Kunci Jawaban PR Bahasa Inggris 10B K

KUNCI JAWABAN

1

Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan makna, fungsi sosial, struktur teks, dan unsur kebahasaan (simple past tense vs present perfect tense) pada pernyataan dan pertanyaan tentang kejadian yang terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai dengan konteks penggunaannya; cara meminta dan memberi informasi tentang kejadian yang terjadi di waktu lampau yang merujuk pada waktu terjadinya dan kesudahannya. 2. terampil: menjelaskan makna, fungsi sosial, struktur teks, dan unsur kebahasaan (simple past tense vs present perfect tense) pada pernyataan dan pertanyaan tentang kejadian yang terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai dengan konteks penggunaannya; meminta dan memberi informasi tentang kejadian yang terjadi di waktu lampau yang merujuk pada waktu terjadinya dan kesudahannya. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar internasional; 2. menghargai perilaku percaya diri, bertanggung jawab, dan santun dalam berkomunikasi dengan guru, teman, dan orang lain. Texts

Interviews about past events

Theory Grammar Comprehension questions

Questions

Simple past tense and present perfect tense

Listen and repeat, answer the questions, find the meanings, perform, complete the interview, ask and answer questions

The Wright Brothers

Skills Assessment

Write one’s activities, make sentences and change them, complete the sentence

Tasks

Browsing the Internet

Homework

2

The Wright Brothers

Theories about simple past tense dan present perfect tense

Write a text based on the script

Source: http://www.toptenz.net/wp–content/uploads/2011/05/Wright–Brothers; s-media-cache-ak0.pinimg.com, downloaded July 22, 2016

The pictures above depict men with their inventions. The first picture shows the Wright Brothers, the inventors of airplanes. Meanwhile, the second picture shows Martin Cooper, the inventor of cell phones. The men’s inventions advanced rapidly, along with the growth of technology. The inventions have been modified into better forms and functions. In this chapter, you will learn about past events or activities, referring to specific times and results. Do all the tasks attentively.

1. 2. 3.

Untuk memulai kegiatan, Bapak/Ibu Guru meminta peserta didik menyebutkan nama-nama penemu terkenal di dunia beserta hasil penemuan mereka. Selanjutnya, Bapak/Ibu Guru meminta peserta didik melihat gambar apersepsi dan membaca kalimat-kalimat di bawah gambar. Bapak/Ibu Guru menjelaskan bahwa dalam chapter ini peserta didik akan mempelajari peristiwa atau kegiatan yang terjadi di masa lampau dan memotivasi peserta didik agar aktif dalam setiap kegiatan.

Kunci Jawaban PR Bahasa Inggris Kelas X

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Answer the following questions based on the dialog in TASK 1. Jawaban: 1. It was about the invention of an airplane and its landing test. 2. They were inventors of airplanes. 3. Their father gave them a toy helicopter that flew with the aid of rubber bands. 4. Because it had a hill, good breeze and was sandy to help soften the landings in case of a crash. 5. Orville Wright. 6. Because the airplane didn’t have perfect wing design and controls. 7. The flight lasted for over 5 minutes. 8. For safety reasons. 9. It refers to the Wright Brothers (Orville and Wilbur). 10. Contoh jawaban: A simple idea can be developed into a great invention.

Read the following interview. What is the interview about? Jawaban: The interview is an exclusive interview with Martin (Marty) Cooper, especially about his invention.

Supply the following dialog with the correct expressions based on the interview in TASK 5. Practice the dialog with a friend.

1.

2. 3.

See the pictures carefully. Then, answer the questions that follow. 4. 1. 2.

3.

4.

Bapak/Ibu Guru meminta peserta didik mengamati gambar benda-benda dan tokoh dalam gambar. Bapak/Ibu Guru memberi waktu kepada peserta didik untuk mencari jawaban atas pertanyaan-pertanyaan yang tersedia. Bapak/Ibu Guru mempersilakan peserta didik untuk berdiskusi dengan temannya. Bapak/Ibu Guru meminta peserta didik mengemukakan jawabannya. Peserta didik yang lain menyimak dan menyampaikan jawabannya apabila memiliki jawaban yang berbeda dengan jawaban temannya. Kemudian, Bapak/Ibu Guru dan peserta didik membuat simpulan berdasarkan jawaban-jawaban yang telah dikemukakan.

Jawaban: 1. The similarity is that the two items are means of communication. The difference is that the first picture is a fixed telephone, while the second picture is a portable, or cell phone. 2. He is the inventor of cell phones. 3. Contoh jawaban: His hard work and self-discipline. 4. Contoh jawaban: Yes, it is. Because it makes communication easier.

Find the meanings of the following words. You will read them in TASK 5. Jawaban: 1. teman imbangan 3. mudah dibawa 5. sudah menjadi sifat 7. tak kelihatan 9. membenamkan

4

2. 4. 6. 8. 10.

The Wright Brothers

dengan jelas (pada) akhirnya lucu, menggelikan maksud demi, untuk kepentingan

5.

6. 7.

Bapak/Ibu Guru meminta peserta didik membentuk pasangan. Sebaiknya pasangan peserta didik bukan teman sebangkunya. Setiap pasangan peserta didik membaca kembali dan memahami isi wawancara di TASK 5. Setiap pasangan melengkapi percakapan dengan informasi yang sesuai, berdasarkan isi wawancara di TASK 5. Selama kegiatan berlangsung, Bapak/Ibu Guru berkeliling dan mengamati aktivitas peserta didik. Bapak/ Ibu Guru memotivasi peserta didik yang kurang aktif dan membantu mereka apabila menemui kesulitan. Setelah selesai, Bapak/Ibu Guru memotivasi pasangan peserta didik berani ke depan kelas dan memeragakan percakapan yang telah mereka selesaikan. Pasangan peserta didik yang lain menyimak jawaban temannya dan menyampaikan jawabannya apabila berbeda dengan jawaban temannya. Bapak/Ibu Guru dan peserta didik bersama-sama menyimpulkan jawabannya. Bapak/Ibu Guru memberi balikan dan nilai.

Jawaban: 1. I invented a cell phone. 2. Yes, but actually I didn’t think this far ahead when I made my first call. 3. I thought whether the cell phone functions or not. 4. I believed in competitions, initially. Next, I thought the time was right for personal phones, phones to carry and enjoy the freedom to be anywhere. 5. I called Dr. Joel Engel. 6. I said, “Joel, it’s Marty Cooper. I’m calling you from a cell phone, but a real cell phone, a personal, handheld portable cell phone.” 7. I wanted to give people the freedom to move around while communicating. 8. There were two surprises. One is the very rapid adoption and the other is nobody ever could have anticipated that you would put in a little box, that a consumer could buy, what was a supercomputer in the 1980s.

Steve :

TASK 1 Read the following words. What do the following words mean? 1. 2. 3. 4. 5. 6. 7. 8.

directory mainstream launch commentary to utter infringement to envision to perpetuate

= = = = = = = =

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

TASK 2 Practice the following interview with a friend. Host :

Steve : Host :

Steve :

Host :

Steve :

Host :

Steve :

Host :

Hello and welcome to ABC News Shuffle brain candy. I’m Jake Tapper in Washington. We’re dealing a special hand today, a special edition of the Shuffle. Joining us to talk is Steve Jobs. Steve, welcome. Thanks for inviting me. So here’s a quick question. There are going to be 3,000 free audio programs available, making our product one of the largest podcast directories in the world. Why are they going to be free? Well, you know podcasting has been free since the beginning. It’s been an emerging phenomenon that has been, you know, growing very rapidly. However, we’re hoping to take it mainstream, which has everything you need to podcast built right in it. So, I think podcasts are going to remain free. Although I do think we may start to see a lot of advertising tagged onto them, you know, in the coming months. Now, I know companies like Disney, ESPN and ABC News are also going be various contributors for like the Dawn and Drew Show and Newsweek and a few NPR member stations. Are there going to be individuals to contribute to this? Will the average man or woman, who has his/her own podcast in his/ her home computer and sends it out on his/her web site, be part of the directory? Well, we have over 3,000 podcasts in the directory, at launch today. I’m sure, hundreds more are flooding in as we speak. Yeah, they range from professional podcasts, from Disney. All the way to Wayne’s World of radio. You know, a person in their garage is making a podcast talking about what’s on their mind, whether it’s a commentary on new movies that have come out in the last few weeks to whatever. So, there’s a wide range. Is it a philosophy behind what is allowed to be offered on your product? I mean, the Internet, as you know, is complete and utter freedom. You can put almost anything you want on it and that’s great. However, there is a certain degree of anarchy involved. Is that the same philosophy when it comes to the podcasts that are going to be available? You know, it is. Except that in our directory, we’re not allowing any pornography and we’re not allowing copyright infringement, etc, but other than those few guidelines you know, it’s the Wild West. How big do you expect podcasting to get? How do you envision this technology being used in three to four years?

Host : Steve :

Host : Steve : Host :

Well, you know, it’s amazing. I think one of the most precious resources we all have these days is free time. One of the advantages is you can use it while you’re doing other chores. You can use it while you’re exercising, riding the subway to work, driving to work, etc. Then, what podcasting does is, it lets me pick out precisely what I’m interested in. Whether it’s a podcast on new films, on news, on music, whatever. Without any work on my part whatsoever, when I’m driving to work tomorrow, the latest and greatest episodes of the podcasts that I’ve picked are saving me a ton of time. It’s the most personalized thing we’ve ever done, because you get to pick 3,000 podcasts or more that you’re interested in. O.K., one last question, Steve. What are the other future developments for your product? Well, you know us. We never talk about future products. There used to be a saying at my company: Isn’t it funny? A ship that leaks from the top. I don’t want to perpetuate that. So, I really can’t say. O.K. (Laughter) Well, Steve Jobs, thank you so much for joining us. We really appreciate it. Well, thanks for inviting me. O.K. That is it for the ABC News Shuffle. I’m Jake Tapper. Thanks for downloading us.

Adopted from: http://abcnews.go.com/Technology/Story?id=892335&page=1 (July 15, 2016)

TASK 3 Answer the following questions based on the interview in TASK 2. 1. Who is Jake Tapper? 2. Where was the talk show broadcast? 3. How did Steve Job’s company product become one of the largest podcast directories in the world? 4. What did Steve think about the free audio programs in the coming months? 5. Who or what are able to contribute to the podcast directory? 6. What did the host think about the Internet? 7. What did Steve say about his directory, compared to the Internet? 8. What can we learn from the interview? Jawaban: TASK 1 1. direktori, petunjuk 2. tendensi 3. peluncuran 4. komentar, uraian 5. mengucapkan 6. pelanggaran 7. memimpikan, membayangkan 8. mengabadikan, menghidupkan terus-menerus TASK 3 1. He is the host or interviewer of the talk show broadcast by ABC. 2. In the ABC News Shuffle. 3. Due to 3,000 free audio programs being available. 4. He thought that we might start to see a lot of advertising tagged onto the programs. 5. Companies like Disney, ESPN, ABC News, the Dawn and Drew Show, Newsweek and a few NPR member stations, as well as individuals who have their own podcast on their home computers, connected to the Internet. 6. He thought that the Internet is complete and utter freedom.


5

7. His directory is not allowing any pornography, copyright infringement, etc. 8. Contoh jawaban: New inventions are needed to make life easier and happier.

f.

g.

h.

Complete the following interview with the suitable sentences from the box. Then, perform the complete interview with your friend. Jawaban: 1. d 2. 5. j 6.

h c

3. 7.

f i

4. 8.

a e

Answer the following questions based on the interview in TASK 8. Jawaban: 1. It was about the people and culture in Bill Gates’ company. 2. For about three years. 3. Marc McDonald. 4. It was hard to recruit people as the company tried to grow. 5. They were aggressive. 6. It has always been hiring very smart people. 7. It picked good people, used small teams and gave them excellent equipment, vast compilation, debugging, lots of machines, profiling technology. 8. In the early days. 9. It had customers who went bankrupt and couldn’t pay. 10. Contoh jawaban: To reach success, we should work hard and never be afraid of failure.

Host : Mark : Host :

Mark :

Host :

Mark : Host :

TASK 1 Complete the following interview with the correct sentences from the box. Then, practice the interview with a friend. a.

b.

c.

d.

e.

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Not long ago, Snapchat’s co-founder Evan Spigel, posted screen shots of e-mail conversations with you on Twitter. The new apps might be like Instagram, which doesn’t require users to log in with Facebook credentials or share pictures with friends on the social network. Well, if we can help develop a few of these economies, they will turn into markets our current business can take in. For this year you intend to write at least one wellconsidered thank-you note every day, via e-mail or handwritten letter. Why? More users in undeveloped countries will subscribe to mobile services for the opportunity to use Facebook, which in turn makes it more economical for mobile operators to improve their wireless networks to support higher-bandwidth services such as online education and banking.

The Wright Brothers

Mark :

Host : Mark : Host : Mark : Host :

Mark :

Host : Mark :

Yeah, I think his move is a forgivable error in judgment. Whenever I speak to entrepreneurs, they always ask me what mistakes they should try to avoid. Actually, the shift to mobile was not as quick as it should have been. However, it shows one of the characteristics of our company, is that we are pretty strong-willed. If you’re always under pressure of real identity, I think that is somewhat of a burden. Hello, Mark. Thanks for your time today on Sunday Evening with Mark Zuckerberg. You’re welcome. O.K., let’s begin with my first question. It’s publicly known that you like to shape your thoughts into 3-, 5- and 10-year plans. You’re fond of annual challenges and in previous years you’ve vowed to learn Mandarin in 2010, to eat only animals you slaughtered yourself in 2011 and to meet a new person each day in 2013. (1) ________________ Well, it’s important for me, because I’m a critic. I always kind of see how I want things to be better and I’m generally not happy with how things are, or the level of service that we’re providing to people, or the quality of the teams that we built. However, if you look at this objectively, we’re doing very well in so many aspects. I think it’s important to show gratitude for that. It’s been reported that Facebook has already been used by 1.23 billion people around the world and your company is worth around $135 billion. Its recent financial results have impressed Wall Street, in part with the success of its shift to cell phones. In the fourth-quarter earnings report on January 29, Facebook disclosed that for the first time sales from ads on cell phones and tablets exceeded revenue from traditional PCs. What do you think about it? (2) ________________ Your company has been developing and creating many applications which have their own brands and distinct styles of sharing. For example, the app called Paper which looks nothing at all like a Facebook product. If Facebook is the Internet’s social newspaper, Paper strives to be its magazine: photos, friend updates and shared articles shown up in an image-heavy, uncluttered way. We think that there are different ways that people want to share and that compressing them all into a single blue app is not the right format of the future. (3) ________________ What do you think about it? Oh, I don’t know, that’s probably not what I would have done. Do you think, his action is forgiveable? (4) ________________ I actually think, you’re just going to mess up all this stuff and we have as well. Your former employees have said that identity and anonymity have always been topics of heated debate in the company. I don’t know if the balance has swung too far, but I definitely think we’re at the point where we don’t need to keep on only doing real identity things. (5) ________________ What about the Paper? Will it still require a Facebook login? (6) ________________ It’s definitely, I think, a little more balanced now 10 years later. I think that’s good.

Host :

Mark : Host :

Mark :

Host : Mark :

Host : Mark :

Facebook formed a group called Internet.org last summer with six other technology companies, to simplify their services, so they can be delivered more economically over primitive wireless networks and tapped into using cheaper phones. How is it going? Well, early tests are promising. (7) ________________ I think, the vision is admirable, but risky. Facebook could help bring entire countries online, only to watch their populations flock to a local social network, as users have in China and South Korea. Do you think there’s money to be made in this initiative? (8) ________________ I always say that Facebook was started not just to be a company, but to fulfill a vision of connecting the world. O.K., last question, if you don’t mind. Now you are married. Have you planned for a baby soon? Frankly, my wife is ready for a baby, but I’m not. I just want to make sure when I have kids, I can spend time with them. That’s the whole point. I see. Thank you, Mark, for your time with us this evening. You’re welcome.

Adapted from: http://mobile.businessweek.com/articles/2014-01-30/facebook-turns10-the-mark-zuckerberg-interview (July 15, 2016)

TASK 2 1. 3-, 5- and 10-year plans 2. learn Mandarin 3. to meet a new person each day 4. he’d been doing very well in so many aspects, so he thought it was important to show gratitude for that 5. 1.23 billion people 6. he and his staff are pretty strong-willed 7. the co-founder of Snapchat 8. Paper strives to be the Internet’s magazine: photos, friend updates and shared articles shown up in an image-heavy, uncluttered way 9. simplify their services so they can be delivered more economically over primitive wireless networks and tapped into using cheaper phones 10. we will feel burdened 11. log in with Facebook credentials or share pictures with friends on the social network 12. to improve their wireless networks to support higherbandwidth services such as online education and banking 13. they would have turned into markets that his current business could take in 14. to fulfill a vision of connecting the world 15. he wants to make sure when he has kids, he can spend time with them

TASK 2 Complete the following statements based on the interview in TASK 1. 1. Mark Zuckerberg likes to shape his thoughts into ______________________________ . 2. In 2010, Mark vowed that he would ______________________________. 3. In 2013, he decided ________________________. 4. In 2014, he wrote at least one thank you note every day because ________________________. 5. Until the beginning of 2014, ______________________________ around the world connected to Facebook. 6. According to Mark, one of his company’s characteristics is ______________________________. 7. Evan Spigel, who has posted screen shots of e-mail conversation with Mark on Twitter, is ______________________________. 8. The app Paper looks nothing at all like a Facebook product because ______________________________. 9. Facebook formed a group called Internet.org in order to ______________________________. 10. According to Mark, if we are always under pressure of real identity, ______________________________. 11. To use the apps Paper, we might not need to ______________________________. 12. By subscribing to mobile services for the opportunity to use Facebook makes it more economical for mobile operators ______________________________. 13. According to Mark, if he could help develop a few countries, ______________________________. 14 Since the beginning, he developed Facebook, not to be a company, but ______________________________. 15. Mark is not ready to have a baby because ______________________________. Jawaban: TASK 1 1. d 2. 5. h 6.

g b

3. 7.

a e

4. 8.

f c

Read the following dialog. See the sentences in bold.

1.

2.

3.

4.

5.

Kegiatan ini bertujuan mengenalkan percakapan yang memuat pernyataan dan pertanyaan tentang tindakan/ kejadian yang dilakukan/terjadi pada waktu lampau yang merujuk waktu terjadinya dengan merujuk pada kesudahannya, serta contoh ungkapan yang digunakan. Bapak/Ibu Guru memperdengarkan percakapan dan peserta didik menyimak dengan baik. Kemudian, peserta didik diminta untuk mengidentifikasi gagasan utama/topik percakapan. Bapak/Ibu Guru memperdengarkan percakapan sekali lagi dan meminta peser ta didik mempraktikkan percakapan dengan teman sebangku. Bapak/Ibu Guru membetulkan pelafalan yang kurang tepat. Dengan bimbingan dan arahan dari Bapak/Ibu Guru, peser ta didik memahami penjelasan dan contoh pernyataan, serta pertanyaan tentang tindakan/kejadian yang dilakukan/terjadi pada waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya. Bapak/Ibu Guru memberi contoh pernyataan dan pertanyaan tentang tindakan/kejadian yang dilakukan/ terjadi pada waktu lampau yang merujuk waktu terjadinya dengan merujuk pada kesudahannya dalam berbagai konteks. Kemudian, peser ta didik diminta mengidentifikasi ciri-ciri (fungsi sosial, struktur, dan unsur kebahasaan) kalimat simple past dan present perfect tense. Bapak/Ibu Guru dapat membantu peserta didik mengingat tentang simple past dan present perfect tense yang sudah dipelajari, serta contoh-contoh kalimat.


7

Write five activities you did and you didn’t do last Saturday. See the example. Contoh jawaban: Activities You Did Last Saturday 1. I played badminton with my friends. 2. I climbed a coconut tree to pick young coconuts. 3. I wrote an e-mail to my pen pal. 4. I rode a bicycle around my village. 5. I prepared materials for dinner.

Activities You didn’t Do Last Saturday 1. I didn’t practice taekwondo. 2. I didn’t hang out with my friends. 3. I didn’t see a movie. 4. I didn’t clean my house.

Contoh jawaban: 1. The children have played hide-and-seek for half an hour. 2. Mr. Angga has climbed mountains since he was young. 3. Sonia has written about her daily experiences in a diary since she was in junior high school. 4. People have ridden bicycles during the car free day since 6 a.m. this morning. 5. Aldo has prepared camping equipment for about fifteen minutes. 6. We haven’t practiced making cakes since my birthday party. 7. The girls haven’t hung out in a town square since an accident happened there. 8. Mother hasn’t seen our cat since this morning. 9. The boy hasn’t cleaned his room since he lived in a boarding house. 10. My friends and I haven’t visited a museum since last year.

5. I didn’t visit my aunt and uncle.

Fill in the blanks with the suitable forms of the verbs in brackets. Change the verbs into simple past or present perfect forms.

Make sentences in simple past tense, using the verbs in the sentences you have written in TASK 11. See the example. Contoh jawaban: 1. The children played hide-and-seek in the yard. 2. Mr. Angga climbed a mountain yesterday. 3. Sonia wrote about her daily experiences in a diary. 4. People rode bicycles during the car free day. 5. Aldo prepared camping equipment. 6. We didn’t practice making cakes. 7. The girls didn’t hang out in a town square. 8. Mother didn’t see our cat this morning. 9. The boy didn’t clean his classroom today. 10. My friends and I didn’t visit a museum.

Change the sentences you have written in TASK 12, using present perfect tense. See the example.

Jawaban: 1. Did, attend 4. have been 7. performed

2.

3. 4. 5.

8

Bapak/Ibu Guru meminta peserta didik menjelaskan kembali perbedaan pola kalimat dan penggunaan past tense dan present perfect tense. Bapak/Ibu Guru meminta peserta didik memahami kembali kalimat-kalimat yang telah mereka buat pada TASK 12. Peserta didik diminta menyebutkan kembali kalimatkalimat tersebut dalam bentuk present perfect tense. Bapak/Ibu Guru meminta peserta didik memuji peserta didik yang berani menjawab dan memberi penilaian. Sebagai kegiatan pengembangan, Bapak/Ibu Guru dapat membuat kalimat dalam bentuk past tense dan meminta peserta didik mengubah kalimat tersebut menjadi bentuk present perfect tense.

The Wright Brothers

had were have been

3. 6.

went were

Work in pairs. Ask and answer questions about past activities or events, based on the following situations. Contoh jawaban: 1. You : Good afternoon, sister. Your sister : Good afternoon. You look very tired. Please change your uniform immediately and have lunch. Mom has prepared lunch for you. You : O.K. Your sister : By the way, I asked you to buy flowers. You didn’t forget, did you? You : Of course not. I have bought them and I left them on my bicycle. Let me fetch them. Your sister : O.K. Thank you, dear. You : You’re welcome. 2.

1.

2. 5. 8.

You

:

Your friend :

You : Your friend : You : Your friend :

You 3.

:

You : Your friend : You : Your friend :

Congratulations for having a trip with your idol! How was your experience? Thank you. It was memorable! We visited various beautiful places in Lombok and stayed in a very comfortable hotel. How many people were on holiday? About eight people. How did you feel during the holiday, together with the idol? Of course we were happy. He is such a nice and friendly boy. He also gave each of us an interesting souvenir. It must be an unforgettable experience! Hello, Donna. Hello, Ryan. Have you received my invitation? Do you mean an invitation for the OSIS meeting?

You : Your friend : You :

Yes. Have you received it? Yeah! Collin gave me the invitation. That’s good. I hope you don’t miss the meeting. It’s urgent. O.K. I’ll come.

Your friend :

Dengan perintah kegiatan yang sama, Bapak/Ibu Guru memberi soal berikut. 1.

2.

3.

You and your brother are going to surprise your father on his birthday. Your brother checks to confirm whether you have prepared everything and you respond. How would the dialog go? You missed a basketball match at school yesterday afternoon because you attended a wedding party. You ask your friend about the match and he/she tells you about it. How would the dialog go? Your father asked you to help send a package to your aunt in another town, this morning. Now he asks for confirmation about whether you have sent the package and how you sent it. You respond. How would the dialog go?

Contoh jawaban: 1. Your brother : You

:

Your brother : You : Your brother : You : Your brother : 2.

You

:

Your friend : You :

Your friend : You : Your friend : You : Your friend :

3.

Your father : You : Your father : You :

Your father : You :

Have you prepared everything for our father’s birthday surprise? Yes, I’ve ordered a birthday cake and I’ll fetch it at 3 this afternoon. Isn’t it a delivery order? No. We only ordered a small amount of cake, so it will not be delivered. All right. Do you need help fetch the cake? I don’t think so. I can do it myself. O.K. I’ll decorate the room after school before Dad arrives home. Did you watch the basketball match yesterday afternoon? Yes, I did, but I didn’t see you there. Well, I attended my cousin’s wedding party, so I couldn’t watch the match. How was it? It was such a competitive game. Both teams played vigorously. Who won the game? SMK Merah Putih team. The final score was 76–72. What a disappointment! Our team played very well and sportingly. I’m sure they will do better and win their next matches. Have you sent the package to Aunt Renata, Rio? Yes, Dad. I sent it this afternoon. Thank you. Anyway, how did you send it? Via express mail. The person on duty said that it would arrive within three days. That’s O.K. Thank you. Any time.

Work in pairs. Ask and answer questions about your past activities or experiences, using past verbs. Do it in turns.

1. 2.

3.

4.

Bapak/Ibu Guru meminta peserta didik membentuk pasangan, diusahakan bukan dengan teman sebangku. Peserta didik secara bergantian melakukan tanya jawab tentang kegiatan atau peristiwa masa lalu, menggunakan kata kerja past. Selama kegiatan berlangsung, Bapak/Ibu Guru menilai keaktifan peserta didik saat melakukan tanya jawab. Bapak/Ibu Guru memeriksa pelafalan peserta didik yang kurang tepat dan memotivasi peserta didik yang kurang aktif agar aktif berbicara. Bapak/Ibu Guru memberi balikan dan penilaian.

Contoh jawaban: You : What is one of the most important moments in your life? Your friend : It was my entry to junior high school. You : Why was it important? Your friend : My school is the most reputable and modern school in my hometown, so not everyone in my hometown could enroll in the school. Besides, it was the number one choice of many smart students from neighboring towns. You : I see. So tell me about your entry to junior high school. What happened? Your friend : When I enrolled in the school, I had to compete with more than a thousand students, of which only two hundred and fifty were accepted. You : Wow, amazing! What did you feel when you were accepted? Your friend : Definitely, I was very happy, so were my parents. You : On your first day at the school, did you feel nervous? Your friend : No, I didn’t. In fact, I was extremely excited and enthusiastic on my first day.

Write a text about your partner’s past activities or experiences. Write it based on the result of your interview in TASK 16. Then, read your text aloud. Contoh jawaban: Guys, let me tell you about one of the most important moments of my friend’s life. It was her entry to junior high school, the most reputable and modern school in our hometown. The reason why it was important was that, not everyone in our hometown could enroll in the school and it was also the number one choice of many smart students from neighboring towns. When she enrolled in the school, she had to compete with more than a thousand students, of which only two hundred and fifty were accepted. You can imagine how happy she was, so were her parents. She still remembered how happy they were when she told them that she passed the entrance test. So, she was extremely excited on her first day at junior high school.


9

Sally :

Homework Find a script of an interview with an inventor or famous person. Then, develop the script into a meaningful text. Contoh jawaban: The script of interview: An Interview with Sally Guyer Creator of Raincoats–Fashion Rainwear for Cyclists Host :

Sally :

Host : Sally :

Host :

Please could you tell me a little bit about where you are based, your background and experience how you started inventing? I live 5 miles south of Cambridge, the UK’s number 1 city for cycling. My life is bicycle-based and that is how I prefer to get around. My daily commuting is 5 miles each way, cycling into central Cambridge in all kinds of weather all year round. I’m not interested in cycling as a sport and I don’t like sports clothes. Please could you tell me a little bit about your product, what it is, and how you came up with the idea? As a busy woman, I wanted a fully functional coat that I could wear without feeling embarrassed or needing to change on arrival at my destination. I couldn’t find it, so I decided to create it myself. My raincoats are the first coats to combine Savile Row styling with high performance fabric in bright colors. The coats are lightweight, highly water-resistant, windproof, breathable and washable. Nevertheless, they look like groovy ‘normal’ coats anyone might like to wear. What were the first steps you took, following your idea?

Host : Sally :

Host : Sally :

Host : Sally : Host : Sally : Host :

Sally : Host : Sally :

I’ve never worked in the clothing industry, so I didn’t know where to start. Before the Internet got going, I tried going to the library and asking around but it was the Internet which really allowed me to drive the idea forward. Having access to so much information was lifechanging. Did you get presentation drawing sheets produced or make a prototype of your invention, how did you go about this? I can’t draw, so I asked around to find a pattern cutter. I then explained my idea to her and she drew what I described before producing the prototype. What have you found the best ways of promoting your invention? Social media has been a godsend, but having the support of local businesses and winning a business competition have also been instrumental. Initially, I used social media to connect with all the relevant bike groups I could find in the world. Being a Spanish speaker helped a lot. What were the most difficult elements of bringing your invention to market? Funding. How long has it taken for your initial idea to be taken to market? I had to sit on the idea for over 5 years before finding a way to bring it to market. Is there anything you learned from developing your invention that you would now do differently if you had to do it all again? No. Mistakes are valuable and opportunities to learn from. What advice would you give any aspiring inventor with an idea? Don’t give up. Don’t seek other people’s approval, take yourself seriously.

Adopted from: http://ideasuploaded.com/2012/09/21/interview-with-sally-guyer-creatorof-cambridge-raincoats-fashion-rainwear-for-bicycles/ (June 27, 2016)

10

The Wright Brothers


11

:

:

Host : Cooper :

Cooper :

Host

Cooper :

Host

Coope :

Host : Cooper : Host :

What did you invent? I invented a cell phone. Has it been a big year for you so far and did you think of it when you made the first call? Yes, but actually I didn’t think this far ahead when I made the first call. What did you think when you made the first call? I thought whether the cell phone functioned or not. Why were you interested in making the call? I believed in competitions, first of all. And second of all, I thought the time was ready for personal phones, phones you could carry with you and have the freedom to be anywhere. Who did you make that first call to? I called my counterpart, Dr. Joel Engel. Interviews about past events

The Wright Brothers

Present perfect tense

Simple past tense

Interrogative

Negative

Positive

Interrogative

Negative

Positive

• •

•

•

•

•

•

•

• •

•

•

Have you done the interview? Have you prepared items for camping?

My friends and I haven’t visited a museum since last year. Mother hasn’t seen our cat since this morning.

The children have played hide and seek for half an hour. We have waited for her for one hour.

Did you ride your bicycle around the village? Did he climb a mango tree?

I didn’t practice taekwondo. I didn’t hang out with my friends.

I interviewed Mr. Hilmy yesterday. The children played hide-andseek.

Tape Script for Assessment Questions 1 and 2 refer to the following dialog. Girl : Excuse me. Did you see a girl with short hair and spectacles? Boy : No, I didn’t. I have been here for several minutes, but I didn’t see such a girl. Are you looking for your friend? Girl : Yeah! We had an appointment to meet at this bus station before going to Surabaya. Boy : Please wait. Perhaps she will arrive in a few minutes. Questions: 1. How will the girl and her friend go to Surabaya? 2. What is the girl’s friend like? Questions 3 to 5 refer to the following dialog. Boy : Did you know that Dodit is hospitalized? Girl : No, I didn’t. I haven’t heard about that. What happened? Boy : He was playing soccer when suddenly he fell to the ground and fractured his arm. Girl : I’m sorry to hear that. When did the incident happen? Boy : Two days ago, during practice for the tournament. Girl : I hope he’ll recover soon. Let’s arrange to visit him this afternoon. Questions: 3. What happened to Dodit? 4. When did the incident occur? 5. What do the speakers plan to do?

12

The Wright Brothers

I.

Choose A, B, C, D or E for the correct answer.

Jawaban: 1. B 2. 6. D 7. 11. E 12. 16. B 17. II.

C B C C

3. 8. 13. 18.

D D A E

4. 9. 14. 19.

C B D B

5. 10. 15. 20.

E A E D

Create a dialog of asking for and providing information about past activities or events.

Contoh jawaban: Keenan : Good morning, Amelia. Amelia : Good morning, Keenan. You look as fit as a fiddle today. Keenan : Yeah, thanks. I’m ready to seize the day. How about you? Amelia : Very well, thanks. Keenan : Anyway, how was your weekend? Amelia : It was wonderful. My family and I watched a movie on Saturday night and we spent the whole of Sunday at the beach. We had a very relaxing time. Keenan : What a fun weekend! Amelia : Yes, for sure. How about you? What did you do at the weekend? Keenan : I helped my father pick strawberries at the garden. Amelia : Wow! That was such a worthwhile activity. Keenan : Indeed. I learned to pick strawberries. I’ve brought few strawberries for you. Here you are. Amelia : Thank you.

Practice the following script of an interview. Then, develop the script into a meaningful text. In this time, David Allison (the host) interviewed Bill Gates about his family and school experiences. Host : We thought we’d start talking about your family. Tell me several qualities that you attribute to your family that later shaped your career at your company. Gates : My dad was a lawyer and my mom was very involved in business activities as a board member in non-profit organizations like running United Way Campaigns. She was the Director of the University of Washington, banks, that kind of thing. They shared what they were doing out in the world with my older sister and I as we were growing up. Host : Were other of your contemporaries equally interested in the business, or did you find yourself unusual among the groups? Gates : Well, when I went to Lakeside School, I was about 12 years old. I started in seventh grade. That was kind of a change for me. It is a private boys’ school. Very strict. At first I really didn’t like the environment. I did eventually find several friends there, few of who had the same sort of interest, like reading business magazines and Fortune. We were always creating funny company names and having people send us their product literature [laughs]. Trying to think about how business worked and in particular, looking at computer companies and what was going on with them. Host : How did the faculty respond to your interest outside of your curriculum compared to your interest in your own studies? Gates : Well, I was relieved from few classes, Math in particular, because I’d read ahead. I had quite a bit of free time. When the Mother’s Club which did this rummage sale, got the money for the Teletype and a certain amount of time to buy computer time, it was a question of who was going to figure this thing out? Now, I was very young. I was in eighth grade and a few of the older students kind of barged in and thought they could figure it out. Very quickly, the teachers were intimidated. It was sort of a group of students reading the manuals and trying things out. Host : Clearly, your extracurricular activity was probably more important in your later development than what you did in class, or at least equally important [Bill laughs]. How do you feel as we look at problems in education, that students that are coming up interested in technical things should balance those. Do you think it is important to explore things on your own at that age? Gates : Self-exploration is great, because you develop a sense of self-confidence and an identity of “Hey, I know this pretty well. I know this better than the teachers. Let me try and see if I can understand at the next level. Maybe I’m pretty good at this stuff.” Particularly with the computer where if your program is wrong, you know you try it and if it doesn’t work and then you fix it and try it again. It is kind of a feedback loop, which because the classroom has a lot of people, and maybe there is not a subject that you think you are good at or interested at. It is just fascinating to try and figure out the computer. Adopted from: http://americanhistory.si.edu/comphist/gates.htm#bt36 (June 27, 2016)

Contoh jawaban: Bill Gates’ father was a lawyer and his mother was very involved in business activities. She was a board member in non-profit organizations like running United Way Campaigns and the Director of the University of Washington, banks, that kind of thing. Gates’ parents shared what they were doing out in the world with his older sister and him as they were growing up. Gates went to Lakeside School when he was about 12 years old. He started in seventh grade. That was kind of a change for him. At first he really didn’t like the environment. He eventually found several friends there, few of who had the same interest, like reading business magazines and Fortune. They were always creating funny company names and having people send us their product literature. Gates was relieved from few classes, Math in particular, because he had read ahead. He had quite a bit of free time. He was very young. He was in eighth grade and few of the older students kind of barged in and thought they could figure it out. Very quickly, the teachers were intimidated. It was sort of a group of students reading the manuals and trying things out. Gates’ extracurricular activity was probably more important in his later development than what he did in class, or at least equally important.


13

Setelah mempelajari chapter ini peserta didik: 1. mampu memahami: cara menjelaskan isi, tujuan komunikasi, struktur teks, dan unsur kebahasaan teks recount sederhana lisan dan tulis tentang pengalaman, kejadian, atau peristiwa bersejarah; cara menceritakan pengalaman, kejadian, atau peristiwa bersejarah (teks recount) berbentuk lisan dan tulis; cara mengidentifikasi penggunaan was/were + adjective. 2. terampil: cara menjelaskan isi, tujuan komunikasi, struktur teks, dan unsur kebahasaan teks recount sederhana lisan dan tulis tentang pengalaman, kejadian, atau peristiwa bersejarah; menceritakan pengalaman, kejadian, atau peristiwa bersejarah (teks recount) berbentuk lisan dan tulis; menggunakan was/were + adjective. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. mampu bekerja sama dan memiliki rasa percaya diri dalam melakukan komunikasi dengan guru, teman, dan orang lain.

Comprehension questions Texts

Questions

Theory

Recount

Regular and irregular verbs in simple past tense Grammar Was/Were + adjective

Assessment

My Idol Skills

Read and memorize the words, read the text and study its text structure, anwers the questions, complete the text, complete the chart, listen and complete the text, listen and answer the questions, arrange the paragraphs to form a meaningful text, write an outline of a text, write recount texts

Complete the text with the correct verb forms, identify the sentences with “was/were + adjective”

Tasks

14

My Idol


Theories of regular and irregular verbs in simple past tense and “was/ were + adjective”

Homework

Write a recount text based on a series of pictures.

Source: http://www.jpnn.com/picture/normal/20160603_185300/185300_985302_ihsan_maulana_badmintonindonesia.com, downloaded July 4, 2016

Do you know the name of the young man in the above picture? What sports does he play? What are his achievements? He is a future Indonesian prospect badminton player. When you talk about people’s experiences, it means you relate or recount their stories. In this chapter, you will learn about recount texts relating experiences.

1.

2. 3. 4. 5.

Untuk memulai kegiatan, Bapak/Ibu Guru bertanya kepada peserta didik apakah mereka pernah bertemu dengan idola mereka, misal pemain badminton nasional Ihsan Maulana. Apabila pernah mengalami hal tersebut, Bapak/Ibu Guru menanyakan perasaan mereka ketika bertemu sang idola. Bapak/Ibu Guru dapat meminta peserta didik menceritakan pengalaman tersebut secara singkat. Peserta didik diminta memahami gambar apersepsi dan kalimat-kalimat di bawah gambar tersebut. Bapak/Ibu Guru membimbing peserta didik menjelaskan tokoh dalam gambar tersebut secara singkat. (Jawaban: He is Ihsan Maulana, a future Indonesian prospect badminton player.) Bapak/Ibu Guru menjelaskan bahwa dalam chapter ini peserta didik akan mempelajari berbagai teks recount. Bapak/ Ibu Guru dapat menceritakan sebuah pengalaman sebagai contoh teks recount. Bapak/Ibu Guru memotivasi peserta didik untuk aktif dalam setiap kegiatan yang akan dilakukan.


15

Work in pairs. See the pictures and answer the questions that follow. Jawaban: 1. They are Anggun (picture 1) and Lionel Messi (picture 2). 2. Anggun is a famous singer and Lionel Messi is a soccer genius. 3. Contoh jawaban: They are successful because they work hard to achieve their goals. 4. Contoh jawaban: They are disciplined and hard working. 5. Contoh jawaban: We have to work hard, improve our knowledge and skills, never complain or give up when failing.

TASK 1 Match the words in column A with their meanings in column B, correctly. Read the English words in turns. A 1. hit by lightning 2. a meet-andgreet event 3. excited 4. lobby 5. memorabilia 6. showed up 7. waved 8. crowd 9. sang along 10. autograph 11. speechless 12. unreal 13. cool 14. friendly 15. nervous

B a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r.

ruang tunggu bernyanyi bersama-sama melambaikan tangan sulit dipercaya terkejut ramah tak mampu berkata-kata datang kegiatan salam sapa penggemar keren keramaian sangat senang gugup kecewa sesuatu yang patut dikenang menunjukkan tanda tangan terkenal

Jawaban: TASK 1 1. e 2. i 6. h 7. c 11. g 12. d

3. l 8. k 13. j

4. a 9. b 14. f

5. o 10. q 15. m

TASK 2 (Contoh jawaban) 1. There was a meet-and-greet event with Reza Rahadian in the auditorium. 2. The audience had to wait for almost thirty minutes before the motivator showed up. 3. The actor waved to his fans and smiled friendly. 4. We sang along before the principal delivered his speech. 5. I was very nervous when Reza Rahadian asked me to take a picture with him. TASK 3 (Contoh jawaban) Ihsan Maulana Mustofa, born November 18, 1995 in Tasikmalaya, is one of Indonesia’s prospect badminton players. He is a single’s specialist. He is from PB. Djarum, a badminton club in Kudus, Central Java. He was a boys’ single bronze medallist of the 2013 World Junior Championships held in Bangkok, Thailand. Ihsan was selected for the national team as the youngest player in the 2014 Thomas Cup squad after the Indonesian Badminton Association, PBSI, quarantined 33 Thomas and Uber Cups candidates at the Djarum Badminton Club in Kudus, Central Java, for a simulation in March 2014. Ihsan defeated Sony Dwi Kuncoro and caught the attention of the coaching staff. The 18-year-old was dubbed ‘the next big thing’ by a top badminton official. He was part of the Indonesian team that left for New Delhi for the 2014 Thomas Cup. He also participated in many international challenges and BWF Grand Prix tournaments, such as the 2014 German Open GPG (Grand Prix Gold) and the 2014 Chinese Taipei Open GPG. His best performance in the international individual competition was the runner-up of the 2014 Dutch Open GP, beaten by Ajay Jayaram from India. Ihsan was also part of the Indonesian team that left for Dongguan, China for the 2015 Sudirman Cup, which the Indonesia team won the bronze medal at that world mixed team tournament. At the 28th Southeast Asian Games 2015 in Singapore, Ihsan helped the Indonesian men’s team beat Thailand 3–2 to bring home a gold medal in the final game, after he defeated Suppanyu Avihingsanon from Thailand. Adopted from: https://en.wikipedia.org/wiki/Ihsan_Maulana_Mustofa (June 24, 2016)

TASK 2

Make sentences using the following words. Read your work aloud. 1. 3. 5.

a meet-and-greet event waved nervous

2. 4.

showed up sang along

TASK 3 Find an article about a famous person; an athlete, an artist or a scientist. Tell the class about his/her achievement.

Sebagai kegiatan pengembangan, Bapak/Ibu Guru dapat meminta peserta didik mencari gambar tokoh idola mereka di surat kabar, majalah, atau internet, misal seorang olahragawan, artis, ilmuwan, atau tokoh yang menginspirasi. Kemudian, mereka diminta menjelaskan tokoh tersebut: nama, prestasi, perjuangan mereka hingga berhasil, hal-hal yang bisa ditiru, dan sebagainya.

16

My Idol

Complete the following table with the correct synonyms by copying the words in the box into the suitable column. You will read the words in TASK 4. Kata-kata yang dikerjakan oleh peserta didik dan jawaban: No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Word hall chat immediately discussion started entrepreneur join waved opportunity appraised

Synonym room talk at once discourse began business person participate motioned chance appreciated

No. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Word attended audience fear fantastic founder aptly briefly spicy actualized ended

Synonym were present crowd worry extravagant creator exactly shortly hot realized finished

TASK 1 What do the words in TASK 2 mean? TASK 2 Make ten sentences using the words from TASK 2. Read your work aloud.

1.

2.

3.

4.

Peser ta didik diminta membuat 10 kalimat menggunakan kata-kata dari TASK 2. Mereka diberi waktu pengerjaan selama 10–15 menit. Pada saat peserta didik membuat kalimat, Bapak/ Ibu Guru berkeliling sambil memberi petunjuk cara membuat kalimat, misal dengan mengingat peristiwa yang telah terjadi di lingkungan sekitar. Bapak/Ibu Guru perlu terus mengingatkan penggunaan tenses dan penulisan kata-kata secara benar. Setelah waktu yang diberikan habis, peserta didik diminta secara sukarela tunjuk jari, ke depan kelas, dan menuliskan hasil pekerjaan mereka di papan tulis. Peserta didik yang lain menyimak. Selanjutnya, Bapak/Ibu Guru dan peserta didik bersama-sama memeriksa hasil pekerjaan tersebut, yaitu tentang kelogisan kalimat, kebenaran tata bahasa (grammar), dan ejaannya (spelling). Hal ini penting dan perlu dijadikan pembiasaan agar kesalahan-kesalahan yang sering dilakukan peserta didik terkait grammar dan spelling semakin lama semakin berkurang atau bahkan tidak terjadi lagi.

Jawaban: TASK 1 No. 1. 2. 3. 4. 5. No. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

No. 16. 17. 18. 19. 20.

hall chat immediately discussion started Word entrepreneur join waved opportunity appraised attended audience fear fantastic founder

Synonym ruang, aula mengobrol segera diskusi memulai Synonym pengusaha bergabung, ikut ambil bagian melambaikan tangan kesempatan menyanjung menghadiri hadirin rasa takut, ketakutan luar biasa pendiri

aptly briefly spicy actualized ended

Synonym secara jitu/tepat dengan singkat pedas mewujudkan berakhir

TASK 2 (Contoh jawaban) 1. Erlin and her friends were chatting at the hall when the bell rang. 2. The class captain began the discussion a few minutes ago. 3. Will you be an entrepreneur or civil servant? 4. I waved to my friend when we met. 5. All OSIS members attended the monthly meeting. 6. Are you fear of losing your valuable items? 7. Do you know who the founder of this company is? 8. Mr. Raditya explained about what had happened briefly and then left. 9. Sorry, I don’t like spicy food. 10. The seminar almost ended when suddenly the fire broke out.

Read the text aloud. Then, answer the questions that follow.

1.

2. 3. 4.

5. 6. 7.

Word

Word

Bapak/Ibu Guru meminta peserta didik mengamati gambar berikut dan bertanya apakah mereka mengenal tokoh dalam gambar tersebut. Apabila ada peserta didik yang mengenal tokoh dalam gambar tersebut, mereka diminta menjelaskan secara singkat. Peserta didik diminta membaca nyaring teks berikut, baik secara klasikal, kelompok, maupun individual. Bapak/Ibu Guru menyimak dan mengoreksi pelafalan peserta didik yang masih kurang tepat. Kemudian, Bapak/Ibu Guru meminta peserta didik memahami per tanyaan pemahaman teks dan menjawabnya. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama. Bapak/Ibu Guru memberi balikan positif dan pujian kepada peserta didik yang aktif menjawab. Selanjutnya, Bapak/Ibu Guru meminta peserta didik memahami penjelasan dalam Supporting Feature . Apabila peserta didik mengalami kesulitan dalam memahami, Bapak/Ibu Guru dapat memberi penjelasan.

Jawaban: 1. The purpose is to relate the writer’s experience when attending a business discussion. 2. Because the keynote speaker was one of the successful, young Indonesian enterpreneurs, Reza Nurhilman. 3. The keynote speaker entered the hall at 8:45 a.m. 4. People who were interested in business or becoming entrepreneurs. 5. They applauded him. 6. The keynote speaker was Reza Nurhilman, a young entrepreneur whose success includes selling spicy cassava crackers and the founder of PT. Maicih Inti Sinergi. 7. He motivated them to actualize their ideas immediately, before other people took the chances.


17

8. Because the keynote speaker showed the audience about how to see a business opportunity, then value and execute it. He also explained many tips the audience could apply to make their businesses successful. Besides, he spoke vigorously during the seminar. 9. He let the audience contact him via social media. 10. Contoh jawaban: We have to be able to see a business opportunity, then value and execute it. Besides, we have to be brave to start a business; otherwise, people with more gut will take the chance.

TASK 1 Arrange the letters to form meaningful words, based on their cue words. Spell and read the words aloud. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

o–w–a–s–e–e–m = e–l–e–f = p–o–d–h–e = t–i–r–i–e–s–n–g–e–t-n = t–e–m–e = r–e–c–x–i–e–p–n–e–e = s–o–t–d–o = v–i–f–e–r–a–o–t = g–o–f–e–t–r = o–h–a–r–u–p–g–t–a = d–o–r–c–w = i–t–e–d–y–r–l–c =

amazing sense wished attractive see involvement in rose fondness fail to remember signature mass straight

TASK 2 Complete the following dialog with the suitable words from TASK 1 by rewriting them. Practice the dialog with your friend. Dika Mida Dika Mida

: : : :

Dika : Mida : Dika : Mida :

Dika : Mida : Dika : Mida : Dika : Mida : Dika : Mida :

Hi, Mida, You look so happy. Hi, Dika. You’re right. I’m really happy. Why? I met my (1) ________________ singer, Agnes Mo yesterday. Wow…, it sounds (2) ________________! You’re right. I was so excited. She was really (3) ________________ and friendly. Did you meet her in a concert? No, I didn’t. It’s a meet-and-greet event with Agnes Mo in Plaza Indonesia. Big (4) ________________, hundreds of her fans! Did you meet her (5) ________________? Yes, I did. I took several pictures with her. I also got her (6) ________________ on her latest CD Album. It’s amazing. How did you (7) ________________ at that time? I felt nervous and speechless. Anyway, how did you (8) ________________ other fans? I met them in a fan meeting. It must be a memorable (9) ________________ for you. Yeah, indeed. I will never (10) ________________ it.

Adopted from: Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Edisi Revisi Cetakan Ke-2, Jakarta, Kementerian Pendidikan dan Kebudayaan, 2016.

18

My Idol

TASK 3 Complete the following statements based on the dialog in TASK 2. 1. Mida looks ____________________ when Dika meets her. 2. Mida ____________________ her favorite singer, Agnes Mo, yesterday. 3. It happened on a ____________________. 4. The event was held in ____________________. 5. Agnes Mo is always down to earth. She is ____________________ to her fans and other people. 6. Mida was very excited when she had a chance to ____________________ with Agnes Mo. 7. She also got her ____________________ on her latest CD Album. 8. She was ____________________ and speechless when she had a chance to stand by her idol. 9. Mida also saw many of Agnes Mo’s fans in ____________________. 10. Mida will always ____________________ this experience. Jawaban: TASK 1 1. awesome 4. interesting 7. stood 10. autograph

2. 5. 8. 11.

TASK 2 1. favorite 4. crowd 7. feel 10. forget

feel meet favorite crowd

3. 6. 9. 12.

2. interesting 5. directly 8. meet

TASK 3 1. happy 3. meet-and-greet event 5. friendly 7. autograph 9. a fan meeting

hoped experience forget directly

3. awesome 6. autograph 9. experience

2. 4. 6. 8. 10.

met Plaza Indonesia take several pictures nervous remember

Complete the following story with the suitable words from the box. Read the story in front of the class, in turns. Jawaban: 1. f 2. k 6. l 7. c

3. i 8. e

4. a 9. b

5. d 10. g

Complete the following sentences with the words from the box correctly. a. d. g. j.

widely known hall guard new

b. e. h. k.

perform crowded introduce successfully

c. f. i. l.

final costume cheered closed

1. Yesterday was the last day of the computer fair. The fair was very ________________. 2. The supporters ________________ happily when Evan Dimas scored his first goal.

3. We must be proud of wearing batik. It has been ________________ as our cultural heritage. 4. The actors and actresses will ________________ their new film to the public tomorrow. 5. The boys are playing soccer enthusiastically. This is the ________________ practice before the final match. 6. What a relief! The school performance ran ________________. 7. What ________________ should we wear for the culture carnival? 8. Amelia bought a ________________ tunic and scarf from Dora fashion store. 9. The teachers and students are gathering in the school ________________ to welcome the governor. 10. Who will ________________ at the school farewell party? Jawaban: 1. e 2. i 6. k 7. f

3. a 8. j

4. h 9. d

5. c 10. b

Jawaban: 1. It’s about John Chapman or Johnny Appleseed’s experience. 2. The story took place in the United States of America (USA). 3. He planted apple seeds and shared the seeds with everybody. 4. Settlers and Indians called the man Appleseed because he planted apple seeds and gave them the seeds away. 5. He was generous and kind. He planted apple seeds and gave people the seeds away. 6. His mission was to spread apples all over the country. 7. They are pieces of land planted with fruit trees. 8. The sequence of events in the story is: • the time when Johnny Appleseed was born, • what made Johnny Appleseed happy, • activities which Johnny Appleseed did when he grew up, • Johnny Appleseed walked for years to share apple seeds with people. 9. Yes, there is. The conclusion of the story is that Johnny Appleseed’s spirit still lives although he had died. Many of his apple trees do. 10. A proverb that depicts Johnny Appleseed’s work is ‘a good deed never dies’. It means people will never forget others’ good deeds.

Answer the following questions based on the text in TASK 5.

1. 2. 3.

4.

Bapak/Ibu Guru meminta peserta didik memahami kembali cerita di TASK 5. Peserta didik memahami pertanyaan-pertanyaan berikut dan menjawabnya secara lisan. Peserta didik yang lain menyimak dan menyampaikan jawaban mereka jika jawaban temannya dirasa kurang tepat. Bapak/Ibu Guru memberi balikan dan nilai.

Complete the following chart to find out the structure of the recount text in TASK 5.

1. 2. 3. 4. 5. 6.

