Paragraph

A paragraph is a group of related sentences that discuss one main idea. It usually begins with a topic sentence that introduces the main idea, followed by supporting sentences that explain or develop the idea with details, examples, or explanations. A paragraph helps organize ideas clearly so that readers can understand the writer’s message easily.

A. Types of Paragraphs

The main types of paragraphs based on the appearance of the main idea are:
1. Topic Sentence at the Beginning (Deductive)
Description: The paragraph starts with the main idea, followed by supporting sentences that provide details, evidence, or examples.
Purpose: To clearly state the point immediately, making it ideal for clear, direct, and academic writing.
Structure: Main Idea -> Support 1 -> Support 2 -> Conclusion.
2. Topic Sentence at the End (Inductive)
Description: The paragraph begins with evidence, details, or a story, and the main idea (the point or conclusion) is presented in the last sentence.
Purpose: To build a case or story first, allowing the reader to reach the conclusion along with the writer.
Structure: Evidence/Details -> Conclusion/Main Idea.
3. Topic Sentence in the Middle
Description: The paragraph starts with a hook or introductory information, presents the main idea in the middle, and follows it with more supporting details.
Purpose: Often used to bridge a transition from one thought to another or for dramatic effect.
4. Implied Main Idea (Implicit)
Description: The paragraph does not have a single, direct sentence that states the main idea. Instead, all the sentences work together to support a central theme that the reader must infer.
Purpose: Common in narrative and descriptive writing to create a specific mood or tell a story.

Reading of Recount Text: My First Day at Senior High School

Learning Objectives

By the end of the lesson, students are able to:

1. Identify the main idea of a recount text.

2. Identify detailed information in a recount text.

3. Understand vocabulary meaning, including synonyms and antonyms based on context.

4. Identify references (pronouns) in the text.

5. Draw conclusions based on the text.

6. Identify sentences using simple past tense.

7. Identify temporal conjunctions used in the text.

A. Vocabulary

Please learn the following vocabulary so that you can easily understand the upcoming text.

No	Vocabulary	Meaning
1	imagined	formed a picture or idea in the mind
2	excited	feeling very happy and enthusiastic
3	nervous	feeling worried or afraid about something
4	proud	feeling happy and satisfied about an achievement
5	officially	in a formal or proper way
6	prepared	made something ready to use
7	expected	thought that something would happen
8	confused	unable to understand something clearly
9	greeted	welcomed someone by saying hello
10	comfortable	feeling relaxed and not worried
11	orientation	an activity to introduce new students to a school or program
12	principal	the head or leader of a school
13	homeroom teacher	a teacher responsible for a particular class of students
14	atmosphere	the feeling or mood of a place
15	overcome	successfully deal with or defeat a problem or fear

B. Reading Activity

Focus 1: Main Idea & Detailed Information

Pre-Reading

Ask students:

-How did you feel on your first day at school?

-Were you nervous or excited?

While-Reading

Ask students to read the text silently.

My First Day at Senior High School

Monday, July 15th

Since I was younger, I often imagined what my new school life would be like. I wondered what my teachers would be like and what subjects I would learn. I also imagined meeting new classmates and making new friends. Sometimes, I pictured the classrooms, the school yard, and the activities students usually did at school. All these thoughts made me curious and excited about what my first day at senior high school would be like.

That morning, I felt nervous as I wore my new uniform and prepared my school bag carefully. Then, my parents took me to school. When I arrived, the school building looked bigger than I expected, and there were many new students standing in the yard. At first, I felt shy and confused because I did not know anyone in my class. After that, a friendly student greeted me and introduced himself. We talked for a few minutes, and I began to feel more relaxed. It was truly a moment full of mixed feelings.

The orientation program began in the hall. The principal gave a welcoming speech and explained the school rules during the orientation program. After the speech, we went to our classroom for the next activity. Our homeroom teacher introduced herself and asked us to introduce ourselves one by one. When it was my turn, I felt nervous, but I tried to speak clearly. Fortunately, my classmates listened carefully and smiled at me. Overall, these orientation activities helped us get to know the school and our classmates better.

