PENGEMBANGAN PEMBELAJARAN BAHASA INGGRIS BERORIENTASI KETERAMPILAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING SKILLS ) BERBASIS DIGITAL UNTUK PJJ SMA
FATHUR ROHIM PPPPTK BAHASA
MATA PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH ATAS (SMA)
DAFTAR ISI
Hal
DAFTAR ISI ______5 DAFTAR GAMBAR ______7 DAFTAR TABEL ______7 PENDAHULUAN ______8
KOMPETENSI DASAR DAN PERUMUSAN IPK ______10 A. Kompetensi Dasar dan Target Kompetensi ______10 B. Indikator Pencapaian Kompetensi ______11 APLIKASI DI DUNIA NYATA ______17 SOAL-SOAL UN/USBN ______19 A. Contoh Soal Ujian Nasional ______19 B. Contoh Soal PISA (Program for International Student Assessment) ____ 24 BAHAN PEMBELAJARAN ______30 A. Aktivitas Pembelajaran ______30 Aktivitas 1 ______30 Aktivitas 2 ______32 Aktivitas 3 ______35 B. Lembar Kerja Peserta Didik ______43 Lembar Kerja Aktivitas 1 ______43 LK 1.1 ______43 LK 1.2 ______44 LK 1.3 ______46 Lembar Kerja Aktivitas 2 ______55 LK 2.1 ______55 Lembar Kerja Aktivitas 3 ______71 LK 3.1 ______71 LK 3.2 ______74
LK 3.3 ______76 LK 3.4 ______78 LK 3.5 ______80 LK 3.6 ______82 LK 3.7 ______84 C. Bahan Bacaan ______86 Bahan Bacaan Aktivitas 1 ______86 Robin Hood and the Golden Arrow ______86 Jack and the Beanstalk ______87 Narrative Text ______89 Bahan Bacaan Aktivitas 2 ______92 Tenses dalam Teks Naratif ______92 Mind Maps Untuk Storytelling ______99 Bahan Bacaan Aktivitas 3 ______101 “The Knock at the Door” by Stuart Mead ______101 Literary Devices ______107 “The Bogey Beast” by Flora Annie Steel ______109 “A Haunted House” by Virginia Woolf ______112 PENGEMBANGAN PENILAIAN ______116 A. Pembahasan Soal-soal UN ______116 B. Pembahasan Soal-soal PISA ______120 C. Pengembangan Soal HOTS ______126 KESIMPULAN ______132 UMPAN BALIK ______134 DAFTAR PUSTAKA ______137
DAFTAR GAMBAR
Hal Gambar 1 Malin Kundang ______17 Gambar 4 Robin Hood ______30
DAFTAR TABEL
Hal Tabel 1 Struktur Teks Narartif ______91 Tabel 2. Literary devices related to sound ______107 Tabel 3. Literary devices related to meaning ______108
PENDAHULUAN
Unit Pembelajaran ini disusun sebagai salah satu alternatif sumber bahan ajar bagi guru untuk memahami topik klasifikasi benda dan makhluk hidup. Melalui pembahasan materi yang terdapat pada unit ini, guru dapat memiliki dasar pengetahuan untuk mengajarkan materi yang sama dan/atau yang sejenis ke peserta didiknya yang disesuaikan dengan indikator yang telah disusun, dan terutama dalam memfasilitasi kemampuan bernalar peserta didik. Selain itu, materi ini juga aplikatif untuk guru sehingga dapat menerapkannya dalam kehidupan sehari-hari.
