Iya Miss R: Tadi kan metode cooperative di kelompok kan berbentuk competitive game,

128 card  After finished, the teacher asks some groups to present their discussion result in front of the class  The teacher lets students to guess or predict the meaning of some unfamiliar words from the context  The teacher and students discuss together about the story and the answer of the questions about the topic, characters, the events, and the writer’s feelings  The teacher gives a new text “My Holiday in Bali” then asks students to read it with their group  Students are asked to do some tasks related to the text question card and another task  Students share ideas related to the tasks with their group  Students guess the meaning of difficult word with their group then ask to the teacher if necessary. Students are able to respond to the meaning and rhetoric steps found in short functional  Recognizing the topic of the text  Recognizing the meaning of unfamiliar words correctly  Finding out some detail Scary Movie After the movie was over, I left the cinema quickly. My watch showed 11.30 p.m. as I Frightful, scene, attacked, screaming, graveyard, familiar, behavior, laugh, Simple Past Tense S+V2+Obj ectAdverb Procedure:  The teacher play a short drama about recount text then asks them some questions related to the text  The teacher discuss the answer with students  Teacher invites students to play a game “Recount Puzzle” Group Tasks : - Topic - Meaning of unfamiliar words - Detail information 129 written texts in the form of recount. information in the text  Recognizing the text type and its function got on to my bicycle. I pedalled hard on my bicycle and was soon speeding home. My thought went back to the movie I had just seen. ………… frightened  Teacher gives each groups one puzzle and asks them to arrange it well. The puzzles consist of two recount texts.  Teacher gives each groups question and answer on the different paper then asks them to match the question and the correct answer. Each groups has 2 questions and 2 answers  Then, teacher asks students to look for the related stories in the other groups. Because the puzzle will form two stories or recount texts, Scary Movie and A Surprised Coupon.  Teacher asks students to unite the eight puzzles become two puzzles two texts  Students read the text take turn each others.  Teacher asks some students to retell the stories in front of the class.  The teacher gives a new text “A Surprised Coupon” then asks students to read it with their group  Students are asked to do some tasks related to the text question card and another task  Students share ideas related to the tasks with their group  Students guess the meaning of difficult word with their group then ask to the teacher if necessary. 130 Cycle 2 Standard Competency: Students understand the meaning of functional written text and short essays in the form of descriptive and recount text related to the social environment. Basic Competency Indicators Learning Materials Learning Activities Tasks Texts Vocabulary Key Structure Students are able to respond to the meaning and rhetoric steps found in short functional written texts in the form of recount.  Recognizing the topic of the text  Recognizing the meaning of unfamiliar words correctly  Finding out some detail information in the text  Recognizing the text type and its function I had a bad experience this morning. I had just celebrated my 15 th birthday yesterday. The party was very good. When I woke up this morning, I felt very happy about the party…….. Celebrate, party, arrived, embarrassed, mirror, pimple, forehead, head band Simple Past Tense S+V2+Objec tAdverb Procedure:  Teacher explains the nature of recount text to the students.  Teacher gives examples of texts in the previous meeting.  Teacher invites students to play a game “Arrange the jumbled sentences” in their group  Students discuss together in arranging the sentences given  Teacher asks students to write their discussion result on the whiteboard  Teacher corrects the wrong arrangement.  Teacher gives reward to the fastest and the best order of sentences.  Teacher checks the comprehension of students by asking them “what does the text tell us?” Group task in the form of arranging jumbled sentences to be a correct story Students are able to respond to the meaning and rhetoric  Recognizing the topic of the text  Recognizing the meaning of unfamiliar Last Saturday I woke up early, but I didn’t get up Shocked, hurry, receipt, tour, agency, expired, Simple Past Tense S+V2+Objec tAdverb Procedure:  The teacher checks the students’ understanding for the text in the previous lesson.  The teacher invites students to play a Group task through making drama of the text and practicing it in front of the class. 131 steps found in short functional written texts in the form of recount. words correctly  Finding out some detail information in the text  Recognizing the text type and its function. because there was no school. Suddenly, my telephone was rung. My friend, Fanny, called me ………… coupon, warmth competitive game. The students should play a drama for a text in the third meeting. The teacher gives two texts that should be chosen. They are “Scary Movie” and “A Surprised Coupon”.  The teacher also explains the rules of the game.  The teacher gives time for students to discuss the drama concept.  The teacher observed the discussion in every group.  After the discussion finished, the teacher invited the students to practice the drama in front of the class.  The teacher pays attention to the drama and observes the active students.  Almost all groups present their drama performance after discussing cooperatively with their friends.  The teacher checks the students’ understanding about the text after they practice the drama of the story.  The students answer the teacher’s question by turns in each group.