Bapak/Ibu Guru meminta peserta didik membaca kembali dan memahami cerita di TASK 5. Kemudian, peserta didik diminta mengamati dan memahami bagan berikut. Bapak/Ibu Guru dapat menjelaskan bahwa bagan tersebut merupakan outline teks recount. Peserta didik diminta melengkapi bagan tersebut berdasarkan cerita di TASK 5. Selanjutnya, Bapak/Ibu Guru meminta beberapa peserta didik tunjuk jari dan menyampaikan jawaban mereka. Peserta didik yang lain menyimak dan mengutarakan pendapat mereka jika mereka memiliki jawaban yang berbeda dengan temannya. Bapak/Ibu Guru memberi evaluasi dan balikan, serta nilai.

Jawaban: Part of the Text

Purpose

Introductory paragraph (Orientation)

To introduce what happened, where the story took place and who were involved in the story.

Summary from the Text 1. Two hundred years ago, Johnny Appleseed planted hundreds and hundreds of apple trees along the early frontier. 2. You may have eaten one of his apples and not even known it. 3. Why did he plant so many apple trees? He was on a mission.


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To introduce what happened, where the story took place and who were involved in the story.

1. Two hundred years ago, Johnny Appleseed planted hundreds and hundreds of apple trees along the early frontier. 2. You may have eaten one of his apples and not even known it. 3. Why did he plant so many apple trees? He was on a mission.

A sequence of events

To describe a series of events.

1. John Chapman, familiar with Johnny Apleseed, was born in Leominster, Massachusetts, in 1775. 2. The day he was born, a rainbow arched from one end of the sky to the apple tree outside his house. 3. When Johnny saw the rainbow tree, he fell in love—with apples. 4. Johnny was a good baby, so long as you knew how to keep him happy. 5. It wasn’t mother’s milk or lullabies that made Johnny smile. It was a branch of apple blossoms. 6. As Johnny grew, so did his love for apples. 7. When he realized that not everyone had apples to enjoy, he had an idea. 8. Johny traveled across Ohio, Indiana and Illinois. 9. Although he was a strange sight with his cooking-pot hat, his old sugar-sack shirt and his bare feet, strange settlers and Indians alike befriended him 10. They called him Johny Appleseed. 11. He planted apple seeds and he gave them away. 12. He also helped in the orchards. 13. Johnny walked for years and years. 14. He planted hundreds of apple trees. 15. He gave away hundreds of seeds to peoples to plant their own apple trees.

Conclusion (Reorientation)

To conclude the story.

1. In 1845, Johnny Appleseed went to sleep in a barn in Indiana and never woke up. 2. A few people say his spirit still lives. Many of his apple trees do.

Work in pairs. Discuss your answers in TASK 6 and 7, then draw a conclusion. Share your work with the class.

1. 2.

3.

4. 5. 6.

Peserta didik diminta memahami kembali jawaban dari pertanyaan-pertanyaan di TASK 6 dan tabel di TASK 7. Bapak/Ibu Guru meminta peserta didik membuat kesimpulan tentang teks di TASK 5 berdasarkan jawabanjawaban tersebut. Bapak/Ibu Guru meminta beberapa peserta didik tunjuk jari dan menyampaikan jawaban mereka. Bapak/Ibu Guru memberi kesempatan kepada sebanyak-banyaknya peserta didik untuk menyampaikan jawaban mereka. Bapak/Ibu Guru menyimak dan mengoreksi pelafalan peserta didik yang masih kurang tepat. Bapak/Ibu Guru dan peserta didik menyimpulkan jawaban tersebut. Bapak/Ibu Guru memotivasi peserta didik agar tetap aktif berpartisipasi dalam kegiatan pembelajaran sehingga mereka menguasai keterampilan yang telah ditentukan.

Contoh jawaban: The text tells readers about Johnny Appleseed’s life. He was an American who loved apples. At that time, he realized that not all people enjoyed apples. So, he decided to plant hundreds of apple seeds and shared the seeds with people to be planted so that they could enjoy apples. He also helped with the orchards. Because of his good habits, settlers and Indians recognized him well and befriended him. Unfortunately, he was found dead in a barn in Indiana in 1845. A few people believe his spirit still lives. Many of his apple trees do.

20

My Idol

TASK 1 Read the text aloud. Then, answer the questions that follow. Last week Super Junior-M or Su Ju-M, a famous Korean boy band that is widely known for its pop songs and dance, performed in Jakarta. The band of eight boys were to perform on Sunday night and they had arrived in Jakarta one day before the concert. They arrived at Soekarno-Hatta Airport on Saturday evening. To welcome them, several fans and I decided to wait for them at the hotel they were booked into. After waiting for several minutes, they arrived. We cheered happily and wanted to shake their hands. However, their management wanted the boy band to have a rest for a while. They promised that there would be a press conference later. Not long after, the boy band had a press conference at the hotel lobby. During the final section, many fans, including me, took photographs with them and received their autographs. On Sunday night we went to the convention hall where the concert was held, by taxi. The concert was due to begin at eight, but we had arrived there at six thirty. The tickets were sold out and it was very crowded. You know what! Most of the audience were teenagers, especially girls, and many of them wore K-pop costumes. The police and security officers guarded the line between the stage and audience. They didn’t let anyone jump onto the stage. At about eight, the boy band appeared on stage. They sang their songs and danced. During the concert, they also introduced their new songs. The audience cheered, sang and followed their dances. At the end of the concert, the band said thank you in Indonesian or terima kasih and the audience gave them a big round of applause. Overall, the concert was a success.

Questions: 1. What is the text about? 2. When did the boy band arrive at Soekarno-Hatta Airport? 3. What did the writer do when his/her favorite boy band arrived at the airport? 4. When was the concert? 5. How did the writer and his/her friend go to the concert? 6. Who was the audience mainly? 7. What costumes did the audience wear? 8. What did the audience do during the concert? 9. What did the boy band say at the end of the concert? 10. How was the concert overall? TASK 2 Complete the chart based on the text in TASK 1, to describe the structure of the text. Part of a Recount Text

Purpose

Summary from the Text


______________________________ ______________________________ ______________________________

_________________________________________ _________________________________________ _________________________________________


______________________________ ______________________________ ______________________________ ______________________________ ______________________________

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

Conclusion (Reorientation)

______________________________ ______________________________ ______________________________

_________________________________________ _________________________________________ _________________________________________

TASK 3 Work in pairs. Discuss your answers in TASK 1 and 2, then draw a conclusion. Share your work with the class. Jawaban: TASK 1 1. The writer and his/her friends’ experience when meeting Su Ju-M and watching their concert. 2. One day before the concert, on Saturday evening. 3. He/she welcomed the band at the hotel they were booked into. 4. On Sunday night. 5. By taxi. 6. Teenagers, especially girls. 7. K-pop costumes. 8. They cheered, sang and followed the dances. 9. They said thank you in Indonesian or terima kasih. 10. It was a success. TASK 2 Part of a Recount Text

Purpose


To introduce what happened, where the story happened and who were involved in the story.


To describe a series of events.

Summary from the Text 1. Last week Super Junior-M or Su Ju-M, a famous Korean boy band that is widely known for its pop songs and dance, performed in Jakarta. 2. The band of eight boys were to perform on Sunday night. 3. They had arrived in Jakarta one day before the concert. 1. The band arrived at Soekarno-Hatta Airport on Saturday evening. 2. Many fans, including the writer, welcomed them at the hotel they were booked into. 3. The boy band had a press conference at the hotel lobby. 4. In the final section, the writer took photographs with them and received their autographs.


21

Part of a Recount Text


Purpose

5. The writer and his/her friends went to the concert on Sunday night at the convention hall by taxi. 6. The concert was due to begin at eight, but the writer and his/her friends had arrived there at six thirty. 7. The tickets were sold out and it was very crowded. 8. Most of the audience were teenagers, especially girls, and many of them wore K-pop costumes. 9. The police and security officers guarded the line between the stage and audience. They didn’t let anyone jump onto the stage. 10. At about eight, the boy band appeared on stage. They sang their songs and danced. 11. During the concert, they also introduced their new songs. 12. The audience cheered, sang and followed their dances. 13. At the end of the concert, the band said thank you in Indonesian or terima kasih and the audience gave them a big round of applause. Conclusion (Reorientation)

Overall, the performance was a success.

To conclude the story.

Listen and complete the following statements based on what you have heard. Teks yang diperdengarkan oleh Bapak/Ibu Guru: Last night I witnessed a strange event. Four spaceships landed on the roofs of the houses in my neighborhood. I was sitting in my house when I heard leaves rustling outside. I peeked out the front window and saw the aliens. I thought the aliens might be hungry. I grabbed whatever I saw. These included two loaves of bread and a bag of peanut butter candies. Then, I ran outside. Two sheriffs lived on my street. Their wives came out because they heard the noise, too. When one sheriff’s wife saw the spaceship, she ran back home to get handcuffs. I was not sure what she was planning to do with those. While she was gone, an alien came out of one spaceship. The alien had two large containers. He walked over to me and pointed at my candies. I gave him the candies. He didn’t want the bread. I asked the alien if I could take photographs with him and he didn’t seem to mind. I’ll show you the pictures tomorrow!

Dengan perintah kegiatan yang sama Bapak/Ibu Guru memberi soal berikut. Teks yang dibacakan oleh Bapak/Ibu Guru: My elder brother attended a singing competition on television. He was one of ten contestants who should be quarantined during the competition. During the quarantine, he had many memorable experiences. He made friends with contestants from different regions with various characteristics. Although he was only third placed at the competition, he was happy. One thing that made him happy was that he could meet and sing together with his favorite singer. It was a surprising moment! He didn’t imagine of meeting, or even singing on stage, with his favorite singer. 1.

Adopted from: McGraw-Hill Children’s Publishing, The Complete Book of Reading, Grades 5-6, Columbus, Ohio, McGraw-Hill Children’s Publishing, 2002.

2.

Jawaban: 1. night 2. four spaceships 3. sitting in the house 4. peeked out 5. two loaves of bread and a bag of peanut butter candies 6. bread 7. candies 8. handcuffs 9. take photographs with him 10. photographs

3.

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My Idol

4. 5.

The speaker’s brother attended a ________________ on ________________. There are ________________ contestants for the competition. The speaker’s brother associated with contestants ________________ during the quarantine. The speaker’s brother was ________________ placed in the competition. The speaker’s brother was happy because ________________.

Jawaban: 1. singing competition; television 2. ten 3. from different regions with various characteristics 4. third 5. he could meet and sing with his favorite singer on stage

Listen and complete the following text based on what you have heard. Teks yang diperdengarkan oleh Bapak/Ibu Guru dan jawaban: Every time I refuel at a gas station, I always remember the story of my grandfather. He worked in an oil (1) refinery in Kalimantan until he retired. Due to his (2) persistence and hard work, he was able to send his children to college, including my mother. All of his children are successful in their lives. One moonlit night, my big family got together and had a chat while eating snacks. Suddenly grandfather told us about Gib Morgan, an American who (3) discovered oil fields, not with sophisticated tools, but with the sense of smell. He started by saying that Gib Morgan was 17 years old when the first (4) oil well in the United States was drilled near his home in western Pennsylvania. Then, in the mid-1800s, Gib was starting in the oil business. That time most men looked for oil sources using (5) divining rods. They believed that if the forked sticks they carried turned in a certain direction, it meant they had found oil. Hearing this, my family members (6) frowned. Grandfather continued and explained that Gib Morgan had a better tool for finding oil—his nose! He prospected for oil by (7) crawling across fields with his nose to the ground. “It was impossible,” I cried. Everyone looked at me and asked me to be calm. Grandfather continued his story and said that Gib Morgan was a complete oil gang in himself. Meaning, he prospected for himself, built his own derrick and did his own drilling. The only helper he needed was a personal cook, because all the work he did made him really hungry. My family smiled hearing this. Grandfather continued and said that when Gib found oil, he quickly got to work bringing in the well. First, he dug a hole. Next, he shot a (8) bullet into the hole, to make it deep enough to drill. Then, he sent his cable drill deeper and deeper until he hit oil. After that, he quickly built his derrick. Then, he built oil tanks to catch the oil. Gib wouldn’t stop to rest or to eat until oil was (9) flowing into the tanks. Every one of us listened to the story (10) attentively. Grandfather explained that finding oil and conducting the process until we got gasoline needed hard work. At the end of his story, he told us to consume gasoline and other forms of energy efficiently. He suggested that we walk or paddle our bicycles when going to nearby places and turn off unused lamps. Adapted from: Jeanette Sanderson, 12 Tall Tale Mini-Books, USA, Scholastic Teaching Resources, 2002.

Listen to and answer the questions based on the text in TASK 10. Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the purpose of the text? 2. When did the event take place? 3. What did the speaker’s grandfather tell the speaker and his/ her family about? 4. Who was he? 5. Who was his only assistant? 6. What did he need a bullet for? 7. What did he use to ascertain the oil bed? 8. “After that, he quickly built his derrick.” (Last paragraph) What is derrick? 9. Why did the writer’s grandfather suggest that his family consume gasoline efficiently? 10. What will you probably do after reading the text?

Jawaban: 1. It relates the speaker’s experience when his/her grandfather told him/her and family about Gib Morgan. 2. It took place in the evening, during the moon lit. 3. He told them about Gib Morgan. 4. He was an American who discovered oil fields using his sense of smell and did oil refinery process by himself. 5. His only assistant was a personal cook. 6. He needed a bullet for making a deep enough hole to drill. 7. He used a cable drill. 8. It is a framework over an oil well or similar boring that holds the drilling machinery. 9. Because finding oil and conducting the process until we get gasoline needs hard work. 10. (Contoh jawaban) I will save energy from now on.

TASK 1 Listen and complete the following text based on what you have heard. Last week a few friends and I performed a school drama, Romeo and Juliet. To my surprise, I played the (1) ___________ Ms. Rara, (2) ___________, guided us patiently during the rehearsals. She emphasized that we should practice seriously. She also prepared everything, including (3) ___________ and choosing our costumes. However, she didn’t decide everything by herself. Instead she often asked for our opinions about the stage and costumes. On the day of the performance, we gathered backstage. Ms. Rara gave us a brief speech and reminded us to act wholeheartedly. As the main character, I felt (4) ___________. Ms. Rara knew that and she gave me spirit. She was sure that I could do it well. During the performance, I performed my best. Actually it was (5) ___________ for me since I had never played a main character before. Thank God, the performance ran well. The audience applauded our performance and we were very happy. TASK 2 Find the synonyms of the following words in the text in TASK 1. 1. 2. 3. 4. 5. 6. 7. 8.

pal = plotting = principal = wholeheartedly = short = certain = show = delighted =

________ ________ ________ ________ ________ ________ ________ ________

TASK 3 Answer the following questions based on the text in TASK 1. 1. 2. 3. 4. 5.

When did the speaker and his/her friends perform a drama? What was the drama about? Who guided the students during drama rehearsals? What did the speaker feel before performing on stage? How did the performance run?

Jawaban: TASK 1 Teks yang dibacakan oleh Bapak/Ibu Guru dan jawaban: Last week a few friends and I performed a school drama, Romeo and Juliet. To my surprise, I played the (1) main character. Ms. Rara, (2) our art teacher, guided us patiently during the rehearsals. She emphasized that we


23

should practice seriously. She also prepared everything, including (3) designing the stage and choosing our costumes. However, she didn’t decide everything by herself. Instead she often asked for our opinions about the stage and costumes. On the day of the performance, we gathered backstage. Ms. Rara gave us a brief speech and reminded us to act wholeheartedly. As the main character, I felt (4) a little nervous. Ms. Rara knew that and she gave me spirit. She was sure that I could do it well. During the performance, I performed my best. Actually it was (5) a challenge for me since I had never played a main character before. Thank God, the performance ran well. The audience applauded our performance and we were very happy. TASK 2 1. pal 2. plotting 3. principal 4. seriously 5. short 6. certain 7. show 8. delighted

= friend = designing = main = wholeheartedly = brief = sure = performance = happy

TASK 3 1. Last week. 2. It was Romeo and Juliet. 3. Ms. Rara, their art teacher. 4. He/she felt a little nervous. 5. It ran well.

Complete the following text with the correct verb forms. Read the text in turns. Jawaban: 1. visited 4. could 7. lived 10. felt 13. was

2. 5. 8. 11. 14.

saw recognized befriended recovered said

3. 6. 9. 12. 15.

went were was thought did not look

TASK 1 Work in pairs. Ask and answer questions about the text in TASK 12.

Kegiatan variasi ini sebaiknya dijadikan pekerjaan rumah. 1. Peserta didik diminta mencari pasangan. 2. Setiap pasangan melakukan tanya jawab berdasarkan teks di TASK 12 dan direkam. Hasil rekaman dikumpulkan kepada Bapak/Ibu Guru. Terlebih dahulu mereka menentukan orang yang akan bertanya terlebih dahulu. 3. Bapak/Ibu Guru memutar rekaman hasil tanya jawab beberapa pasangan. 4. Pasangan-pasangan yang lain diminta menyimak dan memberi komentar, misal tentang pelafalan, intonasi, keras lembut suara, mimik wajah, dan keseriusan melakukan tanya jawab.

24

My Idol

5.

6.

Bapak/Ibu Guru mencatat setiap komentar yang bisa dijadikan landasan untuk memberi evaluasi, balikan, dan nilai. Bapak/Ibu Guru memberi evaluasi, balikan, dan nilai.

TASK 2 Write the past forms of the following verbs. What do the verbs mean? Read the verbs with correct pronunciation, in turns, and memorize them. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Verb Base to to to to to to to to to to to to to to to to to to to to to to to to to to to to to to

sell tell flee hear stand up disturb throw teach need shop rise bring prepare mix stir bake decline submit spread hide boil let put wait wear accept cross drop push cost

Past Verb

Meaning

__________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________

TASK 3 Write ten sentences using the past verbs in TASK 2. Read your work in turns.

1.

2.

3.

4.

5.

Peserta didik diminta membuat sepuluh kalimat menggunakan verbs past dari TASK 2 selama 15 menit di secarik kertas. Setelah selesai, beberapa peserta didik diminta tunjuk jari, menuliskan kalimat-kalimat mereka di papan tulis dan kemudian membacanya. Peserta didik yang lain menyimak sambil mencatat kekurangan pada kalimat teman-temannya, misal kesalahan ejaan dan bentuk past kata kerja tersebut. Bapak/Ibu Guru dan peserta didik bersama-sama mencocokkan kalimat-kalimat yang ada di papan tulis. Beberapa peserta didik diminta mengungkapkan pendapat mereka. Bapak/Ibu Guru memberi evaluasi, balikan, dan nilai. Bapak/Ibu Guru juga memotivasi peserta didik agar mereka mengembangkan kemampuan berbahasa Inggris mereka dengan membiasakan diri membuat banyak kalimat dan mendiskusikan hasilnya bersama teman.

TASK 4 Read the following text. Find twenty incorrect forms of the verbs, then correct them. I’m Sunardi, a chemistry teacher, who would like to share my experience when I am studying in Japan. Here is the story. After cycling with my wife and children for more than 11km, we arrived at the statue of Goddess Kwan Im. After taking photographs and enjoyed ice cream, we go to Museum of Rock (Oya History Museum). We arrived at around 11 p.m. and immediately park our bicycles, buy tickets and enter the museum. After about an hour in the “artificial stone cave”, we finally reached the exit. Arriving at the front door, all of a sudden a ticket officer calling us. He show a thin black wallet which is in fact my wallet. He show it to me and asked in Japanese, “Is this your wallet?” At first, I was surprised because I did not think that I lost the wallet. However, I check my pants pocket and bags while observing that thin black wallet. Finally, I believed it was mine and the officer handed it to me. He tells us that a person found it not far from a parking lot while pointing at the location of the bicycle shed. He explains that everything remained safe. With astonishment I receiving the wallet and thanked him. My wallet and its contents was safe. I thanked God as my carelessness does not trouble me. I could imagine the trouble if I lost the wallet. All my important documents were in it, the resident card as proof of residence permits and the basis of all the affairs during in Japan, ATM cards for scholarships, a credit card and library card that functioned doubles as a sign-in key into a laboratory during a holiday or night visit as well, and insurance card. Although there were no money at all, but losing the wallet would made me lost a lot of time and money to find a replacement for its contents. Thank God I lost it in Japan. A few say, Japanese are well-known for their honesty. They do not want to take anything that does not belong to them (although that does not mean there are no thieves). Finally, I proved myself. I was sure it was not because there was no money in the wallet that no one picked it up. It was because the culture of Japanese who did not wanted to take others’ property. Translated from: http://goo.gl/XVkf03 (28 June, 2016)

TASK 5 Choose A, B, C, D or E for the correct answer based on the text in TASK 4. 1.

Where did Mr. Sunardi drop his wallet? A. On his way to a museum. B. In the museum. C. Near a parking lot. D. Under his bicycle. E. In the cave.

2.

What did Mr. Sunardi feel knowing that a person returned his wallet? A. Annoyed. B. Very sad. C. Neglected. D. Healthy. E. Very happy.

3.

“All my important documents were in it, the resident card as proof of residence permits and ….” (Paragraph 3) What is the synonym of ‘permits’? A. License. B. Allowance. C. Instalment. D. Interest. E. Loan.

4.

What can we conclude from the text? A. Mr. Sunardi was a smart teacher. B. Mr. Sunardi parked his bicycle in a cave. C. Mr. Sunardi lost his wallet before buying ice cream. D. The ATM card could become an entrance key to the laboratory. E. Japanese are famous for their discipline.

5.

What can you learn from the story? A. A ticket officer was a good person. B. We should love and respect each other. C. Carelessness does not cause any trouble. D. We should return an item we find to its owner. E. Be a smart person so that you can go abroad.

Jawaban: TASK 1 (Contoh jawaban): Your friend : What is the purpose of the text? You : The purpose is to relate a person’s experience. Your friend : Correct answer! Well, what is the topic of the text? You : The topic is about the writer’s experience when he/she visited an animal hospital. Your friend : Excellent! Your turn, please. You : Thanks. What did the writer see during his/ her visit? Your friend : The writer saw busy vets, nurses and worried people in the waiting room. You : Good! Now, how many hours does the place open daily? Your friend : Err … it opens for 24 hours every day. You : Perfect! Your turn now. Your friend : What did the nurse tell the writer about her job? You : Mm … she told the writter that being a nurse in an animal hospital was challenging. Your friend : Correct! By the way, why did people prefer going there to private vets? You : Because they could not afford the expensive bills of private vets. Your friend : Bravo! Your turn, please. You : Well, what made nurses happy working there? Your friend : They were happy when the animals recovered and the owners were happy. You : That’s right! TASK 2 No.

Verb Base

Past Verb

1. 2. 3. 4. 5. 6. 7. 8. 9.

to to to to to to to to to

sell tell flee hear stand up disturb throw teach need

sold told fled heard stood up disturbed threw taught needed

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

to to to to to to to to to to to to to to to to to to to to to

shop rise bring prepare mix stir bake decline submit spread hide boil let put wait wear accept cross drop push cost

shopped rose brought prepared mixed stirred baked declined submitted spread hid boiled let put waited wore accepted crossed dropped pushed cost

Meaning menjual memberi tahu melarikan diri mendengar berdiri mengganggu melemparkan mengajar memerlukan, membutuhkan berbelanja bangkit membawa menyiapkan mencampur mengaduk membakar menolak mengumpulkan menyebar bersembunyi merebus membiarkan meletakkan menunggu mengenakan menerima menyeberangi menjatuhkan mendorong harga


25

TASK 3 (Contoh jawaban) 1. My neighbor sold dresses, T-shirts and veils in a Sunday market last Sunday. 2. The rabbit fled from the tiger and hid in a burrow. 3. The audience stood up when the President entered the hall. 4. I heard Mrs. Reni taught in Class XB this morning. 5. The children brought many boxes to the store room. 6. Who baked the cake, Mom? 7. Erlin and her friends submitted their work just now. 8. The safety guard let us enter the museum. 9. We wore spooky costumes during the last Halloween party. 10. Mother bought a rice cooker which cost Rp450,000.00. TASK 4 I’m Sunardi, a chemistry teacher, who would like to share my experience when I (1) was studying in Japan. Here is the story. After cycling with my wife and children for more than 11km, we arrived at the statue of Goddess Kwan Im. After taking photographs and (2) enjoying ice cream, we (3) went to Museum of Rock (Oya History Museum). We arrived at around 11 p.m. and immediately (4) parked our bicycles, (5) bought tickets and (6) entered the museum. After about an hour in the “artificial stone cave”, we finally reached the exit. Arriving at the front door, all of a sudden a ticket officer (7) called us. He (8) showed a thin black wallet which (9) was in fact my wallet. He (10) showed it to me and asked in Japanese, “Is this your wallet?” At first, I was surprised because I did not think that I lost the wallet. However, I (11) checked my pants pocket and bags while observing that thin black wallet. Finally, I believed it was mine and the officer handed it to me. He (12) told us that a person found it not far from a parking lot while pointing at the location of the bicycle shed. He (13) explained that everything remained safe. With astonishment I (14) received the wallet and thanked him. My wallet and its contents (15) were safe. I thanked God as my carelessness (16) did not trouble me. I could imagine the trouble if I lost the wallet. All my important documents were in it, the resident card as proof of residence permits and the basis of all the affairs during in Japan, ATM cards for scholarships, a credit card and library card that functioned doubles as a sign-in key into a laboratory during a holiday or night visit as well, and insurance card. Although there (17) was no money at all, but losing the wallet would (18) make me (19) lose a lot of time and money to find a replacement for its contents. Thank God I lost it in Japan. A few say, Japanese are well-known for their honesty. They do not want to take anything that does not belong to them (although that does not mean there are no thieves). Finally, I proved myself. I was sure it was not because there was no money in the wallet that no one picked it up. It was because the culture of Japanese who did not (20) want to take others’ property. TASK 5 1. C. Pilihan jawaban (C) benar karena sesuai dengan kalimat di paragraf dua, ”He told us that a person found it not far from a parking lot while pointing at the location of the bicycle shed.” yang artinya ”Ia memberi tahu kami bahwa seseorang menemukannya tidak jauh dari tempat parkir sambil menunjuk ke lokasi tempat sepeda.”.

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My Idol

2.

E.

Jawaban disimpulkan dari kalimat terakhir paragraf dua dan kalimat pertama paragraf tiga, ”With astonishment I received the wallet and thanked him. My wallet and its contents were safe. I thanked God as my carelessness did not trouble me.” yang artinya ”Dengan terheran-heran saya menerima dompet itu dan berterima kasih kepadanya. Dompet saya dan isinya aman. Saya bersyukur karena kecerobohan saya tidak menyusahkan saya.”. Kedua kalimat tersebut menunjukkan bahwa Pak Sunardi sangat bahagia/ senang (very happy) saat dompetnya dikembalikan. Jadi, pilihan jawaban (E) benar.

3.

A.

Kata ’permits’ artinya surat izin. Kata yang artinya sama yaitu pilihan jawaban (A) license yang juga berarti izin. Pilihan jawaban yang lain maknanya berbeda; (B) artinya tunjangan atau uang saku, (C) artinya cicilan, (D) artinya bunga, dan (E) artinya pinjaman.

4.

A.

Jawaban disimpulkan dari kalimat di paragraf satu, ”I’m Sunardi, a chemistry teacher, who would like to share my experience when I was studying in Japan.” yang artinya ”Saya Sunardi, guru kimia, yang ingin berbagi pengalaman saat saya belajar di Jepang.”. Menjadi guru kimia di Jepang menunjukkan bahwa Pak Sunardi merupakan orang pintar, sesuai dengan pilihan jawaban (A). Pilihan jawaban yang lain tidak sesuai dengan isi teks; (B) tidak sesuai dengan kalimat ”After about an hour in the ’artificial stone cave’, we finally reached the exit.” yang menunjukkan bahwa museum tersebut merupakan gua buatan, bukan tempat parkir sepeda, (C) tidak sesuai dengan kalimat-kalimat ”After taking photographs and enjoying ice cream, we went to Museum of Rock (Oya History Museum). We arrived at around 11 p.m. and immediately parked our bicycles, bought tickets and entered the museum. After about an hour in the ’artificial stone cave’, we finally reached the exit. Arriving at the front door, all of a sudden a ticket officer called us.” yang menunjukkan bahwa Pak Sunardi kehilangan dompetnya setelah membeli es krim, (D) tidak sesuai dengan kalimat ”… library card that functioned doubles as a sign in key into a laboratory during a holiday or night visit as well, ….”, dan (E) tidak sesuai dengan kalimat ”A few say, Japanese are well-known for their honesty.”.

5.

D.

Jawaban disimpulkan dari kalimat di paragraf terakhir, ”They do not want to take anything that does not belong to them ….” yang artinya ”Mereka tidak ingin mengambil apa pun yang bukan milik mereka ….”. Pilihan jawaban (D) yang artinya kita harus mengembalikan barang yang kita temukan kepada pemiliknya, benar. Pilihan jawaban yang lain tidak sesuai dengan isi teks; (A) artinya petugas karcis itu orang baik, (B) artinya kita sebaiknya saling menyayangi dan menghormati, (C) artinya kecerobohan tidak menimbulkan masalah, dan (E) artinya jadilah orang pintar sehingga bisa ke luar negeri.

Read the following text and pay attention to the words in bold.

Arrange the following paragraphs to form a sequential text. Jawaban: The correct arrangement of the paragraphs is 5–4–1–3–6–2.

1.

2. 3. 4. 5.

Bapak/Ibu Guru meminta peserta didik membaca nyaring teks berikut. Bapak/Ibu Guru mengoreksi pelafalan dan intonasi peserta didik yang kurang tepat. Bapak/Ibu Guru meminta peserta didik mengamati katakata yang dicetak tebal. Bapak/Ibu Guru meminta peserta didik memahami penjelasan dalam kolom Supporting Feature. Apabila peserta didik kesulitan memahami penjelasan tersebut, Bapak/Ibu Guru memberi penjelasan. Sebagai kegiatan pengembangan, peserta didik dapat diminta membuat kalimat menggunakan subject + was/ were + adjective.

Suppose you met your idol. Write an outline about the experience. Contoh jawaban: My Happy Day

Title Introductory paragraph

• •

I visited my grandpa by train last week. There was an empty seat next to me.

A series of events

•

At the next station, a person whose face is very familiar to me occupied the empty seat. The person is my idol Stefan William. I pinched my left hand and felt pain so it was real. My first impression about my idol was that he was friendly. I had a chit-chat with my idol. I took photographs with him and received his autographs. I received a souvenir from the my idol.

• • •

Complete the following text with “was/were + adjective”, correctly. Use the adjectives in brackets.

• •

Text 1 Many years ago, Mr. Edwin [1. poor] ______________. His house [2. small] ______________, without a garden in front of it. However, the poor conditions didn’t make Mr. Edwin sad. He and his wife [3. not, desperate] ______________ to change their lives. They didn’t give up. They [4. optimistic] ______________ that their lives would change. They [5. diligent] ______________ and hard working. Now, everything has changed. Mr. and Mrs. Edwin live prosperously in a big house. Text 2 Linda and her friends had a camping activity last Saturday and a bonfire was the peak of the activity. It was held on Saturday night. It [1. cold] ______________. All the scouts [2. exhausted] ______________ after participating in many activities during the camp. However, they [3. ready] ______________ for the bonfire. When the scout leader blew the whistle, the scouts gathered in the middle of the campsite. They [4. happy] ______________. It was time to relax. Like the other scouts, Linda [5. interested] ______________ in seeing many performances during the bonfire. Jawaban: Text 1 1. was poor 3. were not desperate 5. were diligent Text 2 1. was cold 3. were ready 5. was interested

2. 4.

was small were optimistic

2. 4.

were exhausted were happy

• Conclusion

I felt very happy.

Write a recount text based on your outline in TASK 15. Contoh jawaban: My Happy Day Last week I visited my grandpa in Bandung. I went there by train and there was an empty seat next to me. At the next station, a person boarded the train and occupied the empty seat beside me. I was half asleep so I didn’t notice him. The train honk woke me up. I opened my eyes and was very surprised. I saw, a person whose face is very familiar to me. Yeah. He is Stefan William, my idol, and he was sitting next to me! Disbelieved, I pinched my left hand and felt pain. Instead, I saw him smiling at me. O, gosh! It was real. I was not dreaming. My first impression when meeting Stefan was that he was friendly. He greeted me warmly and moments later, I had a chit-chat with him. I didn’t want to miss the chance. I took photographs with him and asked for his autograph. Surprisingly, before alighting from the train, he gave me an interesting souvenir with his name and signature on it. I was very happy. It was a really unforgettable experience.


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TASK 1 Complete the following text with the correct words from the box. Then, read the text aloud. a. d. g. j.

grow anniversary traditional stopped

b. e. h. k.

parked over puppets expo

c. f. i. l.

surprising first enthusiastically committee

Last week, Bayu had two days off. He spent the time in his uncle’s town. He enjoyed many performances during the town’s (1) ________ celebration. In the morning, Bayu and his uncle cycled around the town. They (2) ________ at the town square and saw the crowds. Those people wanted to see reog, a (3) ________ performance. Bayu and his uncle were interested in watching it, so they (4) ________ their bicycles and walked towards the crowds. Later, the reog performance began. People watched the performance (5) ________. When the performance was (6) ________, Bayu and his uncle rode their bicycles to the town hall, to visit an (7) ________. Many items were displayed there. Bayu bought small plants and intended to (8) ________ them. At night, Bayu’s uncle asked him to attend a puppet show. Bayu agreed, for it was his (9) ________ time. Bayu was happy to see the famous puppeteer performing roles with his leather (10) ________. TASK 2 Suppose you are Bayu. Relate the story in TASK 1 using your own words. Jawaban: TASK 1 1. d 2. j 6. e 7. k

3. g 8. a

4. b 9. f

5. i 10. h

TASK 2 (Contoh jawaban): Hello, friends. I’d like to tell you about my experience. Last week, I had two days off and I spent the time in my uncle’s town. You know, my uncle’s town was celebrating its anniversary. That’s why, I could enjoy many performances. In the morning, my uncle and I cycled around the town. We stopped at the town square. There, we saw the crowds. Do you know what they were doing? They were waiting to see reog, a traditional performance. My uncle and I were interested in watching it too. We parked our bicycles and then walked towards the crowds to join them. A moment later, the reog performance began. We were very enthusiastic to watch it. After the performance, my uncle and I rode our bicycles to the town hall. Guess what we would do there! Visit an expo! Well, many items were displayed. I bought small plants and intended to grow them at home. Then, at night, my uncle invited me to watch a puppet show and I agreed. You know, it was my first time. I was happy to see a puppeteer performing roles with his leather puppets.

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My Idol

Write a recount text to relate the event you ever attended. Read your work aloud. Contoh jawaban: Last Saturday night my friends and I watched a Ramayana ballet performance. It was cold, but people didn’t care about that. The atmosphere was dim, with good lighting systems. It was free of charge so many people were interested in watching the show. It was very crowded. Many people watched the performance attentively. The stage was big and the performance was attractive. The woman who played Sita was very beautiful and her dance was graceful. Meanwhile, the man who played Hanuman was energetic. The audience was very interested in watching his performance. They were happy and gave a big round of applause after the performance.

Homework Draw a series of pictures and write a recount text based on the pictures. Stick your work on the class wall magazine.

1. 2. 3.

4.

Bapak/Ibu Guru meminta peserta didik menggambar rangkaian gambar yang membentuk sebuah teks recount. Peserta didik menulis teks recount berdasarkan rangkaian gambar tersebut. Peserta didik dapat berkonsultasi dengan Bapak/Ibu Guru tentang tulisan mereka. Bapak/Ibu Guru mengoreksi tulisan peserta didik dan peserta didik memperbaiki tulisan mereka berdasarkan hasil konsultasi dengan Bapak/Ibu Guru. Setelah selesai, peserta didik dapat menempelkan gambar dan tulisan yang dibuatnya di majalah dinding kelas.


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Text structure: • Orientation: introduces what happenened, where the event(s) took place and who was involved in the event(s). • Events: describes a series of events. • Re-orientation: gives the closure of events, or conclusion. Recount texts

My Idol

Was/were + adjective

Verbs in simple past tense Irregular

Regular

• • • •

I was happy. My father was energetic. Emily and I were creative. The students were diligent.

told, built, did, said, found, got, sang, ran, swim, flew, read, hit, etc.

looked, asked, prospected, continued, walked, cooked, finished, wished, etc.

Tape Script for Assessment Questions 1 to 3 refer to the following monolog. It was 6 a.m. Nadila and her friends were jogging around the town park. While they were jogging and chatting, they saw an old man sitting under a tree. He looked weak and ill. Nadila and her friends approached him and asked if he was alright. Knowing that the man was very weak and motionless, Nadila asked her friends to stay with him while she was going to find help. The man was pale and trembled. Nadila’s friends try to give him hot tea which they were carrying. Not far from where the man was sitting, Nadila met an officer. She told him that there was a sick person in the park. The officer called an ambulance and they hurriedly went to the man. Not long after that, an ambulance arrived. The paramedics took the man to the hospital. Nadila and her friends hoped the man recover soon. The police thanked Nadila and her friends. He explained that people like them, caring for neighborhood, were needed. Questions: 1. When did the story take place? 2. What did Nadila and her friends do to the man? 3. What can you learn from the story? Questions 4 and 5 refer to the following monolog. Bagus and his friends on their way home from playing soccer. As it was raining heavily, they decided to shelter on a mini market. They were chatting about the game they just played when a beautiful girl wearing sunglasses entered the market. She was slim and had a white complexion. She wore an ornamented dress that made her really pretty. She ignored her surrounding, but Bagus thought he knew who the girl was. He peeped through the glass wall and was very surprised when he realized who the girl was! She was his favorite actress. Bagus could not imagine that he finally met her in such a situation. Bagus was restless after knowing her. He could not wait to meet and greet her. He was sure that the girl would respond to his greeting warmly. Besides, he would ask her to take photographs with him. He did not tell his friends about this. Soon the girl left the market and headed to her car. Suddenly, Bagus called out her name, approached and greeted her. The girl looked towards him and smiled. She responded to Bagus’ greeting warmly. She even let Bagus take photographs with her. Bagus’ friends were shocked and speechless. They did not know that Bagus was familiar with that pretty girl. Questions: 4. What can we infer from the monolog? 5. How did the girl respond to Bagus’ greeting?

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My Idol

I.


Jawaban: 1. E 2. 6. E 7. 11. C 12. 16. A 17. II.

C B D C

3. 8. 13. 18.

A A B C

4. 9. 14. 19.

D D E B

5. 10. 15. 20.

C A E E

Write a recount text about your experience.

Contoh jawaban: Last Sunday my family and I held a house-warming party. Since early in the morning, we were very busy preparing for it. My mother and I prepared meals and drinks, while my father and brother were busy decorating the room. At about three, our neighbors and relatives arrived. They congratulated us and gave us gifts. My parents asked them to enter the house. When we thought that all the invited people had arrived, we started the party. My father delivered a short speech and then asked the guests to enjoy food and drinks. During the party, we had a chit-chat with our new neighbors. They were very friendly. The house-warming party put a deep impression in our mind.

Work in pairs. Ask and answer questions about your friend’s holiday experience. Then, share the result with the class.

1. 2. 3. 4. 5.

Bapak/Ibu Guru meminta peserta didik bekerja berpasangan dan memahami kegiatan yang akan dilakukan. Setiap pasangan bertanya jawab tentang pengalaman mereka saat liburan seperti dalam contoh. Peserta didik menulis hasil tanya jawab tersebut di buku mereka. Selanjutnya, peserta didik diminta menceritakan kembali hasil tanya jawab tersebut. Bapak/Ibu Guru menyimak dan mengoreksi pelafalan peserta didik yang kurang tepat. Selama kegiatan berlangsung (tanya jawab maupun retelling) Bapak/Ibu Guru memberi pujian dan balikan positif kepada peserta didik yang aktif berpartisipasi. Bapak/Ibu Guru senantiasa memotivasi peserta didik yang kurang aktif agar aktif berpartisipasi.

Example: You Your friend You Your friend You

: : : : :

What did you do last Sunday? I did many things. Did you have an interesting experience? Yes. What was that? Please tell me about it.

Contoh jawaban: (Interview) You : What did you do last Sunday? Your friend : I did many things. You : Did you have an interesting experience? Your friend : Yes. You : What was that? Please tell me about it. Your friend : Well, I celebrated my birthday. You : O, gosh! Sorry, I forgot your birthday. It’s late, but let me say, “Happy birthday.” Your friend : Thank you. You : Then, how was your birthday celebration? Please tell me. Your friend : Together with my family, I celebrated my birthday in an orphanage near my house. At the orphanage, we played, sang and had lunch together with the orphans. You : It must be very interesting. Your friend : Yeah. I was very glad that I could share happiness with them. They lack their parents’ love and affection. I couldn’t imagine how they can live without their parents. It must be very hard for them. You : What about the caretakers? Your friend : They are very kind-hearted and patient. They have important roles on the orphans’ lives since they have replaced the orphans’ parents. (Retelling) I’ve asked Shanty about her experience last Sunday. I’d like to tell you about her experience. Last Sunday Shanty celebrated her birthday. Together with her family, Shanty celebrated it at an orphanage. She wanted to share her happiness with orphans. She and her family played, sang and had lunch together with the orphans. Shanty was very glad since she could share her happiness with them who lack their parents’ love and affection. She could not imagine how they can live without their parents. Fortunately, the caretakers are very kind-hearted and patient. They have replaced the orphans’ parents’ functions.


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Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara mengindentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks recount tentang peristiwa bersejarah lisan dan tulisan; cara meminta dan memberi informasi tentang peristiwa bersejarah; cara menyusun teks recount lisan dan tulis tentang peristiwa bersejarah sesuai dengan tujuan komunikasi, struktur teks, dan unsur kebahasaan (kalimat dengan simple past tense, dibedakan dari simple present tense). 2. terampil: mengindentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks recount tentang peristiwa bersejarah lisan dan tulisan; meminta dan memberi informasi tentang peristiwa bersejarah; menyusun teks recount lisan dan tulis tentang peristiwa bersejarah sesuai dengan tujuan komunikasi, struktur teks, dan unsur kebahasaan (kalimat dengan simple past tense, dibedakan dari simple present tense). Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. berperilaku disiplin, rendah hati, santun, percaya diri, dan jujur dalam berkomunikasi dengan guru, teman, dan orang lain. Comprehension questions

Texts

Historical recount texts

Grammar

Simple present tense vs simple past tense

Theory

Questions

Assessment

The Battle of Surabaya

Skills

Solve the puzzle, make sentences, match the words, read the text, list each event, listen and complete, listen to and answer the questions, complete the table, complete the text, identify the structure of the text, arrange the sentences, compose a historical recount, write a draft and then develop it into a historical recount text Fill in the blanks with the suitable auxiliaries, identify the sentences, fill in the blanks

Tasks


Homework

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Theories of simple present and simple past tenses Write a historical recount about important events

Source: http://www.surabayajuang.com, downloaded August 2, 2016

Look closely at the above picture. It illustrates the battle of Surabaya on November 10, 1945. Can you tell the class about the event briefly? How was the event? Why did it happen? It was a long story before our country proclaimed independence. There were many events recorded before and after independence. All the events are worthy and memorable, and we have to know about them. Hence, we will be able to learn about our heroes’/heroines’ fighting spirits and respect them. When we talk or write about historical events, we use a historical recount. In this chapter, you will learn how to compose historical recounts, both spoken and written. Study the text structure and language features of the text. Do all tasks to improve your English skills.

1. 2.

3. 4. 5.

Bapak/Ibu Guru meminta peserta didik mengamati gambar dan menyebutkan peristiwa yang diilustrasikan dalam gambar tersebut. Bapak/Ibu Guru memotivasi peserta didik menyebutkan peristiwa tersebut secara singkat, misalnya waktu dan tempat kejadian, pihak yang terlibat, alasan peristiwa itu terjadi, dan saat kejadian itu berlangsung, sesuai dengan pengetahuan peserta didik. Bapak/Ibu Guru membantu peserta didik jika mengalami kesulitan. Bapak/Ibu Guru meminta peserta didik menyebutkan beberapa peristiwa bersejarah lainnya dan menjelaskannya secara singkat. Bapak/Ibu Guru menyampaikan tujuan pembelajaran chapter ini yaitu peserta didik akan kembali mempelajari teks berbentuk historical recount yang bertujuan menceritakan peristiwa-peristiwa bersejarah. Bapak/Ibu Guru membantu peserta didik menyiapkan diri dalam kegiatan belajar mengajar.


33

Solve the following puzzle.

1. 2. 3. 4. 5. 6.

Bapak/Ibu Guru meminta peserta didik mengamati kotak TTS dan memahami petunjuk yang tersedia. Bapak/Ibu Guru menjelaskan kepada peserta didik bahwa TTS tersebut berisi kata-kata kerja beraturan dan tidak beraturan dalam bentuk past. Peserta didik diminta melengkapi TTS tersebut dengan kata kerja yang sesuai dengan petunjuknya. Bapak/Ibu Guru memberi waktu untuk mengerjakan kegiatan ini, misalnya 15 menit. Setelah waktu pengerjaan habis, Bapak/Ibu Guru meminta beberapa peserta didik menyampaikan jawaban mereka. Peserta didik yang lain menyampaikan jawabannya apabila berbeda dengan jawaban temannya. Bapak/Ibu Guru dan peserta didik membahas jawabannya bersama-sama. Bapak/Ibu Guru memberi balikan dan pujian kepada peserta didik atas kegiatan yang telah mereka lakukan.

Jawaban: Across 2. SACRIFICED 5. CRIED 13. TALKED 16. TOOK

7. SET 18. TAUGHT

9. STRUGGLED 12. WAVED 19. MADE

Down 1. INSPECTED 3. FOUGHT 4. GROUND 6. ERASED 8. FLEW 9. SANK 10. READ 11. DEVOTED 14. LOST 15. MET 17. KEPT

TASK 1 Write the verbs in TASK 1 into the correct columns. Write their present forms and their meanings. Regular Verb Past

34

Present


Irregular Verb Meaning

Past

Present

Meaning

TASK 2 Look at the puzzle below. Find twenty verbs, horizontally, vertically and diagonally. Identify whether they are regular or irregular verbs, then write their past forms and meanings.

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Jawaban: TASK 1 Regular Verb Past

Present

inspected sacrificed

inspect sacrifice

cried erased devoted struggled waved talked

cry erase devote struggle wave talk

Irregular Verb Meaning memeriksa berkorban, mengorbankan menangis menghapus mengabdikan berjuang melambaikan berbicara

Past

Present

fought ground

fight grind

set flew sank read lost took met kept taught made

set fly sink read lose take meet keep teach make

Meaning bertarung menghaluskan, menumbuk menata terbang tenggelam membaca menghilangkan mengambil bertemu menyimpan mengajar membuat

TASK 2

1. 2. 3.

Peserta didik mengamati huruf-huruf acak. Mereka diminta menemukan kata-kata kerja dengan menghubungkan hurufhuruf tersebut secara horisontal, vertikal, dan diagonal. Setelah menemukan kata kerja tersebut, peserta didik menentukan setiap kata kerja termasuk kata kerja beraturan (regular) atau tidak beraturan (irregular). Kemudian, peserta didik menuliskan bentuk lampau dan arti setiap kata kerja tersebut. Peserta didik diminta menuliskan jawabannya ke dalam tabel seperti di bawah ini. Sebelumnya, Bapak/Ibu Guru menuliskan tabel tersebut di papan tulis.


35

Regular Verb Base

4. 5.

Irregular Verb

Past

Meaning

Base

G

J

K

O

I

W

A

M

U

K

L

S

O

T

E

C

G

B

U

Y

O

J

K

I

T

O

P

R

U

A

U

J

K

B

E

R

M

A

K

E

O

E

E

N

D

L

O

S

E

M

R

I

U

T

K

F

A

A

R

P

W

K

I

M

E

Y

D

G

T

U

O

K

N

E

X

A

L

Y

I

H

G

U

I

T

O

R

S

O

M

S

T

I

M

L

S

H

A

R

E

N

F

N

T

I

W

C

A

S

I

I

L

F

A

L

L

I

R

H

N

A

H

K

I

L

S

O

M

B

T

B

E

I

I

D

K

H

A

S

D

I

S

I

M

E

B

O

E

N

E

E

L

G

W

E

A

R

J

K

M

I

N

G

K

A

V

N

R

F

N

T

I

D

E

C

I

D

E

B

K

M

A

E

R

I

L

K

M

O

I

P

N

S

L

B

A

W

E

F

I

U

E

R

O

K

L

O

A

P

E

H

O

L

D

E

R

L

I

K

L

A

W

M

A

B Irregular Verb

Regular Verb Base

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Meaning

Setelah selesai, Bapak/Ibu Guru memotivasi peserta didik membacakan jawaban mereka, secara bergiliran. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama.

R

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Past

SHARE DECIDE WATCH REMIND AGREE MISS WALK REMEMBER TURN WORRY

Past SHARED DECIDED WATCHED REMINDED AGREED MISSED WALKED REMEMBERED TURNED WORRIED


Base

Meaning berbagi, membagi memutuskan menonton mengingatkan setuju, menyetujui rindu, ketinggalan berjalan ingat, mengingat berbelok mengkhawatirkan

1. 2. 3. 4 5. 6. 7. 8. 9. 10.

BUY MAKE LOSE FALL WEAR HOLD SPEAK READ WAKE THINK

Past BOUGHT MADE LOST FELL WORE HELD SPOKE READ WOKE THOUGHT

Meaning membeli membuat kehilangan, kalah jatuh memakai, mengenakan memegang, mengadakan berbicara membaca bangun berpikir, memikirkan

Make ten sentences using the past verbs from TASK 1. Contoh jawaban: 1. I lost my money on the way to school. 2. My mother made gingerbread cookies last Sunday. 3. Sinta cried because her beloved grandmother just passed away.

4. I didn’t know who erased the announcement on the white board. 5. I talked with Anita about our group work just now. 6. My grandmother taught at elementary school before retirement. 7. Did you know who took my dictionary? 8. I met the principal in a bookstore last night. 9. Amir kept his calculator on the shelf, but it isn’t there anymore. 10. The teacher inspected our preparation for the drama performance five minutes ago.

TASK 1 Complete the following table with the suitable verb forms. Explain their meanings. Regular Verb Present 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

_________ _________ divide fish _________ marry _________ pull refer _________

Irregular Verb

Past

Meaning

cared carried _____________ _____________ lived _____________ passed _____________ _____________ wished

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

Present 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

broadcast buy hit _________ _________ sing _________ think _________ write

Past

Meaning

_____________ _____________ _____________ brought ran _____________ spoke _____________ wept _____________

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

TASK 2 Fill in the blanks with the suitable verbs from TASK 1. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Mr. Wisnu __________ a big empty box to pack used paper. My cousin and I __________ on the nearest lake last Sunday. The old man __________ with his only grandson until he died. The horse __________ a carriage full of fruits and vegetables. Diana __________ as fast as she could to cross the finish line in third place. My uncle __________ me a nice small cat for my birthday and I love it. The girl __________ Justin Bieber’s song Love Yourself melodiously. I __________ a letter of complaint to the company for defected items that I received. The TV station will __________ the opening ceremony of the 2018 Asian Games. My father __________ that it would be advisable to cancel our trip due to extreme weather.

Jawaban: TASK 1 Regular Verb Present 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

care carry divide fish live marry pass pull refer wish

TASK 2 1. carried 6. bought

Past

Irregular Verb Meaning

cared carried divided fished lived married passed pulled referred wished

peduli membawa membagi memancing tinggal menikah melewati menarik merujuk berharap, berdoa

2. 7.

3. 8.

fished sang

lived wrote

Present 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

broadcast buy hit bring run sing speak think weep write

4. 9.

Meaning

Past broadcast bought hit brought ran sang spoke thought wept wrote

pulled broadcast

5. 10.

menyiarkan membeli memukul membawa berlari menyanyi berbicara berpikir menangis menulis

ran thought


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Match the words with their meanings correctly. Jawaban: 1. i 2. e

3. h

4. k

5. a

6. j

7. d

8. f

9. c

10. g

Pronounce the following words correctly.

Fill in the blanks with the suitable words from TASK 3 and 4. Change the forms of the words whenever necessary. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Last year our work was ____________ by lack of funds. That man struggled ____________ against the burglar and he won. I tried to recall my memory and ____________ from years past. The unfair decision ____________ protest from the organization members. My brother wants to be a great sailor so he entered a ____________ academy. My uncle ____________ his plan to move to Surabaya by several weeks. The girl ____________ her best friend’s trusty by telling others about her secret. I have to settle the ____________ with my best friend soon. The actress closed her social media due to a steady ____________ from her haters. My brother and his friends from a mountain climbing club finally ____________ Mount Semeru on their first climb.

Jawaban: 1. hampered 5. naval 9. bombardment

2. heroically 6. advanced 10. conquered

3. remembrances 7. betrayed

4. provoked 8. misunderstanding

Read the following text aloud. Pay attention to the text structure.

Identify the following statements whether they are true (T) or false (F) based on the text in TASK 5. Correct the false ones. No.

38

Statement

1.

Heroes Day draws back to what happened on November 10, 1945.

2.

The Dutch army forced Indonesians to hand over their weapons.

3.

Brigadier Mallaby led British troops in Jakarta.

4.

The British army in Jakarta knew exactly about the agreement made between Brigadier Mallaby and the Governor of East Java.

5.

The British army in Jakarta spread leaflets to all over Surabaya about an appeal to hand over weapons.

6.

Indonesians felt betrayed by the British army due to the content of the leaflets.


T/F

Correction

No.

Statement

7.

Surabaya was attacked on November 10, 1945 from land, sea and air.

8.

Only a few people were sure that Brigadier Mallaby was killed by Indonesian militia.

9.

The number of Indonesians killed in the battle was more than that of British troops.

10.

T/F

Correction

T/F

Correction

British troops were able to conquer Surabaya on November 13, 1945.