Dalam rangka memudahkan guru mempelajari konten dan cara mengajarkannya, di dalam unit ini dimuat kompetensi dasar terkait yang memuat target kompetensi dan indikator pencapaian kompetensi, bahan bacaan tentang aplikasi teks naratif makhluk hidup dalam kehidupan sehari- hari, soal-soal tes UN topik ini di tiga tahun terakhir sebagai acuan dalam menyusun soal sejenis, deskripsi alternatif aktivitas pembelajaran, Lembar Kegiatan Peserta Didik (LKPD) yang dapat digunakan guru untuk memfasilitasi pembelajaran menyediakan bahan bacaan yang dapat dipelajari oleh guru maupun peserta didik, dan prosedur pengembangan soal HOTS. Komponen-komponen di dalam unit ini dikembangkan dengan tujuan agar guru dapat dengan mudah memfasilitasi peserta didik memahami teks naratif, mengaitkan dengan realitas, menganalisis dan membandingkan beberapa teks naratif, sekaligus mendorong peserta didik mencapai kemampuan berpikir tingkat tinggi.
Topik teks naratif yang dikembangkan pada unit pembelajaraan ini terdiri atas bahan terkait cerita legenda “Robin Hood and the Golden Arrow” dan “Jack and the Beanstalk”, pengertian teks naratif, tenses dalam teks naratif, mind maps untuk storytelling, cerita pendek “The Knock at the Door” oleh Stuart Mead, dan bacaan tentang literary devices untuk diterapkan dalam cerita pendek “The Bogey Beast” oleh Flora Annie Steel dan “A Haunted House” oleh Virginia Woolf. Selain itu, unit ini dilengkapi dengan tiga buah LKPD untuk Aktivitas 1, satu LKPD untuk Aktivitas 2, dan tujuh LKPD untuk Aktivitas 3. LKPD dikembangkan secara aplikatif agar guru mudah mengimplementasikannya di kelas.
KOMPETENSI DASAR DAN PERUMUSAN IPK
A. Kompetensi Dasar dan Target Kompetensi
Unit pembelajaran ini dikembangkan berdasarkan Kompetensi Dasar, Kompetensi Inti, dan Kompetensi Dasar Bahasa Inggris Umum SMA/MA/SMK/MAK Kelas X:
Kompetensi Dasar Target Kompetensi 3.8 membedakan fungsi sosial, • Membedakan fungsi sosial struktur teks, dan unsur beberapa teks naratif lisan kebahasaan beberapa teks naratif dan tulis dengan memberi dan lisan dan tulis dengan memberi meminta informasi terkait dan meminta informasi terkait legenda rakyat sederhana, sesuai legenda rakyat, sederhana, dengan konteks penggunaannya sesuai dengan konteks penggunaannya • Membedakan struktur teks beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya • Membedakan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 4.8 menangkap makna secara • Menangkap makna secara kontekstual terkait fungsi sosial, kontekstual terkait fungsi struktur teks, dan unsur sosial, struktur teks, dan Kompetensi Dasar Target Kompetensi kebahasaan teks naratif, lisan dan unsur kebahasaan teks tulis sederhana terkait legenda naratif, lisan dan tulis rakyat sederhana terkait legenda
B. Indikator Pencapaian Kompetensi
INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN 3.8 membedakan fungsi sosial, 4.8 menangkap makna secara struktur teks, dan unsur kontekstual terkait fungsi sosial, kebahasaan beberapa teks naratif struktur teks, dan unsur kebahasaan lisan dan tulis dengan memberi teks naratif, lisan dan tulis sederhana dan meminta informasi terkait terkait legenda rakyat legenda rakyat, sederhana, sesuai dengan konteks penggunaannya IPK Pendukung: IPK Pendukung: 3.6.1 mengidentifikasi fungsi 4.6.1 menirukan teks naratif lisan sosial teks naratif lisan sangat pendek dan sederhana dengan memberi dan terkait legenda rakyat meminta informasi terkait 4.6.2 melengkapi teks naratif tulis legenda rakyat, sederhana, sangat pendek dan sederhana sesuai dengan konteks terkait legenda rakyat penggunaannya 4.6.3 menyusun ulang teks naratif 3.6.2 mengidentifikasi struktur tulis sangat pendek dan teks teks naratif lisan sederhana terkait legenda dengan memberi dan rakyat meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.3 mengidentifikasi unsur kebahasaan teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.4 mengidentifikasi fungsi sosial teks naratif tulis
INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.5 mengidentifikasi struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.6 mengidentifikasi unsur kebahasaan teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.7 menjelaskan fungsi sosial beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.8 menjelaskan struktur teks beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.9 menjelaskan unsur kebahasaan beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.10menjelaskan fungsi sosial INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.11 menjelaskan struktur teks beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.12 menjelaskan unsur kebahasaan beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.13menerapkan fungsi sosial beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.14 menerapkan struktur teks beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.15 menerapkan unsur kebahasaan beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN penggunaannya 3.6.16menerapkan fungsi sosial beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.17 menerapkan struktur teks beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.18menerapkan unsur kebahasaan beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya
IPK Kunci: IPK Kunci: 3.6.19menganalisis fungsi sosial 4.6.4 Menceritakan ulang teks naratif teks naratif lisan dengan lisan pendek dan sederhana memberi dan meminta terkait legenda rakyat informasi terkait legenda 4.6.5 meringkas teks naratif tulis rakyat, sederhana, sesuai pendek dan sederhana terkait dengan konteks legenda rakyat penggunaannya 3.6.20 menganalisis struktur teks teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.21 menganalisis unsur kebahasaan teks naratif lisan dengan memberi dan INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.22menganalisis fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.23 menganalisis struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.24 menganalisis unsur kebahasaan teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.25membandingkan fungsi sosial beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.26 membandingkan struktur teks beberapa teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.27 membandingkan unsur kebahasaan beberapa teks naratif lisan dengan
INDIKATOR PENCAPAIAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KOMPETENSI (IPK) PENGETAHUAN KETERAMPILAN memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.28membandingkan fungsi sosial beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.29 membandingkan struktur teks beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.30membandingkan unsur kebahasaan beberapa teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya
APLIKASI DI DUNIA NYATA
Dongeng, legenda, fabel dan cerita sejenisnya merupakan teks naratif yang tidak terpisahkan dalam kehidupan kita sehari-hari. Cerita ini mengandung nilai-nilai moral yang aspiratif dan memberi contoh positif yang patut diterapkan dalam kehidupan kita, disamping berfungsi sebagai hiburan. Misalnya dalam cerita Malin Kundang, nilai moral yang ingin disampaikan adalah agar kita, sebagai anak atau orang yang lebih muda, tidak sepatutnya menyakiti hati dan/atau fisik orang tua kita sendiri atau orang yang lebih tua dari kita.
Cerita seperti Malin Kundang sebenarnya juga dapat ditemukan di negara- negara lain. Misalnya, di Malaysia cerita serupa berkisah tentang Si Tanggang. Sedangkan di Brunei Darussalam cerita serupa dikenal dengan Nakhoda Manis.
Gambar 1 Malin Kundang Sumber: : www.penuliscilik.com Legenda Malin kundang tersebut sering dihubungkan dengan wujud batu berbentuk manusia yang konon merupakan sosok si Malin kundang yang
dikutuk oleh ibunya menjadi batu. Letak dari patung batu tersebut terdapat di Pantai Air Manis, Padang, Sumatera Barat.
Cerita Si Tanggang di Malaysia juga sering dihubungkan dengan batu di sebuah gua yang terletak di Batu Caves, Selangor. Gua Gelap di Batu Caves menggambarkan seakan-akan darah mengalir di celah batu dan lantai gua tersebut. Diceritakan tempat tersebut menjadi tempat mengalirnya darah Si Tanggang. Sedangkan di Brunei sosok batu kutukan Nakhoda Manis terletak di tepi laut Jong Batu.
Cerita legenda ini diturunkan dari satu generasi ke generasi berikutnya sehingga menjadi sebuah identitas budaya. Mempelajari cerita ini memberi manfaat bagi kita untuk mempelajari pesan moral tentang keutamaan- keutamaan, ajaran-ajaran kebaikan berkaitan dengan budaya, lingkungan alam, relasi sosial, dan juga keyakinan, kepercayaan dan agama.
