To review your understanding about what you have learnt in Learning Activity2, consider thefollowingquestions:

a. Whathaveyou learnt fromLearningActivity2?

b. What doyou need to dowhenyou are expected towritearecount text?
c. Doesanoutlineempiricallyhelpyouwritearecounttext?Whatdoesyourexperience tellyou about it?
1 SARI Kurniawan a. In Learning Activity 2, I have learnt about key features of recount text: Ok but
only
 A recount text is a text which describes how an event happened in the past. answer 2
Qs
 The event usually occurred in a sequence of time. It can be personal, historical, and biographical.
3.5
 Personal recount concerns a personal writer’s experience like holiday time, school moments, and an
unforgettable experience.

 Historical recount is concerned with a history of a place or an object.

 Biographical recount tells about the life history of a person, usually a famous important person

b. What do you need to do when you are expected to write a recount text?

 First, we have to understand the purpose of the recount, it describes or informs the reader about how an even
happened in the past.
 Next, we choose a topic, set the orientation, give record of even, and last is reorientation.
 Then, we use appropriate language features in writing it (action verbs, adverb phrases, use of past tense, and time
connection).

2 MARDIANA UHO What have you learnt from Learning Activity 2? copas

I have learnt how to analyze the contextual differences and similarities between a number of recount text in regard to the social
 functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social functions,
the text structures, the lexicogrammatical features.

B. What do you need to do when you are expected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of three
elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

C. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make an
outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer from getting
stuck and write the recount contains the events described in the sequence in which they occurred.
3 ANDRI To review your understanding about what you have learnt in Learning Activity2, consider the following questions: copas
SUMARYONO a. What have you learnt from LearningActivity2?
UHO
I have learnt about how to analyse the contextual differences and similarities between a number of recount text in regard to the
social functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the
social functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you areexpected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of
three elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make
 an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer
from getting stuck and write the recount contains the events described in the sequence in which they occurred.
Anwer
4 ISNAWATI UHO COPAS
a. What have you learnt from Learning Activity 2?
I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you are expected to write a recount text?
I need to know the key features of recount, such as the social function, the generic structure of recount text which consist of three
elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?
Yes, it does. Because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to
make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a
writer from getting stuck and write the recount contains the events described in the sequence in which they occurred.
5 DWI a. I have learnt how to analyse the contextual differences and similarities between a number of recount text in copas
regard to the social functions, the text structures, and the lexicogrammatical features and to obtain a number
WAHYUNINGSIH
of recount text in regard to the social functions, the text structures, the lexicogrammatical features.

b. I need to know the Key Features of Recount, such as the social function, the generic structure of recount text
which consists of three elements: orientation, events, and reorientation by considering the lexicogrammatical
feature.

c. Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into
sentences. In order to make an outline, one needs to know basically we are going to say or what the theme is.
Essentially, an outline helps prevent a writer from getting stuck and write the recount contains the events described
in the sequence in which they occurred.
 1. After learning the material of LA 2, I do understand about recount text regarding to its types, social function, generic structure and OK 5
6  TRI WAHYU
language features.
PURNANINGSIH
a. Types of recount text

Recount text divides into three types of text namely personal recount, factual (historical) and biographical recount text. Those
texts are differentiate by its specific topic and the point of view.

Personal recount is a text recount which telling about the author’s personal experiences. This text uses first person pint
of view which marked by the using of personal pronoun “I”.

Historical (Factual) recount text is a text recount which telling the historical or events that really happened in the past.
This text provides data to support the topic in order to make the story valid and reliability.

Biographical recount text is a text recount which telling about person life story. This text usually telling about someone
who have achievements. This text usually uses third person point of view such as “He”, “She” or “Them”

b. Generic structure of recount text are as follow:

 Orientation explains about information related to the events that happened in the past. This part elaborates 5W questions ; What,
Who, When, Where or Why the event happened.

 Record of events is a part of recount text that elaborate the event in sequences order or chronologically.

 Re-orientation is the closure of the text. It re-explains about the main topic and re-emphasizing what the author think or feel
related to the event which elaborated.

c. Language features:

 The recount text uses past tense

 It focuses on specific person, thing or event.

  It use action verb such as woke, went, traveled, fell, studied, started etc.

 It use adverb of time and place such as yesterday, to the market, at the lake, etc

 It also use conjunction and time connectives to express sequences of events such as and, so, firstly, next, etc

2. What I need to do when I expected to compose a recount text is making an outline that would help me to organize my idea in
chronologically. I need to make a list about what I want to put in my writing related to the event. I should construct the ideas
into an appropriate structure of recount text.