Jawaban: No.

Statement

1.

Heroes Day draws back to what happened on November 10, 1945.

T

2.

The Dutch army forced Indonesians to hand over their weapons.

F

It was the British army who forced Indonesians to hand over their weapons.

3.

Brigadier Mallaby led British troops in Jakarta.

F

He led British troops in Surabaya.

4.

The British army in Jakarta knew exactly about the agreement made between Brigadier Mallaby and the Governor of East Java.

F

The British army in Jakarta might not know about the agreement which led to misunderstanding between the British army in Jakarta and Surabaya.

5.

The British army in Jakarta spread leaflets to all over Surabaya about an appeal to hand over weapons.

T

6.

Indonesians felt betrayed by the British army due to the content of the leaflets.

T

7.

Surabaya was attacked on November 10, 1945 from land, sea and air.

T

8.

Only a few people were sure that Brigadier Mallaby was killed by Indonesian militia.

F

9.

The number of Indonesians killed in the battle was more than that of British troops.

T

British troops were able to conquer Surabaya on November 13, 1945.

F

10.

It was widely believed that Brigadier Mallaby was killed by Indonesian militia.

British troops conquered Surabaya within 3 days. If it started on November 10, 1945, so it was conquered on November 12, 1945.

In pairs, discuss the following questions about the text in TASK 5. Share your answers with the class. Jawaban: 1. The purpose is to relate past or historical events. 2. It uses past tenses because the tenses show that the events described happened in the past. 3. It gives information about what the historical event was, who were involved, when and where it took place. 4. The events are described chronologically, according to the time order they took place. 5. It states the comments about the historical event. 6. Contoh jawaban: There are Bandung Lautan Api, Battle of Ambarawa, Acehnese War.

List each event described in the text in TASK 5 chronologically.


39

Jawaban: No.

Events

1.

Brigadier Mallaby and the Governor of East Java made an agreement stating that the British army would not ask Indonesian troops and militia to surrender their weapons.

2.

There was a misunderstanding between British troops in Jakarta and those in Surabaya which then led to the battle on November 10, 1945.

3.

On October 27, 1945 a British plane from Jakarta dropped leaflets all over Surabaya.

4.

Indonesian troops had to surrender their weapons to the British army, according to the leaflet.

5.

Indonesian troops and militia leaders became angry and felt betrayed by the British army.

6.

On October 30, 1945 Brigadier Mallaby was killed as he was approaching the British troops’ post near Jembatan Merah or Red Bridge, Surabaya, which was believed to be killed by Indonesian militia.

7.

Lieutenant General Sir Philip Christison brought in reinforcements to siege Surabaya.

8.

In the early morning of November 10, 1945, British troops began to advance into Surabaya with cover from both naval and air bombardment.

9.

Within three days, British troops conquered Surabaya.

10.

Three weeks later the whole battle ended.

11.

Between 6,000 and 16,000 Indonesians and about 600 to 2,000 British soldiers died during the battle.

Fill in the blanks with the suitable auxiliaries (am, is, are, was, were). Jawaban: 1. are 5. was; is 9. was

2. am 6. was; was 10. are

3. were 7. were

4. is 8. are

Dengan perintah kegiatan yang sama, Bapak/Ibu Guru memberi soal berikut. 1. Why Anton left his house ________ still a mystery. 2. When you ________ sitting, don’t lean too far forward or backward. 3. My friend and I ________ keen on observing inside the hall, so we wandered around the place. 4. The 2016 Solo International Performing Arts, or SIPA, ________ held in September. 5. Marwan and Risma ________ explaining the plan for performing a drama for a school celebration party now. 6. Ida had bought the entrance tickets. Then, we ________ ready to explore the amusement park. 7. I ________ too tired to continue my journey, so I decided to stop at the nearest park to relax. 8. The storm had brought wind and rain last Sunday afternoon and the situation ________ quite terrifying. 9. Firman will be leaving us to study in Australia and the party ________ a good opportunity for us to say goodbye and wish him luck. 10. I ________ grateful to my aunt who has provided me with nice memories during my holiday in her hometown. Jawaban: 1. is 4. was 7. was 10. am

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2. are 5. are 8. was


3. were 6. were 9. is

Identify whether the following sentences are grammatically correct, then correct the incorrect ones.

Kegiatan ini bertujuan untuk mengasah pemahaman peserta didik tentang kata kerja bentuk past (regular and irregular verbs) dan penggunaannya dalam kalimat berbentuk simple past tense. 1. Bapak/Ibu Guru meminta peserta didik membaca dan memahami kalimat-kalimat soal yang tersedia. 2. Kemudian, Bapak/Ibu Guru meminta peserta didik mengidentifikasi kalimat-kalimat yang tata bahasanya salah atau kurang tepat. 3. Peserta didik menentukan tiap kalimat benar atau salah berdasarkan tata bahasanya, lalu membetulkan kalimatkalimat yang tata bahasanya salah. 4. Setelah waktu pengerjaan dirasa cukup, Bapak/Ibu Guru memotivasi peser ta didik untuk menyampaikan jawabannya. Peserta didik yang lain menyimak dan menyampaikan jawabannya apabila berbeda. 5. Bapak/Ibu Guru memberi balikan positif atas hasil kerja peserta didik. Bapak/Ibu Guru perlu mengingatkan peserta didik agar selalu membuat kalimat-kalimat yang sesuai dengan tata bahasa. Jawaban: 1. Correct. 2. Incorrect. Suddenly, we heard the bell ring which meant that break time was over. 3. Incorrect. Recently the new coffee shop provides coffee harvested and produced from their own plantation. 4. Incorrect. Donna returned from vacation in Lombok yesterday and she really had a great time there. 5. Correct.

Dengan perintah kegiatan yang sama, Bapak/Ibu Guru memberi soal berikut. 1.

Last holiday I visit my grandparents who live in Malang, East Java. I was in the middle of cooking, so I didn’t know about my mother’s message. While having lunch, my friends and I were chatting about the test we just did. After completing the document check at around 2 p.m., we immediately walk out of the airport and look for a bus. Losari Beach is a very suitable place to hang out with friends or family, especially in the afternoon.

2. 3. 4. 5.

Jawaban: 1. Incorrect. Last holiday I visited my grandparents who live in Malang, East Java. 2. Correct. 3. Correct. 4. Incorrect. After completing the document check at around 2 p.m., we immediately walked out of the airport and looked for a bus. 5. Correct.

Fill in the blanks with the suitable forms of the verbs in brackets. Jawaban: 1. is 4. was 7. reminds 10. didn’t realize 13. bumped 16. apologized

2. 5. 8. 11. 14. 17.

drives didn’t get travel thought acted was

3. 6. 9. 12. 15. 18.

went remembered saw rushed did could

Complete the following text with the suitable verbs from the box. Change the forms of the verbs if necessary. a. d. g. j.

keep thank contact make

b. e. h. k.

remember say finish run

c. f. i. l.

send feel forget talk

Yesterday was my good and bad day. It was a good day because my old friend (1) __________ me again after a long time. It was bad since I (2) __________ a careless move. You know, yesterday I was at home alone. At the time, I was ironing my uniform. Suddenly, there was a call from my old friend, Nadilla. She had left my town for almost two years. I was very happy to get a phone call from her. She (3) __________ that she would visit me next holiday. We also (4) __________ about our experiences during our time at junior high school. When I (5) __________ chatting with her, suddenly I (6) __________ that I had not unplugged the iron! Hastily I (7) __________ to my room. My uniform was burnt! I was very sad and I cried. I had only two uniforms and one of them was burnt! It’s all because of my carelessness!

Then, I (8) __________ a text to my mother, telling her about the incident. I (9) __________ really guilty. After several minutes, my mother called and told me that I should go to my cousin’s house to collect a uniform. Luckily, my cousin, who was already at college, still (10) __________ her old senior high school uniform. Jawaban: 1. g. contacted 3. e. said 5. h. finished 7. k. ran 9. f. felt

2. 4. 6. 8. 10.

j. made l. talked b. remembered c. sent a. kept

Listen and complete the following text based on what you have heard. Teks yang diperdengarkan oleh Bapak/Ibu Guru dan jawaban: One of the most important historical events taking place in West Java is Bandung Lautan Api or Bandung Sea of Fire. This event occurred on March 23, 1946. Within (1) seven hours, about 200,000 houses in the southern part of Bandung burned down and residents left the city. It happened in order to prevent the Allied soldiers and NICA (Netherlands) troops to be able to make Bandung as (2) strategic military headquarters in Indonesia. On October 12, 1945 the British army, led by Brigadier MacDonald, arrived in Bandung. Since the beginning, the relationship between the British army and Indonesian government was strained. The British army demanded that all Indonesian people, except soldiers and police, had to (3) hand create over all firearms to them. Meanwhile, Dutch people newly released from prison began to create insecurity among residents. As a result, armed clashes between the British army and Indonesian soldiers were (4) unavoidable. On November 21, 1945 night, Indonesian soldiers launched an attack on the British occupations in the north of Bandung, including in Homann Hotel and Preanger Hotel which they used as headquarters. (5) Three days later, Brigadier MacDonald delivered an ultimatum to the Governor of West Java that all people, both residents and soldiers, had to (6) vacate North Bandung. In response to the ultimatum, the Indonesian soldiers agreed to burn the city of Bandung. They could never accept the Allied and NICA (Netherland) troops using Bandung for (7) military benefits. On March 23, 1946, the Indonesian soldiers began the evacuation of Bandung residents. A large and long group of residents left Bandung and in the evening the city was burned down. That night, black smoke (8) soared high above Bandung city and there was a total blackout. The British army found out what had happened and attacked the Indonesian soldiers. The biggest fight took place in Dayeuh Kolot Village, south of Bandung, where there was the Allied’s (9) ammunition storage house. During the fight, Muhammad Toha, one of the Indonesian soldiers, succeeded in blowing the storage house using dynamite though he was killed. Before 00:00 a.m. South Bandung was empty, but the fire hadn’t been extinguished. To burn down Bandung was considered to be an (10) appropriate strategy since the Indonesian soldiers and people’s strength at that time was incomparable to that of the Allied and NICA. Adapted from: http://countrynationalhistory.blogspot.co.id/2015/04/bandung-sea-offire.html


41

Listen to and answer the questions based on the text in TASK 11. Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the text about? 2. Why did Indonesian soldiers decide to burn down the city of Bandung? 3. What triggered armed clashes to take place between the British army and Indonesian soldiers? 4. When did the British army issue an ultimatum to vacate North Bandung? 5. Why is March 23, 1945 a very important date? 6. How many hours did the evacuation take place? 7. Why did Dayeuh Kolot become the target to attack the British army? 8. What do you think about Muhammad Toha? 9. What is the speaker’s opinion about the event? 10. What can you learn from the event of Bandung Sea of Fire? Jawaban: 1. It’s about a historical event called Bandung Lautan Api or Bandung Sea of Fire. 2. To prevent the Allied and NICA troops use Bandung as strategic military headquarters. 3. The British army’s demand that all Indonesian people, except soldiers and police, had to hand over all firearms to them, and Dutch people who were just released from prison and began to create insecurity among residents. 4. Three days after Indonesian soldiers attacked the British occupations in the north of Bandung, or on November 24, 1945. 5. Because it is the date when Indonesian soldiers began the evacuation to empty Bandung city and burned it down in the evening. 6. Within seven hours. 7. Because there was an ammunition storage house. 8. Contoh jawaban: He was a brave young man who was willing to sacrifice his life for the sake of the country. 9. That the decision to burn down Bandung was an appropriate strategy since the Indonesian soldiers and people’s strength at that time was incomparable to that of the Allied and NICA. 10. Contoh jawaban: We can learn that we should be willing to sacrifice everything, even our lives, for the sake of our country.

Reread the text in TASK 11 and then complete the following table. Jawaban: Paragraph

Purpose

Details •

Introductory paragraph

To introduce what the event was, who were involved in the event, when and where the event took place.

• • • •

Supporting paragraph 1

To describe the reasons why armed clashes between the British army and Indonesian soldiers were unavoidable.

• • •


To describe Brigadier MacDonald’s ultimatum to vacate North Bandung.

• •

• Supporting paragraph 3

42

To describe the decision of burning down the city of Bandung.


• •

One of the most important historical events taking place in West Java is Bandung Lautan Api or Bandung Sea of Fire. This event occurred on March 23, 1946. Within seven hours, about 200,000 houses in the southern part of Bandung burned down and residents left the city. It happened to prevent the Allied soldiers and NICA troops to be able to make Bandung as strategic military headquarters in Indonesia. On October 12, 1945 the British army, led by Brigadier MacDonald, arrived in Bandung. There was a strained relationship between the British army and Indonesian government. The British army demanded that all Indonesian people, except soldiers and police, had to hand over all firearms to them. Dutch people newly released from prison began to create insecurity among residents. On November 21, 1945 night, Indonesian soldiers launched an attack on the British occupations in the north of Bandung used as their headquarters. Three days later, Brigadier MacDonald delivered an ultimatum to the Governor of West Java that all people, both residents and soldiers, had to vacate North Bandung. The Indonesian soldiers agreed to burn the city of Bandung so that the Allied and NICA troops couldn’t use Bandung for military benefits. On March 23, 1946, the Indonesian soldiers began the evacuation of Bandung residents. A large and long group of residents left Bandung and in the evening the city was burned down.

Paragraph

Purpose

Details • •


To describe the situation when Bandung was burned down.

• • •


To describe the comments on the event of Bandung Lautan Api.

•

That night, black smoke soared high above Bandung city and there was a total blackout. The British army found out what had happened and attacked the Indonesian soldiers. The biggest fight took place in Dayeuh Kolot Village, south of Bandung, where there was the Allied’s ammunition storage house. Muhammad Toha succeeded in blowing the storage house using dynamite though he was killed. Before 00:00 a.m. South Bandung was empty, but the fire hadn’t been extinguished. To burn down Bandung was considered to be an appropriate strategy since the Indonesian soldiers and people’s strength at that time was incomparable to that of the Allied and NICA.

TASK 1 Listen and complete the following text based on what you have heard. Hague Agreement, also called (1) _______________________ Agreement, is a treaty ratified in Den Haag, Holland on November 2, 1949, between the Netherlands and Republic of Indonesia. The agreement attempted to bring an end to the (2) _______________________ that followed the proclamation of Indonesian independence in 1945. After (3) _______________________ over its provisions, the treaty was revoked in 1956. According to the treaty, the Dutch agreed to transfer, by December 30, 1949, their political sovereignty (4) _______________________ of the former Dutch East Indies, with the exception of West New Guinea (West Irian), to the Republic of the United States of Indonesia, which was to be a federal government formed of the republican state and (5) _______________________ created by the Dutch. This new republic together with the Netherlands established a NetherlandsIndonesian Union, which was intended to work for the common interest. In return for (6) _______________________, the new republic gave a guarantee to Dutch investors in the region and accepted the debt of 4.3 billion guilders. The status of West New Guinea was to be settled in discussions to take place the following year. In fact, the transfer was done on (7) _______________________. The Hague Agreement apparently benefited the Netherlands and Indonesian nationalists were dissatisfied with (8) _______________________ in the agreement, especially those dealing with the nature of the state, the dominant role of the autonomous Dutch states, the debt and West New Guinea problem. The dissatisfied nationalists drafted a (9) _______________________ in 1950 and established Indonesia as a (10) _______________________. The conflict between the Dutch and Indonesian nationalists continued and on April 21, 1956, the Indonesian parliament revoked the Hague Agreement. Adopted from: https://www.britannica.com/event/Hague-Agreement (July 25, 2016)

TASK 2 Answer the following questions based on the text in TASK 1. 1. 2. 3. 4. 5. 6. 7. 8.

What is the purpose of the text? Where and when was the Hague Agreement signed? What was the agreement made between? What is the content of the agreement? According to the agreement, what should Indonesia give to the Netherlands? Why did the agreement not benefit Indonesia? What happened on April 21, 1956? In your opinion, why did it take a few years for Indonesia to be totally free from the Dutch colonialism?

TASK 3 Reread the text in TASK 1 and then complete the following table. Paragraph

Purpose

Details

Introductory paragraph Supporting paragraph 1 Supporting paragraph 2


43

Jawaban: TASK 1 Teks yang dibacakan oleh Bapak/Ibu Guru dan jawaban: Hague Agreement, also called (1) Round Table Conference Agreement, is a treaty ratified in Den Haag, Holland on November 2, 1949, between the Netherlands and Republic of Indonesia. The agreement attempted to bring an end to the (2) Dutch-Indonesian conflict that followed the proclamation of Indonesian independence in 1945. After (3) prolonged disagreement over its provisions, the treaty was revoked in 1956. According to the treaty, the Dutch agreed to transfer, by December 30, 1949, their political sovereignty (4) over the entire territory of the former Dutch East Indies, with the exception of West New Guinea (West Irian), to the Republic of the United States of Indonesia, which was to be a federal government formed of the republican state and (5) 15 autonomous states created by the Dutch. This new republic together with the Netherlands established a Netherlands-Indonesian Union, which was intended to work for the common interest. In return for (6) Dutch political concessions, the new republic gave a guarantee to Dutch investors in the region and accepted the debt of 4.3 billion guilders. The status of West New Guinea was to be settled in discussions to take place the following year. In fact, the transfer was done on (7) December 27, 1945. The Hague Agreement apparently benefited the Netherlands and Indonesian nationalists were dissatisfied with (8) certain articles in the agreement, especially those dealing with the nature of the state, the dominant role of the autonomous Dutch states, the debt and West New Guinea problem. The dissatisfied nationalists drafted a (9) provisional constitution in 1950 and established Indonesia as a (10) unitary state. The conflict between the Dutch and Indonesian nationalists continued and on April 21, 1956, the Indonesian parliament revoked the Hague Agreement. Adopted from: https://www.britannica.com/event/Hague-Agreement (July 25, 2016)

TASK 2 1. To relate a historical event related to the result of Hague Agreement or known as Round Table Conference Agreement. 2. In Den Haag, Holland on November 2, 1949. 3. Between the Netherlands and Republic of Indonesia. 4. That the Dutch agreed to transfer, by December 30, 1949, their political sovereignty over the entire territory of the former Dutch East Indies, with the exception of West New Guinea (West Irian), to the Republic of the United States of Indonesia, which was to be a federal government formed of the republican state and 15 autonomous states created by the Dutch. 5. Indonesia gave a guarantee to Dutch investors in the region and accepted the debt of 4.3 billion guilders. 6. Because there were certain dissatisfying articles dealing with the nature of the state, the dominant role of the autonomous Dutch states, the debt and West New Guinea problem. 7. The Indonesian parliament revoked the Hague Agreement. 8. Contoh jawaban: The Dutch apparently didn’t give up and kept looking for another way to occupy Indonesia. TASK 3 Paragraph

Purpose

Details •


To introduce what the event was, who were involved in the event, when and where the event took place.

• • • •


To describe the contents of the treaty.

•

• • • • •


To describe the consequences of the treaty.

• •

44


Hague Agreement, also called Round Table Conference Agreement, is a treaty ratified in Den Haag, Holland on November 2, 1949. The treaty was made between the Netherlands and Republic of Indonesia. The purpose was to end the Dutch-Indonesian conflict that followed the proclamation of Indonesian independence in 1945. The treaty was revoked in 1956 due to prolonged disagreement over its provisions. The Dutch agreed to transfer, by December 30, 1949, their political sovereignty over the entire territory of the former Dutch East Indies, with the exception of West New Guinea (West Irian), to the Republic of the United States of Indonesia, which was to be a federal government formed of the republican state and 15 autonomous states created by the Dutch. The new republic of Indonesia together with the Netherlands established a Netherlands-Indonesian Union, which was intended to work for the common interest. In return, Indonesia gave a guarantee to Dutch investors in the region and accepted the debt of 4.3 billion guilders. The status of West New Guinea was to be settled in discussions to take place the following year. The transfer was done on December 27, 1945. The treaty benefited the Netherlands. Indonesian nationalists were dissatisfied with certain articles in the agreement, especially those dealing with the nature of the state, the dominant role of the autonomous Dutch states, the debt and West New Guinea problem. The dissatisfied nationalists drafted a provisional constitution in 1950 and established Indonesia as a unitary state. The conflict between the Dutch and Indonesian nationalists continued and on April 21, 1956, the Indonesian parliament revoked the Hague Agreement.

Complete the following text using the words from the box, correctly. Jawaban: 1. h 2.

l

3.

g

4.

j

5.

c

6.

i

7.

a

8.

b

9.

k

10.

f

TASK 1 Find the synonyms of the following words in the text in TASK 14. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

ordered = ____________________ assumed = ____________________ rebuild = ____________________ blowup = ____________________ indefinite = ____________________ acknowledgment = ____________________ agreement = ____________________ hectic = ____________________ lasting = ____________________ disapproval = ____________________

TASK 2 Answer the following questions based on the text in TASK 14. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

When was the 1945 Constitution officially signed? How many years did Indonesia’s revolutionary war last? What happened on December 27, 1949? How many constitution have we ever had? What are they? What was the 1950 Constitution’s content? How were the members of the 1950’s parliament chosen? Why was the president only a symbol of the country, according to the 1950 Constitution? What happened during the period of 1950 to 1957? What is Indonesia working hard for until today? In your opinion, why does democracy suit our ideology?

Jawaban: TASK 1 1. mandated 6. declaration

2. presumed 7. consensus

3. restore 8. tumultuous

4. outbreak 9. permanent

5. vague 10. dissents

TASK 2 1. One day after the declaration of independence on August 17, 1945, or precisely on August 18, 1945. 2. It lasted for four years, between 1945 and 1949. 3. The Dutch formally transferred sovereignty over Indonesia. 4. Two; the 1945 Constitution and the 1950 Constitution. 5. It mandated a parliamentary system with a largely ceremonial president. 6. They were members of political parties whose number of representatives from each party was based on their presumed strength at that time. 7. Because the cabinet was responsible to the parliament. 8. There were administrative and social-economic problems, outbreak of dissents and violence in several parts of Indonesia, and the cabinet changed six times. 9. Indonesia is working hard/striving toward a creation of a democratic state. 10. Contoh jawaban: Indonesia consists of many races, ethnics, religions and tribes who have similar rights in every aspect of life and democracy gives all of us opportunities to work, speak or express our rights.


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Identify the structure of the text in TASK 14. Jawaban: Structure

Orientation

Paragraph

Main Idea

Paragraph 1

The birth of the first Indonesia’s constitution called the 1945 Constitution.

Paragraph 2

Indonesians’ continued struggle against the colonialism after the declaration of independence.

Supporting Details • • •

The Republic of Indonesia was born on August 17, 1945. The following day, the 1945 Constitution was introduced. It consists of 37 short and vague articles.

•

Indonesians’ struggle against colonialism did not end with the declaration of independence in 1945. In the subsequent years of 1945 to 1949 revolution continued against the Dutch colonial power’s efforts to restore power in Indonesia. On December 27, 1949, the Dutch formally transferred sovereignty over Indonesia.

•

• •

• A Series of Events

Paragraph 3

The introduction of a new constitution called the 1950 Constitution.

•

•

•

Paragraph 4

Reorientation

Paragraph 5

Indonesia’s tumultuous situation and condition during the period of 1950 to 1957.

The writer’s comment about democracy in our country.

• • •

• •

A new constitution was introduced, called the 1950 Constitution that mandated a parliamentary system with a largely ceremonial president. With the new constitution, a unicameral parliament of 232 members was formed, known as DPR or Dewan Perwakilan Rakyat, People’s Representative House. The parliament consisted of members from political parties and the number of representatives from each party was based on their presumed strength at that time. A cabinet that was responsible to the parliament was formed and Soekarno was the president that only had a symbolic power as the Head of the State. The period of 1950 to 1957 was tumultuous with administrative and social-economic problems, outbreak of dissents and violence in several parts of Indonesia. The cabinet changed six times during this period. Nevertheless, there was a general consensus that democracy was desirable. The date for the first parliamentary election was set for September 1955 and another election to select a Constituent Assembly (a body to draft a permanent constitution) was fixed for December 1955. It is clear that since the beginning, our predecessors thought that democracy suited our country’s ideology. Until now, we keep striving to be a better democratic country.

In pairs, arrange the following sentences to form a sequential dialog. Then, practice the dialog. Jawaban: Yudi : Did you watch a movie entitled Tenggelamnya Kapal Van der Wijck? Ratna : No, but I ever heard that movie title. Why? Yudi : Well, the movie was based on the novel with the same title. For your information, Van der Wijck is a real name of a ship and the fact that the ship sank is also true. Ratna : Really? Tell me more about it. Yudi : Well, Van der Wijck was the Royal Dutch Packet Coy. steamer. It was a vessel of 2,633 tons, with three decks, and was fitted for oil fuel. It was built at Rotterdam in 1921, and was 320ft. long, 44ft. beam and 27.7ft. deep. Ratna : Quite big. Then, what did the ship load at that moment? Yudi : The ship carried a large cargo of oil and there were around 300 natives and 30 Europeans on board. Ratna : How did the ship sink? Yudi : The ship was on its way from Bali to Semarang, via Surabaya. On Tuesday night, October 20, 1936, the ship was rolling in a rough sea. The oil cargo began to roll in the ship, which was making little headway in the heavy sea. Then, the vessel lurched, rolled over and sank upside down in six minutes. It happened off the coast of Java, around 40 miles of Surabaya. Ratna : Oh God. Did many people die?

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Yudi

:

Ratna : Yudi :

Ratna : Yudi :

Ratna : Yudi : Ratna :

I don’t know. There’s no exact number of casualties or those who were missing, but it was reported that all the crew were saved. Were there any rescue teams? Surely, there were. Soon after the news was received, nine military seaplanes were rushed to the scene and arrived ten minutes after. Besides, five warships and one Royal Packet liner dashed to the rescue. On their arrival, the rescuers found people floating in the water clinging to tables, chairs and other articles. The bodies of the dead could be seen floating around. I can imagine how the situation at the moment was. Cries of distress rent the air, I guess. According to one rescuer, observing from the Royal Dutch naval plane, nothing could be seen of the ship, but a large body of oil on the water. He also said there were already a number of local fishing boats busily dragging victims into their boats while five warships were rushing to the scene at full speed. The scene was a heartrending one with the floating dead bodies around. I bet, it was. Then, how did the rescuers rescue the living passengers and crew? The rescuers got down on the rough sea and fetched the people who were then carried in boats to the warships, where they were given warm food and dry clothes. All the rescuers did their best to save the victims. It must have been hard work, to rescue victims at night. Two thumbs for the rescuers!

Adapted from: http://trove.nla.gov.au/newspaper/article/23387844 (July 20, 2016)

Reread the dialog in TASK 16. Complete the following table with the events when the Van der Wijck ship sank. Details

Structure Orientation A Series of Events Reorientation Jawaban:

Details

Structure

Orientation

• • • • • • • • • •

A Series of Events

• • • • • • •

Reorientation

• •

Van der Wijck, the Royal Dutch Packet Coy. steamer, sank. It was a vessel of 2,633 tons, with three decks, and was fitted for oil fuel. It was built at Rotterdam in 1921, and was 320ft. long, 44ft. beam and 27.7ft. deep. The ship carried a large cargo of oil and there were around 300 natives and 30 Europeans on board. It was on its way from Bali to Semarang, via Surabaya. The ship was rolling in a rough sea on Tuesday night, October 20, 1936. The oil cargo began to roll in the ship, which was making little headway in the heavy sea. The vessel lurched, rolled over and sank upside down in six minutes. It happened off the coast of Java, around 40 miles of Surabaya. There’s no exact number of casualties or those who were missing, but it was reported that all the crew were saved. Soon after the news was received, nine military seaplanes were rushed to the scene and arrived ten minutes after. Five warships and one Royal Packet liner dashed to the rescue. On their arrival, the rescuers found people floating in the water clinging to tables, chairs and other articles. The bodies of the dead could be seen floating around. From above, nothing could be seen of the ship, but a large body of oil on the water. There were already a number of local fishing boats busily dragging victims into their boats while five warships were rushing to the scene at full speed. The scene was a heartrending one with the floating dead bodies around. The rescuers got down on the rough sea and fetched the people who were then carried in boats to the warships, where they were given warm food and dry clothes. All the rescuers did their best to save the victims. It must have been hard work, to rescue victims at night.


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Ami : Riza :

Compose a historical recount about the sink of the ship Van der Wijck, based on the dialog in TASK 16. Read your work aloud. Contoh jawaban: Have you ever read a novel or watched a movie entitled Tenggelamnya Kapal Van der Wijck? Do you think there was a sinking ship named Van der Wijck? It was a real ship which sank many years ago. For your information, Van der Wijck was the Royal Dutch Packet Coy. steamer. It was a vessel of 2,633 tons, with three decks, and was fitted for oil fuel. It was built at Rotterdam in 1921, and was 320ft. long, 44ft. beam and 27.7ft. deep. When it sank, the ship carried a large cargo of oil and there were around 300 natives and 30 Europeans on board. At that moment, the ship was on its way from Bali to Semarang, via Surabaya. On Tuesday night, October 20, 1936, the ship was rolling in a rough sea. The oil cargo began to roll in the ship, which was making little headway in the heavy sea. Then, the vessel lurched, rolled over and sank upside down in six minutes. It happened off the coast of Java, around 40 miles of Surabaya. Soon after the news was received, nine military seaplanes were rushed to the scene and arrived ten minutes after. Besides, five warships and one Royal Packet liner dashed to the rescue. From above, on a naval plane, nothing could be seen of the ship, but a large body of oil on the water. On their arrival, the rescuers found people floating in the water clinging to tables, chairs and other articles, while the bodies of the dead could be seen floating around. The scene was a heartrending one with the floating dead bodies around. There’s no exact number of casualties or those who were missing, but it was reported that all the crew were saved. There were already a number of natives’ fishing boats busily dragging victims into their boats. Soon, the rescuers got down on the rough sea and fetched the people who were then carried in boats to the warships, where they were given warm food and dry clothes. The sinking of the ship is a humanism tragedy. Though we were in the middle of a war, natives and the Dutch worked together to save the victims of the sinking ship. They did a great job.

TASK 1 Practice the following dialog with a friend. Answer the questions that follow. Ami : Riza : Ami : Riza :

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Riza, look! That heroic monument stands high and strong! Hmm …. It is a remembrance for us to our heroes’ struggle for this country. Yeah, many of them became casualties of the war. I had an unforgettable experience here.


Ami : Riza :

Ami : Riza :

Really? What was it? When I was at junior high school, my school held a program called “Keep our city clean and green!” What did you do? My schoolmates, teachers and I rallied in the monument area at 6 a.m. and began to clean the area around the monument until it’s clean and tidy. That’s a very good program. Yes, it was. We also planted trees around it.

Adopted from: Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Edisi Revisi Cetakan Ke-2, Jakarta, Kementerian Pendidikan dan Kebudayaan, 2016.

Questions: 1. Where do you think the speakers are? 2. Why was the monument built? 3. Did Riza ever visit the monument before? How do you know? 4. What experience does Riza tell Ami about? 5. What did Riza and his schoolmates do during the program? TASK 2 Suppose you were Riza. Retell the class about your experience as mentioned in the dialog in TASK 1. You may begin with the following sentence. Let me tell you about my unforgettable experience when he was at junior high school. .................................................. ................................................................................................ ................................................................................................ ................................................................................................ ................................................................................................ Jawaban: TASK 1 1. They are in a monument area. 2. To remind us on our heroes’ struggle for our country. 3. Yes, he did. From his sentence saying, “I had an unforgettable experience here.” of which ‘here’ refers to the monument. 4. He tells her about his experience when his junior high school held a program called “Keep our city clean and green!” in the monument area. 5. They cleaned the area around the monument until it was clean and tidy and planted trees around it. TASK 2 (Contoh jawaban) Let me tell you about my unforgettable experience when he was at junior high school. That time my school held a program called “Keep our city clean and green!” and the program took place in the monument area on Sunday morning. All students and teachers participated in the program. At around 6 a.m. we all had already gathered in the monument area. Soon we began to clean the area around the monument. Many of us swept the yard and the others collected garbage. The rest trimmed branches and managed the plants to make the place more beautiful. We cleaned the place until it was clean and tidy. We also planted many trees around the monument area. We hoped the trees would make the place shadier and greener.

Write a draft of a historical recount based on the topic you choose. Develop your draft into a good text. Don’t forget to edit and revise it.

1. 2.

Bapak/Ibu Guru meminta peserta didik menentukan satu topik tentang peristiwa sejarah. Peserta didik membuat draft tulisan tentang topik tersebut. Bapak/Ibu Guru dapat memberi tahu tabel berikut untuk membantu peserta didik membuat draft. Component

3. 4. 5. 6.

What You Write

Orientation

What happened? Who was involved? Where did it happen? When did it happen?

Body (A series of events told in chronological order. Write a new paragraph for each event.)

Paragraph 2, 3, etc.

Reorientation

Comment about the topic.

Write Your Draft Here

Peserta didik memberikan draft yang telah ditulisnya kepada Bapak/Ibu Guru. Bapak/Ibu Guru membaca draft tersebut, lalu memberi masukan dan balikan. Peserta didik memperbaiki draft tulisannya sesuai dengan masukan Bapak/Ibu Guru, lalu mengembangkannya menjadi teks historical recount yang baik. Bapak/Ibu Guru memotivasi peserta didik untuk membacakan teks yang ditulisnya. Peserta didik mengumpulkan tulisannya kepada Bapak/Ibu Guru untuk dinilai.

Contoh jawaban: Draft: Component

Orientation

Body (A series of events told in chronological order. Write a new paragraph for each event.)

Reorientation

What You Write What happened? Who was involved? Where did it happen? When did it happen?

Write Your Draft Here Acehnese war, happening between 1873 and 1904, was an armed conflict between the Dutch and muslim sultanate of Aceh, located in northern Sumatra.

Paragraph 2

In 1871 the Netherlands and Britain had signed a treaty that recognized Dutch influence in northern Sumatra in return for Dutch confirmation of Britain’s right of equal trade in the East Indies.

Paragraph 3

The Dutch, considering Aceh as within their sphere of influence, decided to conquer the area and sent two expeditions to Aceh in 1873. The palace was seized and shortly afterward the Acehnese sultan died. The Dutch suspended military operations and concluded a treaty with the new sultan, who recognized Dutch sovereignty over the area.

Paragraph 4

The new sultan was unable to control his subjects, however, and Dutch forces became involved in a prolonged guerrilla war in the countryside. This war, however, drained the colonial treasury and public opinion in the Netherlands became increasingly critical of the colonial administration.

Paragraph 5

The administration later realized that their ignorance of the region had led them to commit serious errors. Christiaan Snouck Hurgronje, professor of Islamic studies at the University of Leyden (Leiden), was invited to undertake a thorough study of Aceh and published a book in 1893–94 on the Acehnese. A “castle strategy,” which provided fortified bases for the Dutch troops, was then introduced.

Paragraph 6

Under the leadership of J.B. van Heutsz, who was appointed military and civil governor of Aceh in 1899, the kingdom was quickly subdued. The conquest of the entire region was accomplished by van Heutsz in 1904.

Comment about the topic.

The war lasted for more than thirty years. It shows how great Acehnese’s struggle against the Dutch was. Besides, their military tactics made the Dutch difficult to defeat them. We must be proud of Acehnese’s warriors.

Adopted from: https://www.britannica.com/event/Acehnese-War (July 20, 2016)


49

Final text: During the period of 1873–1904, there was an armed conflict between the Dutch and muslim sultanate of Aceh, called Acehnese War. The war broke out in Aceh, northern Sumatra and resulted in Dutch conquest of the Acehnese and, ultimately, in Dutch domination of the entire region. Prior, the Netherlands and Britain had signed a treaty in 1871 that recognized Dutch influence in northern Sumatra in return for Dutch confirmation of Britain’s right of equal trade in the East Indies. Later in 1873, the Dutch, considering Aceh as within their sphere of influence, decided to conquer the area and sent two expeditions to Aceh. The palace was seized and shortly afterward the Acehnese sultan died. The Dutch suspended military operations and concluded a treaty with the new sultan, who recognized Dutch sovereignty over the area. The new sultan was unable to control his subjects, however, and Dutch forces became involved in a prolonged guerrilla war in the countryside. This war, however, drained the colonial treasury and public opinion in the Netherlands became increasingly critical of the colonial administration.

50


The administration later realized that their ignorance of the region had led them to commit serious errors. Christiaan Snouck Hurgronje, professor of Islamic studies at the University of Leyden (Leiden), was invited to undertake a thorough study of Aceh and published a book in 1893–94 on the Acehnese. A “castle strategy,” which provided fortified bases for the Dutch troops, was then introduced. Under the leadership of J.B. van Heutsz, who was appointed military and civil governor of Aceh in 1899, the kingdom was quickly subdued. The conquest of the entire region was accomplished by van Heutsz in 1904. The war lasted for more than thirty years. It shows how great Acehnese’s struggle against the Dutch was. Besides, their military tactics made the Dutch difficult to defeat them. We must be proud of Acehnese’s warriors. Adopted from: https://www.britannica.com/event/Acehnese-War (July 20, 2016)


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Text structure: • Orientation: includes information about what happened, who were involved, what, when and where the event(s) took place. • A series of events: relates the events in, presented in the order they happened. • Reorientation: provides personal comments about the events.

Historical recount texts


Simple present tense vs simple past tense

To describe/state habitual actions and facts

always, usually, seldom, often, every day

Adverbs of Time

S + is/am/are + complement S + verb (-s/-es) + object

Function

Patterns

Simple Present Tense

yesterday, this morning, last night, last week, a week ago

To describe actions that happened or things that existed in past

Subject + was/were + complement Subject + verb past + object

Simple Past Tense

Tape Script for Assessment Questions 1 and 2 refer to the following monolog. Indonesia had its first democratic election in September 1955. It was a multiparty election with a high turnover of 91.5 per cent of registered voters or about 39 million voters. There were a total of 28 political parties that gained seats, but only 4 that shared roughly equal 75 per cent of the vote. The result was a very representative House of People’s Representatives, but fragile government with the largest party PNI gained only one-fourth of the votes. Adopted from: http://www.seasite.niu.edu/indonesian/Indonesian_Elections/Election_text.htm (July 20, 2016)

Questions: 1. What is the monolog about? 2. How many voters were registered? Questions 3 to 5 refer to the following monolog. Majapahit Kingdom was no longer a great, powerful kingdom as its power began to weaken shortly after Hayam Wuruk’s death. At the beginning of the 15th century AD, a war of succession that lasted for four years broke out. At the same time, Islam was spreading in the region and many kingdoms were converting to this faith. Amongst these was the rising Sultanate of Malacca, founded by the last Raja of Singapura. Remaining as Hindu-Buddhists, the Majapahit Kingdom was unable to compete with its Muslim neighboring kingdoms and continued to disintegrate, finally collapsing in either 1478 or the early 16th century AD. Adopted from: http://www.ancient-origins.net/ancient-places-asia/majapahit-empire-short-life-empire-once-defeated-mongols-003623?nopaging=1 (July 20, 2016)

Questions: 3. What does the monolog talk about? 4. How long did a war of Majapahit’s succession last? 5. What caused Majapahit Kingdom collapsed?


I.

Jawaban: 1. B 2. 6. D 7. 11. C 12. 16. B 17. II.

E B C C

3. 8. 13. 18.

B C E A

4. 9. 14. 19.

A C D E

5. 10. 15. 20.

C E B D

Write a historical recount based on your own topic.

Contoh jawaban: Raden Wijaya was crowned Majapahit and the kingdom began to expand slowly. Additionally, due to its strategic position on the spice trade route, the Majapahit Kingdom grew immensely wealthy by levying duties on goods shipped through its area of control. The golden age of the Majapahit Kingdom, however, is said to have been during the reign of Hayam Wuruk, the fourth ruler of the kingdom. Hayam Wuruk, who ruled from 1350 to 1389, was assisted by an equally formidable prime minister, Gajah Mada.

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During his premiership, Gajah Mada had successfully added Bali, Java and Sumatra to the Majapahit Kingdom. Although Gajah Mada died around 1364, the expansion of the empire continued. By 1365, the entire Malay Archipelago, with the exception of Sri-Vijaya and two of its colonies, were conquered by the Majapahit Kingdom. In 1377, Palembang, the capital of Sri-Vijaya, fell to Hayam Wuruk’s troops. The Kingdom of Singapura, an offshoot of Sri-Vijaya, was also later conquered. Nevertheless, this rival was not entirely destroyed, and its descendants would later return to cause trouble to the Majapahit Kingdom. Majapahit Kingdom was always a powerful kingdom. It occupied large areas an achieved its golden period under King Hayam Wuruk’s rule. However, internal conflicts and outside influence had weakened the kingdom until it ruined. Adopted from: http://www.ancient-origins.net/ancient-places-asia/majapahit-empireshort-life-empire-once-defeated-mongols-003623?nopaging=1 (July 20, 2016)

Choose one of the following events. Write a historical recount about it. Find references when necessary. The • • •

events: The bombing of Hiroshima or Nagasaki The Pearl Harbor attack The sinking of Titanic

Remember the structure of a historical recount. Component

What You Write

Orientation

What happened? Who was involved? Where did it happen? When did it happen?

Body

A series of events told in chronological order. Write a new paragraph for each event.

Reorientation

Comment about the event.

Contoh jawaban: Do you know what triggered the World War II? It was the Japanese attack on Pearl Harbor, the U.S. Naval base, located just outside the Honolulu, Hawaii. It was the morning of December 7, 1941. On December 7, 1941, the residents of Honolulu, Hawaii, awoke to the sound gun fire. At 8 a.m. that morning, Japanese planes flew over Pearl Harbor and dropped bombs on the harbor and the surrounding airfields. More than 1,500 crewmen died and two ships sank to the bottom of the harbor. The day after the attack on Pearl Harbor, Congress voted and declared war on Japan, thus entering World War II. President Franklin D. Roosevelt described the day of the attack as a “date that will live in infamy.” Though it’s been more than 70 years since the attack, Pearl Harbor still has many stories to share. Read more about the history of the harbor, the attack and the harbor’s preservation. Adopted from: https://pearlharboroahu.com/category/pearl-harbor-history/attack-of-pearl-harbor/ (August 10, 2016)


53

Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sederhana tentang biografi seseorang lisan dan tulis sesuai konteks penggunaannya; cara menjelaskan isi teks yang menceritakan biografi seseorang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; cara menceritakan biografi seseorang lisan dan tulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; cara menggunakan simple past tense. 2. terampil: menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sederhana tentang biografi seseorang lisan dan tulis sesuai konteks penggunaannya; menjelaskan isi teks yang menceritakan biografi seseorang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; menceritakan biografi seseorang lisan dan tulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; cara menggunakan simple past tense. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. bersikap sopan, bertanggung jawab, saling menghargai, dan jujur dalam berkomunikasi dengan guru, teman, dan orang lain.

Comprehension questions

Texts

Questions

Biographical recount

Theory Grammar

Assessment

B.J. Habibie Skills

Simple past tense Play a game, read the text and study the text structure, complete the bio-data, listen and answer the questions, make a bio-data, answer the questions, listen and choose, ask and answer questions, identify the structure of the text, complete the text, retell the text, read and practice the dialog, practice the dialog, write a biography Complete the text with the correct forms of the words

Tasks


Homework

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B.J. Habibie

Theory of simple past tense Write a biography of a prominent figure.

Source: http://www.youtube.com., downloaded August 16, 2016

Look at the picture. Do you know who he is? What do you know about him? In this chapter you will learn about people’s biographies. You will also learn about simple past tense. Please understand the texts and use the simple past tense correctly. Make sure you are able to relate people’s biographies, spoken and written, by the end of this chapter.

Kegiatan ini merupakan kegiatan pemanasan. Tujuannya yaitu mengarahkan perhatian peserta didik pada tujuan utama chapter ini, yaitu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sederhana tentang biografi seseorang sesuai konteks penggunaannya, menjelaskan isi teks yang mencari tokoh biografi seseorang, serta menceritakan biografi seseorang dan menggunakan simple past tense. 1. Peserta didik diminta mengamati gambar dan memahami paragraf penjelas serta menjawab pertanyaan-pertanyaan yang tercantum dalam paragraf penjelas. 2. Setelah peserta didik memahami gambar dan tujuan pembelajaran chapter ini, Bapak/Ibu Guru memulai pelajaran.


55

Let’s play a game.

1. 2.

3.

4.

5.

Bapak/Ibu Guru meminta peserta didik membentuk kelompok yang terdiri atas empat peserta didik. Setiap kelompok menentukan satu tokoh terkenal beserta delapan kata yang berhubungan dengan tokoh tersebut, misal kota asal, pendidikan, jabatan, atau prestasi tokoh tersebut. Salah satu kelompok ke depan kelas dan memberi petunjuk tentang kata-kata tersebut. Setiap anggota kelompok memberi petunjuk untuk dua kata kunci yang terkait dengan tokoh yang dimaksud. Kelompok lain menebak kata tersebut. Kelompok yang dapat menebak kata tersebut mendapat nilai 100. Setelah kedelapan kata tertebak, kelompok lain menebak nama tokoh yang berhubungan dengan katakata tersebut. Kelompok yang dapat menebak dengan benar, mendapat nilai 100 dan ke depan kelas untuk melakukan permainan selanjutnya. Kelompok yang mendapat nilai tertinggi menjadi pemenang. Bapak/Ibu Guru memotivasi peserta didik untuk aktif dalam permainan ini.

Contoh jawaban: A prominent figure Keywords

: :

Joko Widodo Surakarta, president, governor, mayor, businessman, Gadjah Mada University, Iriana, furniture

Conversation Student 1 Another group Student 1

: : :

Another group Student 1

: :

Another group Student 1 Student 2

: : :


: :


: : :

What is it? It’s a city in Central Java. Semarang. No, it isn’t. It is popular with a palace, batik and nasi liwet. Surakarta. Correct. Then, what is the head of a country called? President. Correct. Now my turn. What is the head of a province called? Governor. Correct. Then, what is the head of a town called? Mayor. Correct. Well, now my turn. What is a man who works in commerce, especially at executive level called? A businessman. Correct. Now, what is the most famous university in Yogyakarta? Gadjah Mada University. You are right. Now my turn. Who is the first lady of Indonesia? Mrs. Iriana. Correct. What do you called items made of wood such as tables, chairs and desks? Furniture. Correct. Now please guess a prominent figure related to the keywords. He is Joko Widodo. Correct.


: :


: : :


: :


: :

Another group : Student 1, 2, 3 and 4 :

56

B.J. Habibie

TASK 1 Read and memorize the following words. • descendant /di'sendent/ = keturunan • sick leave /sik li:v/ = cuti sakit • • • • • • • •

reacquainted settled in marque respectively retirement resignation sworn in relinquishing

/ri:e'kweintid/ /'setld in/ /ma:rk/ /ris'pektivli/ /ri'taiement/ /'rezig'neisn/ /swc:n in/ /ri'lihkwisih/

• •

release chaos

/ri'li:s/ /'keius/

= = = = = = = =

berteman kembali menetap, tinggal merek, label secara berurutan pensiun pengunduran diri disumpah meninggalkan, menyerahkan = menerbitkan = kekacauan

TASK 2 Complete the following sentences with the suitable words from TASK 1. Read the sentences aloud, in turns. 1. The new officers were ________________ by the Regent at 9 a.m. 2. Does the board of directors approve your ________________, Malla? 3. That man explains that he will stay for a week to trace his ________________. 4. Angel will ________________ a new album at Merkuri Studio next Saturday evening. 5. After the break, the students of Class XB will have math and physics lessons ________________. 6. My grandfather really enjoys his days after his ________________. He spends most his time with my family. 7. My brother decided to ________________ Makassar before moving to Jakarta due to his work. 8. Mrs. Isnani will take on her new position as director after ________________ her managerial role. 9. Uncle Budiman has been at home for two days on ________________. He has to stay in bed because of the flu. 10. Mawar and Murni were friends at senior high school. They are ________________ after six years of separation, since they work for the same company now. Jawaban: TASK 2 1. sworn in 3. descendants 5. respectively 7. settled in 9. sick leave

2. 4. 6. 8. 10.

resignation release retirement relinquishing reacquainted

Complete the following bio-data based on the text in TASK 2. Jawaban: Name Date of Birth Place of Birth Parents and Origins

: : : :

Education

:

Date of Marriage Wife Children

: : :

Work Experience

:

Bacharuddin Jusuf Habibie June 25, 1936 Parepare, South Sulawesi Alwi Abdul Jalil Habibie (Gorontalo, Sulawesi) and R.A. Tuti Marini Puspowardojo (Yogyakarta) Senior high school in Jakarta, undergraduate education in engineering in Germany, doctoral program in Germany May 12, 1962 Hasri Ainun Habibie Ilham Akbar Habibie and Thareq Kemal Habibie – A presidential advisor during Susilo Bambang Yudoyono’s presidency – President of Republic of the Indonesia (1998–1999) – Vice President of the Republic of Indonesia (1998) – Minister of Research and Technology (1978–1998) – Chief Executive Offcer of the new state-owned enterprise Industri Pesawat Terbang Nusantara or IPTN (1976–1978) – Special assistant to Ibnu Sutowo, the CEO of the state oil company Pertamina (1974–1976) – Promoted as Vice President of Messerschmitt-Bölkow-Blohm in in Hamburg in 1974 – An advisor in the Automotive Marque Talbot

Adopted from: Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Edisi Revisi Cetakan Ke-2, Jakarta, Kementerian Pendidikan dan Kebudayaan, 2016.

Listen to and answer the questions based on the text in TASK 2.

1. 2. 3.

4.

5. 6.

Bapak/Ibu Guru meminta peserta didik membaca dan memahami kembali teks pada TASK 2. Setelah itu, Bapak/Ibu Guru memperdengarkan pertanyaan-pertanyaan berikut dua kali. Peserta didik menuliskan jawaban setiap pertanyaan berdasarkan teks yang telah mereka baca di buku masing-masing. Bapak/Ibu Guru memperdengarkan per tanyaanpertanyaan tersebut sekali lagi. Peserta didik menyimak sambil memeriksa jawaban mereka. Mereka membetulkan jawaban yang masih belum tepat. Bapak/Ibu Guru dan peserta didik membahas jawabannya. Bapak/Ibu Guru memberi balikan dan nilai.

Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the text about? 2. Where did Habibie receive his degree in engineering? 3. What theories were developed by Habibie? 4. What did Habibie develop for Messerschmit? 5. When did Habibie return to Indonesia to work for the goverment? 6. How long did Habibie officiate as Minister of Research and Technology? 7. What was Habibie’s position before appointed as president? 8. What was Habibe’s position after relinquishing the presidency? Jawaban: 1. It’s about the biography of the 3rd President of the Republic of Indonesia, B.J. Habibie. 2. In Germany. 3. He developed theories on thermodynamics, construction and aerodynamics known as the Habibie Factor, Habibie Theorem and Habibie Method respectively. 4. He developed the Airbus A-300B aircraft. 5. In 1974. 6. For 20 years. 7. He was Vice President. 8. He became a presidential advisor during Susilo Bambang Yudoyono’s presidency.

Read the following text. Then, make a bio-data. Contoh jawaban: Name Nickname Date of Birth Place of Birth Parents and Origins

: : : : :

Education

:

Work Experience

:

Pierre-Louis Padang Coffin Pierre Coffin March 16, 1967 France French diplomat Yves Coffin and Indonesian novelist Nurhayati Srihardini Siti Nukatin, who wrote under the pen name Nh. Dini. Visual arts at the Gobelins School of the Image in Paris – Director of Minions – Director of Despicable Me 2 (2013) – Director of Despicable Me (2010) – His first animated series, Pat & Stan (TF1, 2003–09) for the visual effects company Mac Guff which then purchased by American animation company Illumination Entertainment – A freelance animator for the French CGI studio Ex Machina – His first professional film assignment as an artist on We’re Back! A Dinosaur’s Story (1993) at Steven Spielberg’s Amblimation studio in London


57

TASK 1 Match the words in column A with their correct meanings in column B. A 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

lucrative to require settling into literature initially to precede to purchase to envision to echo absurd abiding villainous to spout indecipherable to gross

B a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p.

kekal mengawali membeli jahat menguntungkan bicara dengan bersemangat sastra membayangkan pada awalnya menetap mengharuskan mendapat keuntungan kotor bercampur menggelikan tidak terbaca menggaungkan

TASK 2 Listen carefully and repeat. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

lucrative to require settling into literature initially to precede to purchase to envision to echo absurd abiding villainous to spout indecipherable to gross

/'lu:kretiv/ /tu: ri'kwaie(r)/ /'setlih'inte/ /'litretse(r)/ /i'niseli/ /tu: pri'si:d/ /tu: 'p3:tses/ /tu: en'vi3n/ /tu: 'ekeu/ /eb's3:d/ /e'baideih/ /'vilenes/ /tu: 'spaut/ / indi'saifrebl/ ' /tu: grieus/

TASK 3 Complete the following sentences with the suitable words from TASK 2. Change the forms of the words if necessary. Read the sentences aloud, in turns. 1. A valid passport is ________________ to travel overseas. 2. A witness reported that an explosion ________________ the fire. 3. The tourists ________________ several handicrafts made by local people. 4. We always hope for world peace with ________________ love and friendship. 5. I don’t know who has sent these flowers as there is only an ________________ scrawl. 6. The clown’s manner was ________________. It made the children laugh and feel amused. 7. The success of Joey Alexander at international level ________________ all over Indonesia. 8. Readers ________________ the main character of the novel as a young tall charming man. 9. The demonstrators ________________ to express their views and hopes to have better regulations. 10. The author depicted the captain of pirates as a tall and big ________________ man with one closed eye.

