made in one paragraph, there will be several

paragraphs of events in a one Recount Text.

Example :

When we first arrived at 8 AM, Delia has
welcomed us and asked us to get around the house as
she explains all the room inside her home along with
its function. After walking around the house, we
gathered at Delia's room to put our things. Then, we
go to the garden and have some tea while chatting
with each other.

At 12 PM, Delia asked us to eat the lunch
prepared by the chef. The food was delicious. It was
a traditional food from Korea. After lunch, we
decided to go swimming. We had a good time. Around
5 PM, we cleaned ourselves and prepared for a BBQ
session for the night. We ate a lot of meat and saw
the city lights of Bandung City. Right by 11 PM, we
got back to the house and sat in a circle in Delia's
room to talk and have some discussion.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

3. Re-orientation
The last part in Recount Text is called

Re-Orientation. It’s a closing sentence that
provides a conclusion to the story. And you can
also explain your personal opinion about the story.

Example :

We finally go to sleep around 2
AM, it was late, but we had so
much fun. I would love to go back
to Delia's house.

Are you interested
in writing stories
based on what was
happened in the

past?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

d. Language Feature of Recount Text

When you write a recount text, make sure the
following characteristics are included in your
writing.

1. Using the simple past tense.
Exp :

I spent my summer in Yogyakarta and I was very happy.

2. Using adverbs and adverbial phrases to
express time, place and event.
Such as :

last month, in New York, lately, On Saturday.

3. Using conjunctions and time connections to
order events.
Such as :
and, or,then, before, after, etc.

4. Focus on specific participant
e.g. I (the writer)

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Specifically, in this
module we’re going to

learn about writing
Historical Recount

Text

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

2. Learning Activity
a. Task 1

Now, you’re given an audio and will be hearing
historical recount about ‘Cholera History’.

Open the link and listen to it carefully, then fill
the table below :

https://drive.google.com/file/d/1EQGsP0FOe8_2pz2cD0Xv6Ko2k
bVWWzYD/view?usp=sharing

Based on the text you’ve listened, decide whether
these statements are True or False!

No Statement True False

1. In India, The cholera began in 1818.

2. Around one hundred people died by the cholera.

3. Many scholars examined Vibreo cholerae in the
second half of 19th Century.

4. In 1854 The German physician famous for
discovering the tuberculosis bacteria

5. Robert Cook, the German physician famous for
discovering the tuberculosis bacteria.

6. Leonardo Rogers is an English man.

7. In the 1950s, biologists showed that the bacteria
produced a toxin.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

b. Task 2

After you have done Task 1, now let’s
move on to task 2. In this task, you are
expected to be able to differentiate
various historical recount texts.
Read the two texts below and fill in
Ttehxet t1able:

London never really caught a break after the Black
Death. The plague resurfaced roughly every 10 years from
1348 to 1665—40 outbreaks in just over 300 years. And
with each new plague epidemic, 20 percent of the men,
women and children living in the British capital were killed.

By the early 1500s, England imposed the first laws to
separate and isolate the sick. Homes stricken by plague
were marked with a bale of hay strung to a pole outside. If
you had infected family members, you had to carry a white
pole when you went out in public. Cats and dogs were
believed to carry the disease, so there was a wholesale
massacre of hundreds of thousands of animals.

The Great Plague of 1665 was the last and one of the
worst of the centuries-long outbreaks, killing 100,000
Londoners in just seven months. All public entertainment
was banned and victims were forcibly shut into their homes
to prevent the spread of the disease. Red crosses were
painted on their doors along with a plea for forgiveness:
“Lord have mercy upon us.”

As cruel as it was to shut up the sick in their homes
and bury the dead in mass graves, it may have been the only
way to bring the last great plague outbreak to an end.

https://en.wikipedia.org/wiki/General_Offensive_of_1_March_1949

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Text 2

Ebola ravaged West Africa between 2014 and 2016,
with 28,600 reported cases and 11,325 deaths. The first
case to be reported was in Guinea in December 2013, then
the disease quickly spread to Liberia and Sierra Leone. The
bulk of the cases and deaths occurred in those three
countries. A smaller number of cases occurred in Nigeria,
Mali, Senegal, the United States and Europe, were
documented by the Centers for Disease Control and
Prevention.