Jika cerita rakyat atau folktale hadir berdasarkan cerita masa lalu yang diyakini kebenarannya, maka ada jenis cerita fiksi lain dimana cerita yang dibawakan adalah fantasi atau tidak nyata, termasuk karakter dalam cerita tersebut hanya karangan dan biasanya lokasi cerita tersebut berada di dunia lain atau area yang tidak nyata. Jenis cerita ini disebut fairytale. Sebagai contoh kita bisa membaca cerita Harry Potter, Angling Dharma, Cinderella, Snow White dan Fairy Tulips.
Jenis cerita fable merupakan cerita fantasi dimana karakternya adalah hewan. Fable menceritakan dongeng yang ditujukan ke manusia namun melalui karakter binatang yang dapat berperilaku sebagai karakter manusia yang mampu berkomunikasi, berekspresi, dan beradaptasi seperti layaknya karakter manusia, misalnya si Kancil.
SOAL-SOAL UN/USBN
A. Contoh Soal Ujian Nasional
Listening Section
Questions 1 and 2 are based on the following monologue.
A long time ago, at a village in East Kalimantan, there lived a rich family of Pak Pesut. Everybody knew him, not because of his wealth, but because of his stinginess. During a long dry season, the villagers were planning to leave the village and look for the place that has enough water for cultivating rice. Some villagers went to Pak Pesut's house to inform him about a new place. He refused to join them believing he had enough rice to survive before their stock of rice ran out. One morning, when Pak Pesut's wife was cooking their last stock of rice, a beggar came to his house. He asked for some rice, but pak Pesut lied to him saying that he didn't have any rice. Pak Pesut was worried that the beggar would steal the rice, so he told his family to eat hot rice from the cooking pot. It was so hot that they felt their mouths burning. Without even thinking twice, the Pesuts suddenly jumped into the water in order to cool their mouths off. Seeing the incident, the beggar prayed to God and amazingly Pak Pesut's family slowly changed into fish similar to dolphins. Since then, everybody called the fish, "Pesut Fish".
1. Narrator: What did the beggar ask for?
A. The cooking pot
B. The fish
C. The wealth
D. The rice
E. The water
2. Narrator: Why did pak Pesut ask his family to eat the very hot rice?
A. The family were hungry.
B. It was the last rice they had.
C. He didn’t want the rice to be stolen.
D. The rice was still fresh from the pot.
E. He didn’t want to give the rice to the beggar.
3. Narrator: Do you think the beggar did something good to the Pesuts? Why
A. Yes. He wanted to express his gratitude
B. Yes. He loved the family
C. No. He let the family to learn a lesson
D. Yes. He knew the rice was in the cooking pot
E. No. The family sent him away.
Reading Comprehension Section
Text 1 for questions 1 - 3
The king of the mice lived inside a banyan tree in a forest. One day, a poor man was cutting down some trees. As he started to cut down the banyan tree, the king of the mice grew frightened "Please, leave the tree standing" said he mice to the woodcutter, "and I'll give you a piece of gold every day."
The woodcutter agreed. So, every evening the king of the mice took out a piece of gold from under the roots of the tree and gave it to the woodcutter. The woodcutter then took the gold home and showed it to his wife.
After a few days, his wife asked him, "Where does the gold come from?" "Don't worry about that," he said, "just keep it,"
A few days later she asked him again, but he did not tell her. "If you don't tell me," she said, "I'll go and tell the government or even the king that you're a robber."
The woodcutter was frightened of his wife. So he said, "Every evening the king of the mice gives me a piece of gold taken from under the roots of the tree."
"Oh Gosh, you are so stupid!" his wife said. "You've been tricked by a mouse. He gives you one piece of gold every evening but the rest of the gold is under the tree all the time! Why don't you cut down the tree and take it all away?"
The woodcutter did as he was told. He cut down the tree. But when he looked under the roots, the gold was not there as the king of the mice had taken them away before the cutting.
On one fine night, the king of the mice crept up to the woodcutter's house and took all the gold back. The woodcutter was as poor as before.