3. Yes it does. By making an outline empirically will help me to organize the events that I want to tell into systematically and
chronologically paragraphs. If we start it without making an outline, we will lack of idea and our paragraphs will not arrange
well.
7 ANDRIANI UHO a. What have you learnt from Learning Activity 2? Ok 3

In this activity 2, I have learnt about recount text. Recount text is type of text in English that tells about a story, action or actively.
Usually text tells about someone experience. The purpose of the recount text is to entertain the reader, so that there is no conflict in this
text. Not, only that, I have learnt analyses the contextual differences and similarities between a number of recount text in regard to the
social functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you are expected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text. I also need to know
of three elements of recount text. They are orientation, events and re-orientation by considering the lexicogrammatical feature.

 Orientation: Information about an event and its setting. It provides details of who, what, when, where, or why.

 Events: A sequence of events which happened in a chronological order. In the events using, first…. Second… third….
Later…. Finally, during …
  Re-orientation: Closure, conclusion, or summary of the events that explains about what we think, feel, or decide about the
events that occurred

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

d. Yes, it’s because it makes a list of ideas that we can develop create into a sentence. To make a big line we need to know what we
can say or what theme we will write. With the outline it can provide an overview of all the problems or events. My experience was
study this learning was happy because I knew analyze the recount text with the key features.
8 MESKAN UHO What have you learnt from Learning Activity 2? copas

I have learnt how to analyses the contextual differences and similarities between a number of recount text in regard to the
social functions, the text structures, and the lexico grammatical features and to obtain a number of recount text in regard to
the social functions, the text structures, the lexico grammatical features.

b. What do you need to do when you are expected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists
of three elements: orientation, events, and reorientation by considering the lexico grammatical feature.

c.
Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to
make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent
a writer from getting stuck and write the recount contains the events described in the sequence in which they occurred.

9 KETUT BIDURINI The key features of recount text to do with jobs include: Ok 4

UHO Key Features of Recount 

A recount text is a text which describes how an event happened in the past. The event usually occurred in  a sequence of time. It can
be personal, historical, and biographical. Personal recount concerns a personal writer’s experience like holiday time, school
moments, and an unforgettable experience. Historical recount is concerned with a history of a place or an object. Biographical
recount tells about the life history of a person, usually a famous important person.
The generic structure of recount text consists of three elements: orientation, events, and reorientation. Orientation directs the reader
to the events that follow. Events record the information that happened. Reorientation returns the reader to the point of departure and
closes the story.

The presence of reorientation in a recount text is optional. It means it can or cannot be available in the text, depending on the
writer’s intention. The three elements of recount text can be explained as follows:
 

Text elements Content

Orientation Information about an event and its setting. It provides details of who,
what, when, where, or why.

Record of events A sequence of events which happened in a chronological order.

What happened? First ….. Second ….. Next ….. Soon ….. During
….. After ….. Later ….. Eventually ….. Finally …..

Reorientation (coda) Closure, conclusion, or summary of the events that explains

about what we think, feel, or decide about the events that occurred.

The elements of recount text without reorientation can be described as follows:

 

RECOUNT PLAN:

TOPIC:

1. SETTING: Who, What, Where, When, Why

 2. RECORD OF EVENTS IN CHRONOLOGICAL ORDER:

Event 1

Event 2

Event 3

Making outlining like the example above really helps us in making a text recount.
makes it easy for us to make it chronological

As a text which describes something that happened in the past, a recount text has language features with the following
characteristics:

 Focus on a specific participant (persons, animals, or things involved) with some pronouns representing the noun/participant
 Use of material processes/action verbs
 Circumstances/adverb phrases to show location/place, time, manner, and frequency, such as at school, in the morning,
slowly, and sometimes
 Use of past tense
 Focus on temporal sequence signaled with conjunctions and time connections which order events, happenings, or actions,
such as and, but, then, however, after that, etc.

10 Mushlih Fauzi To review your understanding about what youhave learnt in Learning Activity  2, consider thefollowing questions: copas

Bustam 
a. What have you learnt from LearningActivity 2?

I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the
 social functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to
the social functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you areexpected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists
of three elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help you writea recount text? What does your experience tellyou about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to
make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent
a writer from getting stuck and write the recount contains the events described in the sequence in which they occurred
11 IYAR KURNIA Reflecive Summary 1 copas
UHO To review your understanding about what you havelearnt in Learning Activity  2, consider thefollowing questions:

a. What have you learnt from Learning Activity2?