The first known cases of Ebola occurred in Sudan and
the Democratic Republic of Congo in 1976, and the virus
was suspected to have been originated in bats.

The Ebola virus disrupted the immune system of the
sufferer. The virus infection could not be easily recognized
so that the virus is free to roam around to eat away at the
sufferer's body.

The symptoms of the Ebola virus almost resembled
those of malaria, such as high fever, muscle pain, headache,
sore throat, and in severe cases internal bleeding can occur.

There has been no cure for Ebola, although efforts
at finding a vaccine are ongoing. Therefore, prevention of
the Ebola virus is the best way to avoid the effects of
Ebola.

https://medium.com/@sehatq123/sejarah-cara-penularan-dan-gejala-virus-ebola-yang-memati
kan-ba03d8c5dd97

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

After you have finished reading the two
historical texts, please complete the following table.

1. Find the similarities of the
two texts. One has been done
for you as an example.

What is the functions of To tell the readers about

the two texts above? past events

Where can you find such
texts?

What is the possible
impact of the text to the
readers?

How are the texts
organized?

What is the tense
frequently used in the two
texts ?

Do the two texts refer to
the use of time signals of
the past?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

2. Find the differences of the
two texts. One has been
done for you as an example.

TEXT 1 TEXT 2

What is the topic The Black Death Ebola
of the text?

Where did it
happen?

When did it
happen?

How many victims
were there?
Infected?
Dead?

What are the
efforts to end
the pandemics?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

3. Find the main ideas of both
texts. One has been done for
you as an example.

PARAGRAPH TEXT 1 TEXT 2

1

2

The Great Plague of The Ebola virus
1665 was the last disrupted the
3 and one of the worst immune system of
of the centuries-long the sufferer
outbreaks

4

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Now,after doing the
activities, how’s your
understanding about the
difference between the two
historical recount texts? I
hope your understanding will

be better.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

c. Task 3

Next, you will learn about the languages
structure of historical recount texts.

1. Read the text and identify the Simple Past
Tense. Circle the verbs.

A polio epidemic started in New York City in 1916
and caused 27,000 cases and 6,000 deaths in the
United States. The disease mainly affected children
and sometimes left survivors with permanent
disabilities.

Polio epidemics occurred
sporadically in the United
States until the Salk vaccine
was developed in 1954. As
the vaccine became widely
available, cases in the United
States declined. The last
polio case in the United
States was reported in 1979.

Worldwide vaccination efforts have greatly
reduced the disease, although it is not yet completely
eradicated.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

All the verbs are frequently written in the Simple

Past Tense form. Do you know why? It’s because, the

simple past is a verb tense that is used to talk about

things that happened or existed before now.

2. Put the verbs in brackets into the correct of

Simple Past Tense form.

In 1770-1772 the Russian plague (1. ravage) [ __ ] the
city of Moscow. The royal government (2. issue) [ __ ] a
hasty decree. The regulation, however, (3. terror) [ __ ]
the citizen very much. The citizens infected by the plague
were (4. quarantine) [ __ ]

The regulation (5. not be) [ __ ] successful because
the terror of quarantined citizens (6. erupt) [ __ ] into
violence. Riots (7. spread) [ __ ] through the city and
(8. culminate) [ __ ] in the murder of Archbishop
Ambrosius, who was encouraging crowds not to gather for
worship. The Empress of Russia, Catherine II (also called
Catherine the Great), (9.be) [ __ ] so desperate to
overcome the plague and restore public order that she
(10. order) [ __ ] that all factories had to be removed
from Moscow. By the time the plague (11. end) [ __ ],
approximately 100,000 people had died. Even after the
plague (12. be) [ __ ] over, Catherine (13. struggle) [ __ ]
to restore order. In 1773, Yemelyan Pugachev, a man who
(14. claim) [ __ ] to be Peter III (Catherine's executed
husband), (15. lead) [ __ ] an insurrection that resulted in
the deaths of thousands more.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

d. Task 4

Let’s move on. At the end of this part, you are
expected to capture contextual meaning related to
historical recount text by making Mind Maps and
identifying a historical event from the text you read.