By the end of the day, I felt much more relaxed than I had felt in the morning. Earlier, I had been nervous about meeting new teachers and classmates in my new school. However, the simple games and friendly conversations with my classmates slowly changed my feelings. I went home feeling tired but happy after making new friends and sharing many small moments together.

Task 1: Identify the Main Idea

(To learn about the types of paragraph and how to find the main idea, please click here)

1. What is the main idea of paragraph 1?

A. The writer imagined what senior high school would be like
B. The writer wondered about the teachers and subjects at school
C. The writer imagined meeting new classmates and making friends
D. The writer pictured the classrooms and the school yard
E. The writer felt curious and excited about the first day

The correct answer is A because the paragraph mainly describes how the writer often imagined what life at senior high school would be like. At the beginning, the paragraph states that the writer had imagined his new school life since he was younger. Then, the paragraph explains several things the writer imagined, such as meeting new teachers, making new friends, learning different subjects, and picturing the classrooms and the school yard. These sentences support the main idea of the paragraph. The other options only mention supporting details, such as wondering about the teachers and subjects (B), imagining meeting new classmates and making friends (C), picturing the classrooms and the school yard (D), or feeling curious and excited about the first day (E). These details help explain the paragraph but do not represent the overall idea. Therefore, option A best represents the main idea. This paragraph can be considered a deductive paragraph because the topic sentence appears at the beginning and is followed by supporting details.

2. What is the main idea of paragraph 2?

A. The writer prepared the school bag and went to school with the parents
B. The writer arrived at school and saw many new students in the yard
C. The writer noticed the school building looked bigger than expected
D. The writer’s feelings on the first day at senior high school
E. A friendly student greeted the writer and talked with him

The correct answer is D because the paragraph mainly describes the writer’s feelings on the first day at school. At the beginning, the writer felt nervous while preparing for school. Then, the writer felt shy and confused after arriving in the class because he did not know anyone. After meeting a friendly student and talking for a few minutes, the writer began to feel more relaxed. The other options only mention supporting details, such as preparing for school (A), seeing many new students in the yard (B), noticing the school building (C), or meeting a friendly classmate (E). These details support the paragraph but do not represent the overall idea. Therefore, option D best represents the main idea. This paragraph can be considered an inductive paragraph because the main idea appears at the end after several supporting details.

3. What is the main idea of paragraph 3?

A. The students joined the orientation program and followed all the activities
B. The principal gave a welcoming speech and explained the school rules
C. The homeroom teacher asked students to introduce themselves one by one
D. The writer felt nervous but tried to speak clearly in front of classmates
E. The classmates listened carefully and smiled during the introduction

The correct answer is A because the paragraph mainly describes the orientation program and the activities the students followed. At the beginning, the paragraph mentions that the orientation program began. Then, it explains several activities during the orientation, such as the principal giving a welcoming speech and explaining the school rules, the homeroom teacher asking students to introduce themselves, and the writer introducing himself in front of the class. The other options only mention supporting details, such as the principal’s speech, the introduction activity, the writer’s feelings, or the classmates’ reactions. These details help explain the situation but do not represent the overall idea of the paragraph. Therefore, option A best represents the main idea. This paragraph can be considered a deductive paragraph because the main idea appears at the beginning of the paragraph and is followed by supporting details.

5. What is the main idea of paragraph 4?

A. The students played simple games to know each other better
B. Some students were still shy and quiet during the activities
C. The games helped the students relax and talk more freely
D. The students laughed together and the atmosphere became warmer
E. The writer felt happy after making new friends at school

The correct answer is C because the paragraph mainly shows how the games helped the students become more relaxed and start interacting with each other. At the beginning, the paragraph explains that the students played simple games after the introductions and that some of them were still shy and quiet. Then, it states that the games helped them relax and start talking more freely. After that, the paragraph gives supporting details, such as the students laughing together, the atmosphere becoming warmer, and the writer feeling happy after making new friends. The other options only mention supporting details, such as the students playing simple games to know each other better (A), some students still feeling shy and quiet during the activities (B), the students laughing together and the atmosphere becoming warmer (D), or the writer feeling happy after making new friends (E). These details support the story but do not represent the overall idea of the paragraph. Therefore, option C best represents the main idea. This paragraph can be considered a paragraph with the topic sentence in the middle, because the main idea appears in the middle of the paragraph and is supported by sentences before and after it.

