163 personal comments andor
evaluative remarks on the incident.
Language features
• Use of nouns and pronouns to identify
people, animals, or things involved. e.g. I,
we, my friends, boat, fish, island, etc.
• Use of action verbs to refer to events. e.g.
depart, see, run, pass, etc.
• Use of past tense to locate events in relation
to writer’s time. e.g. We departed in the morning
from a friend’s house at Ponorogo.
• Use of conjunctions and time connectives to
sequence the events. e.g. then, after that,
finally, etc.
• Use of adverbs and What is its name? Does
someone once go there? Where is it located? What
are you doing there? Etc.” Logical-Mathematical
Intelligence technique: Socratic Questioning
b. Modelling of the Text
1 The teacher gives an
example of recount text of “My Holiday” to the
students.
Naturalistic Intelligence technique : Eco-study
2 The students get a recount
text of “My Holiday”. 3
The teacher asks the students to read first the
recount text of “My Holiday”.
4 The students read the “My
Holiday” text. 5
The teacher gives time for the students to reread and
comprehend the text. Intrapersonal Intelligence
in the Classroom
Third Edition.
Alexandria: ASCD
Amstrong, Thomas.
2003. The Multiple
Intelligences of Reading
and Writing: Making the
Words Come Alive.
Alexandria: ASCD.
164 adverbial phrases to
indicate place and time. e.g. at 9 p.m., at
Ponorogo, etc.
• Use of adjectives to describe nouns. e.g.
beautiful, challenging, amazing, etc.
technique: Personal Time 6
The teacher gives explanation about the
recount text in the text of “My Holiday”.
c. Joint Construction of the
Text
1 The students are asked to
work in pairs to do the matching activity.
2 The teacher and the
students discuss the answers.
3 The teacher gives
explanation about past tense that can be found in the
recount text.
4 The students are asked to
work in pairs to match the verb base and the past form
verb in the text.
5 The teacher and the
students discuss the answers.
6 The students are asked to
work in pairs to do the
165 matching activity about the
writer’s tone. 7
The teacher and the students discuss the
answers.
d. Independent Construction
of the Text
1 The students are asked to do
the crossword activity individually. Linguistic
Intelligences technique: Crossword
2 The teacher and the
students discuss the answers.
3. Closing Activities
a. The teacher and students
make conclusion from the material given today.
b. The teacher gives
feedback from today’s discussion.
c. The teacher informs the
materials that will be discussed in the next
meeting.
166 d.
The teacher leads the closing prayer.
e. The teacher says goodbye
to the students Understanding
meaning in functional
written text as well as simple
and short essay in the
forms of descriptive
and recount to be able to
interact in daily contexts
Responding to meaning and
rhetorical steps in simple short
essay accurately, fluently, and
acceptably to be able to interact
in daily context in the forms of
written descriptive
, and recount.
Topics: A Tour to the Botanic
Gardens. Recount Text
Recount
is a text that tells the reader a past event. It
usually focuses on a person’s past experience, so
it usually uses the word I or we.
Generic Structure
Orientation: Introduction to the characters, time and
place of occurrence. Events: The events,
recounted in chronological order sequence.
Re-orientation: containing personal comments andor
evaluative remarks on the incident.
1. Opening activities
• Greeting to the students • Checking students’
attendance list • Checking students
readiness
2. Main teaching and
learning activities a.
Building Knowledge of the Field
1 The teacher asks the
students to work in their group to do mind-mapping
of the vocabulary related to go to the botanic garden
using pictures. The picture can be from the given
picture or from the students’ drawing. Every picture
should be named. Visual- Spatial intelligence
technique: Mind-Mapping 1.
Identifying new
vocabulary from the
text.
2. Identifying
the detail information
of the text.
3. Identifying
the generic structure
and the language
features of the text.
a. Technique
: written test
a. Form:
Mind- mapping,
Snake and Ladders,
Essay Question,
Fill-in-the- blank
Widiati, Utami, et al.
2008. Contextual
Teaching and Learning
Bahasa Inggris:
Sekolah Menengah
PertamaMad rasah
Tsanawiyah Kelas VIII
Edisi 4. Jakarta: Pusat
Perbukuan Departemen
Pendidikan Nasional.
Amstrong, a.
Print out of a
recount text
entitled “A Tour
to the Botanic
Garden”
b. Print out
of Snake and
Ladders.
c. Buttons
d. Pictures
167
Language features
• Use of nouns and pronouns to identify
people, animals, or things involved. e.g. I,
we, my friends, boat, fish, island, etc.
• Use of action verbs to refer to events. e.g.
depart, see, run, pass, etc.
• Use of past tense to locate events in relation
to writer’s time. e.g. We departed in the morning
from a friend’s house at Ponorogo.
• Use of conjunctions and time connectives to
sequence the events. e.g. then, after that,
finally, etc.
• Use of adverbs and adverbial phrases to
indicate place and time. e.g. at 9 p.m., at
2 The students work in group
to do the mind-mapping activity.
3 After the students finish the
mind-mapping activity, several groups show the
result of the activity.
b. Modelling of the Text
1 The teacher gives an
incomplete text of “A Tour to the Botanic Gardens” to
the students. Naturalistic Intelligence technique: Eco-
study
2 The students get a recount
text of “A Tour to the Botanic Gardens”.
3 The students are asked to
work in pairs in completing the fill-in-the-blank text.
Interpersonal Intelligence technique: Peer Sharing
4 The teacher and the students
discuss the answer. 5
The students reread the “A Tour to the Botanic
Thomas. 2009.
Multiple Intelligences
in the Classroom
Third Edition.
Alexandria: ASCD
Amstrong, Thomas.
2003. The Multiple
Intelligences of Reading
and Writing: Making the
Words Come Alive.
Alexandria: ASCD.