I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.
b. What do you need to do when you areexpected to write a recount text?
I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of three
elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help you write arecount text? What does your experience tellyou about it?
Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make an
 outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer from
getting stuck and write the recount contains the events described in the sequence in which they occurred.

a. What  have  you learnt from  LearningActivity 2? Ok 4

12 HUTNISYAWATI
UHO In learning activity 2, I’ve learnt about a recount text. Related on the material, I know that:

 Recount is a text which retells events or experiences in the past. It can be personal, historical, or biographical. It is
personal when it talks about one’s experience in certain time in the past while historical refers to the history of a
place or an object. Biographical recount in other hand talks about a life history of a person, usually the popular
ones.

 The generic structure of recount text includes three parts: orientation, events, and reorientation. Orientation
directs the reader to the events that follow. Events record the information that happened. Reorientation is
closure, conclusion, or summary of the events that explains about what the writer may think, feel, or decide
about the events that occurred.

 There are several lexico-grammatical features of this kind of text:

 Using the simple past tense, past continuous tense, past perfect tense, and past perfect
continuous tense.

 Using temporal sequence, e.g. On Saturday. On Monday, On Sunday

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

 Using the conjunctions, such as: then, before, after, etc.

 Using action verb, e.g. went, stayed

 b. What do  you need to do  when  you areexpected to  write a recount text?
There are several steps of writing a recount text:
1. Determining the topic (experience/history/one’s biography)
2. Brainstorming ideas related to the topic
3. Making outline aimed to select which ideas should be included in writing and which idea should come first,
second, etc. In this step writer also consider the structure, which should be the orientation, events, and
reorientation.
4. Start making a draft
5. Reviewing the draft in terms of the grammar mistakes, unnecessary repetitive and writing organization.
6. Composing a new writing based on the result of reviewed draft.

c.  Does  an  outline  empirically  help  you  write  arecount  text?  What  does  your  experience tell  you about it?

It is important to make an outline prior to writing. It provides writers guidance containing what to be included
in the writing. It helps writers to organize ideas according to its group. For example, from the process of outlining
writer decides what should be discussed first related to the topic, what is next, and what should be put at the end of
the writing. The outline also ensures writer that all items should be covered has been covered in the writing. In my
experience, this process usually comes after brainstorming. While brainstorming is required to list all related things
about the topic, the outlining process, writer selects those ideas, keywords, and group them together. Not all ideas
in brainstorming should be included in the writing and this is the function of making an outline. Writer determines
the organization of the writing and selects the suitable keywords/ideas to support the organization to avoid
repetitive in writing. This will help writer to construct a well-structured text.
13 DEWI SARTIAR To review your understanding about what you have learnt in Learning Activity  2, consider the following questions: Copas

a. What have you learnt from Learning Activity 2?
 I have learnt how to analyze the contextual differences and similarities between a number of recount text in regard
to the social functions, the text structures, and the lexico grammatical features and to obtain a number of recount
text in regard to the social functions, the text structures, the lexico grammatical features.

b. What do you need to do when you are expected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which
consists of three elements: orientation, events, and reorientation by considering the lexico grammatical feature.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, it does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In
order to make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an
outline helps prevent a writer from getting stuck and write the recount contains the events described in the sequence
in which they occurred.
14 IRMA UHO To review your understanding about what you have learnt in Learning Activity 2, consider the following questions: Ok 4.
5

a. What have you learnt from Learning Activity 2?

I have learnt about the definition of recount text, I have learnt about how to analyze the contextual differences and similarities
between a number of recount text in regard to the social functions, the text structures, and the lexico-grammatical features and to
obtain a number of recount text in regard to the social functions, the text structures, the lexico-grammatical features

b. What do you need to do when you are expected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of
three elements: orientation, events, and reorientation by considering the lexico-grammatical feature.
 How to write recounts:

The structure or order must have three paragraphs and the must be the introduction (Orientation), the main body (Record of
events) and the conclusion (Reorientation (coda)):

In the introduction (Orientation) we need to click includes of fine W’s: what, where, why, who and when.

Your main body (Record of events) needs to be in paragraphs, if you need more than one, you should make you use technical or
specific language not stuff or things so use dates and times, you must wrire in chronological order that means in the order they
happened and use time or sequential words to show this such as before, after, next, then, first, second, so you’re writing about what
happened in the main body.

