Soal menyusun kata acak • Soal : Arrange the following jumble words to make a good sentence. a phone call – her – there – for – was – the geography teacher – was teaching – while 1 2 ! " # $ % A. % – # – $ – – " – 1 – !– 2 &. % – 2 – $ – # – " – ! – – 1 '. # – $ – 2 – % – – " – 1 – ! (. – " – 1 – ! – # – % – 2 – $ • )unci jawaban : A • *embahasan )alimat yang tepat untuk susunan kata di atas adalah :+,hile the geography teacher was teaching- there was a phone call for her+.
• Soal : Arrange the following jumble words to make a good sentence. Not to use – with – for water – be careful – the pump – except – other liquid ! " # $ % & A. $ – # – – & – ! – " – % '. # – – $ – ! – & – % – " (. & – # – % – $ – ! – – " ). # – – & – ! – $ – " – % • *unci jawaban : ' • +embahasan *alimat ,ang tepat untuk susunan kata di atas adalah :-'e careful not to use the pump with other liquid except for water.• Soal : Arrange the following sentences to make a good paragraph . . ack had an accident a few da,s ago. !. ill went to the hospital too /isit him. ". 0e is still in the hospital now. #. She is at the hospital now. $. 0e had to go to hospital. A. 1#1"1$1! '. 1"1$1#1! (. 1!1"1#1$ ). 1$1"1!1# • *unci jawaban : ) • +embahasan
2rutan ,ang tepat untuk pen,usunan kalimat menjadi sebuah paragraph adalah ). ack kecelakaan3 dia harus ke 4S3 dia masih di 4S3 ill ke 4S mengunjungin,a dan sekarang masih di 4S $5. • *emampuan ,ang diuji : 6enentukan susunan kalimat menjadi paragraph ,ang padu. • 7ndikator : )isajikan sekelompok kalimat acak3 siswa dapat men,usun kalimat acak tersebut menjadi paragraf ,ang padu. • Soal : Arrange the following sentences to make a good paragraph . Nature8s rec,cling programme for water is called the water c,cle. !. 4ain or snow e/entuall, finds their wa, back to the ocean. ". 9ater falls from the air as rain or snow. #. 9ater goes from the ocean3 lakes3 and ri/ers into the air. $. ne of the things nature rec,cles is water. %. )id ,ou know that nature rec,cles too; &. 6a,be ,ou rec,cle cans3 glass3 and paper. A. &1%1$1#1"1!1 '. 1!1"1#1$1%1& (. $1%1"1#1&11! ). !11#1"1%1&1$ • *unci jawaban : A • +embahasan 2rutan ,ang tepat untuk pen,usunan kalimat menjadi sebuah paragraph adalah A3 *alimat ,ang paling umum adalah tentang rec,cles3 lanjut dengan Nature juga mendaur ulang3 salah satun,a 9ater 4ec,cle3 kalimat kalimat ,ang lain merupakan penduklung3 dicari ,ang paling dekat. <<<<<<<< =or questions #$ and #% choose the best word to complete the paragraph. 0ere are some > ?#$@ on how to be a successful nglish learner. =irst3 don8t be > ?#%@ of making mistakes. Second3 use e/er, opportunit, to practice ,our nglish. At last3 be an optimistic person. • *emampuan ,ang diuji : 6enentukan kata ,ang tepat untuk melengkapi teks berbentuk deskriptif. • 7ndikator : )isajikan satu teks rumpang berbentuk procedure. siswa dapat melengkapi paragrap tersebut dengan kata ,ang tepat. • Soal : #$. A. tips '. clues
(. plans ). rules #%. A. afraid '. proud (. bra/e ). sh, • *unci awaban : #$. A3 #%. A • +embahasan awaban1jawaban dari nomor $!1$# adalah kata kata- closest in meaning- dari kata1kata ,ang digaris bawahi ,ang ada pada teks di atas. #&. • *emampuan ,ang diuji : 6enentukan susunan kata menjadi kalimat ,ang padu. • 7ndikator : )isajikan sekelompok kata acak3 siswa dapat men,usun kata1kata acak tersebut menjadi kalimat ,ang padu.
