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.
168 Ponorogo, etc.
• Use of adjectives to describe nouns. e.g.
beautiful, challenging, amazing, etc.
Gardens” text. 6
The teacher gives explanation about the
recount text in the text of “My Holiday”.
c. Joint Construction of the
Text
1 The teacher divides the
students into 8 groups. 2
The students sit in their groups.
3 The teacher asks the
students work in group to do the Snake and Ladders.
The game contains several questions related to the text.
Visual-Spatial, Bodily- Kinesthetic Intelligence
technique : Snake and Ladders
4 The students do the Snake
and Ladders while answering question in the
board.
d. Independent Construction
of the Text
169 1
The teacher asks the students to answer the essay
comprehension questions individually.
2 The students answer the
comprehension questions individually.
3 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.
d. The teacher leads the
closing prayer. e.
The teacher says goodbye to the students
170 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: My Grandpa’s Birthday
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.
Language features
• Use of nouns and pronouns to identify
people, animals, or things involved. e.g. I,
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 play song
related to the birthday party. Musical intelligence
intelligence technique: songs
2 The teacher show word
maps of things related to the birthday party.
Visual-Spatial intelligence technique: mind-mapping
3 The students are asked to
guess things related to the birthday party that can be
found from the songs.
4 The teacher asks some
questions related to the birthday party such as
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.
4. Identifying
the topic of the text.
a. Technique:
written test b.
Form: Mind-
mapping, Essay,
True false statement,
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, Thomas.
2009. Multiple
Intelligences a.
Print out of a
recount text
entitled “My
Grandpa ’s
Birthday ”
b. workshe
et c.
“Happy Birthday”
song
171 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
Ponorogo, etc.
• Use of adjectives to describe nouns. e.g.
beautiful, challenging, amazing, etc.
“Have you ever celebrate your birthday? What did
you do to prepare your birthday party? Who came
to your birthday party?;What can you find
in a birthday party? Etc.” Logical-Mathematical
Intelligence technique: Socratic Questioning
b. Modelling of the Text
1 The teacher gives an
incomplete text of “My Grandpa’s Birthday” to the
students.
2 The students get a recount
text of “My Grandpa’s Birthday”.
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 in the
Classroom Third
Edition. Alexandria:
ASCD Amstrong,
Thomas. 2003. The
Multiple Intelligences
of Reading and Writing:
Making the Words Come
Alive. Alexandria:
ASCD.