The third or final paragraph will be your concluding paragraph (Reorientation (coda)), this sums up your feeling about how the
activity went, talk about what you learned, what you enjoyed on what you might do differently, if you had the chance to do the
activity or activities again. So the language or style need to have time indicator or sequence words as I mentioned you must do it in
the past tense because you’re talking about something that’s already happened. You have action verbs because it’s talking about
something that you did and like I said before specific details so sequence words next, firstly, then, all of these that are talked about
before I’m sure you think more. We are using the past tense because it’s already happened. We are going to use action verbs
because you are talking about something you did an adjective to make your writing interesting.

Be specific give example times, dates, names, label your imagines give website details.

Success Criteria:

 The events are chronological (in order)

 I have used at least three time sequence words

 I have used at least three action verbs

 I have an introduction, a main body, and a conclusion

 I have used the past tense

 I have used specific detail

c. Does an outline empirically help you write a recount text? What does your experience tell you about it? What does your experience
tell you about it?

Yes, It does. Because an outline empirically help me to make a list of all the ideas that are going to be in developed into
sentences. Not only does it help me organize thoughts, but it will also help my essays flow better! Without an outline I can’t write
a recount text in a good structure and I’ll get stuck in wrtting it.

The three elements of recount text can be explained as follows:

Orientation : Information about an event and its setting. It provides details of who, what, when, where, or why.

Record of events : A sequence of events which happened in a chronological order. What happened? First ….. Second ….. Next
….. Soon ….. During ….. After ….. Later ….. Eventually ….. Finally

Reorientation (coda): Closure, conclusion, or summary of the events that explains about what we think, feel, or decide about the
 events that occurred

15 Nurmaliah To review your understanding about what you have learnt in Learning Activity2, consider Ok 4

Amaliah.  The following questions:

a. What have you learnt from Learning Activity 2?

 In this Learning Activity 2, I have learnt about three examples of recount texts. By learning these three texts, I can differentiate
among them, if the text talking about someone experience, so it called personal recount. If the text is talking about history of
something, so it’s called historical recount. And if it’s talking about someone biography, so it’s called biographical recount.

 In addition, I can know the differences and similarities among the texts, and recognise the contexts of situation, the social
functions, the structures and the language features. Besides, I also learn how to write a good recount text.

b. What do you need to do when you areexpected to write a recount text?

When I expected to write a recount text, I have to do some steps:
 The first thing is I need to do is think and decide what kind of recount text that I will write. If I want to write my own experiences
then it is called as a personal recount text.
 Then, I need to know its features regard to its social function, the structures in three parts, they are orientation as the opening in
the beginning, second is events to tell every single happened in the sequence, and third is reorientation as the conclusion of the
text.
 Last, the time sequence is also important for writing the text, in order to convey the story well.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

 Yes, it does. It really helpful in guiding me to write a recount text, because to write the text, I cannot just tell the story carelessly,
 but I have to make sure that it is interesting to read.
 Before I write it, I have to know how to start to write it, the text is contains the events described in the sequence in which they
occurred, and last ends it with a good conclusion.
16 ERVIANTI  Instructions Ok 4
Now that you have learnt all the materials in this activity, please write your reflection on the sheet provided.

To review your understanding about what you havelearnt in Learning Activity  2, consider thefollowing questions:

a. What have you learnt from LearningActivity 2?

I have learned how to analyze the difference and similarities between three recount texts presented in terms of social function, generic
structure, and lexico-grammatical features.
b. What do you need to do when you areexpected to write a recount text?
I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of three
elements: orientation, events, and reorientation by considering the lexico-grammatical feature. So, I would be easy to write a recount
text.
c. Does an outline empirically help you writea recount text? What does your experience tell you about it?

Yes, because the outline will help and make it easier for us to make a list of ideas or drafts that will be developed into sentences. To
make an outline, we must know what we are going to say or what the theme is. Basically, javascript://the outline helps the writer to
avoid writing words or sentences repeatedly.
17 MAR'ATUL a. What have you learnt from LearningActivity 2? copas

HAPIPAH  Answer: from Learning Activity 2, I have learnt how to analyze recount text by knowing well the social function, the
generic structure and lexico- grammatical features of recount text. I also know the types of recount text, they are
historical recount and biographical recount
 b. What do you need to do when you areexpected to write a recount text?

Answer: I need to know the Key Features of Recount, such as the social function, the generic structure of recount text
which consists of three elements: orientation, events, and reorientation, and lexicogrammatical feature of recount text

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Answer: Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences.
In order to make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline
helps prevent a writer from getting stuck and write the recount contains the events described in the sequence in which
they occurred.