an, people call plat,pus duckbill because this animal has a bill like duckbill. +lat,pus >?#B@ anati/e Casmania and southern and eastern Australia.+lat,pus > ?#D@ a flat tail and webbed feet. 7ts bod, length is "5 to #$ cm and co/ered with a thickand wooll, la,er of fur. 7ts bill is detecting pre, and stirring up mud. +lat,pusE e,es and head aresmall. 7t has no ears but has abilit, to sense sound and light.+lat,pus > ?$5@ in streams3 ri/ers3 and lakes. =emale plat,pus usuall, dig burrows in the streams or ri/er banks. Che burrows are blocked with soil to >?$@ it from intruders and flooding. 7n the other hand3 male plat,pus does not need an, burrow to sta,. #B. * e m a m p u a n , a n g d i u j i : 6 e l e n g k a p i t e k s r u m p a n g . 7 n d i k a t o r : ) i s a j i k a n s a t u t e k s d e s k r i p t i f d e n g a n # r u m p a n g 3 s i s w a d a p a t menentukan kata kerja ,ang tepat untuk melengkapi teks rumpangtersebutSoal :A . i s ' . a r e ( . w a s ) . w e r e *unci awaban : A+embahasan+lat,pus adalah kata benda bentuk tunggal dan dalam bentuk present. )iketahui dari kalimatsebelumn,a.#D.* e m a m p u a n , a n g d i u j i : 6 e l e n g k a p i t e k s r u m p a n g . 7 n d i k a t o r : ) i s a j i k a n s a t u t e k s d e s k r i p t i f d e n g a n
# r u m p a n g 3 s i s w a d a p a t menentukan kata kerja ,ang tepat untuk melengkapi teks rumpangtersebutSoal :A . h a s ' . h a d ( . h a / e ) . h a / i n g *unci awaban : A+embahasan*alimat dalam bentuk the simple present tense dan untuk subject plat,pus3 kata kerja,ang tepat adalah has.$5.* e m a m p u a n , a n g d i u j i : 6 e l e n g k a p i t e k s r u m p a n g . 7 n d i k a t o r : ) i s a j i k a n s a t u t e k s d e s k r i p t i f d e n g a n # r u m p a n g 3 s i s w a d a p a t menentukan kata kerja ,ang tepat untuk melengkapi teks rumpangtersebutSoal :A . l i / e ' . l i / e s ( . l i / e d ) . l i / i n g *unci awaban : '+embahasan*alimat dalam bentuk the simple present tense dan untuk subject plat,pus3 kata kerja,ang tepat adalah li/es$.* e m a m p u a n , a n g d i u j i : 6 e l e n g k a p i t e k s r u m p a n g . 7 n d i k a t o r : ) i s a j i k a n s a t u t e k s d e s k r i p t i f d e n g a n # r u m p a n g 3 s i s w a d a p a t
olo performances ?$$@3 ensemble use3 chamber music 3 and accompaniment 3 the piano is also /er, popular as an ai3 allowing the strings to continue /ibrating at their resonant ?$&@ frequenc, . Chese /ibrations are transmitted throu menentukan kata kerja ,ang tepat untuk melengkapi teks rumpangtersebutSoal :A . p r o t e c t i n g ' . p r o t e c t e d ( . p r o t e c t s ) . p r o t e c t *unci awaban : )+embahasan*ata kerja ,ang tepat setelah to adalah kata kerja dasar. 6aka kata kerja ,ang tepat adalah protect.
9hat is the best arrangement of the sentences below to make a good paragraph; . !. ". #. $. A. '. (. ). .