The correct answer is C because the paragraph mainly shows how the games helped the students become more relaxed and start interacting with each other. At the beginning, the paragraph explains that the students played simple games after the introductions and that some of them were still shy and quiet. Then, it states that the games helped them relax and start talking more freely. After that, the paragraph gives supporting details, such as the students laughing together, the atmosphere becoming warmer, and the writer feeling happy after making new friends. The other options only mention supporting details, such as playing games, students feeling shy, laughing together, or the writer’s feelings at the end. These details support the story but do not represent the overall idea of the paragraph. Therefore, option C best represents the main idea. This paragraph can be considered a paragraph with the topic sentence in the middle, because the main idea appears in the middle of the paragraph and is supported by sentences before and after it.

6. What is the main idea of paragraph 5?

A. The writer felt nervous about meeting new teachers and classmates
B. The writer slowly felt more comfortable during the first school day
C. The writer played games and talked with classmates at school
D. The writer felt tired but happy after making new friends
E. The writer reflected on the experience of the first school day

Listening of Recount Text: Andrea Hirata

Learning Objectives

By the end of the lesson, students are able to:

1. Understand important details from the text.
2. Retell the information briefly in their own words.

A. Pre-Listening (10 minutes)

1. Short introduction about Andrea Hirata

Today, we are going to listen to a biography about Andrea Hirata, a famous Indonesian writer who achieved success through education and hard work.

2. Introduce key vocabulary

Study the vocabulary below. Students repeat the pronunciation and discuss the meaning together with the teacher.

No	Vocabulary	Meaning
1	Developed	modern and advanced
2	Laborer	a person who does physical work
3	Education	the process of learning at school or university
4	Challenges	difficult situations or problems
5	Encouraged	gave support or motivation
6	Facilities	buildings, equipment, or services provided for a purpose
7	Scholarship	financial support to continue education
8	Enthusiastic	very interested and excited about something
9	Inspiring	giving motivation or positive influence
10	Persistence	the ability to continue trying despite difficulties

Session 1, Focus: Understanding Important Details

While-Listening

Teacher plays the audio about Andrea Hirata once.

Task 1: True or False

Students listen and decide whether the following statements are True or False.

1. Andrea Hirata grew up in Jakarta.

2. His school almost closed because there were not enough students.

3. His teacher encouraged him to study hard.

4. He stopped studying because of financial problems.

5. Laskar Pelangi tells about his childhood.

Post-Listening

Discuss the answers and correct false statements together.

Session 2, Focus: Deeper Detail Comprehension

Play the audio again.

Task 2: Answer the Questions

Students answer in complete sentences.

1. Where was Andrea Hirata born?

2. What problem did his school face?

3. Who inspired him during his school years?

4. What helped him continue his study?

5. Why did he write Laskar Pelangi?

Task 3: Fill in the Blanks

1. Andrea Hirata was born in ______.

2. His father worked as a ______.

3. The school building was ______.

4. He received a ______ to study abroad.

5. His novel became very ______.

Post-Listening

Check the answers together.
Teacher explains difficult parts if needed.

Session 3: Retelling the text

Play the audio again.

Step 1: Guided Retelling (Pair Work)

Students retell the text in 5–7 sentences using connectors:

• First,

• Then,

• After that,

• Finally,

Step 2: Short Oral Presentation

Each student presents in front of the class (1–2 minutes).

Teacher assesses:

• Accuracy of important details

• Clarity

• Fluency

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📝 Assessment

✔ Detail comprehension tasks
✔ Completion task
✔ Oral retelling performance

To access the script of the audio, please click here.

Audio of Recount Text

Please listen to the following audio to learn about recount text.

Writing of Narrative Text 1

Topic: Narrative Text
Skill Focus: Writing
Level: Grade 10 – B1
Time Allocation: 3 × 45 minutes

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A. Pre-Writing Activity (Building Understanding)

Activity 1: Identifying Narrative Elements

Objective:
Students understand the social function and generic structure of a narrative text.

Instructions:

1. Teacher provides a short narrative text (e.g. The Legend of Lake Toba).

2. Students work in pairs to identify:

   • Orientation (who, where, when)

   • Complication (problem)

   • Resolution (solution)

3. Students underline:

   • Past tense verbs

   • Action verbs

   • Temporal conjunctions

Output:
A simple list or highlighted text.