18 PUSPITA To review your understanding about what you have learnt in Learning Activity 2, consider the following questions: 3.5
 What have you learnt from Learning Activity 2?
WULANDARI
I have learnt the definition, the kinds of recount text, the social function, the text structures and the features language of the
recount text.
b. What do you need to do when you are expected to write a recount text?
I need to prepare all of the information that will written to be a recount text

c. Does an outline empirically help you write a recount text?

Yes, it does. An outline empirically help me to write a historical recount and biographical recount. But it does not need to write
a personal recount.

What does your experience tell you about it?

I was write biography of R.A. Kartini and an outline empirically that help me to finished my biographical recount.
 To review your understanding about whatyou have learnt in Learning Activity  2,consider the following questions: copas
19 EVI SATRIANI

a. What have you learnt from LearningActivity 2?

I have learnt how to analyze the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you areexpected to write a recount text?

I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of
three elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help youwrite a recount text? What does yourexperience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to
make an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a
writer from getting stuck and write the recount contains the events described in the sequence in which they occurred.
20 RAHMANIAR  a. What have you learnt from Learning Activity 2? copas

I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.

b. What do you need to do when you are expected to write a recount text?

 I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of three
elements: orientation, events, and reorientation by considering the lexicogrammatical feature.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make an
outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer from
getting stuck and write the recount contains the events described in the sequence in which they occurred.

21 SINCHE RUSMIATI a. In this learning activity, I have learned about social function, generic structure and language features of recount text, and also I can see Ok 4
UHO  examples of personal recount, historical recount and biographical recount.
b. To write a recount text, I should:
 Certain the topic

 Arrange the general structure of recount text, begin orientation (tells the background of information about who, where, when
events or events occur), the events (tell an event that happened after it was told in chronological order), and reorientation (contains
a summary or conclusion of all events. In this section also contains opinions or impressions of the author about the events told).

 Use language features of recount text, such as: Focus on a specific person/thing, use action verbs, use adverbs of time and place,
use simple past tense, uses temporal sequences.
c. Yes, it does. I have learned about recount text from searching in Google, and text book.
22 SUKMAWATI I have learnt how to analyze the contextual differences and similarities between a number of recount text in regard to the social functions, copas
the text structures, and the lexico grammatical features and to obtain a number of recount text in regard to the social functions, the text
UHO structures, the lexico grammatical features.

b. What do you need to do when you are expected to write a recount text?

 I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of three
elements: orientation, events, and reorientation by considering the lexico grammatical feature.

c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, It does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make an
outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer from getting
stuck and write the recount contains the events described in the sequence in which they occurred.
Ok 3.5
23 MUHAMAD ADI
1. What have you learnt from Learning Activity 2?
IRWANTO 
In this learning activity, I have learnt kinds of recount text. They are personal recount, historical recount, and biographical
recount. In addtion, I have learnt social functions, the text structures, and the lexico-grammatical features of the recount text too.

2. What do you need to do when you areexpected to write a recount text?

I need to know the key features that consists of orientation, events, and re-orientations. It will help me in arranging the recount
text.

3. Does an outline empirically help you write arecount text? What does your experience tellyou about it?
Yes it does. Because, an outline empiricallywill become reference to make list of ideas to write the recount text. When the list of
ideas are arranged, we will easy to develop the text.
24 ALIMUDIN UHO a. What have you learnt from Learning Activity 2? copas
I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.
b. What do you need to do when you are expected to write a recount text?
I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of
three elements: orientation, events, and reorientation by considering the lexicogrammatical feature.
c. Does an outline empirically help you write a recount text? What does your experience tell you about it?

b. Yes, it does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make
an outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer
from getting stuck and write the recount contains the events described in the sequence in which they occurred

25 HASANAH UHO c. What have you learnt from Learning Activity 2?

I have learnt how to analyse the contextual differences and similarities between a number of recount text in regard to the social
functions, the text structures, and the lexicogrammatical features and to obtain a number of recount text in regard to the social
functions, the text structures, the lexicogrammatical features.
c. What do you need to do when you are expected to write a recount text?
I need to know the Key Features of Recount, such as the social function, the generic structure of recount text which consists of
three elements: orientation, events, and reorientation by considering the lexicogrammatical feature.
d. Does an outline empirically help you write a recount text? What does your experience tell you about it?

Yes, it does because it can help us to make a list of all the ideas that are going to be in developed into sentences. In order to make an
outline, one needs to know basically we are going to say or what the theme is. Essentially, an outline helps prevent a writer from getting
stuck and write the recount contains the events described in the sequence in which they occurred.

preferably when more creative in answering - copas

you answers are Ok, but need to be more confident
you answers are Ok, try to always be confident