1. What is the purpose of the text? A. To describe the king of mice who lived inside a banyan tree in a forest. B. To present information about the woodcutter and the king of mice. C. To entertain the readers about the story of the woodcutter and the king of the mice.
D. To tell the readers that the woodcutter was a poor man at the end of the story. E. To inform the readers about the story of the woodcutter and the king of the mice.
2. Why did the woodcutter cut down the tree? A. He wanted to get more gold. B. He was afraid of the king of mice. C. The king of the mice lived inside a banyan tree. D. The king of the mice never gave the gold to the poor. E. He asked the king of mice to get more gold.
3. What can we learn from the story above? A. The greedy person never satisfies himself. B. The tricky person will get a problem. C. The lazy person will never succeed. D. The poor person must work hard. E. The ambitious person would never satisfied.
Text 1 for questions 4 - 7
Once upon a time, there lived a Clouds family. Papa Cloud, Mama Cloud, and children Cloud lived quietly in the sky.
Every morning, the children Cloud went to the sky playground to play with the slide. But since there was only one slide, they had to take turns. Lody, the youngest Cloud, looked impatient. He could not wait for his turn to come. His brother, Tody, didn't like his attitude. Suddenly, they were quarrelling. Their white bodies became grey, indicating their anger. When the Clouds were angry, water usually came out of their bodies. This means rain for the people of the earth. "Stop it, children! Stop fighting!" Papa Cloud said.
"You can play with the slide in turns. Now, shake hands. Both of you!" order Papa Cloud.
Lody and Tody shook hands and slowly their colours changed. Their bodies became fair white again. The rain stopped and the people on Earth could continue their activities again.
(Adapted from: FUN English Magazine, edisi 4, VIII)
4. The text mainly tells us about .... A. the Cloud family B. using slide to play C. playing slide in sky D. struggling to get the slide E. taking turn to use sky slide
5. What is the main idea of last paragraph? A. Lody and Tody was fighting. B. Lody was angry with his brother. C. Lody and Tody could stop raining. D. Lody and Tody stopped their fighting. E. Lody got angry for the slide.
6. What happened when the children Cloud got angry? A. The slide was broken. B. There was rain on earth. C. The sun shined brightly. D. The cloud became grey. E. The color of cloud changed.
7. From the text, we can learn that ones have to be .... A. cool B. patient C. impolite D. annoyed E. respect
B. Contoh Soal PISA (Program for International Student Assessment)
JUST JUDGE
An Algerian king named Bauakas wanted to find out whether or not it was true, as he had been told, that in one of his cities lived a just judge who could instantly discern the truth, and from whom no rogue was ever able to conceal himself. Bauakas exchanged clothes with a merchant and went on horseback to the city where the judge lived.
At the entrance to the city a cripple approached the king and begged alms of him. Bauakas gave him money and was about to continue on his way, but the cripple clung to his clothing.
“What do you wish?” asked the king. “Haven’t I given you money?”
“You gave me alms,” said the cripple, “now grant me one favour. Let me ride with you as far as the city square, otherwise the horses and camels may trample me.”
Bauakas sat the cripple behind him on the horse and took him as far as the city square. There he halted his horse, but the cripple refused to dismount.
“We have arrived at the square, why don’t you get off?” asked Bauakas. “Why should I?” the beggar replied. “This horse belongs to me. If you are unwilling to return it, we shall have to go to court.”
Hearing their quarrel, people gathered around them shouting:
“Go to the judge! He will decide between you!”
Bauakas and the cripple went to the judge. There were others in court, and the judge called upon each one in turn. Before he came to Bauakas and the cripple he heard a scholar and a peasant. They had come to court over a woman: the peasant said she was his wife, and the scholar said she was his. The judge heard them both, remained silent for a moment, and then said:
“Leave the woman here with me, and come back tomorrow.”
When they had gone, a butcher and an oil merchant came before the judge. The butcher was covered with blood, and the oil merchant with oil. In his hand the butcher held some money, and the oil merchant held onto the butcher’s hand.