58

B.J. Habibie

11. My family finds the tranquility after ________________ a small village with beautiful scenery of tea plantations. 12. Several scholars held workshops at universities to introduce modern ________________ to young people. 13. Being a developer is a really ________________ career as many people need his service to build buildings or houses. 14. The villagers ________________ thought that the bluster resulted from a volcano explosion, but it was actually from a landslide. 15. The company announced that it ________________ higher profits than that of the previous year because of the hard work of the employees. Jawaban: TASK 1 1. e 2. k 6. b 7. c 11. a 12. d

3. j 8. h 13. f

TASK 3 1. required 4. abiding 7. echoed 10. villainous 13. lucrative

2. 5. 8. 11. 14.

4. g 9. p 14. o

5. i 10. n 15. l

preceded indecipherable envision settling into initially

3. 6. 9. 12. 15.

purchased absurd spouted literature grossed

Answer the following questions based on the text in TASK 5. Jawaban: 1. It’s about the biography of Pierre Coffin. 2. He is famous for his creation of one of Universal Studios’ most lucrative and popular film franchises: the Despicable Me movies, featuring the industrious and manic Minions. 3. He is an animation producer and director. 4. They are Yves Coffin, a French diplomat, and Nurhayati Srihardini Siti Nukatin or Nh. Dini, an Indonesian novelist. 5. He graduated from visual arts at the Gobelins School of the Image in Paris. 6. We’re Back! A Dinosaur’s Story. 7. Gru depicted as a more sinister figure and the Minions as ogre-like servants. 8. Pierre Coffin and Chris Renaud. 9. He earned an Oscar nomination for Best Animated Feature. 10. It’s ‘balderdash’.

TASK 1 Read the following text. Sukarno was born in Surabaya on June 6, 1901 and was given the name Kusno Sosrodihardjo. His parents renamed him Sukarno later after he survived from a serious illness. Raden Soekemi Sosrodihardjo, an aristocrat and school teacher from Java, and Ida Ayu Nyoman Rai, the Brahmin caste from Bali, were Sukarno’s parents. Young Sukarno went to a local elementary school until 1912. He attended a Dutch middle school in Mojokerto and continued to a Dutch high school in Surabaya in 1916. This young man was gifted with a photographic memory and a talent for languages, including Javanese, Balinese, Sundanese, Dutch, English, French, Arabic, Bahasa Indonesia, German and Japanese.

Sukarno began to think about independence for the Dutch East Indies while he was at high school. During college, he read deeply about different political philosophies and established the Algameene Studieclub for like-minded Indonesian students. In 1927, Sukarno and the other members of the Algameene Studieclub reorganized themselves as Partai Nasional Indonesia (PNI), an anti-imperialist, anti-capitalist independence party. Sukarno became the first leader of PNI. He hoped to recruit Japanese help in overcoming Dutch colonialism and also to unite the different people of the Dutch East Indies into a single nation. The Dutch colonial secret police soon learned of PNI and in late December of 1929, arrested Sukarno and the other members. At his trial, which lasted for the final five months of 1930, Sukarno made a series of impassionate political speeches against imperialism that attracted wide-spread attention. He was sentenced to four years in prison at Sukamiskin Prison in Bandung. However, press coverage of his speeches impressed liberal factions in the Netherlands and Dutch East Indies so that Sukarno was released from prison after one year. He had become very popular among the Indonesian people. In February 1942, the Imperial Japanese Army invaded the Dutch East Indies. Cut off from help by the German occupation of the Netherlands, the colonial Dutch quickly surrendered to the Japanese. The Dutch forced-marched Sukarno to Padang, Sumatra, intending to send him to Australia as a prisoner, but had to leave him in order to save themselves as Japanese forces approached. The Japanese commander, General Hitoshi Imamura, recruited Sukarno to lead the Indonesians under Japan’s rule. Sukarno was happy to collaborate with them at first, in hopes of keeping the Dutch out of the East Indies. However, the Japanese soon began to impress millions of Indonesian workers, particularly Javanese, as forced labor. These romusha workers had to build airfields and railways and to grow crops for the Japanese. They worked very hard with little food or water and were regularly abused by the Japanese overseers, which quickly soured relations between the Indonesians and Japan. Sukarno would never live down his collaboration with the Japanese. On June 1, 1945, Sukarno introduced his five-point Pancasila, or principles of an independent Indonesia. On August 15, 1945, Japan surrendered to the Allied Powers. Sukarno’s young supporters urged him to immediately declare independence, but he feared retribution from the Japanese troops still present. On August 16, the impatient youth leaders kidnapped Sukarno and then convinced him to declare independence the following day. On August 17, at 10 a.m., Sukarno spoke to a crowd of 500 in front of his home, declaring the Republic of Indonesia independence, with himself as President and his friend Mohammad Hatta as Vice President. He also promulgated the 1945 Indonesian Constitution, which included the Pancasila. Adopted from: http://asianhistory.about.com/od/indonesia/p/Sukarno-IndonesiaFirst-President.htm (August 2, 2016)

TASK 2 Answer the following questions based on the text in TASK 1. 1. What is the text about? 2. Supposing the man is alive in 2017. How old would he be? 3. What did his father initially name him? 4. Who were his parents? 5. How many languages did he speak? What were they? 6. When did he establish Partai Nasional Indonesia (PNI)? 7. How long did he serve in Sukamiskin Prison in Bandung? 8. What did romusha workers do? 9. What did Sukarno do on June 1, 1945? 10. “..., the impatient youth leaders kidnapped Sukarno and then convinced him ....” (Last paragraph) What is the synonym of the underlined word? Jawaban: TASK 2 1. It’s about the biography of Sukarno. 2. He would be 116 years old. 3. His father named him Kusno Sosrodihardjo. 4. They were Raden Soekemi Sosrodihardjo and Ida Ayu Nyoman Rai. 5. He spoke ten languages. They were Javanese, Balinese, Sundanese, Dutch, English, French, Arabic, Bahasa Indonesia, German and Japanese. 6. He established Partai Nasional Indonesia (PNI) in 1927. 7. He served in Sukamiskin Prison in Bandung for one year. 8. They built airfields and railways and grew crops for the Japanese. 9. He introduced his five-point Pancasila, or principles of an independent Indonesia. 10. It is ‘captured’ or ‘seized’.

Listen and choose A, B, C, D or E for the correct answer. Teks yang diperdengarkan oleh Bapak/Ibu Guru: Kamila Andini, known as Dini, is a young Indonesian director. Her feature directing debut was The Mirror Never Lies, released in 2011. This movie was produced with the support of WWF Indonesia and the local government of Wakatobi, in order to introduce the culture of Bajo people and the natural beauty of Wakatobi. She graduated from the Faculty of Sociology and Media Arts at Deakin University, Melbourne, Australia. She started her career as a documentary worker and assistant director in video clips of Tere, Ungu and Generasi Biru movie. Her huge interest for cinematography has also been well sharpened by his father, the charismatic internationally-acclaimed director, Garin Nugroho. She has been actively involved in Indonesian Documenter or InDocs, Konfiden or Komunitas Film Independen and Popcorner workshops. Until now, she has directed several TV programs, Sepasang Mata Bola by ASTRO production, Slank video clip and several documentaries. One of them was screened in the Singapore International Film Festival. She is also the creative director of a national Indie Movie Film Workshop. Adopted from: http://www.indonesianfilmcenter.com/pages/profile/profile.php?pid= cd61489ef85e&lang=ENG (August 3, 2016)

We must appreciate our heroes’ dedication to our country. Let’s develop our country for our better future.

Jawaban: 1. D 2.

D

3.

A

4.

C

5.

B


59

1. 2. 3. TASK 1 Read the words and match them with their correct meanings from the box. You will hear the words in the text in TASK 2. a. b. c. d. e. f. g. h. i. j. k. l. 1. 4. 7. 10.

bercerai, berpisah terdahulu, sebelumnya kira-kira penyair menerbitkan membandingkan berpindah membedakan putus sekolah menyebutkan pendudukan, penjajahan memengaruhi poet to divorce previous approximately

2. to drop out 5. to influence 8. occupation

i b

3. 8.

g k

4. 9.

a e

5. 10.

l c

3. to move 6. to distinguish 9. to publish

Teks yang dibacakan oleh Bapak/Ibu Guru: Hi, everyone. I would like to tell you about one of Indonesia’s greatest poets. Do you know who he is? He’s Chairil Anwar. Chairil Anwar was born on July 26, 1922 in Medan, North Sumatra and died in Jakarta on April 28, 1949. He was educated at Dutch schools, but dropped out aged 18 or earlier. He then moved to Jakarta with his mother after his parents divorced. Chairil began to read western literature. It influenced his own writing and distinguished him from the previous generation of traditional writers. His poems were circulated on cheap paper during the Japanese occupation and were not published until 1945. It was apparently the death of his grandmother that inspired Chairil to write poetry and death became a theme of many of his poems. During his lifetime Chairil wrote approximately 94 works, including seventy-one poems. Most of those were unpublished at the time of his death, but were later collected in several collections of his work, published posthumously. Of these, Chairil considered only 13 to be truly good poems. The first published was Deru Tjampur Debu or Roar Mixed with Dust, which was followed by Kerikil Tadjam dan Jang Terampas dan Terputus or Sharp Pebbles and the Seized and the Broken. He died at CBZ Hospital, now Cipto Mangunkusomo Hospital. This is what I wanted to say about Chairil Anwar, one of Indonesia’s greatest poets and a member of the ‘1945 generation’ of writers. Adapted from: http://en.wikipedia.org/wiki/Chairil_Anwar (August 2, 2016)

B.J. Habibie

Jawaban: TASK 1 1. d 2. 6. h 7.

TASK 2 1. He was born in Medan, North Sumatra. 2. He was almost 27 years old. 3. Western literature he read, influenced his own writing which made him different from the previous generation of traditional writers. 4. The theme of most of his poems was death. 5. He created seventy-one poems.

TASK 2 Listen carefully and answer the following questions based on the text you have heard.

60

4. 5.

Where was Chairil Anwar born? How old was he when he died? What made him different from the previous generation of traditional writers? What was the theme of most of his poems? According to the text, how many poems did Chairil Anwars write?

Work in pairs. Ask and answer questions based on the following text, in turns. Contoh jawaban: You : What is the text about? Your friend : It’s about the biography of Saur Marlina Manurung. You : Who is she? Your friend : She is an educator and activist. You : Correct. How old will she be in 2017? Your friend : She will be 45 years old. You : Correct. Where did she graduate from? Your friend : She graduated from Padjajaran University and the Australian National University. You : Good! Your turn, please. Your friend : Thanks. What major did she take at Padjajaran University? You : She took anthropology and Indonesian literature. Your friend : Well, when did she learn leadership and public policy? You : At Harvard Kennedy School, Boston. Your friend : When did she learn the leadership and public policy? You : In 2012. Your friend : That’s right. Your turn, please. You : Thank you. What school did she initiate? Your friend : The school for Orang Rimba society. You : Where do the tribe live? Your friend : They live in Bukit Dua Belas National Park, Jambi, Sumatra. You : Great! What did they learn at the school? Your friend : They learned reading, writing and counting. You : What is SOKOLA? Your friend : It is a non-profit organization providing educational opportunities for marginalized people in remote areas of Indonesia. You : Excellent! Your turn, please. Your friend : O.K. What awards has she received? You : She has received UNESCO’s Man and Biosphere Award in 2001, TIME Magazine’s Hero of Asia in 2004, Ashoka Fellow in 2006, Asia Young Leader in 2007, Young Global Leader in 2009 and Ernst and Young Indonesian Social Entrepreneur of the Year 2012. Your friend : Good! What is the title of her book?

You : Your friend : You : You : Your friend :

The Jungle School. When did she marry? In 2010. Where does she live? She lives mainly in Jakarta, Indonesia and spends part of each year in Canberra, Australia.

Identify the structure of the text in TASK 8. Jawaban:

Orientation/ Opening

Saur Marlina Manurung, well known as Butet Manurung, was born on February 21, 1972 in Jakarta. She holds degrees in anthropology and Indonesian literature from Padjajaran University, Bandung and a Masters Degree in Applied Anthropology and Participatory Development from the Australian National University in 2011. She completed a course in Leadership and Public Policy at the Harvard Kennedy School, Boston in 2012.

Events

She initiated the school for Orang Rimba society, a tribe who live in Bukit Dua Belas National Park, Jambi, Sumatra. The method applied was half anthropology, meaning that the teaching of reading, writing and counting were conducted while living with her pupils for several months. This system was combined by taking into consideration daily behavior pattern of the respected society. After leading the education program for a conservation NGO in the jungles of Sumatra, her work evolved into co-founding SOKOLA, a non-profit organization providing educational opportunities for marginalized people in remote areas of Indonesia. As an educator and activist, Butet has received international recognition–UNESCO’s Man and Biosphere Award in 2001, TIME Magazine’s Hero of Asia in 2004, Ashoka Fellow in 2006, Asia Young Leader in 2007, Young Global Leader in 2009 and Ernst and Young Indonesian Social Entrepreneur of the Year 2012. The Jungle School is Butet’s first book. It was adapted into a feature film by award winning Indonesian film makers. As Director of SOKOLA, Butet lives mainly in Jakarta, Indonesia. She married in 2010 and spends part of each year in Canberra Australia.

Reorientation/ Closing

TASK 1 Work in pairs. Ask and answer questions based on the following text, in turns. Dr. Sehat Sutardja is widely regarded as one of the pioneers of the modern semiconductor age. He holds Master of Science and PhD degrees in Electrical Engineering and Computer Science from the University of California at Berkeley. He received a Bachelor of Science degree in Electrical Engineering from Iowa State University. His breakthrough designs and guiding vision have revolutionized numerous industry segments, from data storage to the high-performance, low-power chips, now driving the growing global markets for mobile computing and telephony. His lifetime passion for electronics began early; he became a certified radio repair technician at age 13 and has been designing components and systems ever since. For his relentless innovation, he has been awarded more than 360 patents, recognized as the Inventor of the Year by the Silicon Valley Intellectual Property Law Association and named a Fellow of IEEE. In 2012, Dr. Sutardja was awarded the Indonesian Diaspora Lifetime Achievement Award for Global Pioneering and Innovation at the first-ever Congress of Indonesian Diaspora, presented by the Embassy of the Republic of Indonesia. The award recognizes Dr. Sutardja’s achievements in advancing technology through innovation in engineering, driving adoption of technology into new markets and evangelizing the use of the latest technology in developing nations that will greatly impact the future. The Global Semiconductor Alliance (GSA) recently recognized Dr. Sutardja along with his wife Weili Dai, President and Co-Founder of Marvell, with the prestigious 2013 Dr. Morris Chang Exemplary Leadership Award. Dr. Sutardja and Ms. Dai were selected because of their exceptional success in creating Marvell, their individual contributions to today’s modern semiconductor age, as well as the talents and expertise they have continuously leveraged to address and overcome pressing global issues like education and smart energy. As co-founder of Marvell Technology Group Ltd., Dr. Sutardja has served as Chief Executive Officer since its inception and President from inception until July 2013. Dr. Sutardja has also served as Co-Chairman of the Board of Directors from inception until 2003 and as Chairman of the Board since 2003. In addition, he serves as President, Chief Executive Officer and Director of Marvell’s U.S. operating subsidiary, Marvell Semiconductor, Inc. While remaining deeply involved in the daily challenges of running a global growth company, Dr. Sutardja participates heavily in Marvell’s engineering and marketing efforts across analog, video processor and microprocessor design while offering input across all of the company’s other product lines. Dr. Sutardja has become an internationally-recognized proponent of new energy efficiency standards for consumer electronics. To that end, he has been working with the governments in both the US and China to establish efficiency performance standards that could produce significant cost and carbon savings. Adopted from: http://investor.marvell.com/phoenix.zhtml?c=120802&p=irolgovBio&ID=189894 (August 3, 2016)

Butet is an inspirative women. She advances education in Indonesia, especially in remote areas of Indonesia.


61

Example: You : Your friend : You : Your friend :

You

TASK 2 Identify the structure of the text in TASK 1. Jawaban: TASK 1 (Contoh jawaban) You : What is the text about? Your friend : It’s about the biography of Dr. Sehat Sutardja. You : Who is he? Your friend : He is one of the pioneers of the modern semiconductor age and co-founder of Marvell Technology Group Ltd. You : Correct. Where did he graduate from? Your friend : He graduated from the University of California at Berkeley in Electrical Engineering and Computer Science. You : Good! Your turn, please. Your friend : Thanks. What were his roles in industry segments? You : He revolutionized numerous industry segments, from data storage to the high-performance, low-power chips, now driving the growing global markets for mobile computing and telephony. Your friend : Well, when was his passion for electronics began? You : Since he was 13. Your friend : What did he do at that time? You : He was a certified radio repair technician. Your friend : Correct. Your turn, please. You : Thank you. What did the Silicon Valley Intellectual Property Law Association recognize him? Your friend : The Inventor of the Year. You : Right! What award did he receive from the Embassy of the Republic of Indonesia? Your friend : He was awarded the Indonesian Diaspora Lifetime Achievement Award for Global Pioneering and Innovation. You : Why was he awarded it? Your friend : The award recognizes his achievements in advancing technology through innovation in engineering, driving adoption of technology into new markets and evangelizing the use of the latest technology in developing nations that will greatly impact the future. You : Excellent! Your turn, please. Your friend : O.K. Who is Weili Dai? You : She is Dr. Sehat Sutardja’s wife and also co-founder of Marvell. Your friend : Good! Why were Dr. Sehat Sutardja and his wife selected to receive Dr. Morris Chang Exemplary Leadership Award? You : Because they successfully created Marvell with their individual contributions to today’s modern semiconductor age, as well as the talents and expertise they have continuously leveraged to address and overcome pressing global issues like education and smart energy. Your friend : What positions were Dr. Sehat Sutardja designated in Marvell and its subsidiary?

62

:

What is the text about? It’s about the biography of Dr. Sehat Sutardja. Who is he? He is one of the pioneers of the modern semiconductor age and co-founder of Marvell Technology Group Ltd.

B.J. Habibie

Your friend : You : Your friend : You : Your friend : You : Your friend :

He was Chief Executive Officer since its inception and President from inception until July 2013, Co-Chairman of the Board of Directors from inception until 2003, Chairman of the Board since 2003 and serves as President, Chief Executive Officer and a Director of Marvell’s U.S. operating subsidiary, Marvell Semiconductor, Inc. Correct! Your turn, please. All right. Is he active in Marvell’s engineering and marketing efforts? Yes, he is. What products are he promoted? Analog, video processor and microprocessor. What have he and the governments of US and China been working for? They have been working to establish efficiency performance standards that could produce significant cost and carbon savings.

TASK 2

Orientation/ Opening

Events

Dr. Sehat Sutardja is widely regarded as one of the pioneers of the modern semiconductor age. He holds Master of Science and PhD degrees in Electrical Engineering and Computer Science from the University of California at Berkeley. He received a Bachelor of Science degree in Electrical Engineering from Iowa State University. His breakthrough designs and guiding vision have revolutionized numerous industry segments, from data storage to the high-performance, low-power chips, now driving the growing global markets for mobile computing and telephony. His lifetime passion for electronics began early; he became a certified radio repair technician at age 13 and has been designing components and systems ever since. For his relentless innovation, he has been awarded more than 360 patents, recognized as the Inventor of the Year by the Silicon Valley Intellectual Property Law Association and named a Fellow of IEEE. In 2012, Dr. Sutardja was awarded the Indonesian Diaspora Lifetime Achievement Award for Global Pioneering and Innovation at the first-ever Congress of Indonesian Diaspora, presented by the Embassy of the Republic of Indonesia. The award recognizes Dr. Sutardja’s achievements in advancing technology through innovation in engineering, driving adoption of technology into new markets and evangelizing the use of the latest technology in developing nations that will greatly impact the future.

The Global Semiconductor Alliance (GSA) recently recognized Dr. Sutardja along with his wife Weili Dai, President and Co-Founder of Marvell, with the prestigious 2013 Dr. Morris Chang Exemplary Leadership Award. Dr. Sutardja and Ms. Dai were selected because of their exceptional success in creating Marvell, their individual contributions to today’s modern semiconductor age, as well as the talents and expertise they have continuously leveraged to address and overcome pressing global issues like education and smart energy. As co-founder of Marvell Technology Group Ltd., Dr. Sutardja has served as Chief Executive Officer since its inception and President from inception until July 2013. Dr. Sutardja has also served as Co-Chairman of the Board of Directors from inception until 2003 and as Chairman of the Board since 2003. In addition, he serves as President, Chief Executive Officer and Director of Marvell’s U.S. operating subsidiary, Marvell Semiconductor, Inc. While remaining deeply involved in the daily challenges of running a global growth company, Dr. Sutardja participates heavily in Marvell’s engineering and marketing efforts across analog, video processor and microprocessor design while offering input across all of the company’s other product lines.

Reorientation/ Closing

Dr. Sutardja has become an internationally-recognized proponent of new energy efficiency standards for consumer electronics. To that end, he has been working with the governments in both the US and China to establish efficiency performance standards that could produce significant cost and carbon savings.

Complete the following text with the correct forms of the words in the box. Read the text aloud, in turns. Jawaban: 1. was 4. focuses 7. ran 10. signed

2. 5. 8.

found described co-founded

3. 6. 9.

learned applies renamed

Retell the text in TASK 10 using your own words.

Kegiatan ini bertujuan meningkatkan speaking skill dan keberanian peserta didik dalam berbicara. 1. Peserta didik membaca dan memahami kembali teks tentang Jim Geovedi di TASK 10. 2. Peserta didik membuat draf teks tentang Jim Geovedi dan kemudian mengembangkannya menjadi teks utuh dengan kata-katanya sendiri. Setelah itu, peserta didik meminta masukan Bapak/Ibu Guru. 3. Bapak/Ibu Guru memberi masukan sesuai dengan hasil tulisan peserta didik, misalnya tentang pilihan kata dan tensesnya. Bapak/Ibu Guru dapat menyampaikan masukan semacam ini secara klasikal apabila dianggap kekurangan tersebut dilakukan oleh banyak peserta didik. 4. Peserta didik memperbaiki tulisan mereka sesuai dengan masukan Bapak/Ibu Guru. 5. Peserta didik menunjukkan hasil perbaikan kepada Bapak/Ibu Guru. Bapak/Ibu Guru memberi persetujuan jika tulisan mereka telah layak disampaikan di kelas. 6. Peserta didik berlatih manyampaikan hasil tulisan mereka tanpa teks (bermonolog). 7. Selanjutnya, Bapak/Ibu Guru memotivasi peserta didik untuk bermonolog tentang Jim Geovedi di depan kelas, secara bergiliran. 8. Peserta didik yang lain menyimak sambil memperhatikan pelafalan, tekanan, dan intonasi temannya. Jika ada yang kurang tepat, mereka diberi kesempatan untuk menyampaikan gagasan mereka itu. 9. Bapak/Ibu Guru mengamati dan memberi nilai. 10. Pada akhir kegiatan, Bapak/Ibu Guru memberi nilai dan balikan, misalnya tentang kelebihan dan kekurangan peserta didik terkait dengan kejelasan pengucapan, keras-lembutnya suara, mimik wajah, dan gerak tubuh. Contoh jawaban: Good morning, my friends. I would like to tell you about an inspirative person who applies his knowledge positively. He’s Jim Geovedi. Are you familiar with his name? Well, let me tell you about him. Jim Geovedi is an IT security expert. You know, he is 37 years old. After graduating from high school, he was jobless and lived on the street. Then, he was self-taught about computer security and programming. He focuses on the discovery of computer and network security vulnerabilities with a special focus on telecommunication and satellite systems. For your information, BBC News described him as a guy who “doesn’t look like a Bond villain ... but possesses secrets that a few of them might kill for”. That’s awesome, right? For your information, he has great abilities to control satellite security system, banking security and law enforcement, but he isn’t interested to do it. He applies his knowledge only for positive purposes. Let me tell you about his works. He co-founded and ran IT of several security consulting companies. In 2001, he co-founded C2PRO Consulting. It provided general IT consulting mostly for government agencies. Then, he co-founded Bellua Asia Pacific in 2004 which renamed Xynexis International in 2010. He also cofounded Noosc Global, a managed security services company. Jim Geovedi is not only a smart, but also talented person. Besides computer security and programming, he is also interested in music. He is a professional DJ and music producer. He currently signed with Elektrax Recordings, a Sydney based Techno label. That’s my story about Jim Geovedi. He is really a good hacker who applies his knowledge positively.


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TASK 1 Complete the following text with the correct forms of the verbs in brackets. Read the text aloud, in turns. James Watt [1. be] ________ a great Scottish engineer of the 18th century. He actually [2. not invent] ________ the steam engine. Instead, he improved it. A man named Thomas Savery invented the first primitive steam engine in 1698. Another man named Newcomen started making steam engines to pump water from mines in 1712. However, Watt is famous for inventing an improved version in 1769. James Watt was born in Greenock on January 19, 1736. His father, also called James, was a shipbuilder. As a boy Watt [3. attend] ________ the local grammar school where he studied classics and mathematics. The young Watt also liked making models. Eventually, Watt [4. decide] ________ to become a maker of mathematical instruments, such as quadrants and compasses. In 1755 he went to London, but only lived there for two years before returning to Glasgow. In 1964 Watt [5. improve] ________ on a model of a Newcomen steam engine. In the Newcomen’s, the steam was pushed into a cylinder, then condensed back into water. A year later Watt [6. realize] ________ that it would be more efficient to condense the steam in another chamber separate from the cylinder. However, it was not until 1769 that Watt patented his new idea, the separate condenser. In 1766 Watt [7. land] ________ a job as a land surveyor marking out land for canals and eight years later he moved to Birmingham. In 1775 he went into partnership with Matthew Boulton and [8. begin] ________ making steam engines which were used for pumping water out of mines. By 1780 the Industrial Revolution was beginning to transform life in Britain and Watt [9. adapt] ________ his steam engines to provide a rotary motion so they could be used to power machines in new factories. In 1781 he used the sun and planet gear to do this and four years later, steam engines were used to power machines in cotton mills for the first time. Later, in 1782 Watt invented another major improvement, the double-acting steam engine. In 1788 he invented the fly ball governor to regulate the speed of steam engines and a pressure gauge in 1790. In 1785 Watt was elected a fellow of the Royal Society and he retired from business in 1800. James Watt [10. die] ________ on August 25, 1819 and was buried in Birmingham. Finally, in 1882 a unit of electrical power was named the watt in his honor. Adopted from: http://www.localhistories.org/watt.html (August 5, 2016)

TASK 2 Read the text about James Watt once again. Write his bio-data. Jawaban: TASK 1 1. was 4. decided 7. landed 10. died

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B.J. Habibie

2. did not invent 5. improved 8. began

3. attended 6. realized 9. adapted

TASK 2 (Contoh jawaban) Name : James Watt Date of Birth : January 19, 1736 Place of Birth : Greenock Date of Death : August 25, 1819 Education : Local grammar school Work Experience : – An inventor of pressure gauge in 1790 – An inventor of the fly ball governor in 1788 – An inventor of the double-acting steam engine in 1782 – Making steam engines which were used for pumping water out of mines in 1775 – Improving on a model of a Newcomen steam engine in 1964 which was patented in 1769 – A maker of mathematical instruments, such as quadrants and compasses

Work in pairs. Make a dialog about your idol. Present your work at the class. Contoh jawaban: You : Who is your idol? Your friend : My idols are Susi Pudjiastuti and Retno Lestari Priansari Marsudi. You : I see. So, do you want to be like them? Your friend : I do. I wish I can be one of them. What about you? Who is your idol? You : Rini Triyani Sugianto. I like her very much. She is really talented at animation. Your friend : I know her. She is a succesfull animator. She became an animator on several big Hollywood blockbusters, such as The Avengers, The Hunger Games: Catching Fire and Iron Man 3. You : You’re right. She also worked on The Avengers: Age of Ultron. Your friend : That’s cool! You : Now, she is trying to mentor other animators, so they can join the animation industry. She spreads her passion for animation through the online course named FlashFrame Workshop. Your friend : Do you intend to join the course? You : Yes, I do.

Write the biography of your idol you have talked about in TASK 13. Share your work with the class. Contoh jawaban: Rini Triyani Sugianto is a successful animator. She never thought that she would be an animator. In 1997, she studied architecture in Parahyangan University where she was introduced to software that helps people create visual design concepts. Then, she discovered a passion for computer design. In 2005, she got a master of fine art from the Academy of Art, University of California, majoring in animation. She got jobs about five years, doing games and cinematic animation at various places such as Stormfront Studios, Offset Software and Blur Studio, all in California. She then moved to Wellington, New Zealand, to join Peter Jackson’s Weta Digital, where she became an animator on several big Hollywood blockbusters, such as The Avengers, The Hunger Games: Catching Fire and Iron Man 3. She was also involved in two of the Hobbit movies and The Avengers: Age of Ultron. She also worked for George Lucas’s Industrial Light & Magic. Rini Triyani Sugianto now is trying to mentor other animators, so they can join the animation industry. She spreads her passion for animation through the online course named FlashFrame Workshop where she gives online animation tutorials. Adopted from: http://forbesindonesia.com/berita-814-flashframe-workshop.html (August 3, 2016)


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B.J. Habibie

Text structure: • Orientation: introducing the background of a person such as name, date and place of birth, origin and parents. • Events: a person’s life experience, including education and career. • Reorientation/Closing: giving the closure of the events.

Biographical recount

B.J. Habibie Simple past tense

(+) Habibie continued his studies in Jakarta. (–) Habibie did not continue his studies in Jakarta. (?) Did Habibie continue his studies in Jakarta?

Tape Script for Assessment Questions 1 and 2 refer to the following dialog. Boy : What are you reading, Mila? Girl : I am reading a novel entitled Pulang. Boy : Who is the author? Girl : Tere Liye. He is my idol. Boy : He is the author of Hafalan Shalat Delisa which was adopted into a movie, isn’t he? Girl : Yes, he is. Bidadari-Bidadari Surga movie was also adopted from his novel. Boy : Wow! I think he is a great author. The stories of those movies are meaningful. Girl : Yeah! His other novels have good stories too. I like all his novels. Questions: 1. What are the speakers talking about? 2. What does the boy think about the movie of Bidadari-Bidadari Surga? Questions 3 to 5 refer to the following monolog. Prof. Dr. Ir. Wiratman Wangsadinata is a leading figure in the field of civil and structural engineering in Indonesia. He was born in 1935 in Jakarta and graduated as a Bachelor of Civil Engineering from Bandung Institute of Technology, or ITB. He studied for his doctorate in Structural Engineering at ITB. He is the founder and President Director of Wiratman. The firm swiftly established a reputation for high quality work in planning, architecture and engineering services, becoming the go-to firm for high profile projects in Indonesia. His great works are Wisma Nusantara, Wisma Dharmala, Bakrie Tower and Dukuh Atas Tunnel in Jakarta, Ampera Bridge in Palembang, Rajamandala Bridge in Bandung, Restoration of Borobudur in Magelang, Keuliling Dam in Aceh, Four Seasons Residential Apartments, Ciputra Mall and Aryaduta Hotel. He designed several hydroelectric powers such as Mrica, Merangin and Kusan. He also designed Telecommunication Tower and Menara Jakarta. Adapted from: http://www.wiratman.co.id/about-wiratman (August 3, 2016) Translated from: http://bio.or.id/biografi-wiratman-wangsadinata/ (August 3, 2016)

Questions: 3. What field does Prof. Dr. Ir. Wiratman Wangsadinata work for? 4. How old is Prof. Dr. Ir. Wiratman Wangsadinata in 2017? 5. Which one is NOT Profesor Dr. Ir. Wiratman Wangsadinata’s great works?

I.

Choose A, B, C , D or E for the correct answer.

Jawaban: 1. B 2. 6. E 7. 11. E 12. 16. A 17. II.

D D D C

3. 8. 13. 18.

E C E C

4. 9. 14. 19.

C B B D

5. 10. 15. 20.

D C E E

Write a biographical text of a person who inspires you.

Contoh jawaban: Among today’s leading motivators, Andrie Wongso has an inspiring life experience. He is the 2nd child of 3 siblings from a poor family in Malang. At the age of 11 when he was in the 6th grade of elementary school, he had to quit school. Mandarin school where little Andrie studied was closed. Then, he spent his childhood and adolescence helping his parents make and sell cakes to the shops and markets around. At the age of 22, Andrie moved to Jakarta. Initially, he worked as a salesman of soap products and became a shop assistant. His fate changed when he applied to be a movie star at the Hong Kong Film Eterna company and was accepted, with an employment contract for 3 years. In 1980, Andrie went abroad. After 3 years living in Taiwan, Andrie realized that becoming an artist was not the world he liked. So, he decided to return to Indonesia.

Andrie wrote all of his life experiences in the form of aphorisms in his diary. He had an idea to create greeting cards with aphorisms when knowing his roommate used the words he made. Aided by his lover Haryanti Lenny (now his wife), he began his business making cards with brand HARVEST, which later he was acknowledged as king of greeting cards. His business grew fast and he later founded the AW motivation training and AW Publising, Multimedia and opened several outlets AW Success Shops, the first store in Indonesia that specialized in selling motivational products. Now he is a renowned motivator–perhaps no.1 in Indonesia. Translated from: http://www.apakabardunia.com/2012/11/tanpa-ijazah-5-tokohindonesia-ini.html (August 3, 2016)


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Write a biographical recount of a prominent figure. See the guidelines. Share your work with the class. Guidelines: 1. Search for the references on the Internet or books. 2. Make a mind mapping as the example. You can add more information. Family Origins

Education

The name of the figure

Date/Place of Birth

Awards

3. 4.

Career

Achievement

Improve your mind mapping into a draft. Develop your draft into a good writing.

Kegiatan ini bertujuan meningkatkan writing dan speaking skill dan keberanian peserta didik dalam berbicara. 1. Bapak/Ibu Guru meminta peserta didik menentukan salah satu tokoh penting. 2. Peserta didik dapat mencari referensi di Internet atau buku tentang tokoh tersebut dan membuat mind mapping tentang tokoh tersebut. 3. Peserta didik membuat draf teks tentang tokoh tersebut dan kemudian mengembangkannya menjadi teks utuh dengan kata-katanya sendiri. Setelah itu, peserta didik meminta masukan Bapak/Ibu Guru. 4. Bapak/Ibu Guru memberi masukan sesuai dengan hasil tulisan peserta didik, misalnya tentang pilihan kata dan tensesnya. Bapak/Ibu Guru dapat menyampaikan masukan semacam ini secara klasikal apabila dianggap kekurangan tersebut dilakukan oleh banyak peserta didik. 5. Peserta didik memperbaiki tulisan mereka sesuai dengan masukan Bapak/Ibu Guru. 6. Peserta didik menunjukkan hasil perbaikan kepada Bapak/Ibu Guru. Bapak/Ibu Guru memberi persetujuan jika tulisan mereka telah layak disampaikan di kelas. 7. Peserta didik tunjuk jari dan menyampaikan hasil pekerjaannya di depan kelas, secara bergiliran. 8. Pada akhir kegiatan, Bapak/Ibu Guru memberi nilai dan balikan, misalnya tentang kelebihan dan kekurangan peserta didik terkait dengan kejelasan pengucapan, keras-lembutnya suara, mimik wajah, dan gerak tubuh.

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B.J. Habibie

Contoh jawaban:

Wife: Fery Farhati Ganis Children: four

– – – –

Father: Mr. Rasyid Baswedan, former Vice Rector of UII Yogyakarta Mother: Mrs. Aliyah, professor from Yogyakarta State University

–

Born in 1969

– – –

Anis Baswedan

One of 20 Important People for the Next 20 Years by Foresight Magazine One of the Top 100 Public Intellectuals by Foreign Policy Magazine As William P. Cole III Fellowship of the School of Public Policy, University of Maryland in 1998 when he was taking his master’s degree and the ASEAN Student Awards Program of USAID – AGE – NAFSA

– – – –

– –

– –

– –

– –

SMPN 5 Yogyakarta SMA 2 Yogyakarta Gadjah Mada University Master’s degree for International Security and Economic Policy at the University of Maryland, College Park in 1997 A doctoral scholarship program of Northern Illinois University in 1999

Minister of Education (2014–2016) Rector of the University of Paramadina Director of the Indonesian Research Institute An interviewer in Televisi Republik Indonesia (TVRI) Yogyakarta in 1989

Founder of Gerakan Indonesia Mengajar Initiator Paramadina Fellowship, a program to recruit the best students and a compulsory subject entitled Against Corruption, an anti-corruption teaching The youngest rector in Indonesia Outstanding Doctoral Student Scholarship which was awarded to the students of Northern Illinois University with merit and integrity in the development of political science in 2004 Scholarship for a doctoral scholarship program of Northern Illinois University in 1999 Scholarship for his master’s degree for International Security and Economic Policy at the University of Maryland, College Park in 1997 Scholarship from Japan Airlines Scholarship of JAL Foundation in 1993 A participant of AFS, Indonesian-American student exchange program


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Anis Baswedan Mr. Anis Baswedan was born in 1969. He is the son of Mr. Rasyid Baswedan, former Vice Rector of UII Yogyakarta, and Mrs. Aliyah, professor from Yogyakarta State University. Since young, Anis Baswedan has participated in many organizations. In 1983 he was the chairperson of farewell party of SMPN 5 Yogyakarta. In 1987 he was the OSIS chairperson in SMA 2 Yogyakarta and later was appointed chairperson of the Indonesian OSIS. His participations in these organizations gave him a lot of experience which led him to become the Chairman of the Gadjah Mada University Senate in 1992. In 1987 he was a participant of AFS, Indonesian-American student exchange program. He stayed in Milwakuee, Wisconsin, United States for one year which broadened his horizons. He had experience as an interviewer when he worked for Televisi Republik Indonesia (TVRI) Yogyakarta in 1989. He managed a program entitled Tanah Merdeka. He learned a lot from great people. Mr. Anis Baswedan is a smart student. He received many scholarships from abroad, such as Japan Airlines Scholarship of JAL Foundation in 1993, a scholarship to continue his master’s degree for International Security and Economic Policy at the University of Maryland, College Park in 1997, a doctoral scholarship program of Northern Illinois University in 1999 and Outstanding Doctoral Student Scholarship which was awarded to the students of Northern Illinois University with merit and integrity in the development of political science in 2004. In addition, Mr. Anis also received many awards, such as William P. Cole III Fellowship of the School of Public Policy, University of Maryland in 1998 when he was taking his master’s degree and the ASEAN Student Awards Program of USAID - AGE – NAFSA in the same year. Mr. Anis Baswedan also has many other awesome achievements. He was the Director of the Indonesian Research Institute, an organization that focuses on research and analysis of public policy, in 2005. He became the youngest rector in Indonesia when he was elected as Rector of the University of Paramadina in 2007. Then he initiated Paramadina Fellowship, a program to recruit the best students, and a compulsory subject entitled Against Corruption, an anti-corruption teaching. In 2008 he was elected as one of the Top 100 Public Intellectuals by Foreign Policy Magazine. He was the only figure from Indonesia and Southeast Asia in the list of 100 intellectuals in the world. He established Gerakan Indonesia Mengajar which sends the best young people to teach at elementary schools in remote areas. The program is intended to fill the shortage of qualified teachers and be a vehicle for the leadership of the best young generation to have global competence and understanding of the grass roots. In the same year, he was appointed one of 20 Important People for the Next 20 Years by Foresight Magazine. He is predicted to change the world in the next 20 years to come. He also served as Minister of Education for two years in 2014–2016. Mr. Anis Baswedan married Fery Farhati Ganis and has four children. Translated from: http://aniesbaswedan.com/biografi-anies-baswedan (August 1, 2016)

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B.J. Habibie

Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan isi, fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sederhana lisan dan tulis tentang biografi seseorang sesuai konteks penggunaannya; cara menceritakan biografi seseorang secara lisan dan tertulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; cara mengubah adverbial clause menjadi adverbial phrase. 2. terampil: menjelaskan isi, fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sederhana lisan dan tulis tentang biografi seseorang sesuai konteks penggunaannya; menceritakan biografi seseorang secara lisan dan tertulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya; mengubah adverbial clause menjadi adverbial phrase. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. berperilaku disiplin, rendah hati, santun, percaya diri, dan jujur dalam berkomunikasi dengan guru, teman, dan orang lain. Comprehension questions

Texts

Biographical recount texts

Grammar

Adverbial phrases from reduced adverbial clauses

Theory

Questions

Assessment

Cut Nyak Dhien

Skills

Look at the pictures and answer the questions, listen and repeat, read the text, listen to and answer the questions, listen and complete, explain the meanings, complete the sentences,complete the information, fill in the blanks, role play, complete the chart, identify the text structure, write a biographical recount Change the adverbial clauses into adverbial phrases, underline the reduces clauses

Tasks


Homework

Theory of passive voice Find an article about the biography of a famous figure and rewrite


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Source: http://www.djenderal4arwah.files.wordpress.com2013082009-schoolplaat-atjeh, downloaded August 19, 2016

Look at the picture carefully. It depicts one of the greatest wars taking place long before our independence day. The war was led by a brave woman. Do you know who she was? This national heroine dedicated her whole life to chase away the colonials from her beloved land. She had to sacrifice everything, but she never gave up. She was Cut Nyak Dhien, our national heroine from Aceh. You will read her brief biography in this chapter. Besides the biography of Cut Nyak Dhien, you will also read other biographies of our heroes/heroines. Further, you will learn how to write a biographical recount text. Study the explanation about the text type and attempt the exercises.

1. 2. 3. 4. 5.

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Bapak/Ibu Guru meminta peserta didik mengamati gambar dan mengidentifikasi tokoh dalam gambar. Bapak/Ibu Guru meminta peserta didik menyebutkan nama tokoh tersebut. Bapak/Ibu Guru meminta peserta didik membaca dan memahami paragraf-paragraf yang terdapat di bawah gambar. Bapak/Ibu Guru memotivasi peserta didik untuk menyebutkan hal-hal yang mereka ketahui tentang tokoh dalam gambar tersebut. Bapak/Ibu Guru memberi kesempatan kepada beberapa peserta didik menyampaikan jawabannya. Bapak/Ibu Guru memotivasi peserta didik menyebutkan tokoh atau pahlawan lain yang mereka ketahui, serta penjelasan singkat tentang tokoh atau pahlawan tersebut. Bapak/Ibu Guru menyampaikan tujuan pembelajaran chapter ini dan membantu peserta didik menyiapkan diri dalam kegiatan belajar mengajar.

Cut Nyak Dhien

Look at the following pictures. Then, listen to and answer your teacher’s questions.

1. 2.

3. 4.

5.

Bapak/Ibu Guru meminta peserta didik mengamati fotofoto pahlawan dalam gambar berikut. Selanjutnya, Bapak/Ibu Guru mendiktekan/membacakan pertanyaan-pertanyaan yang terkait dengan tokoh-tokoh dalam gambar. Peserta didik mencatat pertanyaanpertanyaan tersebut. Peserta didik berdiskusi dengan teman sebangkunya tentang jawaban dari pertanyaan-pertanyaan tersebut. Bapak/Ibu Guru memotivasi peser ta didik untuk menyampaikan jawabannya. Peserta didik yang lain menyimak dan menyampaikan jawabannya apabila berbeda dengan jawaban temannya. Bapak/Ibu Guru memberi balikan dan pujian kepada peserta didik atas kegiatan yang telah mereka lakukan.

Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. Who are the people in the pictures? 2. Where did each of them come from? 3. What is the similarity of those people? 4. What is the contribution of each person towards Indonesia? 5. What can we learn from them? Jawaban: 1. Picture 1 is Cut Nyak Dhien, picture 2 is dr. Soetomo, picture 3 is Frans Kaisiepo, picture 4 is Commodore Yos Sudarso, picture 5 is I Gusti Ngurah Rai and picture 6 is Nyi Ageng Serang. 2. • Cut Nyak Dhien was from Aceh. • dr. Soetomo was from Jakarta. • Frans Kaisiepo was from Papua. • Commodore Yos Sudarso was from Salatiga, Central Java. • I Gusti Ngurah Rai was from Bali. • Nyi Ageng Serang was from Serang. 3. They are our National Heroes/Heroines who fought against colonials who occupied our beloved country. 4. • Cut Nyak Dhien led Acehnese to fight against the Dutch troops who would like to occupy Aceh. • dr. Soetomo was the co-founder of Budi Utomo on May 20, 1908 which promoted education for Indonesians and set the national spirit. • Frans Kaisiepo was the second governor of West Irian and took an active part in Trikora Operation. • Commodore Yos Sudarso led Indonesian navy in attempt to defend Irian (Papua) from the Dutch occupation. • I Gusti Ngurah Rai led Balinese people to fight to the death against the Dutch occupation renowned Puputan Margarana. • Nyi Ageng Serang fought against the Dutch who wanted to occupy her land and became a war advisor in the beginning of Diponegoro War. 5. We should love our country and defend it from any form of colonialism.

Fill in each dash with a correct letter to form a word that suits its Indonesian equivalent. Read the words with proper pronunciation.

1. 2.

3.

4. 5.

Peserta didik memahami arti kata-kata yang tersedia. Peserta didik melengkapi setiap garis bawah dengan huruf yang sesuai sehingga membentuk kata yang bermakna dan sesuai dengan artinya. Bapak/Ibu Guru memotivasi peser ta didik untuk menyampaikan jawabannya. Peserta didik yang lain menyimak dan menyampaikan jawabannya apabila berbeda dengan jawaban temannya. Bapak/Ibu Guru dan peserta didik bersama-sama membahas jawabannya. Bapak/Ibu Guru memberi balikan dan memberi nilai.

Jawaban: 1. exile 4. mobilize 7. resistance 10. ammunition

2. betray 5. martyred 8. desperately

3. treason 6. proposal 9. aristocratic

Make five sentences using the words in TASK 2. Contoh jawaban: 1. Cut Nyak Dhien was exiled to Sumedang, apart from her troops. 2. The Dutch was able to capture Prince Diponegoro because one of his troops betrayed him. 3. The princess refused the prince’s marriage proposal because she loved another young man. 4. Though Alika was born and raised in an aristocratic family, she made friends with every person. 5. Arya desperately looked for a job after graduating from university.

Read the following text and pay attention to its text structure. What is the type of the text?

1.

2.

3.

4.

Bapak/Ibu Guru meminta beberapa peserta didik membaca teks biografi Cut Nyak Dhien berikut secara bergiliran, dengan lafal, tekanan, dan intonasi yang tepat. Bapak/Ibu Guru membetulkan pelafalan peserta didik yang kurang tepat dan meminta mereka membaca kembali kata-kata yang pelafalannya masih salah, lalu membahas arti kosakata baru. Bapak/Ibu Guru meminta peserta didik mengamati struktur teks tersebut, lalu membaca penjelasannya di bagian Supporting Feature. Bapak/Ibu Guru menjelaskan hal-hal yang belum dipahami peserta didik.

Jawaban: The above text is a biographical recount.


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Listen to and answer the questions based on the text in TASK 4.

1. 2. 3. 4.

5. 6.

Bapak/Ibu Guru meminta peserta didik membaca dan memahami kembali isi teks di TASK 4. Setelah itu, Bapak/Ibu Guru memperdengarkan pertanyaan-pertanyaan berikut dua kali. Peserta didik menjawab setiap pertanyaan berdasarkan teks yang telah mereka baca di buku masing-masing. Bapak/Ibu Guru memperdengarkan per tanyaanpertanyaan tersebut sekali lagi. Peserta didik menyimak sambil memeriksa jawaban mereka. Mereka membetulkan jawaban yang masih belum tepat. Bapak/Ibu Guru dan peser ta didik membahas jawabannya. Bapak/Ibu Guru memberi balikan dan nilai.

Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the text mainly about? 2. What was the effect of Teuku Umar and Cut Nyak Dhien’s marriage? 3. What is “Het verraad van Teukoe Oemar” about? 4. What is the main idea of paragraph 8? 5. What did the Dutch do to defeat Acehnese’s struggle? 6. How could the Dutch capture Cut Nyak Dhien? 7. What happened to Cut Nyak Dhien after her capture by the Dutch? 8. What was the Dutch afraid of if they kept Cut Nyak Dhien in Aceh? 9. What do you think about Cut Nyak Dhien’s character? 10. What can you learn from Cut Nyak Dhien’s struggle? Jawaban: 1. It’s mainly about the biography of Cut Nyak Dhien. 2. Their marriage greatly boosted the morale of Aceh armies in their fight against the Dutch. 3. It’s about the treason of Teuku Umar, who firstly surrendered to the Dutch, but two years later, deserted with his troops taking with them heavy equipment, weapons and ammunition. 4. It’s about several factors which led to the destruction of Cut Nyak Dhien’s troops. 5. The Dutch adapted Acehnese’s tactics to the situation in Aceh. 6. One of her troops, Pang Laot, told the Dutch about the location of her headquarters in Beutong Le Sageu which later the Dutch attacked her army by surprise and caught her. 7. She was brought to Banda Aceh, but in the end she was exiled to Sumedang, West Java. 8. They were afraid if she would keep mobilizing the resistance of Aceh people. 9. Contoh jawaban: She was a brave and strong woman. 10. Contoh jawaban: We should never give up and be tough in difficult situations.

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Listen and complete the following text based on what you have heard. Teks yang diperdengarkan oleh Bapak/Ibu Guru dan jawaban: Raden Ajeng Kustiyah Wulaningsih Retno Edhi, better known as Nyi Ageng Serang, is a National Heroine of Indonesia. She was born in Serang, in 1752. Her father Pangeran Natapraja, also known as Panembahan Serang, was a ruler of Serang and Pangeran Mangkubumi’s war (1) commander. She was also a (2) descendant of Sunan Kalijaga. The name Nyi Ageng Serang was given to her after the death of her father due to sickness and she took over his position. Nyi Ageng Serang helped her father fight against the Dutch, who attacked them because her father still maintained troops, in violation of the (3) Treaty of Giyanti. After the battle, she was arrested and taken to Yogyakarta. Then, she was sent back to Serang. At the beginning of (4) Diponegoro War in 1825, 73-yearold Nyi Ageng Serang commanded the force on a stretcher to help Pangeran Diponegoro fight against the Dutch. During the war, she was accompanied by her (5) son-in-law, Raden Mas Pak-pak. She also became a (6) war advisor. She fought in several areas, including Purwodadi, Demak, Semarang, Juwana, Kudus and Rembang. She was also assigned to defend the area of Prambanan from the Dutch. One of her (7) best-known strategies was the use of lumbu, or green taro leaves, for disguise. Her forces attached the lumbu to poles to look like a (8) taro orchard. She stopped fighting after 3 years, although her son-in-law continued fighting. Despite fighting against the Dutch, in the beginning of 1833 they gave her an annuity of (9) 100 gulden per month. She died in Yogyakarta in 1838. Her remains were buried in Beku, Kulon Progo, Yogyakarta. Nyi Ageng Serang was awarded the title (10) National Heroine of Indonesia through Presidential Decree number 084/ TK/1974 on December 13, 1974. One of her grandsons, Raden Mas Soewardi Soerjaningrat, is also a national hero. Her name is used for the building of the Culture and Museum Office (Dinas Kebudayaan dan Permuseuman) in South Jakarta. Adopted from: https://en.wikipedia.org/wiki/Nyi_Ageng_Serang (August 13, 2016)

Explain the meanings of the following words. Then, find the similar meanings of the words in the text in TASK 6. Jawaban: 1. menggantikan, mengambil alih 2. jasad, jenazah 3. mengirim kembali, mengembalikan 4. permulaan, awal 5. ditugasi 6. perjanjian 7. dianugerahi 8. penyamaran 9. kejahatan 10. tunjangan hidup

= = = = = = = = = =

took over remains sent back beginning assigned treaty awarded disguise violation annuity

Important Dates on War : – 1825 :

Complete the following sentences with the answers of TASK 7. Jawaban: 1. remains 4. sent, back 7. violation 10. treaty

2. 5. 8

awarded disguise beginning

3. 6. 9.

took over assigned annuity

Answer the following questions based on the text in TASK 6. Jawaban: 1. After the death of her father due to sickness and she took over his position. 2. He was Pangeran Natapraja, also known as Panembahan Serang, who was a ruler of Serang and Pangeran Mangkubumi’s war commander. 3. Because Nyi Ageng Serang’s father still maintained troops, in violation of the Treaty of Giyanti. 4. She commanded the force on a stretcher to help Pangeran Diponegoro fight against the Dutch, became a war advisor, fought in several areas, including Purwodadi, Demak, Semarang, Juwana, Kudus and Rembang and was also assigned to defend the area of Prambanan from the Dutch. 5. She used lumbu, or green taro leaves, for disguise. 6. When she was 76 years old. 7. They were grandmother and grandson. 8. The building of the Culture and Museum Office (Dinas Kebudayaan dan Permuseuman) in South Jakarta. 9. Because of her services and bravery on fighting against the Dutch occupation. 10. Contoh jawaban: Being old doesn’t mean that we can’t do nothing. As long as we are still alive, we can contribute useful actions or thoughts for our country.

Complete the following information about Nyi Ageng Serang. Jawaban:

Full Name Nickname Place of Birth Date of Birth Place of Death Date of Death Parents and Origins

Name of Son-in-Law

Short Bio : Raden Ajeng Kustiyah Wulaningsih Retno Edhi : Nyi Ageng Serang : Serang : 1752 : Yogyakarta : 1838 : Pangeran Natapraja, also known as Panembahan Serang, who was a ruler of Serang and Pangeran Mangkubumi’s war commander; also a descendant of Sunan Kalijaga : Raden Mas Pak-pak

– –

1828 Beginning of 1833

: :

Nyi Ageng Serang commanded the force on a stretcher to help Pangeran Diponegoro fight against the Dutch. She stopped fighting. The Dutch gave her an annuity of 100 gulden per month.