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B. While-Writing Activity (Guided Writing)

Activity 2: Planning a Narrative Text

Objective:
Students plan their own narrative text using a clear structure.

Instructions:
Students complete the following story planner:

Story Planner

• Title: ______________________

• Characters: __________________

• Setting (time & place): __________________

• Orientation (1–2 sentences):

  ---

• Complication (problem):

  ---

• Resolution (solution):

  ---

Teacher’s role:
Guide students to make sure:

• The story is in the past tense

• There is one clear problem

• The resolution is logical

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Activity 3: Sentence Construction Practice

Objective:
Students practice language features before full writing.

Instructions:
Students write:

1. 3 sentences in simple past tense
   (e.g. walked, noticed, decided)

2. 2 sentences using action verbs
   (e.g. ran, shouted, helped)

3. 2 sentences using temporal conjunctions
   (e.g. one day, then, after that, finally)

Output:
A short paragraph of 7 sentences.

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C. Post-Writing Activity (Independent Writing)

Activity 4: Writing a Complete Narrative Text

Objective:
Students write a complete narrative text using correct structure and language features.

Instructions:
Write a narrative text (200–250 words) based on your story planner.

Requirements:

• Use orientation, complication, and resolution

• Use past tense consistently

• Include action verbs

• Use at least 4 temporal conjunctions

• The moral value should be implied, not stated directly

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D. Reflection and Feedback

Activity 5: Peer Review

Objective:
Students reflect on writing quality.

Instructions:
Exchange texts with a partner and answer:

1. Is the story easy to follow?

2. Is the problem clear?

3. Are past tense verbs used correctly?

4. Is the ending logical?

Students give short written feedback (2–3 sentences).

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E. Optional Enrichment / Homework

Activity 6: Story Revision

Students revise their narrative text based on peer feedback and submit the final version.

 

Reading of Narrative Text

Si Kancil and the Crocodiles

Once upon a time, in a thick forest beside a long and quiet river, there lived a mouse deer named Si Kancil. He was small, but he was known for his sharp mind and confident behavior. Because of his cleverness, Si Kancil often trusted his own ideas more than he should. He enjoyed exploring new places and rarely felt afraid of danger.

One morning, while walking near the river, Si Kancil noticed fresh fruits and green leaves growing across the water. The forest on his side had become dry, and food was no longer easy to find. He wanted to cross the river, but the current was strong and deep. As he looked closer, he saw several crocodiles resting quietly near the riverbank.

At first, Si Kancil stepped back in fear. However, after watching the crocodiles for a while, he began to think carefully. He noticed that they stayed still and reacted slowly. After that, an idea came into his mind. Si Kancil stood near the water and called out loudly to get their attention.

The crocodiles lifted their heads and listened as Si Kancil spoke confidently. He claimed that the king of the forest wanted to know how many crocodiles lived in the river. He added that the strongest and most helpful crocodiles would be remembered by the king. Feeling proud and important, the crocodiles began to talk among themselves and agreed to help.

Then Si Kancil asked them to line up across the river so he could count them easily. One by one, the crocodiles formed a long line from one side to the other. Si Kancil stepped carefully onto their backs, counting aloud as he moved forward. The crocodiles remained still, believing that they were taking part in an important task.

Finally, Si Kancil reached the other side of the river safely. He jumped onto the land, thanked the crocodiles, and ran quickly into the forest. Only after some time did the crocodiles realize that they had been used. The river became quiet again, while Si Kancil disappeared among the trees on the far side.

Text Analysis

Title: Si Kancil and the Crocodiles

1. Orientation

The story begins by introducing Si Kancil, the main character, and the setting, which is a forest near a river. The reader learns about Si Kancil’s personality as a clever and confident mouse deer. This part helps the reader understand who the story is about and where it happens.

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2. Complication

The problem starts when Si Kancil wants to cross the river to get food, but the river is deep and dangerous because there are many crocodiles. To solve this problem, Si Kancil creates a plan and tells the crocodiles that he is sent by the king of the forest to count them. The complication becomes more serious as the crocodiles believe his story and follow his instructions.