7 saw that it was 6rs. onathan3 m, neighbou r. while she went to bu, some pro/ision from the grocer, store nearb,. 7 was walking home through the park near m, block when 7 heard a woman cr,ing. She explained that she had left her child3 Andrew3 to pla, in the park 9hen she got back3 the bo, was missing. 1"1!1#1$ $1"1#1!1 "11#1!1$ "11$1#1! !1#1$11" awaban ,ang tepat adalah (. I was walking home through the park near my block when I heard a woman crying. I saw that it was Mrs. Jonathan, my neighbour. She explained that she had left her child, Andrew, to play in the park while she went to buy some provision from the grocery store nearby. hen she got back, the boy was missing. Saat mengerjakan soal seperti ini ,ang harus diperhatikan siswa adalah aturan dalam menulis sebuah teks atau pargraf3 kalimat ,ang pertama pastilah ,ang berawal dengan huruf besar. )engan demikian opsi ,ang diawali dengan kalimat ,ang berhuruf kecil3 seperti opsiE3 tidak perlu diperhitungkan sebagai awal kalimat tapi lanjutan dari kalimat ,ang lain. *emudian titik pada akhir kalimat juga dapat menjadi clue3 seperti kalimat nomor #3 ,ang artin,a kalimat tersebut dikuti oleh kalimat ,ang tidak diawali dengan huruf besar. leh sebab itu kalimat nomor # han,a dapat diikuti oleh kalimat no !. +aragraf di atas merupakan bagian dari sebuah teks recount atau report ,ang mengutamakan urutan kejadian dari suatu peristiwa3 sehingga jelas sekali kejadian dari masing1masing kalimat itu runtun. 2ntuk mengantisipasi soal ,ang bergenre procedure3 linking verbs ?then3 after that3 etc.@ atau ordinal numbers ?first3 second3 etc.@ berperan besar untuk menjadi clue dalam pen,usunan
kalimat. 0al ini disebabkan oleh teks prosedur selalu menekankan pada langkah1langkah dalam melakukan sesuatu sehingga jelas apa ,ang harus dilakukan pertama kali3 berikutn,a3 dan seterusn,a. 2ntuk teks prosedur soal dapat berbentuk pemberian gambar dari masing1masing langkah ,ang berurutan3 kemudian diberikan kalimat acak sebagaimana contoh soal di atas. 2ntuk teks naratif3 siswa harus berpegangan dengan generic structure dari teks tersebut3 minimal tiga bagian ,ang utamaF orientation3 complication3 and resolution. (lue dalam penusuna n teks ,ang bergenre deskripsi lebih bergantung pada linking /erbs atau tanda baca. 0al ini disebabkan generic structure dari teks deskripsi lebih fleksibel dibandingkan jenis teks ,ang telah dibahas sebelumn,a. !. Melengkapi " rumpang pada teks pendek berbentuk narrative# procedure#recount# descriptive # report dengan kosa kata#frasa yang sesuai 7nterpretasi dari soal dengan indikator melengkapi " kalimat rumpang pada teks pendek adalah bahwa
soal akan berbentuk teks dengan " kosa kata atau frasa ,ang dihilangkan3 kemudian
diikuti oleh " nomor pertan,aan. $ontoh% Ceks berikut ini untuk soal nomor 3!3 dan ". &utter is one of the oldest articles of diet known to man, and one of the most universally used. 'et strangely enough, in ancient times butter was no t used as food in many parts of the world. (he )indus . . . *+ butter as a sacrifice in their worship. (he -reeks and omans did not eat butter, but used it as a . . . *! for in/uries to the skin. (hey believed that the soot of burned butter was good for sore eyes0 (he omans also used it as an . . . *" for the skin and hair. +. A. offered !. A. cured ". A. element &. preferred &. healing &. ointment $. conferred $. remedy $. ornament 1. differed 1. recovered 1. appliance 2. referred 2. apply 2. offerring key% A key% $ key% & 3 ntuk soal yangberbentuk paragraf rumpang dengan indikator melengkapi dengan kosakata# frasa, maka pilihan akan mencakup semua /enis kosa kata termasuk kata ker/a. Apabila kita
berbicara kata ker/a artinya kita berbicara tenses. 4leh sebab itu perlu memahami beberapa clues yang terbaca pada konteks kalimat tersebut. Seperti pada contoh soal di atas, opsi A pada nomor + itu memiliki hubungan erat dengan 5a sacrifice in their worship.6 7emudian pada soal nomor !, article 8a9 menun/ukkan bahwa kata yang mengikuti harus kata benda *yang berawalan dengan huruf yang berbunyi konsonan sehingga hanya ada dua opsi yang dapat dipilih yaitu & atau $. 'ang terakhir adalah soal nomor " dimana rumpang didahului oleh artikel 8an9 yang menun/ukkan bahwa katayang mengikuti harus kata benda *yang berawalan dengan huruf yang berbunyi vokal. :amun karena semua opsi berawalan denga n karakteristik huruf yang sama maka makna katalah yang lebih berperan dalam menentukan /awaban. Men/awab soal &ahasa Inggris pada 3: tidak hanya cukup bermodalkan ilmu pengetahuan tentang mata pela/aran tersebut namun trik;trik menentukan /awaban yang paling tepat /uga harus difahami. Sukses 3: !<+! bagi semua siswa senior di SMA. Selamat ber/uang. Arrange the sentences into a meaningful paragraph
/0jian asional 21132124
1. ,e couldn5t take any photograph 2. 6t was really beautiful. . 7hen- we walked into a waterfall. !. 6t was nice ha8ing meals in the open air ". 0nfortunately- we left our camera at home. #. 9inally- we decided to go back to our tent. $. n Saturday- my friends and 6 camped on a hill nearby.