2. Read the text carefully. Then make a mind
mapping about the text you have read.
The text will be appear in the next page.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Read the text carefully!

A SHORT HISTORY OF MERS

Middle East Respiratory Syndrome known as MERS is
a new subtype of Corona Virus that has never been found
to infect humans before. MERS can cause illness or
death in humans and animals. MERS can cause pain in
humans with mild to severe symptoms such as the
common cold, severe Acute Respiratory Syndrome
(SARS). Most MERS patients had severe acute
respiratory distress with fever, cough and shortness of
breath. About 3-4 out of 10 patients who reported
MERS died.

MERS first attacked humans in Jordan in April 2012,
but the first reported cases were cases that emerged in
Saudi Arabia in September 2012. All cases of MERS
were related to a history of people travelling to, or
staying in countries around the Arabian Peninsula.

The largest MERS outbreak outside the Arabian
Peninsula occurred in the Republic of South Korea in
2015. The outbreak was related to travelers returning
from the Arabian Peninsula.

MERS continued to spread overseas to many
countries in Asia, Africa, Europe, and America. Sporadic
cases, small clusters, and large outbreaks had been
reported in 24 countries, with over 1,000 cases of the
virus and over 400 deaths, up to the middle of 2015.

Although there are no cases of MERS-CoV in
Indonesia, there is always a thread of MERS-CoV. So
the Indonesian government needs to be aware of it.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Fill in the blank with the information you got
from the text.

THE MIND MAPPING OF
A SHORT HISTORY OF MERS

A SHORT HISTORY OF MERS

Orientation

_____________________________________
_____________________________________
_____________________________________

Event 1 Event 2 Event 3 Event 4

____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________

Re-Orientation

_____________________________________
_____________________________________
_____________________________________

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Read the text carefully!

The history of Smallpox 1520

The two decades following Christopher Columbus’s
arrival in the Caribbean, he witnessed numerous
outbreaks of diseases among both European and
indigenous populations. Smallpox, which emerged in 1518
among the native population of Hispaniola, became the
first clearly documented killer disease imported from
the Old World by European visitors. The disease spread
quickly, claiming one-third of the native population. From
Hispaniola it spread further to other islands, reaching
the Mexican mainland in 1520, coinciding with Cortés’s
siege of the Aztec capital, Tenochtitlán. From central
Mexico, smallpox moved into Guatemala the following
year, and thereupon continued into other areas of
Central America, the Andean highlands and South
America where the disease is believed to have arrived
sometime between 1524 and 1530 when an outbreak
continued through the Inca Empire, decimating
thousands of its population including several members of
the Inca royal family. Brazil experienced an outbreak of
smallpox in 1562, and subsequently, the disease made
waves at regular intervals during the rest of the colonial
period. Responses to the smallpox epidemic were varied.
They include priests organising religious marches and
ministering to the sick and dying. Government officials
and wealthy citizens made donations for charity
hospitals.

… to be continued on the next page ….

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

In response to an exceptionally severe outbreak in
1589, the viceroy of Peru issued specific medical
instructions towards helping district governments
lessen the impact of the outbreak. Lima physicians
advised the use of quarantine among all native
communities to prevent further spread of the disease.
Quarantines proved largely problematic. However,
other recommended public health measures included
sticking to a diet of meat, presumably to boost the
immune system. One recommendation in particular was
historically noteworthy: the viceroy urged families to
minimise physical contact in order to prevent spreading
the infection among themselves.

https://www.graduateinstitute.ch/communications/news/brief-international-history-pandemics

After reading the text, fill the timeline with the
correct information.