TASK 1 Listen and complete the following text based on what you have heard. Lieutenant Colonel I Gusti Ngurah Rai was born in Carangsari Village, Badung District, Bali, on January 30, 1917. He is an Indonesian National Hero who commanded (1) ______________ in Bali against the Dutch during the Indonesian War of Independence. He was killed in the Battle of Margarana. Ngurah Rai attended at a Dutch elementary school and high school in Malang, East Java. He then received Dutch (2) ______________ at the Military Cadet School in Gianyar, Bali and Magelang, Central Java. After graduating, he joined the Dutch-sponsored military as a (3) ______________ in Bali. After the Indonesian Declaration of Independence, he established the People’s Security Army, the forerunner of the Military of Indonesia for the Lesser (4) ______________. He then left for the republican capital, Yogyakarta as ordered before returning to Bali, to oppose approximately (5) ______________ who had landed on March 2 and 3, 1946. Ngurah Rai found that the (6) ______________ were divided and he worked hard to unite them. He organized the (7) ______________ against the Dutch forces headquarters in Tabanan. The Dutch attempted to locate Ngurah Rai’s base and (8) ______________, which he refused. On November 20, 1946, the Dutch launched a (9) ______________ on Marga with the assistance of troops from Lombok and supported by aircraft. Lt. Col. Ngurah Rai ordered a Puputan, or (10) ______________. He died along with all of his troops. The battle is now known as the Battle of Margarana. Ngurah Rai was buried in Marga. On August 9, 1975, he was recognized as a national hero. Ngurah Rai International Airport in Bali is named after him. Adopted from: http://en.wikipedia.org/wiki/I_Gusti_Ngurah_Rai#cite_noteSUDARMANTO205-2 (August 14, 2016)


Where did I Gusti Ngurah Rai come from? Where did Ngurah Rai spend his school time? What did he do after the Declaration of Independence? Why did he leave Yogyakarta and return to Bali? What did he do to the Dutch troops who just landed on Bali? What is the main idea of paragraph five? When did I Gusti Ngurah Rai die? How old was Ngurah Rai when he died? “ … and he worked hard to unite them.” (Paragraph 4) Who does ‘them’ refer to? Why was he awarded national hero?


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TASK 3 Complete the following information about I Gusti Ngurah Rai. Short Bio Full Name : ______________________ Title : ______________________ Place of Birth : ______________________ Date of Birth : ______________________ Place of Death : ______________________ Date of Death : ______________________ Education : ______________________ Military Training : ______________________ Important Dates on War : ______________________ Jawaban: TASK 1 Teks yang dibacakan oleh Bapak/Ibu Guru dan jawaban: Lieutenant Colonel I Gusti Ngurah Rai was born in Carangsari Village, Badung District, Bali, on January 30, 1917. He is an Indonesian National Hero who commanded (1) Indonesian forces in Bali against the Dutch during the Indonesian War of Independence. He was killed in the Battle of Margarana. Ngurah Rai attended at a Dutch elementary school and high school in Malang, East Java. He then received Dutch (2) military training at the Military Cadet School in Gianyar, Bali and Magelang, Central Java. After graduating, he joined the Dutch-sponsored military as a (3) second lieutenant in Bali. After the Indonesian Declaration of Independence, he established the People’s Security Army, the forerunner of the Military of Indonesia for the Lesser (4) Sunda Islands. He then left for the republican capital, Yogyakarta as ordered before returning to Bali, to oppose approximately (5) 2,000 Dutch troops who had landed on March 2 and 3, 1946. Ngurah Rai found that the (6) republican forces were divided and he worked hard to unite them. He organized the (7) initial attack against the Dutch forces headquarters in Tabanan. The Dutch attempted to locate Ngurah Rai’s base and (8) offered negotiations, which he refused. On November 20, 1946, the Dutch launched a (9) large scale attack on Marga with the assistance of troops from Lombok and supported by aircraft. Lt. Col. Ngurah Rai ordered a Puputan, or (10) fight to the death. He died along with all of his troops. The battle is now known as the Battle of Margarana. Ngurah Rai was buried in Marga. On August 9, 1975, he was recognized as a national hero. Ngurah Rai International Airport in Bali is named after him.

TASK 3

Full Name Title Place of Birth

Short : : :

Date of Birth Place of Death Date of Death Education

: : : :

Military Training

:

Important Dates on War : – March 2 and 3, 1946 :

–

November 20, 1946

:

Bio I Gusti Ngurah Rai Lieutenant Colonel Carangsari Village, Badung District, Bali January 30, 1917 Marga November 20, 1946 A Dutch elementary school and high school in Malang, East Java Dutch military training at the Military Cadet School in Gianyar, Bali and Magelang, Central Java Approximately 2,000 Dutch troops had landed in Bali. The Dutch launched a large scale attack on Marga and Lt. Col. Ngurah Rai died along with all of his troops.

Read the following sentences and pay attention to the words in bold. What is the form of the phrases in bold? What does each phrase in bold express: time, cause-effect or contrast? What are the forms of the words following the adverbs? Jawaban: • The phrases in bold are adverbial phrases. • Each phrase expresses the following: – Sentence 1: The phrase expresses time. – Sentence 2: The phrase expresses cause-effect. – Sentence 3: The phrase expresses contrast. – Sentence 4: The phrase expresses time. – Sentence 5: The phrase expresses contrast. • The words after the adverbs are in the form of noun phrases.

Adopted from: http://en.wikipedia.org/wiki/I_Gusti_Ngurah_Rai#cite_noteSUDARMANTO205-2 (August 14, 2016)

TASK 2 1. He came from Bali. 2. In Malang, East Java. 3. He established the People’s Security Army, the forerunner of the Military of Indonesia for the Lesser Sunda Islands. 4. To oppose the approximately 2,000 Dutch troops who had landed on March 2 and 3, 1946. 5. He organized an initial attack against the Dutch forces headquarters in Tabanan. 6. It’s about Ngurah Rai’s order to fight to the death, or puputan. 7. On November 20, 1946. 8. 29 years old. 9. It refers to the republican forces. 10. He led Indonesian forces in Bali to fight against the Dutch and ordered to fight to the death.

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Change the adverbial clauses in the following sentences into adverbial phrases. Jawaban: 1. Driving past the bank, I saw Jeffrey. 2. After finishing his homework, Bayu went to bed. 3. Knowing that I didn’t have money, Rima paid for my meal. 4. Returning from work, Rida got stuck in traffic. 5. Andy looked at his sister, hoping she would speak. 6. Being worried about her son, Mrs. Arman called the police. 7. Fiona fell asleep while watching TV. 8. Having finished reading the book, I lent it to my sister. 9. While camping at the campsite near the forest, I saw lots of reptiles. 10. Since coming to Padang, Romi has gained 5 kg.

Dengan perintah kegiatan yang sama, Bapak/Ibu Guru memberi soal berikut. 1. After I played badminton, I called my friend. 2. While I was reading your essay, I noticed a lot of mistakes. 3. Because I didn’t want to miss my flight, I set the alarm for 6 a.m. 4. Before you received your mother’s telephone call, you looked sad. 5. While I was waiting for the bus, I saw a flying squirrel. 6. When my mother arrived home from work, she noticed that the front door was open. 7. Since I moved here, I have met many great people. 8. Because Dono is a perfectionist, he noticed all the flaws. 9. Don’t go to bed before you brush your teeth. 10. After Amir finished his homework, he started playing video games. Jawaban: 1. After playing badminton, I called my friend. 2. While reading your essay, I noticed a lot of mistakes. 3. Not wanting to miss my flight, I set the alarm for 6 a.m. 4. Before receiving your mother’s telephone call, you looked sad. 5. While waiting for the bus, I saw a flying squirrel. 6. On arriving home from work, my mother noticed that the front door was open. 7. Since moving here, I have met many great people. 8. Being a perfectionist, Dono noticed all the flaws. 9. Don’t go to bed before brushing your teeth. 10. After finishing his homework, Amir started playing video games.

Fill in the blanks with the suitable sentences from the box. Then, read the text aloud, in turns.

1. 2. 3. 4. 5.

6.

Bapak/Ibu Guru meminta peserta didik membaca dan memahami teks yang tidak lengkap berikut. Peserta didik diminta melengkapi teks tersebut dengan memilih kalimat-kalimat dalam kotak yang sesuai. Peserta didik diminta tunjuk jari dan menyampaikan jawabannya, secara bergiliran. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama. Untuk mengetahui pemahaman peserta didik, Bapak/ Ibu Guru dapat meminta mereka menjelaskan gambaran umum teks tersebut. Peserta didik yang lain menyimak dan menyampaikan jawaban mereka apabila berbeda dengan jawaban temannya. Bapak/Ibu Guru memberi balikan atau evaluasi.

Jawaban: 1. Later, he proposed to change the name of the most eastern island in Indonesia “New Guinea” to “Irian”, meaning “hot land” in the Biak language 2. He also asked his brother, Markus Kaisiepo, to change Papua bestuurschool to Irian bestuurschool 3. Following the capture of Silas Papare, Frans Kaisiepo and Johan Ariks continued the struggle to liberate West Irian from the Dutch control 4. Then, on December 27, 1949 the Netherlands and Indonesian met in Round Table Conference in Den Haag 5. He also protested the Netherlands for separating West New Guinea from Indonesia in Round Table Conference 6. However, it was no more than making West Papua a puppet state 7. This campaign is known as Trikora Operation 8. Frans Kaisiepo was appointed to be the second governor of West Irian succeeding Elias Jan Bonay

Underline the reduced clauses in the following sentences. Indicate whether the sentences are correct (C) or incorrect (I), then correct the incorrect ones. Number one has been done for you. Jawaban: 2. I – 3. C 4. C

– –

5. I

–

6. I

–

7. C

–

8. I 9. C 10. C

– – –

Steve has had to learn how to cook and clean the house since leaving home. The ointment can be applied where necessary. Tom began to look for a job after completing his master’s degree in engineering. Although not selected for the team, Rama attends all of the games as a fan. When purchasing at this store, the buyers got a guarantee on all items. The medicine is not effective, unless taken as directed. You should negotiate before buying a new car. Once purchased, the gown cannot be returned. Though located near the coast, the town does not enjoy much of an ocean breeze.

Complete the following statements based on the text in TASK 14. 1. During his studies at the police school, Frans Kaisiepo had already heard about _________________. 2. He proposed to change the name of New Guinea to _________________, taken from _________________ meaning _________________. 3. According to Frans Kaisiepo, the new name stood for _________________. 4. Frans and his colleagues held _________________ on August 31, 1945. 5. The Netherlands offered Frans to present the Round Table Conference as _________________ in order to _________________. 6. Regarding to the result of the Round Table Conference, Frans opposed the Netherlands because of _________________. 7. To save its reputation in the international level, the Netherlands decided to _________________. 8. President Sukarno organized Trikora Operation in order to _________________.


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9. During the Trikora Operation, Frans contributed by _________________. 10. The main idea of paragraph five is about _________________. Jawaban: 1. the idea of independent Indonesia 2. Irian; Biak language; ‘hot land’ 3. Ikut Republik Indonesia Anti Nederland 4. a Red and White flag hoisting ceremony 5. the Dutch delegation; get his sympathy 6. separating West New Guinea from Indonesia 7. prepare independence for West Papua 8. liberate West Papua 9. helping Indonesian troops landing in West New Guinea 10. Frans Kaisiepo’s protest towards the result of the Round Table Conference concerning the matter of West New Guinea

3.

Because the diplomacy between the Netherlands and the Republic of Indonesia over West New Guinea in the United States failed and the persisted Dutch made efforts to prepare the West Papuans for self-rule. So the President might think that it was needed to create a full-scale military invasion of the territory, to liberate West New Guinea. (https://en.wikipedia.org/wiki/West_New_Guinea_dispute)

Role play.

1. 2.

Work in groups of three or four. Discuss the following issues.

1.

2.

3.

4.

Sebelumnya, Bapak/Ibu Guru meminta peserta didik membuat kelompok yang terdiri atas tiga atau empat orang. Setiap kelompok berdiskusi tentang isu-isu berikut. Mereka dapat membaca buku referensi atau menjelajah internet untuk menemukan jawaban yang mendukung isu-isu tersebut. Pada pertemuan berikutnya, Bapak/Ibu Guru meminta setiap kelompok menyampaikan hasil diskusinya, secara bergantian. Peserta didik yang lain dapat bertanya kepada kelompok yang membacakan hasil diskusinya apabila ada hal-hal yang belum jelas. Bapak/Ibu Guru dan peserta didik membuat simpulan berdasarkan jawaban-jawaban peserta didik.

Contoh jawaban: 1. No, it didn’t. The Round Table Conference resulted that the matter related to West New Guinea (West Papua) would be discussed a year later. It meant that the Dutch still attempted to occupy West New Guinea and it still took a long time to unite all Indonesia’s territory into the Republic of Indonesia. It is proven by the fact that the President established Trikora Operation to liberate West Papua. 2. The Dutch argued that the territory did not belong to Indonesia because the Melanesian West Papuans were ethnically and geographically different from Indonesians, had always been administrated separately, did not participate in the Indonesian Revolution and that the West Papuans did not want to be under Indonesian control. According to the Dutch political scientist Arend Lijpart, other underlying Dutch motives included West New Guinea’s lucrative economic resources, its strategic importance as a Dutch naval base and its potential role for housing the Netherlands’ surplus population including Eurasians who had became displaced by the Indonesian revolution. The Dutch also wanted to maintain a regional presence and to secure their economic interests in Indonesia. (https://en.wikipedia.org/wiki/West_New_Guinea_ dispute)

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3. 4.

5.

6.

Bapak/Ibu Guru meminta peserta didik membentuk pasangan atau kelompok yang terdiri atas tiga orang. Setiap pasangan atau kelompok menentukan salah satu peristiwa dalam teks biografi Frans Kaisiepo, misal ketika Frans Kaisiepo mengusulkan nama Irian untuk menggantikan nama New Guinea dan meminta saudara laki-lakinya yang bernama Markus Kaisiepo mengganti nama Papua bestuurschool menjadi Irian bestuurschool. Setiap pasangan atau kelompok membuat draft percakapan berdasarkan situasi yang dipilih. Bapak/Ibu Guru memberi kesempatan kepada setiap pasangan dan kelompok untuk berlatih memeragakan percakapan yang telah disusunnya. Bapak/Ibu Guru memotivasi setiap pasangan dan kelompok untuk memeragakan percakapan yang telah disusunnya di depan kelas. Pasangan dan kelompok lain menyimak peragaan temannya dan memberi balikan atas penampilan temannya. Bapak/Ibu Guru memberi balikan dan nilai.

Contoh jawaban: Frans Kaisiepo : Markus Kaisiepo Frans Kaisiepo Markus Kaisiepo Frans Kaisiepo

: : : :

Markus Kaisiepo : Frans Kaisiepo : Markus Kaisiepo : Frans Kaisiepo : Markus Kaisiepo : Frans Kaisiepo : Markus Kaisiepo : Frans Kaisiepo :

Markus Kaisiepo :

I’ve heard the idea of independent Indonesia at school. Have you heard it too? Yes, I have. Well then, I have an idea. What is it? I suggest we change the name of our land “New Guinea” to “Irian”. Irian? Yes, Irian. In Biak language, “Irian” means “hot land”, doesn’t it? Yeah, I know that. Besides, Irian is also an acronym. It stands for Ikut Republik Indonesia Anti Nederland. Sounds great! I like your idea. It’s brilliant! So, you agree with my idea. Then, I’ll ask you a favor. What is it? Please change the name Papua bestuurschool to Irian bestuurschool. What do you think? No problem. I’ll do it.

Complete the following chart to find out the text structure of the biographical recount of Frans Kaisiepo.

1. 2.

3. 4. 5. 6. 7.

Bapak/Ibu Guru meminta peserta didik membaca kembali teks di TASK 14 tentang biografi Frans Kaisiepo dan memahami isi tiap paragraf. Bapak/Ibu Guru meminta peserta didik menganalisis struktur teks tersebut dengan tabel seperti yang ada di buku PR. Bapak/ Ibu Guru memberi tahu peserta didik bahwa teks biografi Frans Kaisiepo memiliki 9 paragraf, sehingga di kolom paragraph berisi: – Introductory paragraph – Supporting paragraph 1 – Supporting paragraph 2 – Supporting paragraph 3 – Supporting paragraph 4 – Supporting paragraph 5 – Supporting paragraph 6 – Supporting paragraph 7 – Supporting paragraph 8 Peserta menyalin tabel tersebut di buku tugasnya, lalu melengkapinya dengan tujuan (Purpose) dan gagasan pendukung (Details) tiap paragraf. Setelah waktu pengerjaan dirasa cukup, Bapak/Ibu Guru memotivasi peserta didik membacakan jawabannya secara bergantian. Peserta didik yang lain menyimak jawaban temannya, lalu menambah atau mengoreksi jawaban temannya. Bapak/Ibu Guru dan peserta didik membahas jawaban-jawaban tersebut bersama-sama. Bapak/Ibu Guru memberi masukan, evaluasi, dan nilai atas hasil pekerjaan peserta didik.

Jawaban: Paragraph Introductory paragraph

Purpose To introduce the figure going to be described, i.e. Frans Kaisiepo.

Details • •

Frans Kaisiepo was born in Biak on October 10, 1921. He is the national hero from Papua.

•

He proposed to change the name of “New Guinea” to “Irian”, meaning “hot land” in the Biak language. He made acronym of “Irian” into “Ikut Republik Indonesia Anti Nederland” or “Join Anti Netherlands Republic of Indonesia”. He asked his brother to change Papua bestuurschool to Irian bestuurschool.

To describe Frans Kaisiepo’s proposal related to the concept of independent Indonesia.

•


To relate Frans Kaisiepo and his colleagues’ action after the declaration of independence.

•

Frans and his colleagues in Komite Indonesia Merdeka hoisted a Red and White flag and sang Indonesia Raya.


To tell about Frans Kaisiepo’s efforts to liberate West Irian from the Dutch control.

• •

Frans was one of the founders of Partai Indonesia Merdeka. He was one of the brains who set a rebellion breaking in Biak in March 1948.


To describe Frans Kaisiepo’s protest towards the result of the Round Table Conference.

•

Frans Kaisiepo refused the Netherlands’ offer to present the Round Table Conference as the Dutch delegation. He protested the Netherlands for separating West New Guinea from Indonesia in the conference.


To describe the confrontation between Indonesia and the Netherland over West Papua.

•


To relate President Sukarno’s announcement about Trikora Operation.

•


To describe West Papua after official integration.

•


To conclude the information about Frans Kaisiepo.


•

•

•

•

The confrontation between Indonesia and the Netherlands over West Papua got international attention. The Netherlands prepared independence for West Papua. Sukarno announced a military campaign to liberate West Irian in Yogyakarta on December 19, 1961, called Trikora Operation. Indonesian troops landed in West New Guinea and Frans Kaisiepo helped them.

•

West Papua became the 26th province of Indonesia with the name of West Irian. Frans Kaisiepo became the second governor of West Irian.

• • •

Frans Kaisiepo died on April 10, 1979. He was recognized as a national hero on September 14, 1993. An airport in Biak is named after him to honor his merits for Indonesia.


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The years after Round Table Conference, confrontation between Indonesia and the Netherlands over West Papua got international attention. To save its face in international community, the Netherlands quickly prepared independence for West Papua. However, it was no more than making West Papua a puppet state. On December 19, 1961 in Yogyakarta, Sukarno announced a military campaign to liberate West Papua. This campaign is known as Trikora Operation. Frans Kaisiepo actively helped Indonesian troops landing in West New Guinea during Trikora Operation. After the official integration of West Papua, West Papua became the 26th province of Indonesia with name West Irian (now it is divided into West Papua province and Papua province). Frans Kaisiepo was appointed to be the second governor of West Irian succeeding Elias Jan Bonay.

Identify parts of the text in TASK 14: orientation, a series of events and reorientation. Share your answer with the class. Jawaban:

Orientation

A Series of Events

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Frans Kaisiepo was born in Biak on October 10, 1921. He is the national hero from Papua who had contributed to maintain Papua belong to Republic of Indonesia. In 1945, Frans Kaisiepo studied at Papua bestuurschool (the police school of Papua) in Hollandia (now Jayapura). At that time, before August 1945, the idea of independent Indonesia had spread among students. Later, he proposed to change the name of the most eastern island in Indonesia “New Guinea” to “Irian”, meaning “hot land” in the Biak language. From the word “Irian”, he made an acronym “Ikut Republik Indonesia Anti Nederland” or “Join Anti Netherlands Republic of Indonesia”. He also asked his brother, Markus Kaisiepo, to change Papua bestuurschool to Irian bestuurschool. On August 31, 1945, Frans Kaisiepo, Markus Kaisiepo, Corinus Krey and the other Komite Indonesia Merdeka (Free Indonesia Committee) members hoisted a Red and White flag and sang Indonesia Raya, Indonesia’s national anthem. Frans Kaisiepo was also one of the founders of Partai Indonesia Merdeka (Free Indonesia Party) led by Lukas Rumkorem. Following the capture of Silas Papare, Frans Kaisiepo and Johan Ariks continued the struggle to liberate West Irian from the Dutch control. In March 1948, a rebellion broke in Biak and Frans Kaisiepo was one of the brains. Then, on December 27, 1949 the Netherlands and Indonesian met in Round Table Conference in Den Haag. To get Frans Kaisiepo’s sympathy, the government of the Netherlands asked him to be Dutch delegation during Round Table Conference, but he directly refused the offer. He also protested the Netherlands for separating West New Guinea from Indonesia in Round Table Conference.

Reorientation

Frans Kaisiepo died on April 10, 1979. He was recognized as a national hero on September 14, 1993. To honor his merits for the country, an airport in Biak is named after him.

TASK 1 Fill in the blanks with the suitable sentences from the box. Then, read the text aloud, in turns. •

•

•

•

•

Under his leadership, PBI grew rapidly. In the meantime, the pressure of the Dutch East Indies toward the national movement had strongly increased When he returned to Indonesia, he reformed Budi Utomo by engaging the organization in political issues and making it open for all people to become members The organization was aimed at promoting Indonesia by improving the fields of teaching, agriculture, animal husbandry, commerce, engineering and industries and culture and enhancing the nation ideals of humanity to achieve the life as a respectable nation The congress, which also became the last BU’s congress, resulted in the establishment of Partai Indonesia Raya, also known as Parindra, and dr. Sutomo became the chairman By serving in many places, Sutomo gained a lot of experiences and had many opportunities to witness people’s sufferings and help them as well

dr. Sutomo, whose real name was Subroto, was born in Ngepeh Village, East Java, on July 30, 1888. He was the co-founder of Budi Utomo. While studying at STOVIA (a medical school during the Dutch occupation), he and his colleagues, as advised by dr. Wahidin Sudirohusodo, established Budi Utomo, the first modern organization in Indonesia, on May 20, 1908. (1) _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________. Today, May 20 is celebrated as the National Awakening Day. After graduating from STOVIA in 1911, he served as a physician, first in Semarang and then other places, like Tuban, Lubuk Pakem in East Sumatra and finally Malang. During his service in Malang, he succeeded in eradicating bubonic plague that hit Magetan, East Java. (2) ____________________________________________________________________________________ ________________________________________________________________________________________________________. In 1919, he had an opportunity to study in the Netherlands. (3) ___________________________________________________ _______________________________________________________________________________________________________. During the time, there were many political parties. Later in 1924, he founded Indonesische Studie Club (ISC), a forum for Indonesian intellectuals. ISC successfully established a weaving school, bank, cooperative, etc. In 1931, ISC was renamed the United Nation of Indonesia (Persatuan Bangsa Indonesia— PBI). (4) __________________________________________________________________________________________________ _______________________________________________________________________________________________________. Then, in January 1934 the Commission of BU–PBI was formed and later approved by both of the committees to merge in 1935. Congress was held to inaugurate the merger between December 24 and 26, 1935. (5) _____________________________ _________________________________________________________. Parindra struggled to achieve Indonesia’s independence. Besides working in politics, dr. Sutomo was also active in journalism. He even led several newspapers. He died in Surabaya, on May 30, 1938. The government of the Republic of Indonesia honored him as National Hero. Translated from: http://kolom-biografi.blogspot.com/2011/12/biografi-dr-sutomo.html (August 5, 2016)


What is the text about? What is the main idea of paragraph two? When did dr. Sutomo and his friend found Budi Utomo? Who was dr. Wahidin Sudirohusodo? What happened during the time dr. Sutomo worked in Magetan? How did dr. Sutomo reform Budi Utomo? What was Indonesische Studie Club (ISC)? When was BU’s last congress held? What was Parindra actually comprised of? What was Parindra’s mission?

TASK 3 Complete the following chart to find out the text structure of the biographical recount of dr. Sutomo. Paragraph Introductory paragraph

Purpose

Details

To introduce the figure going to be described, i.e. dr. Sutomo.

Supporting paragraph 1 Supporting paragraph 2 Supporting paragraph 3 Supporting paragraph 4 Supporting paragraph 5 Supporting paragraph 6 TASK 4 Identify parts of the text in TASK 1: orientation, a sequence of events and reorientation. Jawaban: TASK 1 1. The organization was aimed at promoting Indonesia by improving the fields of teaching, agriculture, animal husbandry, commerce, engineering and industries and culture and enhancing the nation ideals of humanity to achieve the life as a respectable nation


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2.

By serving in many places, Sutomo gained a lot of experiences and had many opportunities to witness people’s sufferings and help them as well When he returned to Indonesia, he reformed Budi Utomo by engaging the organization in political issues and making it open for all people to become members Under his leadership, PBI grew rapidly. In the meantime, the pressure of the Dutch East Indies toward the national movement had strongly increased The congress, which also became the last BU’s congress, resulted in the establishment of Partai Indonesia Raya, also known as Parindra, and dr. Sutomo became the chairman

3. 4. 5.

TASK 2 1. It’s about the biography of dr. Sutomo. 2. dr. Sutomo and his colleagues established Budi Utomo. 3. On May 20, 1908. 4. He was the one who advised dr. Sutomo and his colleagues to establish Budi Utomo. 5. There was bubonic plague hitting the region, but he succeeded in eradicating it. 6. By engaging the organization in political issues and making it open for all people to become members. 7. It was a forum for Indonesian intellectuals. 8. Between December 24 and 26, 1935. 9. Budi Utomo and Persatuan Bangsa Indonesia. 10. To achieve Indonesia’s independence. TASK 3 Paragraph

Purpose


To introduce the figure going to be described, i.e. dr. Sutomo.


To relate the establishment of Budi Utomo.


To relate dr. Sutomo’s service as a physician.


To tell about dr. Sutomo’s action to reform Budi Utomo.


To tell about dr. Sutomo’s new associations.

Details • • •

Dr. Sutomo’s real name was Subroto. He was born in Ngepeh Village, East Java, on July 30, 1888. He was the co-founder of Budi Utomo.

•

Dr. Sutomo and his colleagues at STOVIA, advised by dr. Wahidin Sudirohusodo, established Budi Utomo on May 20, 1908. The organization was aimed at promoting Indonesia by improving many fields and enhancing the nation ideals of humanity to achieve the life as a respectable nation.

•

• • •

•

Returning to Indonesia, he reformed Budi Utomo by engaging the organization in political issues and making it open for all people to become members.

•

In 1924, he founded Indonesische Studie Club (ISC), a forum for Indonesian intellectuals. In 1931, ISC was renamed the United Nation of Indonesia (Persatuan Bangsa Indonesia–PBI). Under his leadership, PBI grew rapidly though the pressure of the Dutch East Indies toward the national movement had strongly increased.

• • •


To relate the establishment of Partai Indonesia Raya (Parindra).

• • •


• To conclude the information about dr. Sutomo.

He served as a physician, first in Semarang and then other places. While giving service in Malang, he succeeded in eradicating bubonic plague that hit Magetan, East Java. He gained a lot of experiences and had many opportunities to witness people’s sufferings and help them as well.

• •

In January 1934 the Commission of BU–PBI was formed and later approved by both of the committees to merge. The merger was inaugurated in a congress held between December 24 and 26, 1935. The congress also resulted in the establishment of Partai Indonesia Raya, also known as Parindra, and dr. Sutomo became the chairman. Parindra struggled to achieve Indonesia’s independence. Besides working in politics, he was also active in journalism, by leading several newspapers. He died in Surabaya, on May 30, 1938. He was awarded National Hero by the government of the Republic of Indonesia.

TASK 4 Orientation

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dr. Sutomo, whose real name was Subroto, was born in Ngepeh Village, East Java, on July 30, 1888. He was the co-founder of Budi Utomo.

A Series of Events

Reorientation

While studying at STOVIA (a medical school during the Dutch occupation), he and his colleagues, as advised by dr. Wahidin Sudirohusodo, established Budi Utomo, the first modern organization in Indonesia, on May 20, 1908. The organization was aimed at promoting Indonesia by improving the fields of teaching, agriculture, animal husbandry, commerce, engineering and industries and culture and enhancing the nation ideals of humanity to achieve the life as a respectable nation. Today, May 20 is celebrated as the National Awakening Day. After graduating from STOVIA in 1911, he served as a physician, first in Semarang and then other places, like Tuban, Lubuk Pakem in East Sumatra and finally Malang. During his service in Malang, he succeeded in eradicating bubonic plague that hit Magetan, East Java. By serving in many places, Sutomo gained a lot of experiences and had many opportunities to witness people’s sufferings and help them as well. In 1919, he had an opportunity to study in the Netherlands. When he returned to Indonesia, he reformed Budi Utomo by engaging the organization in political issues and making it open for all people to become members. During the time, there were many political parties. Later in 1924, he founded Indonesische Studie Club (ISC), a forum for Indonesian intellectuals. ISC successfully established a weaving school, bank, cooperative, etc. In 1931, ISC was renamed the United Nation of Indonesia (Persatuan Bangsa Indonesia—PBI). Under his leadership, PBI grew rapidly. In the meantime, the pressure of the Dutch East Indies toward the national movement had strongly increased. Then, in January 1934 the Commission of BU–PBI was formed and later approved by both of the committees to merge in 1935. Congress was held to inaugurate the merger between December 24 and 26, 1935. The congress, which also became the last BU’s congress, resulted in the establishment of Partai Indonesia Raya, also known as Parindra, and dr. Sutomo became the chairman. Parindra struggled to achieve Indonesia’s independence.

Besides working in politics, dr. Sutomo was also active in journalism. He even led several newspapers. He died in Surabaya, on May 30, 1938. The government of the Republic of Indonesia honored him as National Hero.

Write a biographical recount of one of our heroes/heroines. Make a draft first. Contoh jawaban: Silas Ayari Donrai Papare Silas Papare was born in Serui, Yapen Islands, on December 18, 1918. He graduated from medical school in 1935. He was imprisoned by the Dutch because of provoking a Papuan Batallion to rebel against the colonial government. In Hollandia (now Jayapura) prison, he met Gerungan Saul Samuel Jacob Ratulangi, well-known as Sam Ratulangi (the future governor of Sulawesi), who was also imprisoned for his resistance against the Dutch. From this point, he knew that West Papua should be part of Indonesia in the future. On August 17, 1945 following the surrender of Japan, Sukarno declared the independence of Indonesia. Along with Jacob Thung Tjing Ek (a Chinese descendant living in West Papua), Silas Papare established PKII (Partai Kemerdekaan Indonesia Irian or Irian Indonesian Independence Party). He and other Papuans were captured after raising a Red and White flag in 1947. However, he successfully escaped from the prison and fled to Yogyakarta. In 1949, he established Badan Perjuangan Irian or Irian Struggle Corps in Yogyakarta with purpose to drive out the Dutch and integrate West Papua to the Republic of Indonesia.

The relationship between Indonesia and the Netherlands was getting worse. Many countries supported Indonesia to retake West Papua from the Netherlands. Indonesia gained support in Colombo Conference and Asia-Africa Conference as part of anti colonialism campaign. The US under John Fitzgerald Kennedy also suppressed the Netherlands to hand off West Papua. Dutch products boycott had spread across Indonesia. Indonesia and the Netherlands were on the eve of total war. On December 19, 1961, Sukarno announced a military campaign to liberate West Papua. To stop the conflict, Indonesia and the Netherlands met in New York under US mediation. The Dutch had cheated Indonesia by making false independence of West Papua on December 1, 1961. It was the Dutch’s maneuver to prevent West Papua be united with Indonesia. Silas Papare was sent by the Indonesian government to represent Indonesia in New York. This meeting resulted New York Agreement. According to the New York Agreement, West Papua would be under UNTEA (United Nations Temporary Executive Authority) before given back to Indonesia. On May 1, 1963, West Papua was officially integrated to the Republic of Indonesia. Silas Papare died on March 7, 1973. He was recognized as a national hero on September 14, 1993. His famous words are “Do not praise me, but continue my struggle.” To honor Silas Papare, a meeting hall in Serui is named after him. A Parchim class corvett is also named as KRI (Kapal Republik Indonesia or Republic of Indonesia Ship) Silas Papare to honor him. Adopted from: http://truthofwestpapua.blogspot.co.id/2015/07/indonesian-nationalheroes-from-west.html (August 16, 2016)


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Text structure: • Introductory paragraph/ orientation: introduces the person to be written, including his/her name, date and place of birth, parents and origins. • Supporting paragraphs: describing a series of events which are written in chronological order. • Concluding paragraph/ reorientation: provides the writer’s opinion about the person or the closing of the text.

Biographical recount texts

Cut Nyak Dhien

Adverbial phrases from reduced adverbial clauses

Contrast

Causeeffect

Time

Because Lia studied hard, she passed the exam. Because I was late, I didn’t get tickets for the show. Though Tina was beautiful, she wasn’t very popular. Though Mrs. Fika was rich, she was not happy.

1.

1.

2.

2.

2.

As I had slept for ten hours, I felt marvelous. Ken fed the cats before he went to work this morning.

1.

Adverbial Clause

2.

1.

2.

1.

2.

1.

In spite of being beautiful, Tina wasn’t very popular. Despite being rich, Mrs. Fika was not happy.

Having studied hard, Lia passed the exam. Being late, I didn’t get tickets for the show.

Having slept for ten hours, I felt marvelous. Ken fed the cats before going to work this morning.

Adverbial Phrase

Tape Script for Assessment Questions 1 and 2 refer to the following monolog. Djerandeng Abdurrachman, an outspoken political activist from West Kalimantan, will be nominated as a national hero. Djerandeng, who passed away on September 7, 1987, was once a political prisoner during the Dutch East Indies administration for his critical report in the Maluku-based Soeara Ambon newspaper. Later, he wrote about his personal experience of the inhumane treatment he suffered as a political prisoner at the Boven Digoel prison in Papua. His report, which was quoted by media in Europe and the US, led to his release along with 1,500 other political prisoners from Boven Digoel. Djerandeng also served as the chief editor of the Halilintar newspaper, which was eventually closed for being too critical of the government. Adopted from: http://www.thejakartapost.com/news/2012/06/09/w-kalimantanproposes-national-heroes.html (August 15, 2016)

Questions: 1. What did Djerandeng Abdurrahman do? 2. Why was he sent to jail? Questions 3 to 5 refer to the following monolog. Willibrordus Surendra Broto Rendra, known as W.S. Rendra was born in Solo on November 7, 1935. He was a poet, writer, dramatist, cultural activist and theater director. He was one of the most talented artists and often called “The Peacock” by the press. Rendra studied at the American Academy of Dramatic Arts, the same school as Marlon Brando, a great movie actor. After he graduated, he returned to Indonesia in 1968 and founded Bengkel Teater (Theater Workshop) in Yogyakarta. The group quickly astonished audience with works that were artistically experimental. Rendra rose to fame as a poet in the 1950s. He was also credited as the man who brought modern Indonesian theater to its maturity through his experimental works with Bengkel Teater. Rendra brought traditional expressions into modern context. In 1969, he created a series of dramas without dialogues, where actors employed body language and simple sounds such as bip bop, zzzz and rambate rata-rata. The journalist poet Gunawan Mohammad dubbed these experimental performances as a “mini-word theater”. Rendra died at the age of 73, but he remains the most influential poet in the country. Adopted from: http://kurikulum-manduta.sch.id/web2/images/files/ SOAL%20Try%20OUT%202%20PAKET%20A.DOCX. (August 16, 2016)

Questions: 3. 4. 5.

What is NOT W.S. Rendra famous for? Why did Rendra’s Bengkel Teater quickly astonish audience? How did actors perform a mini word theater?

I.


Jawaban: 1. A 2. 6. C 7. 11. B 12. 16. A 17. II.

C E C A

3. 8. 13. 18.

D C B D

4. 9. 14. 19.

A E C C

5. 10. 15. 20.

D B B E

Write a biography of a Revolution Hero. Mind the structure of the text.

Contoh jawaban: Ahmad Yani was born in Jenar, Purworejo, Central Java on June 19, 1922. His family, Wongsoredjo family, worked for a sugar factory. In 1927, Yani and his family moved to Batavia. Yani worked his way through primary and secondary education there. In 1940, Yani left high school to undergo compulsory military service in the army of the Dutch East Indies colonial government. He studied military topography in Malang, East Java. Unfortunately, his education was interrupted by the arrival of the invading Japanese in 1942. In 1943, he joined PETA (Defenders of the Motherland) army. He underwent further training in Magelang. After completing this training, Yani enlisted himself to be trained as a PETA platoon commander. Then, he was moved to Bogor, West Java to get his training. Upon completion, he was sent back to Magelang as an instructor. In the early hours of October 1, 1965, he was kidnapped by people who came to his house. They killed him, his body was taken to Lubang Buaya and was hidden in a disused well. His body was recovered on October 4. He was given a state funeral the following day before being burried at Kalibata Hero’s Cemetery. On the same day, he was officially declared the Hero of the Revolution. Today, many roads were named after him and his former house at Jalan Latuharhary no. 6, Menteng, Jakarta becomes a museum. Adapted from: http://en.wikipedia.org/wiki/Ahmad_Yani? (August 16, 2016)


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Work in pairs. Do the following. What you should do: 1. write a draft of a biographical recount of an outstanding person in our country; 2. develop the draft into a good text using the correct text structure; 3. make a short bio about the person. Contoh jawaban: General Sudirman remains one of Indonesia’s most revered national heroes today. Indonesian people recognize him as the first Commander-in-Chief of the Indonesian armed forces. He united and led the Indonesian armed forces in resisting colonial re-occupation after the Japanese occupation. Sudirman was born in Rembang, Central Java on January 24, 1916, son of Karsid Kartawiraji and Siyem. He was then adopted by his uncle Raden Cokrosunaryo, who provided him with a better education. Finally, he studied at the Dutch Native School in Purwokerto, but later transferred to a nationalist school, where he became strongly influenced by nationalism and Islam. While studying, he joined a Muhammadiyah boy scouts group and eventually became a teacher at a Muhammadiyah secondary school in Cilacap in 1936––the same year he married Alfiah––and became a leader of a youth organization of Muhammadiyah in 1937. Clearly, his education and activities during his youth had fuelled his patriotism, nationalism and religiousness which also developed his leadership ability. He did not display the usual martial qualities of a heroic military leader; instead, he was a soft-spoken and devout Moslem but extremely charismatic, strong-willed and firm. During the Japanese occupation, Sudirman joined PETA, an auxiliary military force established by Japan in 1944 and unsurprisingly was selected to be a daidancho (battalion commander). On October 5, 1945, TKR (Tentara Keselamatan Rakyat–– the People’s Security Army) was formed out of self-formed local units, mostly constituted by ex-PETA members who had been disbanded by the Japanese to prepare for Allied reoccupation. Instead of disbanding, Sudirman kept his Banyumas-based regiment together and he scored a major accomplishment by persuading the Japanese to turn in their weapons. This resulted in the procurement of a huge arms cache, more than sufficient for his own unit and he distributed the remainder to other Javanese groups, winning their support. Consequently, while other PETA units dispersed, his unit became the best armed and the best organized. When British forces landed in Indonesia in September 1945, to supervise the Japanese surrender and preserve order, it triggered the outbreak of violence between the British and the Indonesian independence fighters. Negotiations for a ceasefire broke down and more Allied troops arrived. By late November 1945, the British and Dutch troops had withdrawn to Ambarawa to form a strong defensive ring, the destruction of which required a consolidated and unified command. Consequently, Sudirman gathered and organized all commanders in the sector for a coordinated attack, which astoundingly routed the Allied forces on December 15, 1945. A month earlier, precisely on November 12, 1945, he had already been elected by the other Indonesian military commanders as the Commander-in-Chief (panglima besar) of all Indonesian forces. His appointment was formally inaugurated by President Sukarno, three days after the resounding victory at Ambarawa. When the Indonesian capital moved to Yogyakarta, the Dutch sprang a rapid invasion, with bombers bombing Maguwo, Yogyakarta’s airport, and paratroopers landing near and into the capital on December 19, 1948. Sudirman, despite being gravely ill with tuberculosis, ordered the entire Indonesian military to abandon linear defense and retreat to the non-urban areas to wage a guerilla war. Even before the invasion, Sudirman and his commanders had begun to prepare for a guerilla war, to exploit Indonesia’s terrain and geography and the Indonesians’ superior spirit and morale against the enemy’s sophisticated weaponry. Sudirman retreated to the jungle under hot pursuit by the Dutch. His feat of achieving independence for Indonesia was even more redoubtable; he made an arduous journey under Dutch pressure with deteriorating health and with minimal resources. He had to be carried on a sedan chair throughout the journey, which saw him traveling as far as 1,000 kilometers for six months before settling down in Sobo, near Mount Lawu, on April 1, 1949, all while continuing to lead the guerilla war against the Dutch. General Sudirman died in Magelang on January 29, 1950, a month after the Dutch formally transferred sovereignty to the Republic of Indonesia on December 27, 1949. His selfless patriotism and personal charm gained the trust of the President, respect from the Indonesian people and his subordinates’ loyalty––”a symbol of exalted service to his nation and his people which would be difficult for anyone to match”. On December 10, 1964, he was recognized as a National Hero. Sudirman’s greatest legacy was his unwavering selfless patriotism, prioritizing the nation’s security and sovereignty above his life. His very personal style of leadership and the challenges he confronted were physically and mentally draining, which exacerbated his ill-health, but he did not relinquish his duties and responsibilities. In a formal investiture on May 25, 1946, Sudirman represented himself and his subordinates in uttering the Members of the Forces leadership oath, first and foremost swearing to: “... Ably defend the sovereignty and independence of the state of the Republic of Indonesia that was declared on August 17, 1945 to the last drop of blood.” Despite being only slightly older than most of his soldiers and officers, he behaved like a father figure to the armed forces, who addressed him as Pak Dirman out of reverence and respect. He pursued an open, accommodating style of leadership and solicited advice from anybody he met, including his opponents and endeavored to listen to all perspectives and viewpoints before making a firm decision. This was partly because he recognized his own inadequacies and partly because he saw the importance of maintaining good relations with all centers of power and of maintaining harmony within the army. Adopted from: http://www.mindef.gov.sg/imindef/publications/pointer/journals/2007/v33n3/ personalityprofile.html (August 16, 2016)

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Short Bio of General Sudirman Name Date of Birth Place of Birth Year of Marriage Date of Death Place of Death Wife’s Name Father’s Name Mother’s Name Foster Father’s Name Military Rank Military Records

: : : : : : : : : : : :

Sudirman January 24, 1916 Rembang, Central Java 1936 January 29, 1950 Magelang Alfiah Karsid Kartawiraji Siyem Raden Cokrosunaryo Commander-in-Chief of the Indonesian armed forces – Joined PETA, an auxiliary military force established by Japan in 1944. – British forces landed in Indonesia in September 1945, to supervise the Japanese surrender and preserve order, which triggered the outbreak of violence between the British and the Indonesian independence fighters. – TKR (Tentara Keselamatan Rakyat––the People’s Security Army) was formed out of selfformed local units, mostly constituted by ex-PETA members, on October 5, 1945. – On November 12, 1945, he had already been elected by the other Indonesian military commanders as the Commander-in-Chief (panglima besar) of all Indonesian forces. – By late November 1945, the British and Dutch troops had withdrawn to Ambarawa to form a strong defensive ring. – Sudirman and all commanders astoundingly routed the Allied forces in Ambarawa on December 15, 1945. – Sudirman’s appointment as the Commander-in-Chief was formally inaugurated by President Sukarno on December 18, 1945. – The Dutch sprang a rapid invasion, with bombers bombing Maguwo, Yogyakarta’s airport, and paratroopers landing near and into the capital on December 19, 1948. – Sudirman led a guirella war until he was seriously sick because of tuberculosis. – The Dutch formally transferred sovereignty to the Republic of Indonesia on December 27, 1949.


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LISTENING SECTION

4.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Girl : I don’t know what I have to write. What about you? Boy : I have three alternative topics. Girl : Do you? Would you tell me what they are? Boy : The first is about our heroes or heroines, the second is about an interesting place and the last is about what I’m proud to be Indonesian. Girl : Wow, cool! By the way, have you collected the materials? Boy : I have. I just need to rewrite them. Narrator : What is the third topic?

PART I 1.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Woman : Look at you, Danar! You are dirty and smelly. Boy : I’m sorry, Mom. Woman : Anyway, what have you done? Boy : I helped Mr. Hardi cultivate his rice field. Then, we bathed his cows in a river. It was amazing, Mom! Narrator : What did the boy just do? Jawaban: B

2.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Girl : You know what. I sang a song with my idol last night! Boy : Did you? It must have been amazing. Girl : You’re right. I never imagined that my idol would ask me to sing with her on a stage. What an experience! Narrator : What did the girl feel? Jawaban: D

3.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Boy : Mom needs you, Lin. Girl : Where’s she? Boy : She’s in the backyard. By the way, have you mailed Uncle and Aunt Bernard? Girl : Yes, I have. Boy : When? Girl : A few minutes ago. Narrator : What did the girl just do? Jawaban: C

Jawaban: D PART II 5. Write your answer on your answer sheet. Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: Boy : Who is your favorite idol, Ayu? Girl : ________ Narrator : Which is the best response? A. Doctor Muwardi. B. I know him well. C. I live on Jalan Thamrin. D. My friend and I met here. Jawaban: A 6. Write your answer on your answer sheet. Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: Girl : Did you meet Sara, Heru? Boy : I did. Girl : Do you know where she is now? Boy : ________ Narrator : What does the boy most likely reply? A. We just chatted a few minutes ago. B. I don’t know anything about her. C. Let’s find her together. D. She might be in the library. Jawaban: D

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Mid-Term Test

7. Write your answer on your answer sheet. Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: Boy : What is your impression after attending the International Youth Congress in Philippines? Girl : ________ Narrator : What does the girl most likely reply? A. It’s held annually. B. I wish I can attend it. C. It was great and I gained a lot of experience. D. If I had received the invitation, I would have come. Jawaban: C PART III 8.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Man : The board of directors had a meeting yesterday. Do you know what the agenda was? Woman : I don’t know exactly. I just heard a rumor. Man : What’s that? Woman : They will elect a new president after the former one has resigned. Narrator : Which pictures goes with the dialog? Jawaban: A

9.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Girl : You still keep your old typewriter, Grandpa! Man : Yes, dear. Anyway, do you know who invented a typewriter? Girl : No, I don’t. You know, people don’t use it anymore, so they forget who has invented it. Man : You’re right. Let me tell you. He was Christopher Latham Sholes who invented the first practical modern typewriter which was patented in 1868. Narrator : What do the girl and the man talk about? Jawaban: C

10.

Teks yang diperdengarkan oleh Bapak/Ibu Guru: Afgan has always been my favorite singer. I had always been thinking of how I would feel when I met him. Then, I was suddenly hit by lightning when I found out Afgan was coming to town for a concert in a local auditorium. A day before the concert, there would be a meet-and-greet event at a local radio station. Feeling excited, I packed all my Afgan’s CDs to get his signature at the event. On that bright and sunny Saturday morning, the radio station was full of Afganism—that’s how Afgan’s fans are called. They sat on the chairs prepared inside the radio station’s lobby. Several stood in rows in the front yard of the radio station. A spot inside a lobby was prepared with a mini stage for Afgan’s singing performance and a table for Afgan to sign Afganism’s memorabilia. Finally, after about 40 or 50 minutes wait, Afgan showed up from inside the radio station. He smiled and waved to all Afganism who had been

waiting excitedly saying, “Good morning. How are you all?” The crowd went crazy. The shouts sounded like a mix of “Fine, thank you.” and screams of Afgan’s name. Adopted from: Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Edisi Revisi Cetakan Ke-2, Jakarta, Kementerian Pendidikan dan Kebudayaan, 2016.

Narrator :

Which is the picture of the speaker’s idol?

Jawaban: C 11.

Teks yang diperdengarkan oleh Bapak/Ibu Guru: During my elementary school, I stayed with my uncle. I used to play with my cousin Awan. I loved playing with him as he was very playful. One day, we were very tired when we arrived home from playing. We played hard at the playground. Knowing us dirty and smelly, Uncle told us to have a bath soon. Awan asked me to have a bath first. He went straight to his room and had a rest. When I found him, he was already asleep on his bed with his dirty clothes. I woke him up. Immediately, Awan opened his eyes and headed to the bathroom. Narrator : Which picture shows what happened in the story? Jawaban: B

PART IV Teks yang diperdengarkan oleh Bapak/Ibu Guru: Questions 12 and 13 refer to the following monolog. Mr. Agung showed three wooden doll toys to his son, Alam, and asked him to find the differences. All the three toys were seemed to be identical in their shape, size and material. After keen observation, Alam observed holes in the toys. The first toy had holes in the ears, the second had holes in the ear and mouth and the third had one hole in one ear. Alam took a rolled paper and put it in the ear hole of the first toy. The rolled paper came out from the other ear. He did the same thing to the second toy. When the rolled paper was put in the ear, it came out from the mouth. In the third toy, when the rolled paper was put in, the rolled paper did not come out. From what he had done, Alam learned many values of lives. From the first toy he learned that people around him might give an impression that they were listening to him. However, they just pretended to do so. After listening, as the rolled paper came out from the next ear, what he had said to them were gone. The second toy represented people who listened to him and seemed that they were care for him. However as in the toy, the rolled paper came out from mouth, meaning that these people would use the words he had told them against him by retelling it to others and bringing out the confidential issues for their own purposes. The third toy represented people who would keep the trust he had in them. They were the ones who he could count on. Mr. Agung was happy that Alam understood and he smiled. Adopted from: http://www.moralstories.org/the-three-types-of-people/ (July 29, 2016)

Narrator: 12. What does the second toy represent? 13. Why did Mr. Agung smile at the end of the monolog? 12. Jawaban: D 13. Jawaban: A


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Teks yang diperdengarkan oleh Bapak/Ibu Guru: Questions 14 and 15 refer to the following monolog. Louis Braille was born on January 4, 1809 in Coupvray, France. The son of a harness-maker, Braille was blinded by an accident when he was three. Educated at the National Institute for Blind Youth in Paris, Braille developed a raised-dot code that enabled blind people to read and write. Although his system was in limited use during his lifetime, it has since been accepted globally. Louis Braille died in 1852. Adopted from: http://www.biography.com/people/louis-braille-9224001#synopsis (July 28, 2016)

Narrator: 14. When did Braille become blind? 15. What was Braille’s father? 14. Jawaban: C 15. Jawaban: E This is the end of the listening section.

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Mid-Term Test

READING SECTION 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

D E C D B B C A D A C C E D B

31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

D B A C B A D E E E B A C D E

46. 47. 48. 49. 50.

E E A C D

Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks penggunaannya; cara menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya; cara menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya; cara membedakan action dan thinking verbs; cara menggunakan kalimat langsung dan tidak langsung. 2. terampil: menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks penggunaannya; menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya; menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya; membedakan action dan thinking verbs; menggunakan kalimat langsung dan tidak langsung. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. bersikap sopan, rendah hati, ramah, bertanggung jawab, dan jujur dalam berkomunikasi dengan guru, teman, dan orang lain.


Texts

Questions

Narrative text

Action and thinking verbs

Theory Grammar

Direct and Indirect speech

Assessment

Issumboshi

Skills

Read and memorize the words, read the text, anwers the questions, listen and answer the questions, describe of the characters and setting of the story, complete the text, identify the text stucture, retell the story, edit incorrect words, continue the story Make ten sentences using action and thinking verbs, find direct sentences and turn them into indirect sentences

Tasks


Homework

Theories of action and thinking verbs, direct and indirect speeches Write a folktale with a good moral lesson.


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Source: http://www.slideshare.net, downloaded August 22, 2016

Look at the picture. For your information, the picture depicts an interesting story. Do you know where the story originates from and what the story is about? In this chapter, you will read, retell and write stories. Get the moral value of the stories to make you a better person. You will also learn action and thinking verbs as well as direct and indirect sentences. You should be able to write and retell stories, by the end of this chapter.

Kegiatan ini merupakan kegiatan pemanasan. Tujuannya yaitu mengarahkan perhatian peserta didik pada kompetensi yang harus dicapai pada akhir pembelajaran chapter ini, yaitu menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif, menjelaskan isi cerita legenda rakyat, menceritakan legenda rakyat, membedakan action dan thinking verbs, serta menggunakan kalimat langsung dan tidak langsung. 1. Peserta didik diminta mengamati gambar dan menjawab pertanyaan di bawah gambar. 2. Setelah peserta didik memahami gambar dan tujuan kegiatan apersepsi ini, Bapak/Ibu Guru memulai pelajaran.

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Issumboshi

4. My little brother drew a car on his drawing book. 5. I met my old friend at a bus stop. We were chatting while we were waiting for the bus.

Read and memorize the following words.

