Listing Basic Competencies, Competency Standards and Topics

1.2.5 Be able to identify various expressions for giving warning. 1.2.6 Be able to identify the expression to show relief, pain and pleasure in a conversation. 2.1 Be able to respond to meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition 2.1.1 Be able to identify the main idea of a story. 2.1.2 Be able to identify the missing words in the listening passage 2.1.3 Be able to complete the missing parts by listening to the listening passage 2.1.4 Be able to identify specific information in a listening passage. 3.1 Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: asking for and giving opinions, expressing satisfaction and dissatisfaction. 3.1.1 Be able to ask for and give opinions accurately, fluently, and acceptably 3.1.2 Be able to express satisfaction and dissatisfaction accurately, fluently, and acceptably. 3.2 Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and pleasure. 3.2.1 Be able to ask for and give advice accurately, fluently, and acceptably 3.2.2 Be able to give suitable warnings based on certain situation 3.2.3. Be able to ask for and give permission accurately, fluently, and acceptably 3.2.4 Be able to express pleasure in a monologue accurately, fluently, and acceptably 3.2.5 Be able to express pain and relief based on certain situation accurately, fluently, and acceptably 4.1 Be able to express meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition. 4.1.1 Be able to report an event based on certain information accurately, fluently, and acceptably 4.1.2 Be able to tell a story in group and in front of class. 4.1.3 Be able explain arguments in a clear and systematical way. 52 5.1 Be able to respond to meanings short written formal and informal functional daily-life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 5.1.1 Be able to identify the topic of the given text. 5.1.2 Be able to identify the main massage and specific information in a banner. 5.1.3 Be able to identify the main massage and specific information in a poster. 5.1.4.Be able to identify the main massage and specific information in a brochure. 5.2. Be able to respond to meanings and rhetorical steps in essays of daily-life report, narrative, and analytical exposition accurately, fluently, and acceptably to access information. 5.2.1 Be able to identify the main idea and specific information in report text. 5.2.2 Be able to identify the main idea and specific information in narrative text. 5.2.3 Be able to identify the main idea and specific information in analytical exposition. 5.2.4 Be able to analyze the generic structure of the text. 6.1 Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. 6.1.1 Be able to compose a draft, revise and proofread a banner, poster and brochure in group. 6.1.2 Be able to create a banner in group. 6.1.3 Be able to create a poster in a group. 6.1.4 Be able to create a brochure in group. 6.2 Be able to express meanings and rhetorical steps in essays of report, narrative and analytical exposition accurately, fluently, and acceptably. 6.2.1 Be able to develop written composition of narrative text. 6.2.2 Be able to produce a report in composition. 6.2.3 Be able to develop a topic sentence by writing the supporting sentences. 6.2.4 Be able to produce an analytical exposition according to the generic structure correctly. Table 4.5: The Learning Indicators for Supplementary Material Basic Competences BC Learning Indicator 1.1 Be able to respond the meaning in the spoken literary works, such as the English song and contemporary poetry. 1.1.1 Be able to identify the missing parts of the English song. 1.2 Be able to understand and respond the meaning in the spoken literary works, 1.2.1 Be able to identify the main idea of the movie. 53 such as movie and contemporary drama. 1.2.2 Be able to identify the characters in the movie. 2.1 Be able to carry out simple literary works such as the English song and contemporary poetry. 2.1.1 Be able to perform an English song. 2.2 Be able to carry out simple literary works such as movie andor contemporary drama. 2.2.1 Be able to play act in a short role play 3.1 Be able to respond the meaning in the literary works, such as the English song and contemporary poetry. 3.1.1 Be able to identify the meaning of the English song lyric. 3.1.2 Be able to translate the English song lyric into Indonesia. 3.2 Be able to respond the meaning of the literary works, such as short story. 3.2.1 Be able to identify the main idea of the novel. 3.2.2 Be able to identify the specific information in a novel. 3.2.3 Be able to identify the characters in a novel. 4.1 Be able to write an essay about the song lyric. 4.1.1 Be able to compose written work about the understanding of the song lyric. 4.2 Be able to retell a simplified English story into another composition withwithout changing the time and place background. 4.2.1 Be able to compose an essay to retell a novel.

c. Listing Subjects Contents

Having listing competency standards, basic competence, and determining learning indicators, the writer started to organize learning topics above to be developed. Since the designed material were developed based on MI theory, before listing the subject contents, the writer determined the intelligences being employed in each meeting. The blue print of intelligences can be seen in appendix H. The topics in the designed material were set in 8 units and each unit covered 2 meetings. Each meeting runs for 2 x 45’ duration. The themes of units were taken from research and information collecting questionnaire in which the students chose the most interesting themes. The selected themes were nature, 54 tourism, sport, culture, show-biz, profession, fantasy, and internet. The following table 4.6 describes the organization of the learning topics into units. Table 4.6: The Learning Topics Organization No. Unit Title Meeting Title The Learning Topics 1 Nature Life on Earth Report Saving the Environment Expressing warning 2 Tourism What a Wonderful Place Brochure On Holiday Expressing relief, pain, pleasure 3 Sport Being Champion Narrative Get Sweaty Poster 4 Culture Telling Stories Narrative Culture Shock Asking for and giving opinion 5 Show-Biz Let’s Rock the World Banner Sing Your Song English song 6 Profession I Wish I Were Here Asking for and giving advice Excuse me Asking for and giving permission 7 Fantasy My Fortune Expressing satisfaction dissatisfaction A Magic World English novel 8 Internet Double-edge Sword Tech Analytical Exposition Absolutely Agree Expressing agreement disagreement

3. Developing Preliminary Form of Product

In this part, the writer developed the designed material based on the result on research and information collecting. Moreover, the writer designed the materials with the basis of standards competency, basic competences, and learning indicators accomplishment. Since the materials were developed based on MI theory, the resources and learning activities were carefully selected to associate multiple intelligences-based learning in the class. As Gardner stated in Teaching Learning through Multiple Intelligences, one application of this theory is not necessarily “right” and another “wrong” Campbell, 1996: 231. Teachers who are considering adopting MI theory may reflect any approaches that might be the most beneficial for the