Time Event

1518 __________________________________
__________________________________
__________________________________

1520 __________________________________
__________________________________
__________________________________

Between __________________________________
1524 - 1530 __________________________________
__________________________________

1562 __________________________________
__________________________________
__________________________________

1589 __________________________________
__________________________________
__________________________________

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

e. Task 5

By the end of this lesson, you are expected to be
able to write historical recount texts, related to
historical events, by paying attention to its social
functions, text structures, and language features,
correctly and contextually.
1. Look at a series of pictures telling about the

history of The Influenza Pandemic of 1918 to
1919

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

You can read further information in
these links:

● https://www.cdc.gov/flu/pandemic-resources/1918-com
memoration/1918-pandemic-history.htm

● https://www.cdc.gov/flu/pandemic-resources/1918-com
memoration/three-waves.htm

Now after you got a full understanding about the
topic, let’s complete the historical recount text in the
next page.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

THE HISTORY OF PANDEMIC IN THE WORLD

Before there was Covid-19, …………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………...

There was the Influenza Pandemic of 1918, which was
the deadliest flu in history since there were no drugs or
vaccines at the time. …………………………………………………………………..
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

It’s unknown where it came from, but the 1918 Flu was
first observed in Europe, America, and Asia before
spreading to almost every part of the planet within months.
………....……………………………………………………………………………………………….
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

There was even a second wave that hit America in the
summer of 1918 when infected soldiers returned
home.………………………………………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

By the summer of 1919, the Flu Pandemic ended, as
those who were infected either died or developed immunity,
but it had already killed more than 50 million people
worldwide.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

2. After reading some texts, Now it’s your time to
write your own historical recount text.

Let’s decide

1. How would you give
the text a suitable
title?

2. How many events
would you like to develop
(3, 4 or 5 events)?

3. How would you
end your text?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Write your draft here.

Title --- Write the main topic here ---
Orientation --- Write the main topic here ---
--- Write the main topic here ---
Event 1 --- Write the main topic here ---
Event 2 --- Write the main topic here ---
Event 3
Re-orientation

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

How was it girls ? Have you finished making
the draft ? If you still having any difficulties
in planning your writing, you may consult with
your friends or teachers.

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Based on the draft that you have made before,
develop each topic into the good and meaningful
paragraph.

Title ……………………..

Orientation …………………………………………………………
…………………………………………………………

………………………………………………....

…………………………………………………………
…………………………………………………………

………………………………………………....

Event …………………………………………………………
…………………………………………………………

………………………………………………....

…………………………………………………………
…………………………………………………………

………………………………………………....

Re- …………………………………………………………
orientation …………………………………………………………

………………………………………………....

3. Assessment

Self-Assessment

Assess your writing using this student’s checklist.

Criteria to be assessed Yes No

1. Has the title of my text been relevant to
the content

2. Does each paragraph have enough
information so that the reader
understand what I’m writing ?

3. Have I told the events chronologically?

4. Have I used words showing events in
order such as : next, after, meanwhile, at
last, afterwards, etc.

5. Have I used the correct past tenses in my
writing ?

6. Did I use the correct punctuation and
capitalization and correct spelling ?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

Peer-Assessment
Assess your friend’s writing using this student’s checklist.

Criteria to be assessed Yes No

1. 1. Has the title of my friend’s text been
relevant to the content?

2. Does each paragraph have enough
information so that the reader
understand what my friend is writing ?

3. Has my friend told the events
chronologically?

4. Has my friend used words showing events
in order such as : next, after, meanwhile,
at last, afterwards, etc.

5. Has my friend used the correct past
tenses in his/her writing ?

6. Did he/she use the correct punctuation
and capitalization and correct spelling ?

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin

REFERENCES

Audio source :

● https://drive.google.com/file/d/1EQGsP0FOe8_2pz2cD0
Xv6Ko2kbVWWzYD/view?usp=sharing

Text source :
● https://en.wikipedia.org/wiki/General_Offensive_of_1_

March_1949
● https://medium.com/@sehatq123/sejarah-cara-penulara

n-dan-gejala-virus-ebola-yang-mematikan-ba03d8c5dd97
● https://www.graduateinstitute.ch/communications/news/

brief-international-history-pandemics
● https://www.cdc.gov/flu/pandemic-resources/1918-comm

emoration/1918-pandemic-history.htm
● https://www.cdc.gov/flu/pandemic-resources/1918-comm

emoration/three-waves.htm

Adapted from :
Modul SMA X Bahasa Inggris by Ivan Sofyan
(www.defantri.com)

Recount text/English Module/SMA SANUR Jakarta/Ms. Christin