Complete the following sentences with the suitable words from TASK 1. Change the form of the words if necessary. Read the complete sentences aloud, in turns. 1. 2. 3. 4. 5. 6. 7.

8.

Mr. Hartana is a ________ man. Although he is a village chief, he is humble, kind and helpful. We have to ________ our country. Mr. and Mrs. Teduh were the ________ who saved Mayang from a robber and returned her to her family. We should not ________ people. We should realize that such behavior leads to crimes. Princess Tania disguised as a ________ to know how her people treated others. Mrs. Hertina decided to ________ her only daughter alone after her husband passed away. Malin Kundang ________ his ship at the harbor, loading new commodities to sell. He was successful, but he was ungrateful to his mother. Look, I have a new comic book. It’s a ________ from my cousin.

Jawaban: 1. respectable 4. bully 7. anchored

2. 5. 8.

defend retainer gift

3. 6.

couple raise

Thinking verbs 6. We believe that Anita will win the chess competition. 7. I realize that I was careless when doing the job. I promise I will never do the same mistake. 8. My family decided to have a vacation in Karimunjawa next holiday. 9. Mitha imagines that she will be a famous singer. 10. My sister forgets to bring her laptop computer to school.

TASK 1 Read the following text with proper pronunciation, in turns. How a Peacock Has Beautiful Tail Feathers Before a peacock had a beautiful tail, it was just an ordinary bird with a normal bunch of feathers. One day, the peacock visited Juno, the Goddess of Protection and said it wished to look grand and beautiful. Juno smiled. She knew that it was a good bird and she liked it. The peacock then described the wish for a long train of brightly colored feathers to trail behind it and to be the loveliest of all birds! To its great joy, Juno agreed. What a wonderful tail it had! Blue and green with a jewel-like pattern, opening up like a fan when it raised its tail. Then, the peacock decided to walk like a king! So, it held its head high and walked in style! Common birds looked at it in surprise! Even the naturally long tailed pheasants were jealous. After showing off its tail, the peacock decided to fly. It was shocked! It could not fly. It could only take a few leaps! It sadly realized that it had lost its wonderful ability, simply because it wanted to look beautiful. Adopted from: http://shortstoriesshort.com/story/the-peacock/ (August 16, 2016)

Answer the following questions based on the text in TASK 2. Jawaban: 1. It’s about a boy whose body was as small as a little finger. 2. His friends always bullied him because he had a small body. 3. He wanted to study and become a respectable person. 4. They were worried about him. 5. Because Issumboshi had a small body. 6. He chased a fly away which came buzzing by when he was talking with the lord. 7. When he was swallowed by the demon, he ran around the demon’s stomach which made the demon roll over and spit him out, then he jumped at the demon and hit his eyes. 8. Because the demon was afraid that Issumboshi would hurt him. 9. He grew into a nice young man and married the Princess, then invited grandfather and grandmother to live in the palace. 10. Contoh jawaban: We should not underestimate others.

TASK 2 Answer the following questions based on the text in TASK 1. 1. 2. 3. 4. 5. 6. 7.

8. 9. 10.

Who are the main characters of the story? What was the peacock like before it had a beautiful tail? What did the peacock wish for? Why did Juno grant its wish? What did the peacock have after Juno had granted its wish? What did the pheasants feel about the peacock’s tail? “After showing off its tail, the peacock decided to fly.” (Paragraph 5) What does ‘show off’ mean? Why was the peacock shocked after being given a beautiful tail from Juno? “She knew that it was a good bird ....” (Paragraph 2) Who does ‘she’ refer to? What can we learn from the story?

TASK 3 Write the action and thinking verbs from the text in TASK 1. What do the words mean?

Make ten sentences using action and thinking verbs. Contoh jawaban: Action verbs 1. My father painted the wall blue. 2. Mira recited the story in front of the class. 3. The dancers are performing a traditional dance on the stage.

TASK 4 Make sentences using the verbs from TASK 3, at least five for each type of verbs. Read your sentences aloud, in turns.


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Jawaban: TASK 2 1. A peacock and Juno, the Goddess of Protection. 2. It was an ordinary bird with a normal bunch of feathers. 3. It wished to look grand and beautiful. 4. Because it was a good bird and she liked it. 5. It had blue and green tail feathers with a jewel-like pattern. When the peacock raised and opened its tail, it was like a fan. 6. They were jealous. 7. It means ‘exhibit’. 8. Because it simply could not fly. It only could take a few leaps, but nothing more! 9. It refers to Juno. 10. We should not be greedy. TASK 3 Action Verb visited smiled described raised walked held looked at show off fly Thinking Verb wished knew agreed decided realized wanted

Meaning mengunjungi tersenyum mendeskripsikan mengembangkan berjalan menahan melihat memamerkan terbang

3. 4. 5.

6. 7. 8.

Setelah itu, Bapak/Ibu Guru memperdengarkan pertanyaan-pertanyaan pemahaman dua kali. Peserta didik menjawab setiap pertanyaan berdasarkan teks yang telah mereka baca. Bapak/Ibu Guru memperdengarkan per tanyaanpertanyaan sekali lagi. Peserta didik menyimak sambil memeriksa jawaban mereka. Mereka membetulkan jawaban yang masih belum tepat. Bapak/Ibu Guru dan peserta didik membahas jawaban. Bapak/Ibu Guru memberi balikan dan nilai. Selanjutnya, peserta didik memahami penjelasan dalam Supporting Features . Apabila peserta didik belum memahami, Bapak/Ibu Guru memberi penjelasan.

Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the story about? 2. What did Udak’s son wish for? 3. Where did Udak find mangoes? 4. What should Udak do for the giants? 5. What can we learn from the story? Jawaban: 1. It’s about Udak, his spoiled son and the giants. 2. He wished to eat mangoes. 3. From the mango tree growing in front of the giants’ house in a forest. 4. He should work for the giants by helping the father giant look for firewood. 5. Don’t be spoiled and we should treat other people well.

Meaning mengharapkan mengetahui, tahu setuju, menyetujui memutuskan menyadari ingin

Read the text in TASK 5 again. Describe the characteristic of each character and setting of the story. Contoh jawaban:

TASK 4 (Contoh jawaban) Action verbs: 1. I didn’t know why that man smiled at me. 2. The bird raised its wings before it flew. 3. The people held the cliff with sacks of sand in order not to slide. 4. Maya and Ratna walked to the canteen together. 5. The boys looked at the paintings attentively. Thinking verbs: 1. The students knew the information about the scholarship from the Internet. 2. Father agreed to teach me photography. 3. The Kartono’s family decided to move to Palembang. 4. The children realized that friendship is very important in their lives. 5. We want to see a music concert next weekend.

Read the following text and study its text structure. Then, listen to and answer the questions based on the text.

1. 2.

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Peserta didik membaca teks berikut dengan saksama. Mereka mencatat dan mencari arti kosakata baru. Kemudian, peserta didik diminta memahami struktur teks tersebut.

Issumboshi

Characters • • • • •

Udak: brave, loving, patient Udak’s son: spoiled The father giant: big, kindhearted The mother giant: big, kind-hearted The giants’ child: big

Setting Udak’s house: small Forest: dangerous The giants’ house: with a mango tree in front of the house

Read the following text. Then, listen and answer the questions based on the text. One very hot dry season, it did not rain for so long that people ran out of water. The only spring in the village began to dry, only a little water was left. People went to the village chief for a solution. “Sire, it has not rained for so long. The fields are barren,” said a farmer. “We lost our rice plants and vegetables. How shall we earn a living?” asked another farmer. “Please be calm, my fellows. Let’s discuss the way to solve the problem,” said the village chief. Suddenly, a person came to them and cried, “Sire, the remaining water in the spring has flowed away! We will lose

everything.” He was one of the men who had to watch the spring so that it would not dry. “What did he say?” asked the chief to the man standing beside him. “He said that the remaining water in the spring had flowed away and we would lose all,” the man said. “Let’s go to the spring. We must trace where the water flow!” said the chief and headed to the spring. People followed him. When they arrived at the spring, “I need many men to dig this spring to trace where the water has flowed. I hope we can trace it so that we can still have water,” said the chief. “What did the chief say? I can’t hear him clearly,” asked a farmer to his friend. “He said that he needed many men to dig that spring to trace where the water had flowed,” the man’s friend explained. Not long after, many men started digging the spring, in turns. It took all day to become a well. At last, “Hey! I see water here! It rises fast. Get me a pail!” said the man in the well. The village chief and his people were very excited knowing that they had water. They would water their fields again. Since then, people dug wells to get water for their daily use. Pertanyaan-pertanyaan yang dibacakan oleh Bapak/ Ibu Guru: 1. When did the story take place? 2. What did the people meet the village chief for? 3. Why did the village chief and his people rush to the spring? 4. What did the chief ask his men to do? 5. What did the man in the well see? Jawaban: 1. The story took place on one very hot dry season. 2. To ask for a solution. 3. Because a person came to them suddenly and informed that the remaining water in the spring had flowed away. He said they would lose all. 4. The chief asked his men to dig the spring to trace where the water had flowed. 5. He saw water.

Listen carefully and answer the following questions. Teks yang diperdengarkan oleh Bapak/Ibu Guru: Long ago, there lived a great wizard in a village. One day, as he was walking through the village he found a weak little mouse. He fetched the mouse and fed it rice. One day, the wizard saw the mouse hiding in a hole bacause it was afraid of a cat. Therefore, he turned the mouse into a cat so that it could defend itself. The next day, the wizard saw a tiger frightening his cat and immediately changed his cat into a tiger. The villagers said that it was not a tiger, it was just a mouse that the wizard changed into a tiger. It would not scared them. When the fake tiger heard this, it planned to escape the jungle, so it would be a real tiger. As soon as the wizard saw the fake tiger running, he understood its plan and immediately changed it into a little mouse again. Adopted from: http://shortstoriesshort.com/story/a-wizard-and-a-mouse/ (August 16, 2016)

Jawaban: 1. It happened long ago. 2. The main characters are a great wizard and a little mouse. 3. In a village. 4. The little mouse that had been changed into a tiger by a great wizard intended to be a real tiger, so it planned to escape to the jungle. 5. At the end, the wizard knew that the little mouse, which had been changed into a tiger, had a plan to escape to the jungle so he immediately changed the fake tiger into a little mouse again.

Dengan perintah kegiatan yang sama, Bapak/Ibu Guru memberi kegiatan berikut. Teks yang dibacakan oleh Bapak/Ibu Guru: Hi, my friends. I would like to tell you an interesting story. Here is the story. One bright morning, Frog was walking on the banks of a lake. Suddenly, it heard a shout. It jumped to the lakeside and saw a boy in the water. When the boy saw the frog, he waved his arms and shouted, “Frog, please help me! I will drown.” Frog asked the boy to stay calm. It said, “Son, don’t panic! I’ll get you out of the water.” Then, it leapt into the water and swam towards the boy. “Please hold my back tightly. I’ll bring you ashore.” The boy did what Frog said whilst noticing how Frog swam. He imitated the movement of Frog’s hind legs. Frog felt the boy loosen his grip and shouted, “Watch out! Keep holding my back tightly. Otherwise, you will drown.” The boy replied, “Don’t worry, Frog. I am learning how to swim from you. I feel I can swim.” Soon, the boy and Frog arrived ashore. Frog looked at the boy and smiled, “Clever boy! You learn so fast.” “Thank you, Frog. You have taught me a very valuable lesson. From now, I won’t be afraid of water and I name the way you swim ‘the frog stroke’,” the boy said. Since then, people learnt to swim the frog stroke from the start. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Where did the story take place? When did it take place? Who are the characters of the story? Why did the boy call out for help? What did Frog do for the boy? What was the boy doing when Frog was swimming ashore, to save him? Why did Frog shout, “Watch out! Keep holding my back tightly.”? What did the boy say when Frog shouted? What did the boy say to Frog when they arrived ashore? What can we learn from the story?

Jawaban: 1. The story took place on a lake. 2. It took place on one bright morning. 3. The characters of the story are a boy and a frog. 4. He was going to drown. 5. It leapt into the water and asked the boy to hold its back tightly, then brought him ashore. 6. He was imitating Frog’s hind leg movements. 7. Because it felt the boy loosen his grip. 8. He said that he was learning how to swim from it. He felt he could swim.


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9. He said, “Thank you, Frog. You have taught me a very valuable lesson. From now, I won’t be afraid of water and I name the way you swim ‘the frog stroke.’” 10. Contoh jawaban: We should help each other and we can learn about values from others.

Complete the following text with the suitable words from the box. Change the form of the words if necessary. Read the text aloud, in turns. Jawaban: 1. rain 4. hopped 7. slumber 10. sprayed

2. slowly 5. annoyed 8. noticed

3. shouted 6. vain 9. pull

TASK 1 What do the following words mean? You will read them in the text in TASK 3. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

throne to stand down to wonder humble to propose hard time behest to replace to deserve shield to present speechless to surround fortress to advise to manage useless prosperous to hug noble

= = = = = = = = = = = = = = = = = = = =

____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

TASK 2 Make sentences using the words from TASK 1. Read your work aloud, in turns. TASK 3 Complete the following text with the suitable words from the box. Change the form of the words if necessary. Read the text aloud, in turns. • • • •

stand deserve think replace

• • • •

meet come see hand

• • •

found solve build

There was an old king sitting on his throne. He would like to stand down as king and (1) ________ his throne to one of his sons. However, he wondered which one was fit to (2) ________ him. All his three sons were handsome, loyal, humble and kind to him and his people. They were also very good at martial arts.

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Issumboshi

Being confused, the queen (3) ________ before the king and proposed a solution. The king agreed and said, “You are really my angel, dear. You always (4) ________ my problems at hard times. Thank you, dear.” The queen smiled. The next morning, the princes (5) ________ before the king and were ready to hear their father’s behest. The king said, “My sons, I am old and it’s time for one of you to replace me. Before sitting on the throne, you have to prove that you (6) ________ to be the next king. You have one month to prove to me that you’ll be a good and wise king.” The princes seemed to understand what they had to do. After a month, the princes (7) ________ their father and showed him what they had done. The first prince made a sword from the best iron, which was very sharp. The sword was unbreakable; it was able to break on an opponent’s sword. The king was satisfied and smiled. The second prince made a thick and strong shield from the best steel. No weapons could smash through it. Once again, the king was excited and smiled. When he came to the third prince, he wondered what his son would present. He didn’t have a weapon. The third prince knew what his father (8) ________ and asked him to go out to see around the kingdom. The king was speechless when he (9) ________ a high thick wall which surrounded his kingdom. His son had built a fortress for him. It would protect the kingdom and people from enemies. He was proud of him. It was difficult for the king to decide who was better than the others. So, he came in a conclusion, he would give the throne to his three sons. He advised them to stay and manage the kingdom together. He explained that the fortress would be useless if the soldiers didn’t have powerful weapons, such as swords and shields. The kingdom would be stronger and more prosperous when the three princes stayed united. The princes agreed and hugged their father. Since then, every kingdom (10) ________ a fortress to protect nobles and people from enemies. Jawaban: TASK 1 1. singgasana 2. mengundurkan diri, lengser 3. bertanya-tanya, heran 4. sederhana, rendah hati 5. mengusulkan 6. masa sulit 7. perintah, permintaan 8. menggantikan 9. pantas menerima 10. tameng, pelindung 11. menghadirkan, mempersembahkan 12. tidak bisa berkata-kata 13. mengelilingi 14. benteng 15. menasihati 16. mengurus, mengatur 17. tidak berguna, sia-sia 18. makmur, sejahtera 19. memeluk 20. bangsawan TASK 2 (Contoh jawaban) 1. The king sat on his throne and the ministers sat beside him. 2. Is it true that Mr. Eros has stood down from his company? 3. I wonder how you could finish the test so quickly. 4. Monalisa is not only beautiful and smart, but also humble and kind.

5. The committee proposes an English Day Program to the principal. 6. Are our hard times over? 7. The guards never ignored the king’s behest. 8. Would you like to replace me as a treasurer, please? 9. Oki is clever and she deserves the trophy. 10. Please wear your shield to protect you from opponents’ weapons. 11. We would like to meet the class teacher to present the result of our discussion. 12. The audience was speechless after listening to the boy’s poem. It was so touching. 13. A bamboo fence surrounds the old house. 14. Have you ever visited a fortress? 15. The teacher called and advised me to be ready for the test next week. 16. My father and mother manage the store all day long. 17. Your knowledge is useless if you don’t have a good attitude, right? 18. We agree that Indonesia will be a prosperous country. 19. Why don’t you hug your crying little sister? 20. Laymen and nobles are equal before the law. TASK 3 1. hand 4. solve 7. met 10. built

2. replace 5. stood 8. thought

Jawaban:

Complication

Resolution

Suddenly, the crocodile noticed the elephant and cried, “How dare you drink from my river when you were told not to?” The crocodile decided to vent all its anger on the elephant. It caught the elephant’s trunk and began to pull it into the river. The poor elephant started to pull back and cried, “Let go of me ... please! Let go of me ... my nose hurts!” but the crocodile didn’t let it go. Then, with a mighty pull, the elephant succeeded in freeing its trunk from the crocodile. However, in tug of war, the elephant’s nose had become really long! Angry, the elephant sucked all the water from the river. Then, it sucked mud and sprayed it on the crocodile and toad.

Reorientation/ Coda

Since then, elephants have had long trunks while crocodiles and toads are not bright green anymore.

3. came 6. deserve 9. saw

Identify the text structure of the text in TASK 8.

Orientation

One day, the crocodile was resting on a rock. Finding this to be a good opportunity, the elephant went to the river silently and began to drink water. Just then, the toad jumped onto the crocodile’s back, disturbing its slumber. The crocodile was irritated! It began to swim around the river and shake its body violently. “Now, I shall get rid of you!” it cried at the toad, but the toad was unmoved.

Many years ago elephants had small trunks with stubbed noses. They lived in a forest. At one time the earth did not rain for months. Ponds and lakes began to dry up and streams had very little water. All the animals in the forest were very thirsty and desperately searched for a source of water. There was a river near the forest where a bright green crocodile lived. An elephant decided to go there in search of water. It walked slowly to reach the river. The crocodile saw the elephant and shouted, “Go away! Water is already scarce here. If you start drinking, what will be left for me?” The elephant knew it was a risk to pick a fight with the crocodile. Therefore, it decided to return to the river when the crocodile was asleep. In the same river, there also lived a shiny green toad. Whenever the crocodile swam across the river, the toad hopped onto its back and enjoyed a ride. onto its back and enjoy a ride. Over time, the crocodile was annoyed with giving free rides to the toad. It had tried to shake the toad off its back many times, but in vain.

Retell the story in TASK 8 in front of the class.

Kegiatan ini bisa dijadikan semacam perlombaan bercerita. 1. Bapak/Ibu Guru menyampaikan kegiatan yang dilakukan peser ta didik, yaitu mereka diminta berlomba menceritakan kembali cerita di TASK 8. Bapak/Ibu Guru menyediakan hadiah sederhana bagi pemenang 1, 2, dan 3, misalnya buku cerita atau buku referensi belajar bahasa Inggris. 2. Peserta didik berlomba-lomba ke depan kelas dan menceritakan kembali cerita di TASK 8. 3. Peser ta didik yang lain diminta menyimak dan memberikan balikan, misalnya tentang keras-lembut suara, intonasi, tekanan, pelafalan, mimik wajah, dan gerak tubuh. Balikan ini dapat Bapak/Ibu Guru jadikan sebagai masukan dalam memberi penilaian. 4. Bapak/Ibu Guru memberi balikan dan nilai, sambil terus memotivasi peserta didik agar selalu aktif dalam setiap kegiatan. Contoh jawaban: Good morning, my friends. Do you know a story about how elephants get long trunks, while crocodiles and toads get dark skin? Well, let me tell you the story. A long time ago elephants had small trunks with stubbed noses. They lived in a forest.


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At that time, the earth did not rain for months. Of course, it made ponds and lakes begin to dry up. Streams also had very little water. All the animals in the forest were very thirsty. They desperately searched for a source of water. Well, there was a river near the forest, but there lived a bright green crocodile. Other animals were afraid to drink in the river. Surprisingly, an elephant decided to take a risk to go there. It walked slowly to reach the river, but the crocodile saw the elephant and chased it away. Do you know what happened next? The elephant decided to return to the river when the crocodile was asleep. There also lived a shiny green toad in the river. It liked to hop on the crocodile’s back when the crocodile swam across the river. It actually annoyed the crocodile, but the crocodile always failed to shake the toad from its back. One day, the crocodile was resting on a rock. The elephant had an opportunity to drink in the river, but unlucky for the elephant. The toad disturbed the crocodile’s slumber. Then, the crocodile swam around the river and shoke its body violently and cried, “Now, I shall get rid of you!” but the toad was unmoved. The crocodile suddenly noticed the elephant drinking in the river. It was really angry and caught the elephant’s trunk and began to pull it into the river. The poor elephant started to pull back, crying, “Let go of me ... my nose hurts!”, but he crocodile didn’t care. The elephants didn’t give up to pull its trunk. It could pull it out, but its nose became really long. It was really angry. Then, it sucked all the water from the river. Then, it sucked mud and sprayed it on the crocodile and toad. Since then, elephants have had long trunks while crocodiles and toads are not bright green anymore. Well, we can learn from the story that we should not be stingy to others. That’s my story. Thank you.

Indirect sentence :

8. Direct sentence

Indirect sentence : 9. Direct sentence

Contoh jawaban: 1. Direct sentence

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:


:

Indirect sentence : 4. Direct sentence : Indirect sentence : 5. Direct sentence

:


:


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“Please give us a child,” they asked God every day. They asked God every day to give them a child. “We will call this child ‘Issumboshi’,” they said. They said that they would call that child ‘Issumboshi’. “Eat a lot and grow up quickly,” Grandmother said. Grandmother said to Issumboshi to eat a lot and grow up quickly. “I’m going now,” Issumboshi said. Issumboshi said that he was going then. “Do you want me to hit your eyes, too?” Issumboshi asked. Issumboshi asked if the demon wanted him to hit his eyes too. “Thank you, Issumboshi. You have saved my life,” the Princess said. The Princess thanked Issumboshi; he had saved her life. The crocodile shouted, “Go away! Water is already scarce here. If you start drinking, what will be left for me?”

:

Indirect sentence :

10. Direct sentence

:

Indirect sentence :

Edit ten incorrect words in the following text so that the story makes sense.

1. 2.

3. 4.

Find at least ten direct sentences from the stories you have read in this chapter. Then, turn them into indirect sentences. Read your work aloud, in turns.

:

The crocodile shouted to the elephant to go away; water was already scarce there; if the elephant started drinking, what would be left for the crocodile. “Now, I shall get rid of you!” it cried at the toad. The crocodile cried at the toad that it should get rid of the toad then. The crocodile cried, “How dare you drink from my river when you were told not to?” The crocodile cried to the elephant how dare the elephant drank from the crocodile’s river when the crocodile had been told not to. The poor elephant cried, “Let go of me ... please! Let go of me ... my nose hurts!” The poor elephant cried to let go of it; its nose hurt.

5. 6.

Bapak/Ibu Guru meminta peserta didik membaca teks dengan saksama. Kemudian, Bapak/Ibu Guru meminta peserta didik menemukan 10 kata yang salah dalam teks. Bapak/Ibu Guru memberi pengarahan ketidaktepatan kata tersebut dapat berupa ketidaktepatan penulisan atau tata bahasa. Peserta didik diminta membetulkan kata-kata tersebut. Jika mengalami kesulitan, peserta didik dapat bertanya kepada Bapak/Ibu Guru. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama. Bapak/Ibu Guru memberikan balikan dan nilai.

Jawaban: Once, there lived a man with his young (1) daughter named Rizuki near a (2) seashore. Her mother passed away when she was baby. They (3) kept a lovely cat to accompany Rizuki when her father went to sea to fish. One early morning, Rizuki was (4) awakened by her cat. It (5) meowed all times. Then, she approached the cat in front of her house to see what happened. (6) The cat walked around digging the land. Rizuki noticed it and saw a black item. (7) She dug the land and found a locked box. She was very (8) enthusiastic and brought the box home. Rizuki cleaned the box and (9) guessed what was in the box. She thought it was (10) treasure like gold. She imagined she would be a rich person. She dreamt that she would build a big house, buy beautiful clothes and expensive jewelry.

Continue the story in TASK 12 with your own version. Share your work with the class.

1. Bapak/Ibu Guru meminta peserta didik memahami kembali cerita di TASK 12.

2. Bapak/Ibu Guru meminta peserta didik melanjutkan cerita tersebut sesuai dengan versinya sendiri. Peserta didik diharapkan menyelesaikan cerita tersebut dengan pesan moral yang bagus. 3. Dengan arahan dan bimbingan Bapak/Ibu Guru, peserta didik menulis cerita tersebut. 4. Setelah selesai, peserta didik menyerahkan hasil tulisannya kepada Bapak/Ibu Guru dan meminta masukan. 5. Bapak/Ibu Guru memberi masukan pada hasil tulisan peserta didik, misalnya tentang pilihan kata, tenses-nya, serta isi cerita. Bapak/Ibu Guru dapat menyampaikan masukan semacam ini secara klasikal apabila dianggap kekurangan tersebut dilakukan oleh banyak peserta didik. 6. Peserta didik memperbaiki tulisan mereka sesuai dengan masukan Bapak/Ibu Guru. 7. Peserta didik menunjukkan hasil perbaikan kepada Bapak/Ibu Guru. Bapak/Ibu Guru memberi persetujuan jika tulisan mereka telah layak disampaikan di kelas. 8. Bapak/Ibu Guru memotivasi peserta didik untuk aktif menyampaikan cerita mereka di depan kelas. 9. Peserta didik yang lain menyimak sambil memperhatikan pelafalan, tekanan, dan intonasi temannya. Jika ada yang kurang tepat, mereka diberi kesempatan untuk menyampaikan gagasan mereka itu. 10. Pada akhir kegiatan, Bapak/Ibu Guru memberi nilai dan balikan, misalnya tentang kelebihan dan kekurangan peserta didik terkait dengan kejelasan pengucapan, keras-lembutnya suara, mimik wajah, dan gerak tubuh.

Contoh jawaban: Once there lived a man with his young daughter named Rizuki near a seashore. Her mother passed away when she was a baby. They kept a lovely cat to accompany Rizuki when her father went to sea to fish. One early morning, Rizuki was awakened by her cat. It meowed all times. Then, she approached the cat in front of her house to see what happened. The cat walked around digging the land. Rizuki noticed it and saw a black item. She dug the land and found a locked box. She was very enthusiastic and brought the box home. Rizuki cleaned the box and guessed what was in the box. She thought it was treasure like gold. She imagined she would be a rich person. She dreamt that she would build a big house, buy beautiful clothes and expensive jewelry. She hurriedly ran to get wire and tried to open the box. Her eyes opened widely to see the item in the box. She found a book. She was really upset because it was not what she had expected. She threw it into the dustbin. When her father returned home, Rizuki told her father about her finding. Her father told her that the box was buried by her mother who asked him to give the book in her seventeenth birthday. The book was written by her mother and it was about being a good woman. Her mother wished that Rizuki would read the book and be a good woman. Rizuki was very sad and cried. She ran to get the book. She realized that the book was actually a real treasure.


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Issumboshi

•

•

•

•

•

When the direct speech is a statement. Direct speech: “I’ll find mangoes for you,” said Udak. Indirect speech: Udak said that he would find mangoes for his son. When the direct speech is a question. Yes/No question: Direct speech: “Do you want other fruits?” asked Udak. Indirect speech: Udak asked his son if he wanted other fruits. Wh-question: Direct speech: The father giant asked the mother giant, “What shall we do?” Indirect speech: The father giant asked the mother giant what they should do. When the direct speech is an imperative. Direct speech: The mother giant replied, “Give him several mangoes and let him go.” Indirect speech: The mother giant replied to give him several mangoes and let him go. When the direct speech is a prohibition. Direct speech: “Don’t cry,” said Udak. Indirect speech: Udak said to his son not to cry. When the direct speech is a greeting. Direct speech: Yudi said, “Thank you.” Indirect speech: Yudi thanked me.

Text structure: • Orientation: introduces the main character of the story, place and time the story happened. • Complication: shows the problems that occur in the story. • Resolution: is the end of the story where the problems are solved. • Reorientation/coda (optional): shows the comment of the writer or presents the moral value of the story.

Issumboshi

Direct and indirect speech

Narrative texts

Thinking verbs

Action verbs

believe, consider, decide, dream, forget, forgive, imagine, notice, realize, remember

eat, go, walk, put, climb, yell, read, write, practice, jump

Tape Script for Assessment Questions 1 and 2 refer to the following monolog. Once upon a time, there was a hill, called a three-years hill, in a small village. If a person fell down on this hill, he could only live for three years. One day, an old man climbed up the hill and saw a rabbit. He ran after the rabbit and fell down. He got sick because he thought he could only live for three years. Later a little boy told him not to worry too much. The boy said, if he fell down on the hill, he could live for three years, but if he fell down twice, he could live for six years. The old man went to the hill and just enjoyed climbing the hill. He fell many times, but he was not worried. Since then, he got cured and lived happily after. We should not worry about making small mistakes. Adopted from: http://dinolingo.com/blog/2011/08/13/popular-korean-folktales-short-stories-for-kids-in-korea-with-video/#.V7pNjiyHMqE (August 20, 2016)

Questions: 1. What did the old man worry about? 2. How long would the old man live if he fell on the hill three times? Questions 3 to 5 refer to the following monolog. One night, it was raining. Roads were muddy and potholes were filled to the brim in the morning. A farmer rode his cart along the country road to reach the market to sell his hay. On his journey suddenly the wheels of the horse cart sank into a mire. When the horses pulled more, the wheels sank deeper. He searched all around, but he could not find a person to help him. He didn’t make the slightest effort to get down and lift them up by himself. Instead, he started cursing his luck for what happened. Suddenly he heard a voice telling him if he thought he could move the cart by simply looking at it and whining about it. The farmer was ashamed of himself. He got up and put his shoulder to the wheel and urged on the horses. Finally, the wheels were out of the mire. Adopted from: http://www.moralstories.org/the-lazy-farmer/ (August 20, 2016)

Questions: 3. What is the monolog about? 4. What happened to the cart? 5. How did the man solve his problem?

I.


Jawaban: 1. A 2. 6. A 7. 11. E 12. 16. B 17. II.

D A A E

3. 8. 13. 18.

E E D C

4. 9. 14. 19.

E C D A

5. 10. 15. 20.

B E E D

Write a story that inspires you.

Contoh jawaban: Burton, the beaver, was lying in soft black dirt along the banks of a river to enjoy the surrounding. Suddenly a wall of muddy water sloshed over the top of it. It looked around and noticed that the river had flooded. Burton spotted a tortoise struggling in the water, then dived under the water to help it. “Thanks,” the tortoise said gratefully. “My name is Torquil. I nearly drowned. What happened?” “The river flooded again. Now hold on tight. We’ll swim along with the flow,” Burton told the tortoise. Torquil sat on the Burton’s back. Burton flipped its long tail back and forth and continued up the river. Torquil looked a dove in the flood. Burton swam closer and saved it. “Thank you for rescuing me.” It said, “My name is Rose.”

The dove climbed onto the tortoise and sat on the tortoise’s shell as Burton swam. A few minutes passed and Rose began to whistle excitedly. “I see a red item over there,” it said. Burton flipped its tail and saved a lady bug beetle. It thanked and jumped onto Burton’s back, Torquil’s shell and Rose’s back and sat on it. A few minutes later, all four of them noticed a butterfly on a branch of purple lilac flowers floating down the river towards them. Burton swam closer again and saved the butterfly. Burton found a small patch lie on. Soon all of them were asleep. In the morning the river was back to its normal level. The butterfly, lady bug beetle and dove thanked Burton and left Burton and Torquil. “I suppose you are leaving too!” Burton said, looking up at the tortoise. Torquil thought about it for a few moments. “I quite like it up here on your back. The view is great and I feel very safe.” It added, “May I stay? I can help you build a lodge or two from branches and sticks.” Burton smiled a huge beaver smile. The beaver, with the tortoise on its back, swam off as the sun began to shine brightly on the calm river water. Adopted from: http://www.electricscotland.com/kids/stories/helping_hands.htm (August 18, 2016)


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Read the following text. Choose one character from the story and act as the character. Relate the story from your point of view.

Kegiatan ini bertujuan meningkatkan speaking skill dan keberanian peserta didik dalam berbicara. 1. Peserta didik membaca dan memahami teks dengan saksama. 2. Peserta didik memilih salah satu tokoh dalam cerita yang ia sukai, Amelia atau laba-laba. 3. Bapak/Ibu Guru meminta peserta didik menceritakan kembali cerita tersebut dari sudut pandang peserta didik sebagai salah satu tokoh dalam cerita tersebut. 4. Peserta didik membuat draf teks dengan menggunakan kata-kata mereka sendiri dan kemudian meminta masukan Bapak/ Ibu Guru. 5. Bapak/Ibu Guru memberi masukan sesuai dengan hasil tulisan peserta didik, misalnya tentang pilihan kata dan tensesnya. Bapak/Ibu Guru dapat menyampaikan masukan semacam ini secara klasikal apabila dianggap kekurangan tersebut dilakukan oleh banyak peserta didik. 6. Peserta didik memperbaiki tulisan mereka sesuai dengan masukan Bapak/Ibu Guru. 7. Peserta didik menunjukkan hasil perbaikan kepada Bapak/Ibu Guru. Bapak/Ibu Guru memberi persetujuan jika tulisan mereka telah layak disampaikan di depan kelas. 8. Peserta didik tunjuk jari dan menyampaikan teks hasil gubahan mereka di depan kelas secara bergiliran. 9. Peserta didik yang lain menyimak sambil memperhatikan pelafalan, tekanan, dan intonasi temannya. Jika ada yang kurang tepat, mereka diberi kesempatan untuk menyampaikan gagasan mereka. 10. Bapak/Ibu Guru memberi balikan dan nilai. The Girl and the Spider Once, there lived a beautiful girl named Amelia. One day, Amelia was climbing the stairs to the attic to play with her toys. Alas! Her frock, made out of muslin cloth, was torn by a sharp nail. When Amelia saw the torn hem of her favorite frock, she became very sad. She kept crying for a long time. Hearing her sobs, a spider who was busy weaving his web, came out. It asked, “What makes such a beautiful girl sad?” Amelia looked at it, sobbed and said, “My lovely frock is torn. I am very sad.” The spider smiled and said, “Look at me! I work so hard weaving my web. It takes hours and hours to create my home and only a second for it to be destroyed. I had made my home only yesterday. It was swept away by your maid this morning. I was also very sad. Then I thought, instead of being sad, I should start weaving my home, again. So, stop crying now. Mend your frock, instead. That way, your precious tears won’t be wasted.” Adopted from: http://shortstoriesshort.com/story/the-girl-and-the-spider/ (August 19, 2016)

Contoh jawaban: Good morning, my friends. I am Amelia. I would like to tell you my story with a spider. One day, I was walking up to the balcony to play with my dolls. I was careless. When I was walking up the stairs, my dress was torn by a sharp nail. I was very upset and cried knowing my lovely dress torn. A spider heard my sobs and approached me. It asked me what had happened and I explained. The spider tried to calm me down by saying, “Look at that web. It’s my home. I just finished weaving it. You know, I work so hard in weaving my web. It takes hours and hours to create my home. You know what. Your maid destroyed it only in a second. I was very sad, but I must not sink in a deep sorrow. So, I started weaving a new web. I do it again and again when a person destroys my home. So, please stop crying. Don’t waste your tears. Ask your mother to mend your dress. I’m sure she will understand and won’t be angry.” After hearing the spider’s advice, I stood up and smiled. I said, “Thank you, Spider. You have opened my mind. On the other hand, you should forgive me when my maid destroyed your web in order to keep my house clean.” Since then, I never wasted my time in thinking of what is lost. That’s my story. Thank you.

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Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat; cara menyampaikan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; cara menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; cara menggunakan adverbs of time dalam kalimat berbentuk simple past tense. 2. terampil: menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat; menyampaikan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; menggunakan adverbs of time dalam kalimat berbentuk simple past tense. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar internasional; 2. menghargai perilaku jujur, bekerja sama, dan santun dalam berkomunikasi dengan guru, teman, dan orang lain.

Texts

Narrative texts

Theory Grammar Comprehension questions

Questions

Malin Kundang

Skills Assessment

Adverbs of time in simple past tense

Discuss, listen and repeat, ask and answer questions, rewrite a story, find the meanings of the words, complete the sentences/ chart, read the text, listen and answer, answer the questions, identify mispelled words, make a drama script and perform, make an outline and develop it into a text.

Identify, write sentences


Tasks Homework

Theory about adverbs of time in simple past tense

Rewrite a story


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Source: http://httpszelamatpagi.files.wordpress.com, downloaded August 15, 2016

When you see the above picture, what comes into your mind? Do you think it is an ordinary stone? If you look at it carefully, you will find that it has a special shape. It is usually called batu Malin Kundang, taken from a very famous Indonesian folktale. Malin Kundang is an example of a narrative text. In this chapter you will learn more about narrative texts.

1. 2. 3. 4.

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Bapak/Ibu Guru meminta peserta didik mengamati gambar dan menjelaskan gagasan mereka tentang gambar tersebut. Bapak/Ibu Guru meminta peserta didik memahami kalimat-kalimat pertanyaan di bawah gambar dan menjawab pertanyaan-pertanyaan tersebut. (Contoh jawaban: The picture reminds me of the folktale of Malin Kundang). Bapak/Ibu Guru meminta peserta didik menceritakan legenda rakyat tersebut secara singkat dalam bahasa Inggris. Bapak/Ibu Guru menjelaskan kepada peserta didik bahwa di chapter ini mereka akan mempelajari teks naratif, khususnya cerita rakyat, dan memotivasi mereka agar aktif dalam setiap kegiatan pembelajaran.

Malin Kundang

You

Look at the following pairs of pictures. Do you know who or where the stories come from? Discuss with your classmates.

Your friend : You : Your friend : You : Your friend : You

1.

2.

3. 4.

5.

Untuk memulai kegiatan, Bapak/Ibu Guru meminta peserta didik menyebutkan cerita rakyat di Indonesia serta daerah asal cerita tersebut. Bapak/Ibu Guru dapat meminta beberapa peserta didik menceritakan cerita rakyat tersebut secara singkat dalam bahasa Inggris. Selanjutnya, Bapak/Ibu Guru meminta peserta didik mengamati gambar-gambar berikut. Peser ta didik diminta menyebutkan cerita yang ditampilkan dalam gambar serta daerah asal cerita tersebut. Bapak/Ibu Guru memberi balikan dan penilaian atas jawaban peserta didik.

Jawaban: 1. The pictures depict the story of Malin Kundang. It is a folktale from West Sumatra. 2. The pictures depict the story of La Upe. It is a folktale from South Sulawesi.

Work in pairs. Ask and answer questions based on the story in TASK 2.

1. 2. 3.

4. 5.

Bapak/Ibu Guru meminta peser ta didik mencari pasangan. Bapak/Ibu Guru meminta tiap pasangan memahami kembali cerita Malin Kundang. Tiap-tiap pasangan melakukan tanya jawab tentang isi teks dengan menggunakan tense yang sesuai (simple past tense). Bapak/Ibu Guru meminta beberapa pasangan peserta didik melakukan tanya jawab di depan kelas. Bapak/Ibu Guru mengoreksi pelafalan yang kurang tepat dan memotivasi peser ta didik agar aktif dalam memeragakan percakapan.

Contoh jawaban: You : Where did Malin Kundang and his family live? Your friend : In a small village near a beach in West Sumatra. You : Corect! Now, it’s your turn, please. Your friend : O.K. When did Malin Kundang’s father pass away? You : When Malin Kundang was a baby. Your friend : That’s right! Your question, please. You : What was Malin Kundang like previously? Your friend : He was healthy, dilligent and strong. You : It’s your turn now. Your friend : What did Malin Kundang do for his and his mother’s survival? You : He caught fish. Your friend : Your turn, please. You : What did Malin Kundang hope when he received a merchant’s offer to sail? Your friend : He hoped to get a better life. You : Correct! Now, it’s your turn to give me a question. Your friend : Did Malin Kundang’s dream come true? How do you know?

:

:

Yes, it did. Malin Kundang became a rich merchant and had a lot of crew. It’s your turn, please. Why did Malin Kundang feel ashamed of his mother? Because his mother was poor and ugly. All right. Your question, please. Why did Malin Kundang’s mother curse him into a stone? Because he was disobedient.

Retell the story of Malin Kundang based on one of the characters’ points of view, such as Malin Kundang’s mother, the merchant, etc.

1.

2.

3. 4.

Bapak/Ibu Guru meminta peserta didik memahami kembali cerita Malin Kundang serta karakter-karakter dalam cerita tersebut. Setiap peser ta didik mempersiapkan diri untuk menceritakan kembali cerita tersebut dari sudut pandang salah satu tokoh cerita. Bapak/Ibu Guru meminta peserta didik tunjuk jari dan menyampaikan cerita yang mereka buat. Bapak/Ibu Guru memberi balikan dan nilai.

Contoh jawaban: Good afternoon. I’d like to tell you the story of my son, Malin Kundang. I hope you can learn a moral value from the story. I had a son named Malin Kundang. We lived in poor because my husband died since he was a baby. Actually he was obedient and hardworking. He often helped me catch fish in the sea. One day, my son saw a band of pirates raiding a merchant’s ship. My son helped the merchant defeat the pirates. To show his gratitude, the merchant asked Malin Kundang to sail with him. Since then, Malin Kundang left me behind, to pursue a better life. You know, living alone was not comfortable. Every day and every night I always thought about my son. I didn’t know how and where he was. Years passed and one day I heard news from my neighbor that my son’s ship landed on a harbor near my village. I was very happy and went to meet him hurriedly. On the coast I saw a very big and beautiful ship, with a young man and a beautiful lady in it. Yeah! It was my son and the woman must be his wife. I approached him and wanted to hug him, but I was very disappointed. He didn’t recognize me, even denied that I was her mother. I was very angry hearing that. I prayed to God to punish him. Suddenly, there was a thunder and my son turned into a stone! That’s a reward for a disobedient son.

Read the following words in proper pronunciation. Then, find their meanings. Jawaban: 1. kolam 3. tabib 5. takut 7. gelisah, resah 9. pantas

2. 4. 6. 8. 10.

mengabaikan dayang-dayang jernih sekarat menyesal


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Jawaban: 1. It’s about the legend of lotus, folklore from West Java. 2. Swimming in a pond for hours. 3. Flowers in a pond in a forest. 4. The princess (Dewi Arum). 5. She neglected her duty of picking flowers. 6. She turned into a lotus. 7. By lotus which is a manifestation of Dewi Arum. 8. She would not turn into a flower growing in water (lotus).

Complete the following sentences with the suitable words from TASK 5. You may change the forms of the words if necessary. Jawaban: 1. clear 3. pond 5. neglect 7. regretted

2. 4. 6. 8.

healer ladies-in-waiting scared deserved

Work in pairs. Discuss the answers of the following questions. Jawaban: 1. It happened a long time ago in West Java. 2. Prabu Ranubahu, his daughter named Dewi Arum and the princess’ ladies-in-waiting. 3. Dewi Arum had a strange habit, i.e. swimming in a pond for hours. 4. People suffered from illness and nobody could cure them, except by flowers in a pond in a forest that was picked by Dewi Arum, the princess. 5. After finding a pond in the forest, Dewi Arum swam for hours and neglected her duty of picking the flowers. 6. The climax is that Dewi Arum turned into a lotus. 7. Yes, there is. The resolution is that the lotus (as a manifestation of Dewi Arum) could finally cure people’s illness. 8. We should obey our parents’ advice and do not neglect our duties.

Listen to the questions. Then, answer the questions based on the text in TASK 7. Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. What is the text about? 2. What was Dewi Arum’s habit? 3. According to the king’s dream, what was the cure for people’s illnesses? 4. Who should find the cure? 5. Why was the king angry at Dewi Arum after meeting her in a forest? 6. What happened to Dewi Arum finally? 7. How were people cured? 8. What would happen if Dewi Arum didn’t ignore her duty of picking the flowers?

Write the result of your discussion in TASK 9 in the following chart. Contoh jawaban: Part of the Text Orientation

Purpose Gives the readers information about who were involved, what happened, where it happened and when it occurred.

Summary from the Text • • • •

There was a kingdom named Umbul Wening. The king was Prabu Ranubahu and he had a very beautiful daughter named Dewi Arum. Dewi Arum had a strange habit, i.e. swimming in a pond. She could spend hours swimming and forgot everything. The king often got angry because of her habit.

Complication

Shows the beginning of the conflict in the story.

• • • •

Many people in the kingdom suffered from a terrible illness. The palace healer was unable to cure them. The king prayed to god. When he was sleeping, he had a dream. An old man told him that the illness could be healed with flowers in a pond in a forest and only Dewi Arum who had to pick the flowers.

Sequence of Events

Shows how the story develops after the conflict.

•

• •

The king immediately called the princess and asked her to pick the flowers. After going through a very difficult journey, the princess arrived in the forest and found the pond. The princess was amazed by the beauty of the pond. She swam for hours and forgot her main duty. The king arrived at the pond and was angry seeing the princess swimming. The king cursed the princess that she deserved to live in the pond. The princess sank into the pond and turned into a beautiful flower.

•

The king brought the flower to the palace and everybody was cured.

• • •

Resolution

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Gives the solution to the conflict.

Part of the Text Reorientation/Coda

Purpose Describes how the characters have changed and exactly what they learned from the experience, or the moral message of the story.

Summary from the Text • •

TASK 1 Read the following text and answer the questions that follow. Once upon a time, there lived a young farmer on fertile land in North Sumatra named Toba. He lived on a valley, with a river nearby. One day, he felt like eating fish so he went fishing at the river. He had fished for a long time, but he didn’t catch any fish. Therefore, he decided to return home. However, suddenly his hook caught a big fish. The fish begged him to set it free. Toba was very surprised knowing that the fish could talk! Toba agreed to the fish’s demand. He returned the fish to the river, but suddenly the fish changed into a beautiful young woman. She thanked Toba and was willing to be Toba’s wife, to show her gratitude. “Toba, I am willing to be your wife. However, you should keep the secret that I was once a fish. You should not tell anyone about it,” said the fish. “O.K., I’ll keep my promise,” agreed Toba. Not long after, they got married and the woman delivered a baby boy named Samosir. Toba and his wife were very happy. They gave Samosir whatever he wanted so he became spoilt. He also grew up with a great appetite. He ate all the food on the table. One day, Toba worked at his rice field. His wife cooked and told Samosir, “Sam, take this food to your father. In a hurry, please. It is lunch time and he will be waiting for you.” “Yes, Mom,” answered Sam. On the way to the rice field, Sam was tempted and ate all the food, then continued his walk to the rice field. On his arrival at the field, his father had been waiting for him. He was very hungry and grabbed the food container. However, he was very disappointed to see the food container empty. He was very angry when his son admitted that he had eaten all the food. “How could you eat all the food? Ugh … you’re the real son of a fish,” said Toba angrily. Sam cried and returned home. Arriving home, he told his mother about what had happened. “Mom, Dad told me that I am a fish’s son. Is that true?” asked Sam. The woman was very surprised and angry. She didn’t think that her husband would break his promise. “My dear son, don’t think too much about it. Now, please go to the top of the hill and climb the tallest tree. A bad occurrence will happen here,” said his mother. Sam did what his mother ordered. He went to a hill and climbed the tallest tree. In her house, the woman cried bitterly. Then, she decided to leave home. She hurriedly went to the river where she met her husband initially, then disappeared. Suddenly, the sky turned black. Thunder roared and lightning flashed amongst the clouds and heavy rain fell onto the land. The rain was continuously heavy. The land began to flood and turned into a lake.

People named the flower lotus. It grew in water as Dewi Arum spent hours swimming. It’s important for us to obey our parents’ advice and do our duties.

Since then, people named the lake Toba. Meanwhile, the hill became an island in the middle of the lake and it was named Samosir Island. Above all, the story tells us that we should keep our promises. Adapted from: http://indonesianfolktales.wikia.com/wiki/The_Origin_of_Lake_Toba (August 13, 2016)

Questions: 1. What is the story about? 2. What did Toba do? 3. Where did he fish one day? 4. What did Toba do to the fish he caught? 5. What happened next? 6. What was the young woman’s requirement before getting married to Toba? 7. What was Samosir like? 8. Why was Sam’s father angry with him? 9. What did Toba say to his son? 10. Why was Sam’s mother sad and angry? TASK 2 Work in pairs. Discuss the answers of the following questions, based on the text in TASK 1. 1. 2. 3. 4. 5. 6. 7. 8.

Where and when did the story take place? Who were involved in the story? What event started the plot of the story? What happened next? What caused the problem, to make the story more complicated? What is the climax of the story? Is there any resolution to the story? What is it? What is the conclusion or message of the story?

TASK 3 Write the result of your discussion in TASK 2 in the following table. Part of the Text


Orientation

Complication

Sequence of Events

Resolution

Reorientation/Coda


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Jawaban: TASK 1 1. How Lake Toba was formed. 2. He was a farmer. 3. At a river. 4. He returned it into the river. 5. The fish changed into a young woman and was willing to be Toba’s wife. 6. He should not tell anyone that his wife was once a fish. 7. He was spoilt and had a great appetite. 8. Because he had eaten all his father’s food. 9. That he was a fish’s son. 10. Because Toba broke his promise not to tell anyone that she was once a fish. TASK 2 1. On fertile land in North Sumatra, a long time ago. 2. Toba, his wife who was once a fish and his son named Samosir. 3. Toba fished at a river and caught a talking fish. 4. The talking fish turned into a young woman and became Toba’s wife. 5. Samosir (Toba’s son) ate all his father’s food. 6. Toba was very angry with Samosir and told his son that he was a fish’s son. 7. Yes, there is. The resolution is the land finally turned into a lake (Lake Toba) with an island (Samosir island) in the middle of the lake. 8. We should keep our promises.

Part of the Text


Sequence of Events •

•

•

•

Resolution

•

•

Reorientation/Coda

•

TASK 3 Part of the Text Orientation

•

•

•

•

Complication

•

•

•

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•

Summary from the Text Once upon a time there lived a young farmer on fertile land in North Sumatra named Toba. One day, he went fishing at a river. Suddenly his hook caught a big fish. The fish could talk and begged him to set it free. Toba returned the fish into the river and it changed into a beautiful young woman. She was willing to be Toba’s wife, but he should keep the secret that she was once a fish. The woman delivered a baby boy named Samosir. He became spoilt and grew up with a great appetite. One day, Toba worked at his rice field. His wife cooked and told Samosir to bring lunch for his father. On the way to the rice field, Sam was tempted and ate all the food. Toba was very disappointed to see the food container empty. He was very angry to his son and said that he was the son of a fish.

Sam cried and returned home, told his mother about what had happened. The woman was very surprised and angry. She didn’t think that her husband would break his promise. She asked her son to go to the top of the hill and climb the tallest tree. The woman cried bitterly and hurriedly went to the river where she met her husband initially and disappeared. The sky turned black. Thunder roared and lightning flashed amongst the clouds and heavy rain fell onto the land. The rain was very heavy. The land began to flood and it turned into a lake. People named the lake Toba. The hill became an island in the middle of the lake and it was named Samosir Island. The story tells us that we should keep our promises.

Work in groups of three. Find ten misspelled words and grammatical errors in the following text. Then, correct them.

1.

2.

3.

4.

Bapak/Ibu Guru meminta peserta didik bekerja secara berkelompok. Tiap kelompok terdiri atas tiga peserta didik. Setiap kelompok memahami teks berikut dan mengidentifikasi kata-kata yang salah ejaan maupun tata bahasanya, kemudian mengoreksinya. Bapak/Ibu Guru meminta setiap kelompok menyebutkan jawaban mereka. Bapak/Ibu Guru dan peserta didik yang lain menyimak. Apabila memiliki jawaban yang berbeda, kelompok lain dapat mengemukakan jawabannya. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama.

Jawaban: A long time ago, there (1) lived La Upe with his father and stepmother. (2) Actually La Upe was a good son, but his stepmother didn’t like him. Every time he failed to do an activity, his stepmother would hit him. One day, his stepmother asked La Upe to go fishing. She wanted to cook fish for dinner. Soon La Upe went to the river, bringing his fishing rod. He had been in the river for hours, but he still did not catch any fish. He was (3) restless.

Suddenly, he felt his fishing rod caught an item. Yes! He caught a big fish! Surprisingly, the fish talked to La Upe, “Please let me (4) go. I am the king of fish. If you let me go, I will give you power. You can do whatever you want.” “Really?” asked La Upe. “Yes. You only need to say, ‘By the God’s mercy,’” replied the fish. Then, La Upe released the fish. The fish swam and slowly disappeared. When he had arrived home, his stepmother asked, “Where’s the fish?” “I caught a big fish, but I (5) released it to the river,” said La Upe. “You, what?” his stepmother was so furious. La Upe remained silent, but when his mother would hit him, he used the power given by the king of fish. He hoped his stepmother treat him well so he said, “Let my stepmother get stuck to the door by the God’s mercy!” Amazingly, his stepmother was (6) stuck to the door and could not move. It seemed that she was glued at the door. His stepmother cried, “Please help me, La Upe. I promise, I will be good to you.” La Upe smiled, “I will help you, but remember, you have to keep your promise.” Then, he spelled, “Let my stepmother free by the God’s mercy.” After that, his stepmother was free. She was so grateful and as her promise, she treated La Upe very well. A few days later, the king made (7) an announcement. The (8) princess was ill and the palace healer could not cure her. The king told his people that if a man could cure his daughter, he could be his son-in-law. Hearing the announcement, La Upe went to the palace, to heal the princess. Sitting near the princess, La Upe uttered, “Let the princess recover by the God’s mercy!” Amazingly, the princess was healed! The king was very (9) delighted and asked, “Thank you very much. May I know how you could heal my daughter?” La Upe told the king about his family and the king of fish. The king was so (10) touched and said, “l think you will be a good husband for my daughter.” Then, the king held a great wedding party for La Upe and his daughter. Years later, the king died and La Upe became the new king. He led the kingdom wisely so that people lived happily and peacefully.