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3. Resolution

The resolution happens when Si Kancil successfully crosses the river by stepping on the crocodiles’ backs. After reaching the other side, he runs away into the forest. Later, the crocodiles realize that they have been deceived, but Si Kancil is already gone.

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4. Moral Value (Implied)

The story implies that intelligence can be used to solve problems, but actions also have consequences for others. The moral lesson is not stated directly and is left for the reader to understand.

Grammar Check

1. Using Simple Past Tense

The narrative text uses the simple past tense because it tells a story that happened in the past. The simple past tense is formed by using Verb 2 (V2).

Examples from the text with verb forms:

• There lived (live → lived) a mouse deer named Si Kancil.

• Si Kancil noticed (notice → noticed) fresh fruits across the river.

• He wanted (want → wanted) to cross the river.

• The crocodiles listened (listen → listened) carefully.

• Si Kancil reached (reach → reached) the other side safely.

These verbs show that the events happened in the past.

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2. Using Action Verbs

Action verbs describe what the characters do in the story. They make the story more vivid and easier to imagine.

Examples of action verbs with verb forms:

• walked (walk → walked)

• noticed (notice → noticed)

• called (call → called)

• asked (ask → asked)

• stepped (step → stepped)

• counted (count → counted)

• ran (run → ran)

These verbs help readers imagine the actions in the story.

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3. Using Temporal Conjunctions

Temporal conjunctions are used to show the sequence of events in a narrative text. They help the reader understand when each event happens.

Examples from the text:

• Once upon a time

• One morning

• After that

• Then

• Finally

These conjunctions guide the reader through the story in the correct order.

Quiz

To test your understanding of the text, please do the following quiz!

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Analytical Exposition Text Audio

Please listen to the following audio carefully to understand Analytical Exposition Text.

Speaking of Narrative Text 1

A. Learning Objectives

After studying the material about narrative texts, students are able to:

1. use appropriate vocabulary when retelling a narrative text;
2. pronounce words in a narrative text correctly;
3. retell a narrative text orally with smooth and fluent delivery, using appropriate intonation.

B. Pre-Speaking Activity (10 minutes)

1. Listening Recall

Teacher asks students to listen again to the audio of The Story of Malin Kundang (taught in listening session).

Students are asked to focus on the storyline and important vocabulary.

2. Vocabulary Practice

Teacher asks students to see again the related words from the story. Teacher clearly pronounces the words, and students repeat them together.

No	Vocabulary	Meaning
1	Widow	a woman whose husband has died and who has not married again
2	Coast	the land along the edge of the sea
3	Sailor	a person who works on a ship
4	Merchant	a person who buys and sells goods for profit
5	Harbor	a place near the coast where ships can stop safely
6	Elegant	graceful, beautiful, and stylish in appearance
7	Torn	damaged by being pulled apart or ripped
8	Ungrateful	not showing thanks or appreciation
9	Heartbroken	extremely sad or full of sorrow
10	Prayed	spoke to God, usually to ask for help
11	Punish	to make someone suffer for doing something wrong
12	Lightning	a flash of bright light in the sky during a storm
13	Cursed	having something bad happen because of someone’s anger or a spell
14	Villagers	people who live in a small village or rural area

C. While-Speaking Activity (25 minutes)

Activity 1: Guided Retelling (Pair Work)

1. Students work in pairs.

2. Teacher gives guiding questions, such as:

   • Who is the main character?

   • Where does the story take place?

   • What happens to Malin Kundang?

   • How does the story end?

3. Students take turns retelling the story orally using the guiding questions.

4. The partner listens carefully.

Activity 2: Oral Retelling (Individual)

Each student retells The Story of Malin Kundang orally for about 1–2 minutes.

Teacher pays attention to:

pronunciation

intonation

fluency

D. Post-Speaking Activity (10 minutes)

Feedback

Teacher gives simple feedback to the class.

The feedback focuses on some aspects such as vocabulary use, pronunciation, intonation, and fluency.

Reflection

Teacher asks students simple questions, such as:

“Was it easy or difficult to retell the story?”

“Which part was difficult to say?”

E. Assessment Focus

• Use of appropriate vocabulary

• Correct pronunciation and intonation

• Smooth and fluent delivery