%. After setting up the tent- we took our picnic jar and had a meal together
1. 6 went on many rides 2. ;ecently- 6 went to (isneyland in
/0jian asional 2>3214
1. A lift carries 8isitors to the top of the tower from where 8iews of the city can be seen. 2. 6t was built in 1%%> as part of an e?hibition held in the city. . 6t is named after @usta8e iBel- the man who designed it. !. 6t is o8er four hundred meters tall and mad entirely of iron and steel. ". ne of the most famous sight in *aris- the capital of 9rance- is the iBel 7ower. #. 7he tower was intended to be a temporary structure for the e?hibition but is was so popular that it has remained
1. 6t was a 8ery hot day 2. Suddenly- 6 heard a sCueal of brakes.
. ,e ran toward him to gi8e some hellp. !. 9ortunately- he was not seriously injured. ". 7here was a young boy lying on the street. #. ,e stopped and turned toward the sound. $. As usual 6 went home riding bicycle with friends %. 6t seemed he had passed the hollow road without being able to a8oid it.
1.7he contest was ready tostart- but 6 hadn5t Dnished dressing yet. 2. 6 hadn5t fastened my batik sarong yer- but they were already calling us. . And who would ha8e guessed- we won the Drst priEe !. ,hen 6 was in a elementary school- my school organiEed an 6ndonesian 'ultural 'ontest. ". At this contest- my friends and 6 represented our region- ()6 Fakarta- and presented G7ari HapongG #. 6 was so embarrased and e8eryone laughed at me- but 6 kept on dancing and all my freinds supported me. $. 9inally- 6 just tried my sarong with a piece of string. %. n the stage- 6 kept thingking that my sarong would come loose- and it Dnally did.
Gou can use this games to impro/e ,our students speaking abilit, •
Ask students to bring product like cand,3 soap3 tooth paste3 or an,thing that can be sold.
•
Student make $ sentence to promote the product.
•
Student perform the monologue as a sales marketing to promote the product in front of the class.
•
After heHshe is done3 heHshe ha/e to choose one of herHhis friend to be the next performance.
+osted b, Aisah susi No comments: mail Chis'logChisIShare to CwitterShare to =acebook
"Guessing" English Games Cweet Co enrich ,our student /ocabular, ,ou can appl, this games in ,our class :
•
Ask the students to guess what is on ,our mind b, sa,ing J 7n this classroom 3 7 can see something that begins with J(->
•
Students might answer :chair3 or curtain or clock
•
7f the, cannot Jread ,our mind-3 so ,ou win the game. Che answer the, were supposed to find was Jcable-
•
So3 ,ou can pla, again b, sa,ing:
•
Jin this classroom3 7 can see something that begin with J'->etc.
•
4emember that the teacher alwa,s ha/e to mention something the, can see in the classroom. 7t might be parts of the bod,3 clothing3 make1up3 stationar, ..etc
+osted b, Aisah susi No comments: mail Chis'logChisIShare to CwitterShare to =acebook
Say "Boom" English Games
Cweet
Che game can be pla,ed when the white board has not been cleaned up3 or the room is dirt,3 then the eliminated student punishment will be to clean them up
•
Ask all students to stand up.
•
Che, all ha/e to count after ,ou gi/e them some clues3 for example : Che student ha/e to count and whoe/er get $ multiple number3 sheHhe should sa, Jboom- or an,word ,ou wish as a teacher3 like this:
•
ne1two1three1four1boom
•
Six1se/en1eight1nine1boom
•
Che number3 $353$ or !5 ha/e to be replaced b, Jboom- and if the students sa,:-fi/eor Jten- or Jfifteen- the
•
+osted b, Aisah susi No comments:
student will ha/e punishment from ,ou.