Answer the following questions based on the story in TASK 11. Jawaban: 1. He was a good boy. 2. When he failed to do an activity. 3. When he fished at a river. 4. Because he had released it. 5. She was very angry. 6. She was stuck to the door due to La Upe’s spell. 7. The princess. 8. By saying, “Let the princess be healed by the God’s mercy!” 9. She was married to the princess and became the new king. 10. We should behave well and we will receive good rewards.

Underline the adverbs of time in the text in TASK 11. Jawaban: A long time ago, there lived La Upe with his father and stepmother. Actually La Upe was a good son, but his stepmother didn’t like him. Every time he failed to do an activity, his stepmother would hit him. One day, his stepmother asked La Upe to go fishing. She wanted to cook fish for dinner. Soon La Upe went to the river, bringing his fishing rod. He had been in the river for hours, but he still did not catch any fish. He was restless. Suddenly, he felt his fishing rod caught an item. Yes! He caught a big fish! Surprisingly, the fish talked to La Upe, “Please let me go. I am the king of fish. If you let me go, I will give you power. You can do whatever you want.” “Really?” asked La Upe. “Yes. You only need to say, ‘By the God’s mercy,’” said the fish. Then, La Upe released the fish. The fish swam and slowly disappeared. When he had arrived home, his stepmother asked, “Where’s the fish?” “I caught a big fish, but I released it back to the river,” replied La Upe. “You, what?” his stepmother was so furious. La Upe remained silent, but when his stepmother would hit him, he used the power given by the king of fish. He hoped his stepmother treat him well, so he said, “Let my stepmother get stuck to the door by the God’s mercy!” Amazingly, his stepmother was stuck to the door and could not move. It seemed that she was glued at the door. His stepmother cried, “Please help me, La Upe. I promise, I will be good to you.” La Upe smiled, “I will help you, but remember, you have to keep your promise.” Then, he spelled, “Let my stepmother free by the God’s mercy.” After that, his stepmother was free. She was so grateful and as her promise, she treated La Upe very well. A few days later, the king made an announcement. The princess was ill and the palace healer could not cure her. The king told his people that if a man could cure his daughter, he could be his son-in-law. Hearing the announcement, La Upe went to the palace, to heal the princess. Sitting near the princess, La Upe uttered, “Let the princess recover by the God’s mercy!” Amazingly, the princess was healed! The king was very delighted and asked, “Thank you very much. May I know how you could heal my daughter?” La Upe told the king about his family and the king of fish. The king was so touched and said, “l think you will be a good husband for my daughter.” Then, the king held a great wedding party for La Upe and his daughter. Years later, the king died and La Upe became the new king. He led the kingdom wisely so that people lived happily and peacefully.


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TASK 2 Complete the following statements based on the complete text in TASK 1.

Write your own sentences using the adverbs of time you have found in the text in TASK 11.

1.

Contoh jawaban: 1. A long time ago, there lived a poor woman and her son. 2. Soon, the old woman put the fish into a jar. 3. One day, a mouse was trapped in a net. 4. Suddenly, a strange item fell from the sky. 5. Then, the prince turned into a frog. 6. When he had arrived home, Andra looked for his cat. 7. After that spell, the prince turned into a frog. 8. Few days, the boy sailed abroad. 9. Years later, all people in the kingdom lived peacefully and prosperously.

2. 3. 4. 5. 6. 7. 8.

TASK 1 Complete the following text with the correct words from the box. a. d. g. j.

secretly powerful symbol cheated

b. e. h.

defend fought greedy

c. f. i.

agreement peace contain

Once upon a time, there lived a shark named Sura and a crocodile named Baya. They lived in the eastern part of Java. They were friends, but they often competed for food. If they were hungry, they would be ferocious and (1) ________. One day, they found a buffalo and fought to have it. Neither of them was willing to surrender, so the fighting lasted for a long time. Feeling tired, they stopped fighting. “Let’s stop fighting and make an (2) ________. I will stay on land and you will stay in water. We should stay and search for food in our own territory,” said Baya. “O.K. I agree with you,” replied Sura. After that, they lived in (3) ________. They never fought for food any longer. One day, Sura could not find food in the sea, so it (4) ________ looked for it in a river. Baya knew that and it was very angry because the river belonged to its territory, on land. “Hi, Sura. Why didn’t you keep your promise? You should look for food in the sea. We have made an agreement that we will look for food in our own territory, right?” asked Baya. “You said that my territory was in water. Doesn’t a river (5) ________ water too? It means that I can search for food in the river,” answered Sura. “That’s nonsense. The river consists of water, but it is on land, so you should stay away from the river. Otherwise, I’ll chase you from here, meaning that we will fight,” said Baya angrily. “That’s not a big problem. Let’s see who is more (6) ________,” replied Sura arrogantly. Afterwards, Sura and Baya fought. Feeling tired, they stopped their fighting. It’s no use to fight anymore. Finally, Sura decided to return to the sea. Meanwhile, Baya was satisfied since it could (7) ________ its territory. Since that day, the area was called Surabaya. The picture of Sura and Baya’s fight is used as the (8) ________ of Surabaya municipality. Adapted from: http://newindonesianfolktales.blogspot.com/2011/07/origin-ofsurabaya-city.html (September 19, 2014)

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Malin Kundang

The story is about _________________________________________. Sura was a ________________________________________. Sura and Baya became greedy when _________________________________________. To avoid quarrels, Sura and Baya had an agreement to ____________________________________. After the agreement, Sura and Baya quarreled again because _______________________________. Baya was angry with Sura because it thought that Sura ____________________________________. The sentence “It’s no use to fight anymore.” implies that ____________________________________. We can learn from the story that _________________________________________.

TASK 3 Underline the adverbs of time in the text in TASK 1. TASK 4 Write your own sentences using the adverbs of time you have found in TASK 3. Jawaban: TASK 1 1. h 2. 5. i 6.

c d

3. 7.

f b

4. 8.

a g

TASK 2 1. the origin of Surabaya’s name 2. shark 3. they were hungry 4. share the territory (Sura lived in the sea/water and Baya lived on land) 5. Sura looked for food in the river which was claimed by Baya as its territory 6. broke its promise 7. (Contoh jawaban): It is better to stop fighting. 8. (Contoh jawaban): We should not be greedy. TASK 3 Once upon a time, there lived a shark named Sura and a crocodile named Baya. They lived in the eastern part of Java. They were friends, but they often competed for food. If they were hungry, they would be ferocious and greedy. One day, they found a buffalo and fought to have it. Neither of them was willing to surrender, so the fighting lasted for a long time. Feeling tired, they stopped fighting. “Let’s stop fighting and make an agreement. I will stay on land and you will stay in water. We should stay and search for food in our own territory,” said Baya. “O.K. I agree with you,” replied Sura. After that, they lived in peace. They never fought for food any longer. One day, Sura could not find food in the sea, so it secretly looked for it in a river. Baya knew that and it was very angry because the river belonged to its territory, on land. “Hi, Sura. Why didn’t you keep your promise? You should look for food in the sea. We have made an agreement that we will look for food in our own territory, right?” asked Baya. “You said that my territory was in water. Doesn’t a river contain water too? It means that I can search for food in the river,” answered Sura.

“That’s nonsense. The river consists of water, but it is on land, so you should stay away from the river. Otherwise, I’ll chase you from here, meaning that we will fight,” said Baya angrily. “That’s not a big problem. Let’s see who is more powerful,” replied Sura arrogantly. Afterwards, Sura and Baya fought. Feeling tired, they stopped their fighting. It’s no use to fight anymore. Finally, Sura decided to return to the sea. Meanwhile, Baya was satisfied since it could defend its territory. Since then, the area was called Surabaya. The picture of Sura and Baya’s fight is used as the symbol of Surabaya municipality. TASK 4 (Contoh jawaban) 1. Once upon a time, there lived a king and queen without a child. 2. One day, Bawang Putih went to a river to wash many clothes. 3. After that, the fairy changed Cinderella’s cat into a horse. 4. Afterwards, the dwarfs asked Snow White to stay home. 5. Finally, the frog prince found its true love. 6. Since then, people called the place Simalungun.

Work in groups. Make a short drama performance based on the story in TASK 11. Then, perform the drama.

1. 2. 3.

4. 5.

6.

Bapak/Ibu Guru meminta peserta didik membentuk kelompok. Tiap kelompok terdiri atas lima peserta didik. Masing-masing kelompok memahami kembali isi cerita di TASK 11 dan mengamati tokoh-tokoh yang ada. Setiap kelompok membuat drama pendek berdasarkan cerita dalam teks tersebut dan membagi anggota menjadi karakter-karakter dalam cerita. Setiap kelompok dapat mengonsultasikan drama yang mereka buat kepada Bapak/Ibu Guru. Bapak/Ibu Guru meminta setiap kelompok memeragakan percakapan yang mereka buat dan direkam melalui video. Ini akan menjadi portofolio peserta didik. Bapak/Ibu Guru mengoreksi pelafalan, intonasi, gestur, dan mimik wajah peserta didik, serta memberi penilaian atas penampilan mereka.

Contoh jawaban: Stepmother : La Upe, I’d like to cook fish for dinner. Now go to the river and catch fish. La Upe : Yes, Mother.

(At the river) La Upe : (Suddenly) La Upe : The fish La Upe The fish

: : :

La Upe The fish

: :

La Upe

:

(Arriving home) Stepmother : La Upe, where’s the fish? Didn’t you catch any fish at all? La Upe : Actually I caught a big fish, but I released it. Stepmother : You, what? What a useless and disobedient son! I should punish you. La Upe : Let my stepmother get stuck to the door by the power of the king of fish! Stepmother : Oh, no. … Please help me, La Upe! I promise, I will be good to you. La Upe : I will help you now, but remember, you have to keep your promise. Stepmother : Sure. Please forgive all my mistakes. La Upe : O.K. Let my stepmother free by the power of the king of fish. Stepmother : Thanks, La Upe. (A few days later) La Upe : Mother, I heard the princess is sick. I’d like to go to the palace, to cure her. Stepmother : Good luck, my son! I’ll pray for you. La Upe : Thank you, Mother. (Arriving at the palace) King : What are you going to do here, young man? La Upe : I am La Upe and I’d like to cure the princess, Your Majesty. King : Are you sure? Many people failed. La Upe : Let me try, Your Majesty. I’ll try my best for the princess to recover. King : Alright. I’ll give you a chance. La Upe : Thanks. Let the princess be healed by the power of the king of fish! (The princess was recovered) King : My dear daughter, what are you feeling now? Princess : Thank God. I am fine now, Father. Who has cured me? King : This young man La Upe. We should thank him for your recovery. Princess : Thank you, La Upe. I don’t know what would happen to me if you didn’t cure me. La Upe : You’re welcome, Princess. It’s my duty to cure you. King : Anyway, may I know how you could heal my daughter, La Upe? La Upe : It’s a long story, Your Majesty. One day, I caught a big fish. Surprisingly, the fish could talk and asked me to release it. As a result, I was given the power of spell ‘By the power of the king of fish.’ King : Hmm … you’re really a good boy! l think you will also be a good husband for my daughter. I will prepare for your wedding party and you will be the next king. La Upe : Thank you, Your Majesty.

O, gosh! I have been here for hours, but I haven’t caught any fish. Mother will punish me …. Oops! I think I am catching a fish. It must be a big fish. It’s very heavy. Gotcha! Please let me go, young man …. Hey, you can talk like a human, the big fish? Yes. Please let me go. I am the king of fish. If you let me go, I will give you power. You can do whatever you want. Really? Yes. You only need to say, ‘By the power of the king of fish.’ O.K. I’ll release you.

Write an outline of a story. Use the following guidance. Contoh jawaban: 1. The story took place in Minahasa. 2. The characters of the story were Nondo and his grandfather. 3. The story started when Nondo intended to join his grandfather in a forest, but his grandfather refused. 4. After that, Nondo insisted to go to the forest with his grandfather.


111

5.

The problem became more complicated when Nondo’s grandfather allowed Nondo to go to the forest with him. He told Nondo to be near him, but Nondo didn’t listen to him. The climax of the story was Nondo went to the forest with his grandfather, but then he got lost and changed into a bird. The resolution of the story was that Nondo’s grandfather could not find Nondo because Nondo had changed into a bird. The conclusion or message of the story is that we should be obedient.

6. 7.

8.

Develop the outline you have written in TASK 16 into a narrative text.

1.

2. 3. 4.

5.

Bapak/Ibu Guru meminta peserta didik memahami kembali outline tentang cerita yang telah dibuatnya di TASK 16. Selanjutnya, peser ta didik membuat teks naratif berdasarkan outline tersebut. Setelah selesai menulis, Bapak/Ibu Guru meminta peserta didik membacakan tulisan yang mereka buat. Bapak/Ibu Guru menyimak dan memberi balikan positif kepada peser ta didik yang berani membacakan tulisannya. Peserta didik memperbaiki tulisannya sesuai masukan Bapak/Ibu Guru. Peserta didik mengumpulkan tulisan mereka kepada Bapak/Ibu Guru dan Bapak/Ibu Guru memberi nilai tulisan-tulisan tersebut.

very happy looking at the animals and ignored his grandfather’s warning. Soon, Nondo was lost and separated from his grandfather in the forest. “Grandpa! Grandpa! Where are you? Grandpa, don’t leave me here,” Nondo screamed. Slowly, darkness covered the forest. Nondo was really scared. The sounds of the animals reallyfrightened him. He kept on calling his grandfather. To his surprise, he changed into a bird. He realized that it was the result of his disobedience to his grandfather. Meanwhile, the grandfather just realized that his grandson was lost. He looked for Nondo and called out his name, but still he could not find Nondo. The grandfather was really sad. He regretted allowing Nondo to join him. The grandfather decided to return home. He hoped Nondo would have already arrived home. Unfortunately, Nondo was not home yet. In the morning, the grandfather went to the forest again. He wanted to find Nondo. When he arrived in the forest, he saw a bird. The bird made a strange sound, “Moo poo … Moo poo ….” The grandfather was really curious. He never heard a bird make a sound like that. He looked at the bird carefully and again the bird said, “Moo poo ….” Then, he felt very strange. He felt that the bird said, “Opoku … Opoku ….” which meant “My grandpa … My grandpa ….” Being really curious, he approached the bird. He was very surprised because the bird had a limp. The grandfather cried. He remembered his grandson. He was sure that his grandson had changed into a bird. Since then, people named the bird the Moopoo bird. It can be found in Minahasa, North Sulawesi. Adopted from: http://indonesianfolklore.blogspot.com/2009/05/th-e-legend-of-moopoobird.html (July 20, 2016)

Contoh jawaban: The Legend of Moopoo Bird (Folklore from North Sulawesi) A long time ago in Minahasa lived an old man with his grandson named Nondo. The old man loved Nondo very much as he was nice and diligent. When his grandfather went to a forest to collect firewood, Nondo stayed at home. He always did the household chores. Nondo always wanted to join his grandfather in the forest. However, his grandfather did not allow him because he had a limp and could not walk well. His grandfather always went to the forest in the morning and returned home in the afternoon. In the evening, just before bedtime, the grandfather always told Nondo about everything that happened in the forest. Nondo enjoyed listening to stories about the animals in the forest. He always dreamed of going into the forest and seeing the animals. One morning, Nondo could not hold his urge anymore. He begged his grandfather. He really wanted to go into the forest, to see the animals. “Please, Grandpa. Let me join you. Just this time, please,” Nondo begged. The old man did not want to disappoint his beloved grandson. After thinking deeply, he then said, “You can join me this time, but you have to be near me. O.K.? I will bring wood and cannot watch you all the time.” Nondo was very happy. He promised his grandfather that he would always be near him. Nondo could not wait to see the animals. Then, they left the house and went into the forest. Initially, Nondo was able to walk near his grandfather. However, the distance was getting longer. Every time Nondo saw an animal, he stopped for a moment. He was really amazed. Grandfather always reminded Nondo not to stop walking. Sadly, Nondo was

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Homework Think of a folktale from Indonesia. Rewrite the story based on one character’s point of view. Add illustrations if you need. Contoh jawaban: Let me introduce myself. I am Samosir, Mr. Toba’s son, and I’d like to tell you about my father’s story. Mr. Toba, my father, was a farmer on fertile land in North Sumatra. He lived near a river. One day, my father wanted to fish in the river. He had fished for a while, but he didn’t catch any fish at all. Suddenly, his hook caught a big fish and to his surprise, the fish could talk. She begged my father to let her free and then changed into a beautiful girl. My father fell in love with her and he wanted to marry her. The girl agreed, but she asked my father not to tell anyone that once she was a fish. He agreed and they married. Moments later, I was born. My mother spoiled me very much. I was very fond of food. I grabbed all the food for myself. I didn’t realize that my habit caused a big problem in the future. One afternoon, my father was working at his field. My mother asked me to give my father lunch. The food was delicious so I tempted to eat it. You know what! I ate all the food and bring empty bowls to the field. Knowing that I had eaten his lunch, my father was very angry. He told me that I was a son’s fish. I cried and returned home to ask my mother about it. My mother was upset and she asked me to go to the hill and climb a highest tree. Then, my mother cried. My father didn’t keep his promise, so she decided to leave home. She walked to the river hurriedly. Accidentally, she met my father on the bank of the river and disappeared. After that, the sky turned black and thunder roamed. It rained heavily and continuously. The land began to flood and turned into a lake. Since then, people named it Lake Toba.


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Text structure: • Orientation: sets the scene and introduces the characters. • Complication: provides problems faced by the characters. • Resolution: states how the problems are resolved, for better or worse. • Coda (optional): concludes the story.

Narrative texts

Malin Kundang

Adverbs of time in simple past tense • •

•

Once upon a time, there was a kingdom named Umbul Wening. Finally, they found the pond. Since that day, people named the flower lotus.

Tape Script for Assessment Questions 1 and 2 refer to the following monolog. Once upon a time, in a small village in Borneo Island, there lived a mother and her daughter. The daughter was popular among villagers due to her beauty, but she didn’t behave well. She always spent time in front of the mirror admiring her beauty. She never helped her mother, even often hurt her heart. One day, the girl asked her mother to buy her a new gown. Her mother didn’t have a lot of money, but she was willing to buy her daughter a new gown. She loved her daughter so much. Along the way to the market, the girl asked her mother to walk behind. Her mother was so poor and ugly that she was embarrassed if people saw them together. On their way home, the girl still walked in front of her mother. Passers-by asked whether the woman behind the girl was her mother, she said that the woman was her servant. The mother was very sad and in her deepest heart, she prayed to God to punish her daughter. Suddenly, her daughter’s legs turned into a stone. The girl realized her mistake and apologized to her mother, but it was too late. Slowly, her body also turned into a stone. The girl had become a stone, but tears were still seen, which was why the stone was called Batu Menangis. Adopted from: http://getenglishnow.org/narrative-text-legend-the-crying-stone/ (July 20, 2016)

Questions: 1. Why did the girl not acknowledge the woman as her mother? 2. What did the girl do to show her regret? Questions 3 to 5 refer to the following monolog. Once upon a time, there was a rich merchant named Nahkoda Baginda. His daughter, Putri Julian, was very beautiful and she only wanted to marry a nobleman. In her sleep, Putri Julian always dreamt of a handsome young man named Sutan Rumandung. That’s why, Nahkoda Baginda held a party and invited young men from many places, to look for Sutan Rumandung. Unfortunately, Sutan Rumandung was sailing and did not attend the party. Days passed and finally Sutan Rumandang arrived at Tiku Beach. He was invited by Nahkoda Baginda to have a small party. When Sutan Rumandung and Putri Julian met, they fell in love each other. Nahkoda Baginda asked them to get married, but Sutan Rumandung rejected. He would sail and look for a lot of money first. Putri Julian agreed. Before saying goodbye, they made a promise. “I will always wait for you here. I will never marry another man. Otherwise, I will change into a gibbon,” promised Putri Julian. “I will also keep my promise. I will never marry another girl. If I do, my ship will sink and I will die in the sea,” replied Sutan Rumandung. After that, Sutan and his crew sailed. Putri Julian always waited for him. Everytime a ship came closer, she was always anxious whether it was Sutan Rumandung’s. However, Sutan Rumandung never returned and Putri Julian waited for him until she died. Adopted from: http://folktales4u.blogspot.co.id/2011/07/white-gibbon-folklore-from-west-sumatra.html (July 20, 2016)

Questions: 3. Why did Sutan Rumandung refuse to marry Putri Julian? 4. What would happen to Putri Julian if she broke her promise? 5. What was Putri Julian like?


I.

Jawaban: 1. C 2. 6. A 7. 11. D 12. 16. A 17. II.

A C A D

3. 8. 13. 18.

D E C B

4. 9. 14. 19.

E E E E

5. 10. 15. 20.

B C C B

Write a folktale from Indonesia you have already known.

Contoh jawaban: A long time ago, there was a king named Prabu Baka. The king had a beautiful daughter named Roro Jonggrang. One day, Bandung Bondowoso attacked the kingdom and killed Prabu Baka. When he saw Roro Jonggrang, he was attracted by her beauty. He intended to marry Roro Jonggrang. Roro Jonggrang knew that Bandung Bondowoso had killed her father, so she didn’t want to be his wife. However, she could not refuse. After thinking hard, she had an idea. Bandung Bondowoso had to build one thousand temples in one night for her. She thought that it was impossible and Bandung Bondowoso would not be able to fulfill her requirement.

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To her surprise, Bandung Bondowoso agreed to fulfill the requirement. He was optimistic that he would be able to do that. He had a supernatural power and would ask the spirits of the demons to help him build the temples. In the evening, the spirits of the demons began their work. They worked very hard and didn’t stop. At midnight, Roro Jonggrang saw that all temples were almost finished. She was afraid of Bandung Bondowoso fulfilling her requirement. Then, she thought a way on how to make Bandung Bondowoso fail. She asked women to pound rice so the roosters crowed. Hearing the roosters’ crow, the spirits of the demons disappeared. They thought it was already dawn. Meanwhile, they almost finished building the last temple. Bandung Bondowoso was very shocked. He realized that Roro Jonggrang had cheated him. He was very angry and finally cursed Roro Jonggrang into a stone. Since then, we can see Roro Jonggrang stone in Prambanan Temple.

Read the parts of a story below. Continue them into a complete story. What can you learn from the story? Once upon a time, in a small village in Sambas, West Kalimantan, there lived a widow named Mak Minah. She had three children, her two sons named Utuh and Ucin and her daughter named Diang. Every day, Mak Minah always went to a forest to collect firewood. She sold the wood to the market and used the money for their daily needs. She always worked alone. Her three children were lazy. They never helped her do anything. It was already late in the evening. Mak Minah did not feel well. On her arrival from the market, she intended to go to the bed immediately. Dinner was not ready yet so she asked her three children to help her. “Utuh, Ucin and Diang, please help me prepare the dinner. I am sick,” said Mak Minah. What would Utuh, Ucin, and Diang do then? Would they fulfill their mother’s request? ……………………………………….........…........................................……………………………………………………………………… ……………………………………………………………………………………………………...................................................................... ……………………………………………………………………………………………………...................................................................... ……………………………………………………………………………………………………...................................................................... ……………………………………………………………………………………………………...................................................................... ……………………………………………………………………………………………………...................................................................... Adopted from: https://autumnmelody.wordpress.com/2014/06/16/batangkup-stone-folklore-from-kalimantan/ (July 20, 2016)

Contoh jawaban: Once upon a time, in a small village in Sambas, West Kalimantan, there lived a widow named Mak Minah. She had three children, her two sons named Utuh and Ucin and her daughter named Diang. Every day, Mak Minah always went to a forest to collect firewood. She sold the wood to the market and used the money for their daily needs. She always worked alone. Her three children were lazy. They never helped her do anything. It was already late in the evening. Mak Minah did not feel well. On her arrival from the market, she intended to go to the bed immediately. Dinner was not ready yet, so she asked her three children to help her. “Utuh, Ucin and Diang, please help me prepare the dinner. I am sick,” said Mak Minah. Those three children ignored their mother and continued playing in the front yard. Mak Minah then forced herself to prepare the dinner. When it was ready, she called her children to have dinner. At this moment they listened to Mak Minah. Sadly, after they finished eating, the children did not help their mother wash the dishes. Instead, they played again. Mak Minah cried. She was very sad. It was not the first time her children did not help her and ignored her. She was so sick that she went to bed immediately. In the morning, Mak Minah went to the riverside. There was a magical stone called Betangkup Stone. It could open and close like a sea shell. The stone could also talk to humans. Being desperate, Mak Minah begged, “Betangkup Stone, please help me. I cannot hold the pains anymore. I’m so sick and my children did not want to help me. They always ignored me. Please let me be inside you.” “Well, if that’s what you want, get inside,” replied the stone. Betangkup Stone then opened its body and Mak Minah went inside. Unfortunately, her long hair was still outside of the stone. In the meantime, Utuh, Ucin and Diang woke up and felt hungry. Breakfast was not ready, so they were looking for their mother. The children went here and there to find their mother. Finally, they arrived before the Betangkup Stone. They knew that their mother was inside Betangkup Stone.


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Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat dan cerita naratif yang lain; cara menjelaskan isi cerita legenda rakyat dan cerita naratif yang lain lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; cara menceritakan legenda rakyat dan cerita naratif yang lain secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; cara menggunakan past perfect tense dalam kalimat. 2. terampil: menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat dan cerita naratif yang lain; menjelaskan isi cerita legenda rakyat dan cerita naratif yang lain lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; menceritakan legenda rakyat dan cerita naratif yang lain secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaannya; menggunakan past perfect tense dalam kalimat. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar internasional; 2. menghargai perilaku jujur, bekerja sama, dan santun dalam berkomunikasi dengan guru, teman, dan orang lain.

Texts Narrative texts

Theory Grammar Past perfect tense


Questions

Strong Wind Skills

Fill in the dashes, read the text, listen and answer, find the meanings, complete the sentences/text/chart, answer the questions, discuss and write a drama script, listen and complete, write a story collaboratively

Assessment Complete the text, ask and answer questions

Tasks


Homework

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Strong Wind

Theory about past perfect tense

Write a story and conclude the message

Have you ever experienced an occurrence depicted in the picture? How do you feel if you experience it? It is terrifying, isn’t it? Anyway, the picture is related to a narrative story, i.e. the North Wind. In this chapter, you will read the story and also learn about other narrative texts.

1. 2. 3.

4.

Untuk memulai kegiatan, Bapak/Ibu Guru dapat bertanya tentang cerita favorit peserta didik. Apabila perlu, Bapak/Ibu Guru meminta peserta didik menyampaikan cerita tersebut. Peserta didik diminta memahami gambar apersepsi dan kalimat-kalimat di bawah gambar tersebut. Bapak/Ibu Guru membimbing peserta didik menjelaskan gambar tersebut secara singkat. (Jawaban: The picture shows that the wind was blowing very hard and sweeping away light items it passed. If I have such an experience, I will be frightened.) Bapak/Ibu Guru menjelaskan bahwa dalam chapter ini peserta didik akan mempelajari berbagai teks narrative dan meminta peserta didik aktif dalam setiap kegiatan pembelajaran.


117

Fill in the dashes with suitable letters to form the titles of stories, local or international, based on their cue sentences. See the example.

1. 2. 3. 4.

5. 6.

Bapak/Ibu Guru meminta peserta didik memahami soal dan kalimat-kalimat kunci berikut. Peserta didik menulis huruf-huruf yang merupakan jawaban dari kalimat-kalimat kunci tersebut. Bapak/Ibu Guru meminta peserta didik menyebutkan jawabannya. Peserta didik yang lain menyimak jawaban temannya. Apabila memiliki jawaban yang berbeda, peserta didik dapat tunjuk jari dan menyebutkan jawabannya. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama. Sebagai pengembangan, Bapak/Ibu Guru dapat meminta peserta didik menceritakan salah satu cerita yang merupakan jawaban pada kegiatan ini.

Jawaban: 1. Strong Wind 2. Beauty and the Beast 3. Lake Toba 4. The Wind and Sun 5. Telaga Warna 6. King Midas 7. Cinderella 8. Mount Bromo 9. Snow White and the Seven Dwarfs 10. Surabaya

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

untaian tetesan air yang membeku galak yang membelit sangat dingin kelaparan pondok lumut menentang, menantang udara dingin nyala api basah, lembab meleleh menggelinding, menggulingkan

Complete the following sentences with the suitable words from TASK 4. Jawaban: 1. twisted 5. soggy 9. lodge

2. fierce 6. breezy 10. defy

3. melt 7. flame

4. starve 8. headdress

Complete the following text with the suitable words from the box. Jawaban: 1. d 2. 5. e 6.

i a

3. 7.

b j

4. 8.

g h

Answer the following questions based on the story in TASK 6. Listen to and answer the questions based on the story in TASK 2. Share your answers with the class. Pertanyaan-pertanyaan yang diperdengarkan oleh Bapak/Ibu Guru: 1. Where did Strong Wind live? 2. Who would Strong Wind marry to? 3. What were the chief’s two elder daughters like? 4. What were their answers about Strong Wind’s bow? 5. What can you learn from the story? Jawaban: 1. In a tent by the sea. 2. He would marry to the first woman who could see him. 3. They were wicked and dishonest. 4. It was made of either iron or wood. 5. We should be honest.

Read the following words. What do they mean? Jawaban: 1. berangin lembut 2. hiasan kepala

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Jawaban: 1. In the summer. 2. Because there was Old Man North Wind who threatened their lives. 3. Ice and snow. 4. He was cruel. 5. She was brave and smart. 6. Because she had ideas for ways to stay warm and find food. 7. She built a new kind of lodge, with double walls–which she stuffed with dry grass and moss, to keep out the cold and wind. Then, she collected great piles of dry wood so that she could keep her fire going at all times. 8. She added more wood to the fire so that the flames rose higher and higher. 9. He melted and left Shingebiss. 10. Never be afraid of any challenge.

Complete the following chart to find out the structure of the story in TASK 6.

1. 2. 3. 4. 5.

Bapak/Ibu Guru meminta peserta didik memahami kembali cerita di TASK 6. Peserta didik diminta memahami bagan berikut dan melengkapi bagan berdasarkan cerita di TASK 6. Setelah waktu mengerjakan habis, Bapak/Ibu Guru meminta peserta didik tunjuk jari dan menyampaikan jawabannya. Bapak/Ibu Guru dan peserta didik yang lain menyimak. Apabila peserta didik yang lain memiliki jawaban yang berbeda, mereka dapat tunjuk jari dan menyebutkan jawabannya. Bapak/Ibu Guru dan peserta didik membahas jawaban bersama-sama.

Jawaban: Part of the Text

Purpose

Details • •

Orientation (setting and characters)

To introduce the setting and characters. •

• Conflict

To start the conflict.

Plot (action)

To show an action as part of a plot.

• •

• • • • C o m p l i c a t i o n

• •

Plot (rising action)

To show a rising action.

• • • • • •

Plot (climax)

To show the climax.

• • •

• Resolution (falling action)

To describe a falling action.

• •

Long ago, people could not stay in their northern homes all year round. It was pleasant in the summer, cool and breezy. However, in the fall they would have to go south, because of Old Man North Wind. Old Man North Wind’s headdress was not made of feathers, but of icicles. His clothes were made of ice and snow. The features of his face were fierce, twisted with hate for other living beings. When Old Man North Wind came down from the far north country and blew his frosty breath, everything froze. There was no more food. People and animals that could not sleep through the winter had to go south. One day, a young woman named Shingebiss refused to leave her home. The other people convinced and pleaded with her, but she was stubborn. They said goodbye and were sure that they would never see her alive. When they had gone south, Shingebiss built a new kind of lodge, with double walls–which she stuffed with dry grass and moss, to keep out the cold and wind. She collected great piles of dry wood, to keep her fire going at all times. Old Man North Wind came down from the far north country. He blew his frosty breath and everything died. He saw the smoke rising from Shingebiss’ lodge. Old Man North Wind blew his frosty breath on lakes and streams and thick ice covered them. Shingebiss walked out onto the ice and chopped holes. She went ice fishing, took her fish home to her lodge, cooked them and ate them. Old Man North Wind blew around and around Shingebiss’ lodge, but she just built up her fire. Old Man North Wind decided to come inside. Old Man North Wind stepped in the door and saw Shingebiss was sitting by her fire. Shingebiss added more wood to the fire. Old Man North Wind came closer. He sat down next to her, but she just added more wood. Old Man North Wind began to notice that his headdress of icicles was drooping. His clothes of ice and snow were becoming soggy and full of holes. Drops of water ran down his face. He was melting. Old Man North Wind ran out of Shingebiss’ lodge and rolled in the snow until he was cold again. In the spring, people returned and were amazed to find Shingebiss alive and well. Shingebiss offered them to fight against Old Man North Wind.


119

Work in pairs. Discuss the important stage in the Shingebiss and North Wind story. Write a drama scenario about the stage and perform it.

1. 2.

3. 4.

5. 6. 7.

Bapak/Ibu Guru meminta peserta didik bekerja secara berkelompok dan memahami perintah kegiatan. Setiap kelompok memahami kembali cerita Shingebiss and North Wind dan mendiskusikan adegan yang dianggap penting dari cerita tersebut. Kemudian, setiap kelompok diminta membuat skenario drama satu babak berdasarkan cerita tersebut. Setelah selesai menulis skenario drama, setiap kelompok mengumpulkan skenario tersebut kepada Bapak/Ibu Guru untuk mendapat masukan. Bapak/Ibu Guru mengembalikan skenario yang telah diberi masukan kepada setiap kelompok. Selanjutnya, Bapak/Ibu Guru meminta setiap kelompok memeragakan skenario drama yang telah mereka buat. Bapak/Ibu Guru mengamati penampilan setiap kelompok dan memberi nilai.

Contoh jawaban: The important stage in the Shingebiss and North Wind story: Being curious, Old Man North Wind entered Shingebiss’ house and saw her sitting by fire. Shingebiss added more wood and the flames higher and higher. Finally, Old Man North Wind melted. Drama scenario: Old Man North Wind : Shingebiss : Old Man North Wind :

Hi, defiant girl. What are you doing here? You see, I am cooking fish. Why don’t you leave this place? You will not be able to survive. Shingebiss : Are you sure? (Shingebiss added more wood) Old Man North Wind : Oh no …! Stop burning more wood! It’s hot! Shingebiss : No, I won’t. I need warmth here. Old Man North Wind : Hey … you will kill me. Look! I am melting. Shingebiss : Why don’t you leave this place? Old Man North Wind : Ouch … I can’t put up with this flame anymore. I have to go now. Shingebiss : That’s good! You had better leave this place right now.

TASK 1 Read the text and answer the questions that follow. Once, in a prosperous kingdom lived a king and queen. They had a beautiful princess named Jeanette. Jeanette liked to play with her friends in a park. In another place, a cruel giant wanted to kidnap and imprison princes and princesses, including Jeanette. When Jeanette played in the park, the giant disguised himself as Jeanette’s father and took Jeanette home with him.

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The giant put Jeanette in a cell, near other princes and princesses’ cells. She then realized that she was captured by a giant who disguised himself as her father. One day, the giant went outside to look for food and he asked several soldiers to guard the cells. Jeanette thought hard to find a way to escape from her cell, but she didn’t have any idea. Moments later, Jeanette saw soldiers force several princes out of their cells to work. When they refused to work, the soldiers punished them. Jeanette felt heartbroken. “Please don’t force them to work like that! Just tell my father, he will send good soldiers to help you do your work,” begged Jeanette. The soldiers laughed and said, “Ha … ha … don’t talk rubbish! The soldiers would not help us, but would capture us. Do you think we are stupid, huh?” Jeanette cried again. Suddenly, she saw that pieces of gold appeared on the spots where her tears had fallen. A miracle, all her tears had turned to gold before she stopped crying. Jeanette showed the gold to the soldiers. “I will give you this gold if you set them free,” she said. The soldiers were very happy upon seeing the gold. They approached Jeanette’s cell and took the gold. They also forced her to tell them how she got the gold. Jeanette admitted that they were her tears which had changed to gold. However, they didn’t believe her. Then, they entered Jeannette’s cell and checked every corner of the prison carefully to find more gold. Jeanette didn’t waste time. She hurriedly escaped and locked the cell with the soldiers inside. Then, she looked for the keys of the other cells and helped the other princes and princesses escape from their cells. Together, they managed to find a way out of the palace. Jeanette soon found her way home. When she had arrived at her palace, her parents welcomed her. Jeanette cried happily and suddenly she realized that her tears didn’t turn to gold. “How could it happen?” she wondered. She then told her parents about her experience in jail. “Well, at that time, your love and pity for the other people turned your tears to gold. However, the situation is different now. You don’t need gold anymore. God makes miracles to happen only when we need them,” replied her father. Jeanette smiled. She was grateful because of the mercy she was shown. Questions: 1. Who kidnapped Jeanette and the other princes and princesses? 2. What made Jeanette heartbroken? 3. What did Jeanette suggest the soldiers do? 4. What happened when Jeanette cried? 5. Why did the soldiers enter Jeanette’s cell? 6. What did Jeanette do when the soldiers entered her cell? 7. What actually made Jeanette’s tears turn to gold? 8. What can we learn from the story?

TASK 2 Complete the following chart based on the story in TASK 1. Part of the Text

Purpose

Details


Conflict C o m p l i c a t i o n

Plot (action)


Plot (climax)

Resolution (falling action)

TASK 3 Work in groups. Choose a fragment from a story of Princess Jeanette in TASK 1. Write a scenario of a short drama based on the story and perform it. Jawaban: TASK 1 1. A cruel giant. 2. Soldiers forced several princes to go out of their cells to work and would punish the princes who refused to work. 3. She suggested the soldiers tell her father so that would send good soldiers to help them do the work. 4. Her tears turned to gold. 5. To look for more gold. 6. She escaped and locked the cell with the soldiers inside. Then, she looked for the keys of the other cells and helped the other princes and princesses escape. 7. Her love and pity for other people. 8. God will help us when we are willing to help others. TASK 2 Parts of the Text


C o m p l i c a t i o n

Details

Purpose

To introduce the setting and characters.

Conflict

To start the conflict.

Plot (action)

To show an action as part of a plot.


To show a rising action.

• • •

•

When Jeanette played in the park, the giant disguised himself as her father and took Jeanette home with him.

•

The giant put Jeanette in a cell, near other princes and princesses’ cells. Several soldiers guarded the cells while the giant went outside to look for food.

•

• •

• •

Plot (climax)

To show the climax.

• • • • •

Resolution (falling action)

To describe a falling action.

There lived a king and queen in a prosperous kingdom. They had a beautiful daughter named Jeanette who liked to play with her friends in a park. In another place, a cruel giant wanted to kidnap and imprison princes and princesses, including Jeanette.

•

Jeanette saw the soldiers order several princes to work and punish those who refused to work. She felt heartbroken and begged the soldiers to ask for her father’s help, but the soldiers refused. Jeanette cried and her tears turned to gold. She would give the gold to the soldiers if they set the princes and princesses free. The soldiers were very happy upon seeing the gold. The soldiers took the gold and asked Jeanette about where the gold was from. The soldiers entered Jeanette’s cell to look for more gold there. Jeanette escaped and locked the soldiers inside the cell. She helped the other princes and princesses escape from their cells. Jeanette arrived at her kingdom, but her tears didn’t turn to gold any longer.


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TASK 3 (Contoh jawaban) (Fragment: Jeanette’s meeting with her parents) Arriving at the palace …. Jeanette : Mother, Father, I’m coming home …. Queen : O, gosh! Is it you, Jeanette? I’m very happy having you back. Jeanette : Yes, Mother. It’s me, Jeanette, your daughter. Queen : I really miss you, my beautiful Princess. How did you escape from the giant? Your father is arranging a plan to set you free. Jeanette : I miss you too, Mother. Thank God! I could escape from the jail. (Cries happily) King : O, come on. Wipe your tears. You are back here safely. Jeanette : Yes, Father. I won’t cry anymore. (Wiping her tears) Oh, no …. Queen : What happened, my dear? Jeanette : My tears don’t change to gold any longer. Queen : What did you say? Your tears turned to gold? Jeanette : Yes, Mother. It seemed impossible, but it happened. When I was in my cell, my tears turned to gold. Queen : How could it be? Jeanette : I don’t know. One day I saw the soldiers ask several princes to work and punish those who refused to work. I took pity on them and cried. Suddenly, my tears turned to gold. King : It’s a miracle! Jeanette : Yeah! The gold have helped me, Father. When I told the soldiers that the gold was from my tears, they didn’t believe me. They entered my cell and I didn’t waste time to escape from the jail. Queen : How strange it was! Jeanette : You’re right, but it really happened. King : Frankly, I know the reasons. That was a mercy you received because of your love and pity for others. Jeanette : Do you think so, Father? King : Yeah! You’re very kind and love others.

Listen and complete the following text based on what you have heard. Teks yang diperdengarkan oleh Bapak/Ibu Guru dan jawaban: I’d like to tell you a story. Long ago, people lived happily under the rule of a king. They were very happy as they led a very (1) prosperous life with an abundance of wealth and no misfortunes. Once, the king decided to go visiting places of historical importance at distant places. He decided to travel on foot to (2) interact with his people. People of distant places were very happy to have a conversation with their king. They were proud that their king was kind-hearted. After several weeks of travel, the king returned to the palace. He was quite happy that he had visited many places and witnessed his people leading a prosperous life, but he had (3) one regret. He had intolerable pain on his feet as it was his first trip on foot covering a long distance. He complained to his ministers that the roads were very stony and not comfortable. He was (4) very much worried about people who had to walk along those roads as it would be painful for them. Considering this, the king ordered his servant to cover the roads in the whole country with leather so that people of his kingdom can walk (5) comfortably.

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The king’s ministers were stunned to hear his order as thousands of cows would have to be slaughtered in order to get (6) sufficient quantity of leather. It would cost a huge amount of money also. Finally, one of the ministers said that he had another idea. The king asked what the alternative was. The minister said, “Instead of covering the roads with leather, why don’t you just have a piece of (7) leather cut in an appropriate shape to cover your feet?” The king was very much surprised by his suggestion and applauded the wisdom of the minister. He ordered a pair of leather shoes for himself and requested all his countrymen also to (8) wear shoes. Adopted from: http://www.kidsworldfun.com/shortstories_dontchangetheworld.php (August 6, 2016)

TASK 1 Answer the following questions based on the text in TASK 10. 1. 2. 3. 4. 5. 6. 7. 8.

Why did people in the kingdom live happily? Why did the king travel on foot? How did the king feel after he had finished his trip? What did the king worry about? What were the roads like? What was the king’s idea to make the roads comfortable to walk? Why was the king’s idea refused? What was the minister’s suggestion?

TASK 2 Read the text and answer the questions that follow. A long time ago, a mountain was not as high as today. It was the same height as hills. Here is the story. On the top of a mountain, there lived two angels who granted people’s wishes when they needed help. They healed sick people, fed the hungry and provided poor people with warm clothes during cold seasons. So, all the people in the world lived in peace and there were no borders between the rich and the poor. However, a few wealthy and greedy people were dissatisfied with these conditions. They thought that the angels were unfair because they had never received anything from the angels. One day, these dissatisfied people gathered in front of the angels’ house and knocked on the door heavily. When the angels appeared, the people shouted, “Please give us more wealth.” The angels explained to them that God had given the people enough wealth and they didn’t need more. However, the greedy people kept forcing the angels to give them more wealth. The angels didn’t like this, went back in and locked the doors. The angry people tried to break into the angels’ house. Suddenly, the land on which the angels’ house was built, rose higher. Although a little surprised initially, the greedy people didn’t care. Gradually the height became more distinct. Everytime the greedy people planned to reach the house, the land rose higher. As a result, the mountain grew higher and there was a significant distance between the greedy people and the angels. They kept on climbing the mountain to find the angels, but they never could reach them. That’s why mountains grew higher and higher.

Jawaban: TASK 1 1. Because they led a very prosperous life with an abundance of wealth and no misfortunes. 2. Because he intended to interact with his people. 3. He was quite happy, but he had intolerable pain on his feet. 4. He worried about people who had to walk along those roads as it would be painful for them. 5. They were very stony and not comfortable. 6. He ordered his servants to cover the roads in the whole country with leather. 7. Because thousands of cows would have to be slaughtered and it would cost a huge amount of money. 8. The king wore a piece of leather cut in an appropriate shape to cover his feet, instead of covering the roads with leather. TASK 2 1. Why mountains are very high. 2. At the top of a mountain. 3. They granted people’s wishes when they needed help. 4. They had never received anything from the angels. 5. Those people were wealthy. 6. To force the angels to give them more wealth. 7. They locked themselves in their house. 8. It rose higher. 9. Everytime the greedy people planned to enter the house. 10. We should not be greedy.

Complete the following story using the words in brackets. Change the verbs into simple past or past perfect forms, correctly. Jawaban: 1. was 3. had made 5. was 7. liked 9. had spent 11. had been injured 13. had been recovered 15. heard 17. had changed 19. had been cursed

2. 4. 6. 8. 10. 12. 14. 16. 18. 20.

passed away was treated had done sat heard checked decided was was would turn

Questions: 1. What is the text about? 2. Where did the two angels live? 3. What did they do? 4. Why did a few people think that the angels were unfair? 5. Why did the angels not grant them anything? 6. Why did the people go to the angels’ house? 7. How did the angels respond? 8. What happened to the land on which the angels’ house was built? 9. When did the house rise higher? 10. What can we learn from the story?


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Complete the following statements based on the story in TASK 11. 1.

2. 3.

4. 5.

Rosette lived with her ___________________________________________ and ________________________________________. She was unhappy because ___________________________________________. She liked to ___________________________________________ after she had done her chores. One day, in the garden, she found ___________________________________________. The bird was actually ___________________________________________.

Jawaban: 1. stepmother and stepsister 2. her stepmother and stepsister treated her badly 3. go to a garden 4. an injured bird 5. a young man who had been cursed by a wicked fairy

Work in pairs. Ask and answer questions using past perfect tense based on the story in TASK 11. See the example.

1. 2. 3.

4. 5.

Bapak/Ibu Guru meminta peser ta didik bekerja berpasangan. Setiap pasangan memahami kembali teks di TASK 11, terutama tentang penggunaan past perfect tense. Setiap pasangan melakukan tanya jawab tentang isi teks menggunakan past perfect tense, kemudian menyampaikan tanya jawab tersebut. Bapak/Ibu Guru menyimak dan mengoreksi kalimat yang salah. Bapak/Ibu Guru memberi balikan positif kepada peserta didik yang aktif dalam kegiatan tanya jawab dan terus memotivasi peserta didik yang kurang aktif agar aktif berpartisipasi dalam setiap pembelajaran.

Contoh jawaban: You : Who did Rosette live with after her father had passed away? Your friend : She lived with her stepmother and stepsister. You : Correct. Your turn, please. Your friend : How had Rosette’s stepmother and stepsister treated her? You : They had treated them badly. Your friend : Right. Your turn, please. You : When did Rosette spend time in the garden? Your friend : After she had done her housework. You : Correct. Your question, please. Your friend : What happened one day after Rosette had spent a few minutes in the garden? You : She heard a bird’s groan on the ground. Your friend : You’re right. Next question, please. You : What had happened to the bird? Your friend : Its right wing was injured.

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You : Correct. Next question, please. Your friend : When did Rosette decide to leave the garden? You : When the bird had been recovered. Your friend : Correct. Your turn, please. You : Who had changed a young man to a bird? Your friend : A wicked fairy.

TASK 1 Fill in the blanks with the suitable verbs in brackets. Change the verbs into past perfect or simple past forms, correctly. In a remote village there was a big tree. People [1. believe] ________________ that the tree possessed magic and a devil lived in it. The belief arose when several young people said that they [2. see] ________________ an ugly person on the tree and heard strange voices from it. Actually the young people lied. They only wanted to scare passers-by. It was Davana, one of the young people, who acted as if he was the ugly person and spoke strangely. Davana realized that he [3. make] ________________ a big mistake and apologized. However, he couldn’t persuade the villagers that he [4. only make] ________________ fun of them. Davana asked for his cousin’s help, Dovota. Dovota agreed to go to Davana’s village after he [5. hear] ________________ about the tree. Dovota wanted to make the villagers realize that they [6. do] ________________ stupid things when they believed that the tree possessed magic. He finally had an idea after he [7. think] ________________ of what to do for several days. He [8. climb] ________________ the tree and shouted to a passer-by, “Please leave your bag under the tree.” However, before he finished speaking, the passer-by [9. leave] ________________ the place. Then, Dovota had another idea. He said quickly, “Leave your bag … leave your bag …. Leave your purse.” He succeeded. Passers-by [10. leave] ________________ their possessions as instructed. After several days, Dovota asked the villagers to gather under the tree. Before he told the villagers the truth, he [11. hide] ________________ the villagers’ possessions in a safe place. After Dovlota [12. explain] ________________ to them that there was no devil on the tree, Davana confessed. Initially, the villagers were angry. However, when Davana [13. promise] ________________ to return their possessions and give them amounts of money to show repentance, they calmed down. The villagers [14. leave] ________________ the place happily after Dovota and Davana [15. return] ________________ their possessions and given them amounts of money as promised. TASK 2 Work in pairs. Make questions and answers using past perfect tense based on the text in TASK 1. See the example. Example: Question : Who said that they had seen an ugly person on the tree and heard strange voices from it? Answer : Several young people of a remote village.

Jawaban: TASK 1 1. believed 3. made 5. had heard 7. had thought 9. had left 11. had hidden 13. promised 15. had returned

2. 4. 6. 8. 10. 12. 14.

had seen had only made had done climbed left had explained left

TASK 2 (Contoh jawaban) You : What did Davana realize? Your friend : He had made a big mistake. You : Great! It’s your turn now. Your friend : When did Davana realize it? You : When he could not persuade the villagers that he had only made fun of them. Your friend : You’re right. Your turn, please. You : O.K. When did Dovota agree to go to Davana’s village? Your friend : After he had heard about the tree. You : Good! Your next question, please. Your friend : What did Dovota want the villagers to realize? You : They had done stupid things. Your friend : Now, your turn, please. You : When did Dovota finally have an idea? Your friend : After he had thought of what to do for several days. You : Your question, please. Your friend : What had a passer-by done before Dovota finished speaking? You : He/she had left the place. Your friend : Now, it’s your turn. You : What had Dovota done before he told the villagers about the truth? Your friend : He had hidden the villagers’ possessions in a safe place. You : Next question, please. Your friend : When did Davana confess to what he had done? You : After Dovota had explained to the villagers that there was no devil on the tree. Your friend : It’s your turn, now. You : When did the villagers leave the place happily? Your friend : After Dovota and Davana had returned their possessions and given them amounts of money as promised.

Work in groups of five. Choose a story you have studied in this chapter and rewrite it using your own imagination. Write the story collaboratively. Then, read the story you have written in turns.

1.

2.

3.

4.

5. 6.

7.

Bapak/Ibu Guru meminta peserta didik bekerja secara berkelompok. Tiap kelompok terdiri atas lima peserta didik. Peserta didik memahami kembali cerita yang telah mereka pelajari di chapter ini. Setiap kelompok berdiskusi tentang cerita yang akan dibuat. Mereka dapat membuat cerita baru dengan mengubah alur, karakter, setting, dan hal-hal lain dalam cerita asli. Secara beranting setiap anggota kelompok menulis kalimat-kalimat dan membacakan kalimat-kalimat tersebut sehingga membentuk sebuah cerita baru yang padu. Peserta didik menggunakan imajinasi mereka untuk membuat cerita yang menarik. Selama kegiatan berlangsung, Bapak/Ibu Guru mengamati peserta didik dan mengoreksi pelafalan peserta didik yang masih kurang tepat. Bapak/Ibu Guru memotivasi peserta didik yang kurang aktif agar aktif berpartisipasi. Setelah selesai, Bapak/Ibu Guru meminta setiap kelompok menulis cerita tersebut secara keseluruhan dan membacakan cerita mereka. Bapak/Ibu Guru memberi balikan dan nilai.

Contoh jawaban: Student 1 : A long time ago there was a prosperous kingdom ruled by a wise and kind-hearted king. Student 2 : One day, the king had a journey by riding his horse cart. It rained hard early in the morning, so the road was slippery. However, it didn’t make the king cancel his plan. Student 3 : Along the way, people welcomed the king warmly. They were happy meeting their king. Student 4 : Surprisingly, the horse neighed. One of its feet slipped into a mudhole. The cart lost its balance. Student 5 : The king descended his cart and stood under a tree. Student 1 : The king heard children crying. He approached the house where the sound came from. Student 2 : The king asked the children’s mother why her children were crying. Student 3 : The mother told him that they were starving. Student 4 : The king was very sad, knowing that a few of his people still lived in poverty. Student 5 : The king told his guard to give the woman all supplies they were carrying for the journey. When the king arrived at his palace, he asked his guard to give food and money to the poor woman he had met.


