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Convey meaning and rhetoric steps in essay by using various written texts accurately, fluently, and acceptably in daily life
contexts in a form of news item.
Next, the topics were determined based on the basic competencies of the curriculum 2006 for the tenth grade of Senior High school. There were nine topics
developed. They are arranged as follows.
Table 4.3. The Topics
Unit Topics
1. Getting to Know You
2. What’s the Matter?
3. My Story
4. Living Well
5. It’s Simple like ABC
6. Thank You…
7. Oh My God
8. A Party?
9. Discovery Channel
2. Determining Indicators
Indicators function to show whether the basic competences had been achieved. Here, the indicators were defined from the synchronization between
curriculum 2006 and the eight areas of Multiple Intelligences. Those areas consist of verbal-linguistic intelligence, mathematical-logical intelligence, musical
intelligence, visual-spatial
intelligence, bodily-kinesthetic
intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.
The indicators are stated as follows.
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Table 4.4. The Indicators
No. Basic Competences
Unit Indicators
Multiple Intelligences
Area
1. Conveying meaning in formal
and informal transactional get things done and
interpersonal socialization discourses accurately,
fluently and acceptably by using simple spoken language
in daily life contexts, which include introduction, greeting
and closing. 1. Getting to
Know You 1.1 Students are able to
identify the expressions of
introduction, greetingclosing.
1.2 Students are able to give and respond the
expressions of introduction,
greetingclosing. 1.3 Students are able to
create and perform a role-play in front of the
class using the expressions of
introduction, greetingclosing.
Mathematical- logical, verbal-
linguistic. Verbal-linguistic,
interpersonal. Interpersonal,
bodily-kinesthetic.
2. Conveying meaning in formal
and informal transactional and interpersonal discourses
accurately, fluently and acceptably by using simple
spoken language in daily life contexts which include: the act
of showing attention, and sympathy.
2. What’s the Matter?
2.1 Students are able to identify the
expressions of giving attention, and
sympathy. 2.2 Students are able to
give and respond the expressions of giving
attention, and sympathy.
2.3 Students are able to share their opinions
using the expressions of giving attention, and
sympathy. 2.4 Students are able to
create and perform a role-play in front of the
class using the expressions of giving
attention, and sympathy.
Visual-spatial, mathematical-
logical, verbal- linguistic,
intrapersonal. Verbal-linguistic.
Interpersonal. Interpersonal,
bodily-kinesthetic.
3 Conveying meaning and
rhetoric steps in essay by using various written texts
accurately, fluently, and 3. My Story
3.1 Students are able to identify the generic
structure of narrative texts.
Visual-spatial, mathematical-
logical, interpersonal.
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acceptably in daily life contexts in a form of narrative
text. 3.2 Students are able to
identify the linguistic structure of narrative
texts using music. 3.3 Students are able to
use past tense in telling a sequence.
3.4 Students are able to tell a story.
Mathematical- logical, verbal-
linguistic, musical, intrapersonal.
Mathematical- logical.
Verbal-linguistic.
4. Conveying meaning in a short
functional written text e.g. advertisement; in formal and
informal using various written texts in daily life context.
4. Living Well
4.1 Students are able to read short functional
texts e.g. advertisement.
4.2 Students are able to identify meaning of
short functional texts e.g. advertisement.
4.3 Students are able to respond some
functional short texts in daily life context,
e.g. advertisement. 4.4 Students are able to
produce and perform an advertisement in
front of the class. Verbal-linguistic,
visual-spatial. Mathematical-
logical. Intrapersonal.
Interpersonal, bodily-kinesthetic,
naturalists.
5. Conveying meaning and
rhetoric steps in essay by using various written texts
accurately, fluently, and acceptably in daily life
contexts in a form of procedure.
5. It’s Simple like ABC
5.1 Students are able to identify the generic
structure of a procedure task.
5.2 Students are able to ask for instructions and
giving for instructions. 5.3 Students are able to
make their own procedure on making
something. Verbal-linguistic,
Visual-spatial. Mathematical-
logical. Interpersonal.
6. Conveying meaning in formal
and informal transactional get things done and
interpersonal socialization discourses accurately, fluently
and acceptably by using simple spoken language in
daily life contexts, which include expressions on
6. Thank You…
6.1 Students are able to identify the
expressions of gratitude, compliment,
and congratulation. 6.2 Students are able to
express gratitude. Visual-spatial,
verbal-linguistic, mathematical-
logical. Intrapersonal.
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gratitude, compliment, and congratulation.
6.3 Students are able to respond to the
expressions of gratitude.
6.4 Students are able to give compliment and
to respond to the compliment given.
6. 5 Students are able to give congratulation
and to respond to the congratulation given.
Interpersonal, bodily-kinesthetic.
Interpersonal, bodily-kinesthetic.
Interpersonal, bodily-kinesthetic.
7. Conveying meaning in formal
and informal transactional get things done and
interpersonal socialization discourses accurately, fluently
and acceptably by using simple spoken language in
daily life contexts, which include expressions on being
surprised and not believe. 7. Oh My
God 7. 1 Students are able
to identify the expressions of being
surprised and not believe.
7.2 Students are able to express being
surprised. 7. 3 Students are able
to respond on the expressions of being
surprised. 7. 4 Students are able
to express not believe expressions.
7.5 Students are able to respond on the
expressions of not believe.
7.6 Students are able to perform a role play in
front in the class use the expressions of
being surprised and not believe.
Visual-spatial, verbal-linguistic,
mathematical- logical.
Interpersonal. Interpersonal,
mathematical- logical.
Intrapersonal. Interpersonal.
Interpersonal, bodily-kinesthetic.
8. Conveying meaning in formal
and informal transactional get things done and
interpersonal socialization discourses accurately, fluently
and acceptably by using simple spoken language in
daily life contexts, which include expressions on
accepting and refusing an 8. A Party?
8.1 Students are able to identify the
expressions of accepting and rejecting
an invitation. 8.2 Students are able to
give and respond the expressions of
Mathematical- logical, visual-
spatial, intrapersonal,
musical. Verbal-linguistic,
interpersonal.
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invitation. accepting and rejecting
an invitation. 8.3 Students are able to
share their opinions about the topic.
8.4 Students are able to create and perform a
role-play in front of the class using the
expressions accepting and rejecting an
invitation. Interpersonal.
Interpersonal, bodily-kinesthetic.
9. Conveying meaning and
rhetoric steps in essay by using various written texts
accurately, fluently, and acceptably in daily life
contexts in a form of news item.
9. Discovery Channel
9.1 Students are able to use simple present
tense in describing things and people.
9.2 Students are able to tell news in monolog.
9.3 Students are able to act like a reporter.
9.4 Students are able to tell a story.
Mathematical- logical. Visual-
spatial, verbal- linguistic, musical,
naturalist. Verbal-linguistic,
intrapersonal. Intrapersonal,
mathematical- logical, verbal-
linguistic. Verbal-linguistic,
interpersonal.
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3. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory