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Homework Write a short story and conclude the message of the story. Contoh jawaban: The story: Once upon a time, there was a poor old man, Mr. Avero, who lived alone. One day, he bought an old bicycle from his friend, Mr. Gonzalo, who lived in another town, at a cheap price. When Mr. Avero was riding the bicycle, he felt it was moving slowly, but then faster and faster. He was very surprised. The bicycle was moving upwards until it was on the ceiling! He shouted, “Hey! There is a ghost in the bicycle!” In just a few minutes his house was full of people. They were afraid, but curious to know what would happen to the bicycle. Suddenly, in silence, a very small man, not bigger than one’s thumb, leapt from the handlebar of the bicycle and said, “Oh, I am very tired. Apparently, a bicycle is not light.” The small man asked Mr. Avero, “May I live with you? My name is Timby.” Mr. Avero granted Timby’s request. He thought that it would be advantageous to have Timby. From that time, Mr. Avero always showed Thumby to his friends and asked him to make a speech, dance, etc. which made him a lot of money. However, Timby became stressful.

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One day, Mr. Avero planned to host a circus with Timby as the main performer. Mr. Avero forced Timby to practice a performance with animals every day. Mr. Avero had also organized tickets for the circus, days before the performance. Many people were interested and bought the tickets. The day for the circus arrived. Timby appeared riding a horse. However, the horse suddenly galloped fast and left the place. Mr. Avero was angry. He tried to run after Timby, but couldn’t catch him. When he returned, all the spectators had been waiting to ask for a refund of their money. Mr. Avero couldn’t do that, because he had already used the money. All the spectators decided to take him to the police. On his way, he met Mr. Gonzalo. He was with Timby. Mr. Gonzalo said, “Avero, I actually wanted to help you by giving you Timby. Although he is small, he is cute and smart at changing cakes to puddings, medicine to refreshing drink, etc. You have been very cruel to him, so I have decided to take him back. Goodbye, Avero.” Avero looked at them and cried. He felt deep regret for what he had done. The message: Be grateful for what we have already had and never exploit others.


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Text structure • Orientation: sets the scene and introduces the characters • Complication: provides problems faced by the characters • Resolution: states how the problems are resolved, for better or worse • Reorientation/coda (optional): concludes the story

Narrative texts

Strong Wind

Past perfect tense

Interrogative

Negative

Positive

Had you checked everything before you left? Who had changed a young man into a bird?

• •

•

I had not phoned Sita after she had moved to Bandung. Tiara had not seen Ranny after she left this town.

I had met Sandra twice before she left this town. He had visited many places and witnessed his people leading a prosperous life.

•

•

•

Tape Script for Assessment Questions 1 and 2 refer to the following monolog. A long time ago, there lived an old farmer who had an old horse for tilling his fields. One day, the horse escaped into the hills. When all the farmer’s neighbors expressed their sympathy with the old man over his bad luck, the farmer replied, “Bad luck? Good luck? Who knows?” A week later, the horse returned with a herd of wild horses from the hills. This time the neighbors congratulated the farmer on his good luck. His reply was, “Good luck? Bad luck? Who knows?” Then, when the farmer’s son attempted to tame one of the wild horses, he fell off its back and broke his leg. Everyone thought this very bad luck. Not the farmer, whose only reaction was, “Bad luck? Good luck? Who knows?” Several weeks later, the army marched into the village and conscripted every able-bodied youth they found there. When they saw the farmer’s son with his broken leg, they let him off. Now was that good luck? Bad luck? Who knows? Adopted from: http://www.inspire21.com/stories/lifestories/TheChineseFarmer (August 13, 2016)

Questions: 1. Why was the arrival of the farmer’s horse from the hill considered bad luck? 2. What can we learn from the story? Questions 3 to 5 refer to the following monolog. Once upon a time, a very strong woodcutter asked for a job in a timber merchant and he got it. The pay was really good and so was the work condition. For those reasons, the woodcutter was determined to do his best. His boss gave him an axe and showed him the area where he supposed to work. He also ask the woodcutter to plant new trees after cutting those big trees for reforestration. The first day, the woodcutter brought 18 trees. “Congratulations!” the boss said. “Go on that way!” Very motivated by the boss’ words, the woodcutter tried harder the next day, but he could only bring 15 trees. The third day he tried even harder, but he could only bring 10 trees. Day after day he was bringing less and less trees. “I must be losing my strength,” the woodcutter thought. He went to the boss and apologized, saying that he could not understand what was going on. “When was the last time you sharpened your axe?” the boss asked. “Sharpen? I had no time to sharpen my axe. I have been very busy trying to cut trees.” Adopted from: http://academictips.org/blogs/the-story-of-a-woodcutter/ (August 13, 2016)

Questions: 3. What was the woodcutter like? 4. How was the result of the woodcutter’s work, day after day? 5. Why did the woodcutter have a problem with his work?

I.


Jawaban: 1. D 2. 6. A 7. 11. A 12. 16. B 17. II.

E C C A

3. 8. 13. 18.

E D B C

4. 9. 14. 19.

B B E E

5. 10. 15. 20.

D E D D

Read the parts of a story below. Continue them using your own words.

Contoh jawaban: Years ago a farmer owned land along the Atlantic seacoast. He constantly advertised for hired hands. Most people were reluctant to work on farms along the Atlantic. They dreaded the awful storms that raged across the ocean–wreaking haw on the buildings and crops. As the farmer interviewed applicants for the job, he received a steady stream of refusals. Finally, a short, thin man, well past middle age, approached the farmer. “Are you a good farmhand?” the farmer asked him. “Well, I can sleep when the wind blows,” answered the man. Although puzzled by this answer, the farmer, desperate for help, hired him. The little man worked well around the farm, busy from dawn to dusk and the farmer felt satisfied with the man’s work.

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Then, one night the wind howled loudly in from offshore. Jumping out of bed, the farmer grabbed a lantern and rushed next door to the hired hand’s sleeping quarters. He shook the little man and yelled, “Get up! A storm is coming. Tie things down before they blow away!” The little man rolled over in bed and said firmly, “No, Sir. I told you. I can sleep when the wind blows.” Enraged by the response, the farmer was tempted to fire him on the spot. Instead, he hurried outside to prepare for the storm. To his amazement, he discovered that all of the haystacks had been covered with tarpaulins. The cows were in the barn. The chickens were in the coops and the doors were barred. The shutters were tightly secured. Everything was tied down. Nothing could blow away. The farmer then understood what his hired hand meant. He returned to his bed to also sleep while the wind was blowing. Adopted from: http://www.english-for-students.com/when-the-winds-blow.html (August 13, 2016)

Read the following dialog and rewrite it into a story. Change the tense into simple past or past perfect tense. (In the kitchen of a palace) King : I am going to have a big feast and I hope you cook the most delicious food for the party. Have you prepared all the materials and ingredients? Chef : I have prepared all, Your Majesty. However, I need big turnips. I’ve searched them everywhere, but couldn’t find one. King : Do you think anyone has such a turnip? Chef : I think so. King : O.K. I will ask the palace guards to deliver an announcement. I will give rewards to a person who has big turnips and gives them to me. (One day after the announcement) Young man : Excuse me, Sir. May I meet the king? I’d like to give him these big turnips. Palace guard : Um … please leave your turnips here and I will deliver them to the king. Young man : I am sorry, Sir. I am going to meet him in person, to give these. Palace guard : O.K. You are allowed to meet him, but in one condition. You should share the rewards you receive from the king with me. Otherwise, I will not let you come in. Young man : All right, Sir. (In a palace) King : What are you carrying, young man? Young man : Big turnips, Your Majesty. I harvested the plants and I’d like to give them to you. Here they are. King : Wow! What fresh and big turnips you have! It’s really what I need! I am really happy and will give you rewards. These gold and money are for you. Young man : Thank you, but I hope you don’t give me money, Your Majesty. Instead, please hit me using a stick. King : What did you say? Young man : I am sorry, Your Majesty. I can’t tell you the truth. Please hit me as I demand. King : All right. As you wish …. (In the palace gate) Palace guard : Hey, young man. You don’t forget your promise, do you? Young man : Don’t worry. I will share my rewards with you. Please give me a stick. Palace guard : What for? Young man : I don’t receive money or gold. Instead, the king hit me using a stick, as my rewards. You said that I should share my rewards, so I will do the same thing to you. Palace guard : Are you kidding? Oh, no! (The king appears) King : I’ve heard all you have done to this farmer. You deserve it, palace guard! Palace guard : Please forgive me, Your Majesty. King : I will punish you, for your greediness. You should leave this palace now. I will give this young man money and gold instead. He will also replace your position in this palace. Contoh jawaban: A long time ago, a king was going to hold a big feast in his palace. He asked the chef to prepare delicious food and beverages for the party. The ingredients had been prepared, except big turnips. The chef had looked for the turnips everywhere, but couldn’t find one. To solve the problem, the king asked his palace guards to deliver an announcement. He would give rewards to a person who could give him big turnips. One day after the announcement, a young man came to the palace. Carrying a big basket on his back, the young man met the guard at the palace gate. The guard knew that the young man was carrying big turnips, so he asked the young man to leave the turnips there. He would deliver the turnips to the king. The young man refused the guard’s idea and told him that he would give the king the turnips in person. The guard agreed, but in one condition. He required a part of rewards the young man would receive. The young man didn’t have any choice, so he agreed. Soon, the young man entered the palace and met the king. He showed the king his fresh and big turnips. The king was very happy. He was going to give him gold and money as rewards, but to his surprise, the young man refused. Instead, he asked the king to hit him using a stick. The king didn’t understand what had happened, but he did what the young man demanded. Then, the young man left the king. At the palace gate, he met the guard who reminded him about his promise. The young man smiled and replied that he would share the rewards he received. He asked the guard to give him a stick. The king had hit him as rewards, so he would do the same to the guard. The palace guard was upset, but the young man hit him as his promise. Suddenly, the king appeared. He heard the conversation between the young man and the palace guard, so he understood what had really happened. He was angry at the palace guard and gave him punishment. The palace guard should leave the palace and the young man would replace his position. The king also gave the young man money and gold as rewards. It is true that greediness leads to ruins.


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Setelah mempelajari chapter ini, peserta didik: 1. mampu memahami: cara mengidentifikasi rima dalam lirik lagu; cara menangkap pesan yang ada dalam lagu; cara membuat parafrase dari lirik lagu; dan cara menulis puisi sederhana dengan topik yang diambil dari lirik lagu yang telah dipelajari. 2. terampil: mengidentifikasi rima dalam lirik lagu; menyampaikan pesan yang ada dalam lagu; membuat parafrase dari lirik lagu; dan menulis puisi sederhana dengan topik yang diambil dari lirik lagu yang telah dipelajari. Berdasarkan pengetahuan dan keterampilan yang dikuasai, peserta didik: 1. mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional; 2. mampu mengembangkan kosakata melalui lirik lagu; 3. bekerja sama dan percaya diri dalam berkomunikasi dengan guru, teman, dan orang lain.

Texts

Song lyrics and their messages

Theory Vocabulary

Rhymes, paraphrases


Questions

You’ve Got a Friend Skills

Write the meaning of the words, answer the questions, listen and complete the song lyrics, find the message of a song, read and match, write a poem

Assessment

Fill in the blanks, paraphrase song lyrics

Tasks


Homework

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You’ve got a Friend

Theories of rhymes and paraphrasing

Write song lyrics and define its message

Source:

http://www.james taylor assets.rollingstone., downloaded July 27, 2016

Do you know who the man in the picture is? What his song are you familiar with? Do you know his song entitled You’ve Got a Friend? Please open the following link: http://coverlaydown.com/category/artists/james-taylor/, choose the song title and listen to the song. In this chapter you will learn about songs; the meanings of words, communicative purpose, messages and language features of song lyrics. Please read the song lyrics and do the tasks attentively. Understand the messages of the songs.

1. 2. 3.

4.

Bapak/Ibu Guru meminta peserta didik mengamati gambar tokoh yang ada di buku PR Bahasa Inggris. Peserta didik diminta mengenali dan menyebutkan nama tokoh tersebut. Peserta didik menjawab pertanyaan-pertanyaan dan memahami paragraf penjelas yang terdapat di bawah gambar. Bapak/Ibu Guru ber tanya apakah ada peser ta didik yang mengetahui lagu berjudul You’ve Got a Friend. Apabila memungkinkan, Bapak/Ibu Guru mengajak peserta didik membuka tautan yang ada dan mendengarkan lagu tersebut. Bapak/Ibu Guru menjelaskan tujuan pembelajaran di chapter ini. Bapak/Ibu Guru memotivasi peserta didik untuk aktif dalam setiap kegiatan yang akan mereka lakukan.

Kunci Jawaban PR Bahasa Inggris Kelas X .

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Read the following words and explain their meanings. Jawaban: 1. saat kamu sedih/susah 2. bantuan 3. membuat ceria/bahagia 4. musim gugur 5. angin utara 6. panggil namaku dengan lantang 7. tidakkah itu menyenangkan 8. mereka akan menyakitimu 9. meninggalkanmu 10. jiwa

Read the following song lyrics and sing the song. Then, answer the questions that follow.

Sebagai persiapan dalam pembelajaran kegiatan berikut, Bapak/Ibu Guru meminta salah seorang peserta didik mengunduh lagu tersebut. Pada kesempatan tatap muka Bapak/Ibu Guru menyiapkan peralatan yang bisa digunakan untuk memutar lagu tersebut. 1. Peserta didik menutup buku PR Bahasa Inggris mereka dan Bapak/Ibu Guru memutar lagu You’ve Got a Friend yang bisa diunduh dari laman https://goo.gl/kx3mT. Peserta didik mendengarkannya sambil memperhatikan pelafalan kosakata lagu tersebut. Bapak/Ibu Guru dapat memutar lagu itu dua kali. 2. Selanjutnya, peserta didik membuka buku PR Bahasa Inggris mereka dan membaca lirik lagu berikut dengan nyaring secara bergantian. 3. Bapak/Ibu Guru mengoreksi pelafalan peserta didik yang kurang tepat. 4. Bapak/Ibu Guru meminta peserta didik yang dapat menyanyikan lagu tersebut untuk menyanyikannya. Peserta didik yang lain menirukan. 5. Peserta didik memahami lirik lagu tersebut dan kemudian menjawab pertanyaan-pertanyaan pemahaman yang tersedia. Mereka dapat mendiskusikan jawabannya dengan teman sebangku. 6. Setelah itu, Bapak/Ibu Guru memotivasi peserta didik untuk menyampaikan jawabannya. Peserta didik yang lain menyimak dan menyampaikan jawabannya apabila berbeda dengan jawaban temannya. 7. Bapak/Ibu Guru dan peserta didik menyimpulkan isi dan pesan lagu tersebut. Jawaban: 1. The lyric “And you need a helping hand”. 2. It means that whenever we have problems or are feeling down, we should call our friends for help. 3. He/she should come to see his/her friend soon and help him/her. 4. It expresses the seasons in a year. 5. It means that I (a friend) will come to help you whenever you call for help, whether it is summer, spring, winter or fall. 6. North wind brings cold and stormy weather, so it symbolizes difficulties. 7. It refers to ‘cold people’. 8. It is ‘companion’ or ‘colleague’.

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9. The message is that we should not worry about our bad days because we still have friends. All we need to do is just call them and they will come to help us and cheer us up. 10. It means that a true friend is a person who will always be there for us whenever we need him/her and help us through our difficult times.

Read the song lyrics. Then, answer the questions that follow. Purpose (By: Justin Bieber) Feeling like I’m breathing my last breath Feeling like I’m walking my last steps Look at all of these tears I’ve wept Look at all the promises that I’ve kept I put my heart into your hands Here’s my soul to keep I let you in with all that I can You’re not hard to reach And you bless me with the best gift That I’ve ever known You give me purpose Yeah, you’ve given me purpose

Source: http:// www.mixhdwallpapers., downloaded July 27, 2016

Thinking my journey’s come to an end Sending out a farewell to my friends, forever peace Ask you to forgive me for my sins, oh would you please? I’m more than grateful for the time we spent, my spirit’s at ease I put my heart into your hands Learn the lessons you teach No matter what, wherever I am You’re not hard to reach And you’ve given me the best gift That I’ve ever known You give me purpose every day You give me purpose in every way Oh, you are my everything ... Oh, you are my everything ... I don’t know if this is wrong Because someone else is telling me that it’s wrong But I feel this so let me just like, try my best not to let this happen again We weren’t necessarily put in the best position to make the best decisions You can’t be hard on yourself For these were the cards that you were given so you have to understand that these, like ... That’s not who you are You’re trying to be the best you can be, but that’s all you can do If you don’t give it all you got, you’re only cheating yourself Give it all you got But if it ends up happening, it ends up happening That’s what it’s ... that’s what’s happening with me It’s like God I’m giving it all I got, sometimes I’m weak and I’m gonna do it, and it’s like I’m not giving myself grace I’m just like understanding, that’s just how it is. Adopted from: http://www.directlyrics.com/justin-bieber-purpose-lyrics.html (July 12, 2016)

Questions: 1. What does the singer feel in the first stanza? 2. “I put my heart into your hands” (2nd stanza) Whose hands does the singer refer to? 3. Read the third stanza. Why does the singer ask for forgiveness? 4. “You’re not hard to reach” (2nd stanza) What does it mean? 5. What is the message of the song? Jawaban: 1. He feels hopeless and very sad. 2. He refers to his lover’s hands. 3. Because he thinks that he has done many mistakes during his career and before his career ends, he wants to apologize. 4. It means the singer’s lover is close to him. 5. The singer tells listeners that he admits for his mistakes, so he asks for forgiveness and that he is not perfect.

We have problems We have problems Help me polarize, help me polarize, help me out My friends and I have problems Help me polarize, help me polarize, help me out My friends and I have problems Help me polarize, help me polarize, help me out My friends and I have problems (4×) I wanted to be a better brother, better son (3×) Adopted from: http://www.directlyrics.com/twenty-one-pilots-polarize-lyrics.html (July 12, 2016)

TASK 1 Listen and complete the song lyrics based on what you have heard. Don’t Give up (By: Bruno Mars)

Listen and complete the song lyrics based on what you have heard. Lirik lagu yang diperdengarkan oleh Bapak/Ibu Guru dan jawaban: Polarize (By: Twenty One Pilots)

Chorus: Help me polarize, help me polarize, help me down Those (1) stairs is where I’ll be hiding all my problems Help me polarize, help me polarize, help me out My friends and I, we got a lot of problems You know where I’m (2) coming from Though I am running to you All our feelings tonight, tonight, tonight, oh I wanted to be a better brother, better son Wanted to be a better adversary to (3) the evil I have done I have none to show to the one I love But tonight, tonight, tonight, oh

Back to chorus Polarize is taking your (4) disguises Separating ’em, (5) splitting ’em up from wrong and right It’s deciding where to die and deciding (6) where to fight Tonight, tonight, tonight, oh I wanted to be a better brother, better son Wanted to be a better adversary to the evil I have done I have none to show to the one I love But tonight, tonight, tonight, oh

Back to chorus We have problems We have problems Domingo en fuego I think I lost my halo I don’t know where you are You’ll have to come and (7) find me Domingo en fuego I think I lost my halo I don’t know (8) where you are You’ll have to come and find me, find me

When you want to do something that’s new And it seems really, really hard to do You feel like (1) ___________, you feel you’re through Well, I have some (2) ___________ for you Don’t give up Keep on trying You’re gonna make it I ain’t lying Don’t give up, don’t ever quit Try and try and you can do it Don’t give up, yeah If you want to catch a ball But you’re having (3) ___________ at all The ball hits your head, it hits your nose It hits your belly, your (4) ___________ Well, try and try and try again Keep on trying until the end You put your hands out in the air You’ll catch the ball Yes, this I swear Don’t give up Keep on going You’re on a boat So keep on (5) ___________ Don’t give up, don’t ever stop Try and try and ‘come out on top Don’t give up You got yourself (6) ___________ You put them on And you (7) ___________ You stand up Then you fall, don’t think you can skate at all You get back up, then you trip, You skip and (8) ___________, and flip You try and try and try some more Soon you’re skating across the floor


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Don’t give up Keep on moving You’re gonna get there, just keep on (9) ___________ Don’t give up, don’t pack it in Try and try, and (10) ___________ Don’t give up, no no no (3´) Don’t give up, no no Don’t give up! Adopted from: http://www.lyricsfreak.com/b/bruno+mars/dont+give+up_ 20989970.html (July 12, 2016)

TASK 2 What do the following words mean? Look up the words in your dictionary. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

to seem hard to do to keep on to quit luck belly to swear to feel great to trip to skip

= = = = = = = = = =

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

TASK 3 Answer the following questions based on the song lyrics in TASK 1. 1. 2. 3. 4. 5.

According to the first stanza, what does the singer think about people who would like to do new actions? What does the singer suggest people who want to stop doing new actions? How many stanzas does the song lyrics have? “It hits your belly, your chin and toes” (3rd stanza) What does ‘it’ refer to? What is the message of the song?

Jawaban: TASK 1 Lirik lagu yang dibacakan oleh Bapak/Ibu Guru dan jawaban: Don’t Give up (By: Bruno Mars) When you want to do something that’s new And it seems really, really hard to do You feel like (1) quitting, you feel you’re through Well, I have some (2) advice for you Don’t give up Keep on trying You’re gonna make it I ain’t lying Don’t give up, don’t ever quit Try and try and you can do it Don’t give up, yeah If you want to catch a ball But you’re having (3) no luck at all The ball hits your head, it hits your nose It hits your belly, your (4) chin and toes Well, try and try and try again Keep on trying until the end You put your hands out in the air You’ll catch the ball Yes, this I swear

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Don’t give up Keep on going You’re on a boat So keep on (5) rowing Don’t give up, don’t ever stop Try and try and ‘come out on top Don’t give up You got yourself (6) rollerskates You put them on And you (7) feel great You stand up Then you fall, don’t think you can skate at all You get back up, then you trip, You skip and (8) tip and slip, and flip You try and try and try some more Soon you’re skating across the floor Don’t give up Keep on moving You’re gonna get there, just keep on (9) grooving Don’t give up, don’t pack it in Try and try, and (10) you’ll win Don’t give up, no no no (3´) Don’t give up, no no Don’t give up! Adopted from: http://www.lyricsfreak.com/b/bruno+mars/dont+give+up_ 20989970.html (July 12, 2016)

TASK 2 1. tampaknya, kelihatannya 2. sulit dilakukan/dikerjakan 3. melanjutkan, meneruskan 4. berhenti 5. keberuntungan 6. perut 7. berjanji, bersumpah 8. merasa senang 9. tersandung 10. melompati TASK 3 1. He thinks, those people may feel that it’s difficult to accomplish the actions and would like to stop doing them. 2. He suggests they continue to try because they will succeed. 3. Six stanzas. 4. It refers to a ball. 5. We should keep on trying when doing something and never give up or quit whenever facing problems or failure. We should face and solve any difficulties in order to succeed.

Read the song lyrics ‘Polarize’ once again. Write down the rhyming words and read them aloud, in turns. Jawaban: Stanza

Rhyming Words

2

you – oh

3

son – done; love – oh

4

right – fight – tonight

5

problems – problems

6

fuego – halo; are – are; me – me

7

problems – problems

8

out – out; problems – problems

Song lyrics 2 Fireproof (By: One Direction)

1.

2. 3. 4. 5.

6.

7. 8.

Peserta didik membaca nyaring setiap baris dari cuplikan lirik lagu ”Purpose” yang dinyanyikan oleh Justin Bieber berikut dengan pelafalan yang benar, secara bergiliran. Bapak/Ibu Guru membetulkan pelafalan yang kurang tepat. Selanjutnya, peserta didik mengidentifikasi rima dalam lirik lagu tersebut. Setelah itu, peserta didik menyampaikan rima dalam lirik lagu tersebut. Bapak/Ibu Guru menjelaskan hal-hal yang belum dipahami oleh peserta didik. Kegiatan selanjutnya yaitu memilih jawaban yang benar berdasarkan lirik lagu yang dibacakan oleh Bapak/Ibu Guru. Bapak/Ibu Guru membacakan lirik lagu tersebut dua atau tiga kali. Peserta didik menyimak dengan saksama dan memilih jawaban yang sesuai. Setelah selesai, Bapak/Ibu Guru dan peserta didik membahas jawabannya. Bapak/Ibu Guru memberi balikan dan nilai atas hasil pekerjaan peserta didik.

I think I’m gonna lose my mind Something deep inside me I can’t give up I think I’m gonna lose my mind I roll and I roll till I’m out of luck I roll and I roll till I’m out of luck I’m feeling something deep inside Hotter than the dead stream burning up I got a feeling deep inside It’s taking, it’s taking all I’ve got Yeah, it’s taking, it’s taking all I’ve got Cos nobody knows you baby the way I do Cos nobody loves you baby the way I do It’s been so long, it’s been so long Maybe we’re fireproof Cos nobody saves me baby the way you do Adopted from: http://www.lyricsfreak.com/o/one+direction/ fireproof_21087570.html (July 14, 2016)

TASK 2 Listen and choose A, B, C, D or E for the correct answer based on what you have heard. 1.

The A. B. C. D. E.

2.

What does the singer ask people to do? A. Stop fighting and be kind to each other. B. Cease fire and befriend. C. Never hurt people with guns. D. Be good to other people. E. Never think to start a war or fighting.

3.

“We’re running out of time” (Third stanza) What does ‘running out of time’ mean? A. Having plenty of time. B. Having much time. C. Not much time left. D. Having no time at all. E. Spending time efficiently.

4.

What does the singer say about a war? A. People, who get angry easily, will ignite a war. B. People have to compromise in a war. C. We should not be bluffing. D. Let’s stop fighting and war. E. No one wins a war.

5.

“Kill ’em with kindness” What does ‘kill’ in this song mean? A. Start. B. Stop. C. Sweep. D. Ignore. E. Assemble.

TASK 1 Read the song lyrics and pay attention to the rhymes. Find the lines which have the same rhymes. Song lyrics 1 Purpose (By: Justin Bieber) Feeling like I’m breathing my last breath Feeling like I’m walking my last steps Look at all of these tears I’ve wept Look at all the promises that I’ve kept I put my heart into your hands Here’s my soul to keep I let you in with all that I can You’re not hard to reach And you bless me with the best gift That I’ve ever known You give me purpose Yeah, you’ve given me purpose Thinking my journey’s come to an end Sending out a farewell to my friends, forever peace Ask you to forgive me for my sins, oh would you please? I’m more than grateful for the time we spent, my spirit’s at ease I put my heart into your hands Learn the lessons you teach No matter what, wherever I am You’re not hard to reach And you’ve given me the best gift That I’ve ever known You give me purpose every day You give me purpose in every way

title of the song is ________. What a Kindness Heal ’Em with Kindness Kill Us with Kindness Kill ’Em with Kindness Fill ’Em with Kindness

… Adopted from: http://www.directlyrics.com/justin-bieber-purpose-lyrics.html (July 12, 2016)


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Kill Kill Kill Kill Kill Go

Jawaban: TASK 1 Song lyrics 1 Stanza

Line

Word

Rhyming Word(s)

Line

1

breath

steps wept kept

2 3 4

1

1 2 7

hands keep purpose

can reach purpose

3 4 8

3

2

peace

please ease

3 4

4

1 2 7

hands teach day

am reach way

3 4 8

2

’em with kindness ’em with kindness ’em, kill ’em, kill ’em with kindness ’em with kindness ’em with kindness ahead, go ahead, go ahead now

Go ahead, go ahead now Go ahead, go ahead now Go ahead, go ahead now Adopted from: http://www.azlyrics.com/lyrics/selenagomez/ killemwithkindness.html (July 12, 2016)

1.

D.

Pilihan jawaban (D) benar karena sesuai dengan judul lirik lagu tersebut, yaitu Kill ’Em with Kindness.

2.

A.

Jawaban disimpulkan dari bait pertama dan kedua yang artinya ”Dunia bisa menjadi tempat yang jahat; Kau tahu itu, aku tahu itu, ya; Kami tidak harus jatuh dari karunia; Letakkan senjata yang kau gunakan untuk berperang; Bunuh mereka dengan kebaikan; Bunuh mereka dengan kebaikan; Bunuh mereka, bunuh mereka, bunuh mereka dengan kebaikan; Bunuh mereka dengan kebaikan; Bunuh mereka dengan kebaikan; Silakan, silakan, silakan sekarang”. Kata ’bunuh’ dalam kalimat ini berarti menghentikan. Jadi, penyanyi itu mengajak orang untuk berhenti berperang dan melakukan kebaikan, sesuai dengan pilihan jawaban (A).

3.

C.

’Running out of time’ artinya kehabisan waktu. Itu artinya tidak banyak waktu tersisa (hanya tersisa sedikit waktu). Pilihan jawaban yang artinya sama dengan frasa tersebut yaitu (C) yang artinya tidak banyak waktu tersisa. Pilihan jawaban yang lain maknanya berbeda; (A) artinya mempunyai sangat banyak waktu, (B) artinya mempunyai banyak waktu, (D) artinya sama sekali tidak mempunyai waktu, dan (E) artinya menggunakan waktu secara efisien.

4.

E.

Jawaban disimpulkan dari isi bait keempat yang menjelaskan bahwa tipuan ada pada peluru, mulut merupakan senjata, tidak ada yang menang dalam peperangan, hentikan perang sebelum mulai jika nanti ingin melakukan peperangan. Jadi, penyanyi itu berpendapat bahwa tidak ada pemenang dalam perang, sesuai dengan pilihan jawaban (E). Pilihan jawaban yang lain tidak sesuai dengan isi bait keempat tersebut; (A) artinya orang yang mudah marah menyulut peperangan, (B) artinya orang harus berkompromi dalam perang, (C) artinya kita tidak boleh menggertak, dan (D) artinya mari hentikan pertikaian dan peperangan.

5.

B.

Kata ’kill’ yang secara leksikal berarti membunuh dalam kalimat tersebut artinya hentikan. Ini merupakan ajakan untuk menghentikan peperangan dengan melakukan kebaikan (kindness). Kata yang artinya sama dengan kata itu yaitu pilihan jawaban (B) yang artinya hentikan. Pilihan jawaban yang lain maknanya berbeda; (A) artinya mulai; (C) artinya menyapu; (D) artinya mengabaikan; dan (E) artinya merangkai atau berkumpul.

Song lyrics 2 Stanza

Line

Word

Rhyming Word(s)

Line

1

1 2

mind up

mind luck

3 4 and 5

2

1 4

inside got

inside got

3 5

3

1

do

do, proof

2, 4 and 5

TASK 2 Lirik lagu yang dibacakan oleh Bapak/Ibu Guru: Kill ’Em with Kindness (By: Selena Gomes) The world can be a nasty place You know it, I know it, yeah We don’t have to fall from grace Put down the weapons you fight with And kill ’em with kindness Kill ’em with kindness Kill ’em, kill ’em, kill ’em with kindness Kill ’em with kindness Kill ’em with kindness Go ahead, go ahead, go ahead now We’re running out of time Chasing the lies Every day a small piece of you dies Always somebody You’re willing to fight, to be right Your lies are bullets Your mouth’s a gun And no war in anger Was ever won Put out the fire before igniting Next time you’re fighting Kill Kill Kill Kill Kill

’em with kindness ’em with kindness ’em, kill ’em, kill ’em with kindness ’em with kindness ’em with kindness

Go ahead, go ahead, go ahead now Go ahead, go ahead now Go ahead, go ahead now Your lies are bullets Your mouth’s a gun And no war in anger Was ever won Put out the fire before igniting Next time you’re fighting

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Listen and write down the lyrics. What is the song about?

Dengan perintah kegiatan sama, Bapak/Ibu Guru memberi soal berikut.

Lirik lagu yang diperdengarkan oleh Bapak/Ibu Guru dan sekaligus jawaban:

Lirik lagu yang dibacakan oleh Bapak/Ibu Guru dan sekaligus jawaban:

I Don’t Know My Name (By: Grace VanderWaal) I don’t know my name I don’t play by the rules of the game So you said I’m just trying Just trying So I heard you are my sister’s friend You get along quite nicely You ask me why I cut my hair And change myself completely I don’t know my name I don’t play by the rules of the game So you say I’m just trying Just trying I went from bland and popular To joining the marching band I made the closest friends I’ll ever have in my life time I am lost Trying to get found In an ocean of people Please don’t ask me any questions There’ll be a valid answer, I’ll just say that I don’t know my name I don’t play by the rules of the game So you say I’m just trying Just trying I now know my name I don’t play by the rules of the game So you say, I’m not trying But I’m trying To find my way Adopted from: http://www.metrolyrics.com/i-dont-know-my-name-lyrics-gracevanderwaal.html (July 12, 2016)

Jawaban: The song is about how the singer has gone through so many different phases of life, circustances and friendships. Now, it’s about who the singer wants to be and this is what she wants her life path to be. (http://genius.com/Grace-vanderwaal-i-dont-knowmy-name-lyrics)

The Miracle (By: U2) I was chasing down the days of fear Chasing down a dream before it disappeared I was aching to be somewhere new Your voice was all I heard I was shaking from a storm in me Haunted by the spectors that we had to see Yeah, I wanted to be the melody Above the noise, above the herd I was young Not dumb Just wishing to be blinded By you Brand new And we were pilgrims on our way Adopted from: http://www.lyricsfreak.com/u/u2/the+miracle_21087694.html (July 16, 2016)

Contoh jawaban: The song is about a person who relates his/her past.

Read the song lyrics and answer the questions that follow. Jawaban: 1. The singer tells listeners that they will experience the same as their parents already have. 2. It refers to the singer and listeners. 3. It has a positive message. It suggests that we should work hard for our country. 4. It means that it’s time for us as young generations to continue working for our country as the elder will retire. 5. It is ‘dismiss’.

TASK 1 What do the following words mean? No.

Word

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

to lay awake to scheme dust to rise to prove spirit throne labor warrior

Meaning _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________


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TASK 2 Make sentences using the words from TASK 1. TASK 3 Work in pairs. Ask and answer questions about the following song lyrics, in turns. Roar (By: Katy Perry) I used to bite my tongue and hold my breath Scared to rock the boat and make a mess So I sat quietly, agreed politely I guess I forgot I had a choice I let you push me past the breaking point I stood for nothing, so I fell for everything You held me down, but I got up (hey!) Already brushing off the dust You hear my voice, your hear that sound Like thunder, gonna shake the ground You held me down, but I got up Get ready ’cause I had enough I see it all, I see it now I got the eye of the tiger, a fighter Dancing through the fire ’Cause I am a champion, and you’re gonna hear me roar Louder, louder than a lion ’Cause I am a champion, and you’re gonna hear me roar! Oh oh oh oh oh oh oh oh Oh oh oh oh oh oh oh oh Oh oh oh oh oh oh oh oh You’re gonna hear me roar! Adopted from: http://www.lyricsfreak.com/k/katy+perry/roar_21066331.html (July 14, 2016)

Read the song lyrics. Match each stanza of the song lyrics with the suitable paraphrase from the box. Jawaban: Stanza

Paraphrase

1 2 3 4 5

b e d c a

Dengan perintah kegiatan yang sama Bapak/Ibu Guru memberi soal berikut dengan memperbanyak soal. a.

Jawaban: TASK 1 No.

Word

Meaning

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

to lay awake to scheme dust to rise to prove spirit throne labor warrior

berbaring terbangun membuat rencana debu bangkit membuktikan semangat, jiwa tahta, singgasana usaha, kerja prajurit, pejuang

TASK 2 (Contoh jawaban) 1. Please don’t lay on the floor. You’ll get cold. 2. It’s already 11 p.m. Why are you still awake? 3. The robbers schemed their actions very carefully so it was very difficult for the police to catch them. 4. Wash your hand and feet. It’s dirty of dust and dirt. 5. The woman rises and walks towards the stage. She will receive a trophy. 6. The man proved that he was innocent, so he was released. 7. Keep focused and have strong spirit to do your best. 8. Will the king hand over his throne to the prince soon? 9. This is our labor of dignity. 10. As warriors, we should be ready when the duty calls to chase away enemies.

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TASK 3 (Contoh jawaban) You : What is the title of the song? Your friend : It is Roar. You : Who sings it? Your friend : Katy Perry. My turn now. Who is the song addressed to? You : To the person who has made the singer fall for everything. Your friend : Good. What would the singer do everytime the person held her down? You : She would get up and be ready to continue.


b.

c.

d.

e.

The singer feels very sad for losing his/her close friend. He/she remembers when they were young. His/her friend was the only person who treated him/her well and cheered him/her up from sadness. The singer promises that he/she will always love his/her friend. The singer is very happy knowing that his/her friend will stay with him/her. The singer remembers old days when they spent time together. The singer’s close friend will die, but he/she has left the best memories in the singer and many people’s lives. The singer remembers the old days when he/she was with his/her friend. They chatted, played games, laughed, cried and cared for each other. However, soon the singer will lose him/her. He/she says that he/she will meet his/friend at the new place someday. The singer knows where his/her friend is going to. He/she wishes that his/her friend will get peace in his/her future life.

Best Days of My Life (By: Hanson) (1) Been together for so long my friend Now you tell me that you’ll be going away So many people in so many ways Drawn by you in all the things you’ve had to say (2) And now I know where you’re going to Hope you find your way I’ll say (3) What’s forever if you’re gone? Give me the strength to carry on When you see me walking by I’ll hold my head up high And think of the times when we were young When our love had just begun Only you can stop the pain But our love will always remain

Read the following poem. What is the poem about?

1.

2. 3.

A song lyric is like a poem. A poem tells about something in figurative words. It also has rhyming words which make the poems sounds interesting when read. In other words, we may say a poem is an arrangement of words containing meaning and musicality. Most poems take the form of a series of lines separated into groups called stanzas. A poem can be rhyming or nonrhyming, with a regular meter or a free flow of polyrhythms. The message of the poem above is that when the night falls, it is time for our souls to be relaxed and forget our routines. You can log onto http:// goo.gl/JdcNHM if you want to learn more about poems.

(4) Sit and wonder about the things we’ve said And times we’ve had and the games we played Look back now and remember the days we laughed The moments we cried and the love we made And now I know where you’re going to I’ll see you there someday I’ll say Adopted from: http://www.lyricsfreak.com/h/hanson/ best+days+of+my+life_20579419.html (July 14, 2016)

Jawaban: Stanza

Paraphrase

1 2 3 4

c e a d

Bapak/Ibu Guru meminta peserta didik membaca nyaring puisi berikut. Bapak/Ibu Guru membetulkan pelafalan yang kurang tepat. Peserta didik berdiskusi dengan temannya tentang isi puisi tersebut, lalu menyampaikannya di kelas. Bapak/Ibu Guru menjelaskan puisi sebagai berikut.

4.

Bapak/Ibu Guru dapat meminta peser ta didik menyebutkan penyair-penyair tanah air dan karya-karya mereka.

Contoh jawaban: The poem is a reminder that we have to understand that life can be pleasurable or distressed. However, we have to continue our lives and not to surrender to the situation.

Work in groups of three or four. Paraphrase each stanza of the following song lyrics. Contoh jawaban: Stanza

Paraphrase

1

When the singer sleeps, fireflies lit up the night with their bright rays.

2

People will feel sad when fireflies leave, but the singer will always stand up right and face the future optimistically.

3

The singer wishes that the situation will not change fast. He/she will always be alert because the situation is never as it seems.

4

The singer will always be happy because he/she has a lot of friends who stay next to him/her.

Write a poem about a topic that you like. Share the result with the class. Contoh jawaban: Sun You You You You

come and go every day bright my soul and day give me hope for a better future leave with no signature

Sun ... We walk and run without sorrow Enjoy the day we need not to borrow Though our lives fill with hollow We hope to see you tomorrow


139

Homework Find a song which has a positive message, then write the lyrics and its message. Illustrate the song and stick it on the wall magazine.

1. 2. 3. 4. 5.

Peserta didik mencari lagu yang mereka kenal dan memiliki pesan positif. Peserta didik menulis lirik lagu tersebut dan pesan moral yang terkandung di dalamnya di kertas karton. Peserta didik menghias lagu yang ditulisnya tersebut. Peserta didik membacakan lirik lagu tersebut dan kemudian menempelkannya di majalah dinding kelas. Bapak/Ibu Guru memberi balikan dan nilai.

Contoh jawaban: Better World (By: Toto) Hello my friends I’m calling to you The things we believed Are no longer true ’Cause we’re older now So much wiser than before The pain that we’ve felt We hold deep inside The dues we have paid And the tears we have cried And the emptiness Can we take it anymore Have we lost all our faith in our God And all that we are When we look at our lives What are we fighting for

140


Whoa, let’s make this a better world When push comes to shove What have we really learned Whoa, let’s make this a better world When you’re lying awake with your life in your head Thinking ’bout friends who are already dead We can change Whoa, let’s make this a better world When push comes to shove What have we really learned Whoa, let’s make this a better world Is there hope for us all As we’re waiting to die Lying in bed as we take our last sigh Adopted from: http://www.lyricsfreak.com/t/toto/better+world_20139739.html (July 16, 2016)

The message of the song is that life is not always as we’ve expected to be; however, we have to be wiser in living our lives so that the world is a better place for us to live in.


141

I don’t know my name I don’t play by the rules of the game So you said I’m just trying Just trying

•

So I heard you are my sister’s friend You get along quite nicely You ask me why I cut my hair And change myself completely Message: How the singer has gone through so many different phases of life, circustances and friendships. Now, it’s about who the singer wants to be and this is what she wants her life path to be.

When you’re down and troubled And you need a helping hand Message: A friend will always help us whenever we have problems.

•

Song lyrics and messages

You’ve Got a Friend

Paraphrase

Rhymes

Help me polarize, help me polarize, help me down Those stairs is where I’ll be hiding all my problems Help me polarize, help me polarize, help me out My friends and I, we got a lot of problems I wanted to be a better brother, better son Wanted to be a better adversary to the evil I have done I have none to show to the one I love But tonight, tonight, tonight, oh

The singer will come to help his friend whenever he calls for help, whether it is summer, spring, winter or fall

You just call out my name And you know wherever I am I’ll come running to see you again Winter, spring, summer or fall All you have to do is call And I’ll be there, yeah, yeah, yeah You’ve got a friend

•

•

Tape Script for Assessment Questions 1 to 5 refer to the following song lyrics. One Call Away (By: Charlie Puth) I’m only one call away I’ll be there to save the day Superman got nothing on me I’m only one call away

I’m only one call away I’ll be there to save the day Superman got nothing on me I’m only one, I’m only one call away I’m only one call away I’ll be there to save the day Superman got nothing on me I’m only one call away

Call me, baby, if you need a friend I just wanna give you love C’mon, c’mon, c’mon Reaching out to you, so take a chance No matter where you go You know you’re not alone I’m only one call away I’ll be there to save the day Superman got nothing on me I’m only one call away

I’m only one call away Adopted from: http://www.directlyrics.com/charlie-puth-one-call-away-lyrics.html (July 14, 2016)

Come along with me and don’t be scared I just wanna set you free C’mon, c’mon, c’mon You and me can make it anywhere For now, we can stay here for a while Cause you know, I just wanna see you smile No matter where you go You know you’re not alone


I.

Jawaban: 1. C 2. 6. C 7. 11. B 12. 16. C 17. II.

E E C A

3. 8. 13. 18.

B A E B

4. 9. 14. 19.

A B D D

5. 10. 15. 20.

D D D E

Write an English song you are familiar with. What is the message?

Contoh jawaban: What a Wonderful World (By: Louis Armstrong) I see trees of green, red roses too I see them bloom for me and you And I think to myself what a wonderful world. I see skies of blue and clouds of white The bright blessed day, the dark sacred night And I think to myself what a wonderful world. The colors of the rainbow so pretty in the sky Are also on the faces of people going by I see friends shaking hands saying how do you do They’re really saying I love you.

142


I’m only one call away I’ll be there to save the day Superman got nothing on me I’m only one call away And when you’re weak I’ll be strong I’m gonna keep holding on Now don’t you worry, it won’t be long Darling, and when you feel like hope is gone Just run into my arms

Questions: 1. What is the title of the song? 2. What does the singer promise to the girl, expressed in the following lyrics? Call me, baby, if you need a friend I just wanna give you love C’mon, c’mon, c’mon Reaching out to you, so take a chance 3. “Come along with me and don’t be scared” What is the similar meaning of ‘scared’? 4. “I’ll be there to save the day” What does the line mean? 5. What is the message of the song?

I hear babies crying, I watch them grow They’ll learn much more than I’ll never know And I think to myself what a wonderful world Yes I think to myself what a wonderful world. Adopted from: http://www.lyricsfreak.com/l/louis+armstrong/ what+a+wonderful+world_20085347.html (July 14, 2016)

The message is that the world is wonderful and it’s filled with nice atmosphere that makes people live happily.

Copy song lyrics and paraphrase each stanza. Share the result with the class. Contoh jawaban: See You Again (By: Wiz Khalifa) It’s been a long day without you, my friend And I’ll tell you all about it when I see you again We’ve come a long way from where we began Oh, I’ll tell you all about it when I see you again When I see you again Damn, who knew? All the planes we flew Good things we’ve been through That I’ll be standing right here talking to you About another path I know we loved to hit the road and laugh But something told me that it wouldn’t last Had to switch up Look at things different see the bigger picture Those were the days Hard work forever pays Now I see you in a better place How could we not talk about family when family’s all that we got? Everything I went through you were standing there by my side And now you gonna be with me for the last ride It’s been a long day without you, my friend And I’ll tell you all about it when I see you again We’ve come a long way from where we began Oh, I’ll tell you all about it when I see you again When I see you again Stanza

First you both go out your way And the vibe is feeling strong And what’s small turn to a friendship A friendship turn into a bond And that bond will never be broken And the love will never get lost And when brotherhood come first Then the line will never be crossed Established it on our own When that line had to be drawn And that line is what we reach So remember me when I’m gone How could we not talk about family when family’s all that we got? Everything I went through you were standing there by my side And now you gonna be with me for the last ride So let the light guide your way, yeah Hold every memory as you go And every road you take will always lead you home, home It’s been a long day without you, my friend And I’ll tell you all about it when I see you again We’ve come a long way from where we began Oh, I’ll tell you all about it when I see you again When I see you again When I see you again When I see you again Adopted from: http://www.directlyrics.com/wiz-khalifa-see-you-again-lyrics.html (July 14, 2016)

Paraphrase

1

The singer will tell his friend about his experiences when he meets him/her.

2

The singer tries to recall his memories when he spent the days with his friend. Now they’re apart, but he knows that his friend lives in a better way.

3

The singer and his friend have never talked about their families because they are already a family. He knows he will meet his friend again for the last time.

4


5

The singer recalls how he and his friend become close friends that will never break up. He asks his friend to remember him when he dies.

6

The singer and his friend have never talked about their families because they are already a family. He knows he will meet his friend again for the last time.

7

The singer reminds his friend to let the light guide his/her way and remember all the memories. He reminds his friend to return home at last.

8



143

LISTENING SECTION

4.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Boy : I went to your house last Sunday afternoon to borrow an English book, but no one was home. Girl : I am sorry. My family and I visited my uncle’s new restaurant. We helped him prepare for its grand opening. Narrator : Where was the girl last Sunday afternoon?

PART I 1.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Boy : The background of your picture is a great ship. Where did you take this picture? Girl : At Submarine Monument in Surabaya. Boy : Really? I’ve read an article about it. The monument was a submarine called KRI Pasopati 410. It was one of Indonesia navy warships. Girl : You’re right. It was involved in the battle of Aru Sea. Narrator : What is the dialog about? Jawaban: E

2.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Girl : I need references to write a biographical recount. Boy : What will you write about? Girl : The biography of Affandi, a great artist. Boy : You are lucky. I am his fan. I have several references about him. Let’s go to my house. Girl : Sure. Thank you. Narrator : What will the speakers do after the conversation? Jawaban: D

Jawaban: E PART II 5. Write your answer on your answer sheet. Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: Girl : I have good news. Asma Nadia, your idol, is in town! Boy : Yeah, I know that. I have met her. Look! I have her autograph. Girl : I see. You look so happy now. Where did you meet her? Boy : ________ Narrator : What is the best response? A. At your house. B. At our school. C. In our classroom. D. At the book fair. Jawaban: D 6. Write your answer on your answer sheet.

3.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Woman : Hello and welcome in our talk show. Our guest tonight is a successful young entrepreneur in graphic design, Yohanes Auri. \Man : Hello. Thank you for inviting me. It’s a pleasure to sit on this comfortable couch and talking with a popular host, like you. Woman : Thanks. Well, you founded Flux Design and successfully run this business. When did you begin your business? Man : I started to run my business when I studied in universities as a freelance designer. Narrator : What event do the speakers involve?

Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: MBoy : Have you ever heard a story of Pari Temple? Girl : Yes, I have. Boy : What is the story about? Girl : It is about a couple who ignored their parents’ advice and they changed into temples. Boy : ________ Narrator : What will the boy most likely reply? A. I like reading stories. B. Let me tell you a story. C. It has a good moral value. D. Please read the story of Pari Temple.

Jawaban: C Jawaban: C

144

Final Test

7. Write your answer on your answer sheet. Percakapan dan pilihan jawaban yang diperdengarkan oleh Bapak/Ibu Guru: Man : Timun Mas, you think you can run away from me. I will catch you. Girl : You won’t catch me. I will throw salt, Evil Giant. It will change into a sea and you will sink. Man : ________ Narrator : What is the best response? A. It is salty. B. It tastes bad. C. It is delicious. D. I can swim and catch you. Jawaban: D PART III 8.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Boy : You look so happy. What’s going on? Girl : I watched Joey Alexander’s concert last night and I had an opportunity to meet him behind the stage. Boy : That’s cool! You finally met your idol. Girl : Yeah. Look! I have his autograph. You know, he is a really great jazz pianist. I like his performance. Narrator : What instrument is played by the girl’s idol? Jawaban: C

9.

Percakapan yang diperdengarkan oleh Bapak/Ibu Guru: Woman : Thank you for your time to answer a few questions about your healthy recipe. How do you prepare food for your customers? Man : I always serve the best food for my customers. I choose fresh and organic vegetables, meat and fruits. Then I processed them well, without monosodium glutamate. Woman : How do you make the food tasty without monosodium glutamate? Man : I give the food more spices. Narrator : Which picture describes the situation in the dialog? Jawaban: E

10.

Teks yang diperdengarkan oleh Bapak/Ibu Guru: Martha Christina Tiahahu is acknowledged as a national heroine. She was born on January 4, 1800 in Abubu Village on Nusa Laut Island, near Maluku. After her mother died when she was an infant, she was raised by her father, Captain Paulus Tiahahu. Martha supported her father who led the Mollucans to fight against Dutch colonialism. She also joined the war led by Pattimura against the Dutch colonial government when she was 17. When the Dutch caught and executed her father on a tiny island of Nusa Laut, southeast Saparua, she would be taken to Java to work at tea and coffee plantations. On board she refused any food offered by the Dutch crew. She was sick and passed away on January 2, 1818 at the age of only 18.

She has been honored with two statues in Ambon and Abubu. Warships, streets, a Moluccan social organization and a women’s magazine have been named after her. Adopted from: http://indonesiathroughstamps.com/martha-christinatiahahu/ (August 9, 2016)

Narrator :

Which picture goes with the monolog?

Jawaban: B 11.

Teks yang diperdengarkan oleh Bapak/Ibu Guru: Once there was a crow that lived near a farmhouse. The owner of the farm had kept several pigeons and he fed them grains regularly. The crow looked at the pigeons and envied them. The crow painted its body gray like the pigeons and posed as one of them. Thus, the crow was able to enjoy the feed daily. The pigeons never suspected it. One day, after the feed, the crow couldn’t control itself and started laughing. The pigeons realized that it was not one of them. They chased it away. The crow flew away and went to its own brethren. However, they refused it because of its painted body. It was forced to flee and became a homeless wanderer. Adapted from: http://www.kidsfront.com/stories-for-kids/ never_pretend_what_you_are_not.html (August 9, 2016)

Narrator :

Which picture shows the condition of the main character after it was chased away by the pigeons?

Jawaban: C PART IV Teks yang diperdengarkan oleh Bapak/Ibu Guru: Questions 12 and 13 refer to the following monolog. The Battle of Ambarawa, or called Palagan Ambarawa, was a military conflict between the Indonesian army and British troops that occurred on October 20 to December 15, 1945 in Ambarawa. On October 20, 1945 British troops landed in Semarang to disarm Japanese troops and liberate Europeans who still detained in concentration camps in Indonesia. The Netherlands Indies Civil Administration or NICA also landed on Semarang. This situation led the war. Adopted from: https://en.wikipedia.org/wiki/Battle_of_Ambarawa (August 11, 2016)

Narrator: 12. What is the monolog about? 13. What caused the conflict? 12. Jawaban: A 13. Jawaban: D


145

READING SECTION Teks yang diperdengarkan oleh Bapak/Ibu Guru: Questions 14 and 15 refer to the following monolog. An emperor was in the habit of posing riddles and puzzles to his courtiers. He often asked questions which were strange and witty. It took much wisdom to answer his questions. Once he asked a very strange question. He asked the courtiers about the number of the birds in his palace. As he looked, one by one the heads began to hang low in search of an answer. Then, an old man entered the courtyard. The emperor asked him that question. He answered that there were fifty thousand five hundred and eighty-nine birds. The emperor doubted it. He answered if the emperor found more birds, it meant several birds visited their relatives. If the emperor found less number of birds, it meant several birds had gone to visit their relatives. The emperor was pleased with the man’s wit. Adopted from: http://www.english-for-students.com/A-Wise-Counting.html (August 10, 2016)

Narrator: 14. What did the emperor like to do? 15. Who could answer the emperor’s question? 14. Jawaban: D 15. Jawaban: D This is the end of the listening section.

146

Final Test

16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

D C C E B C D B D E C D E C D

31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

A E B D E E D B B B E A C D E

46. 47. 48. 49. 50.

D B E A C

Kunci Jawaban PR Bahasa Inggris 10B K

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