“I was buying oil from this man,” the butcher said, “and when I took out my purse to pay him, he seized me by the hand and tried to take all my money away from me. That is why we have come to you—I holding onto my purse, and he holding onto my hand. But the money is mine, and he is a thief.”
Then the oil merchant spoke. “That is not true,” he said. “The butcher came to me to buy oil, and after I had poured him a full jug, he asked me to change a gold piece for him. When I took out my money and placed it on a bench, he seized it and tried to run off. I caught him by the hand, as you see, and brought him here to you.”
The judge remained silent for a moment, then said: “Leave the money here with me, and come back tomorrow.”
When his turn came, Bauakas told what had happened. The judge listened to him, and then asked the beggar to speak.
“All that he said is untrue,” said the beggar. “He was sitting on the ground, and as I rode through the city he asked me to let him ride with me. I sat him on my horse and took him where he wanted to go. But when we got there he refused to get off and said that the horse was his, which is not true.”
The judge thought for a moment, then said, “Leave the horse here with me, and come back tomorrow.” The following day many people gathered in court to hear the judge’s decisions. First came the scholar and the peasant. “Take your wife,” the judge said to the scholar, “and the peasant shall be given fifty strokes of the lash.” The scholar took his wife, and the peasant was given his punishment.
Then the judge called the butcher.
“The money is yours,” he said to him. And pointing to the oil merchant he said: “Give him fifty strokes of the lash.”
He next called Bauakas and the cripple. “Would you be able to recognise your horse among twenty others?” he asked Bauakas. “I would,” he replied. “And you?” he asked the cripple. “I would,” said the cripple. “Come with me,” the judge said to Bauakas.
They went to the stable. Bauakas instantly pointed out his horse among the twenty others. Then the judge called the cripple to the stable and told him to point out the horse. The cripple recognised the horse and pointed to it. The judge then returned to his seat.
“Take the horse, it is yours,” he said to Bauakas. “Give the beggar fifty strokes of the lash.” When the judge left the court and went home, Bauakas followed him. “What do you want?” asked the judge. “Are you not satisfied with my decision?”
“I am satisfied,” said Bauakas. “But I should like to learn how you knew that the woman was the wife of the scholar, that the money belonged to the butcher, and that the horse was mine and not the beggar’s.”
“This is how I knew about the woman: in the morning I sent for her and said: ‘Please fill my inkwell.’ She took the inkwell, washed it quickly and deftly, and filled it with ink; therefore it was work she was accustomed to. If she had been the wife of the peasant she would not have known how to do it. This showed me that the scholar was telling the truth.
“And this is how I knew about the money: I put it into a cup full of water, and in the morning I looked to see if any oil had risen to the surface. If the money had belonged to the oil merchant it would have been soiled by his oily hands. There was no oil on the water; therefore, the butcher was telling the truth.
“It was more difficult to find out about the horse. The cripple recognised it among twenty others, even as you did. However, I did not take you both to the stable to see which of you knew the horse, but to see which of you the horse knew. When you approached it, it turned its head and stretched its neck toward you; but when the cripple touched it, it laid back its ears and lifted one hoof. Therefore I knew that you were the horse’s real master.”
Then Bauakas said to the judge: “I am not a merchant, but King Bauakas, I came here in order to see if what is said of you is true. I see now that you are a wise judge. Ask whatever you wish of me, and you shall have it as reward.”
“I need no reward,” replied the judge. “I am content that my king has praised me.”
Source: Leo Tolstoy, “A Just Judge” in Fable and Fairytales, translated by Ann Dunningham.
Answer the questions by choosing A, B, C, D, or E
1. Near the beginning of the story we are told that Bauakas exchanged clothes with a merchant. Why didn’t Bauakas want to be recognised?
A. He wanted to see if he would still be obeyed when he was an “ordinary” person. B. He planned to appear in a case before the judge, disguised as a merchant. C. He enjoyed disguising himself so he could move about freely and play tricks on his subjects. D. He wanted to see the judge at work in his usual way, uninfluenced by the presence of the king. E. He discovered being a merchant was so challenging.
2. How did the judge know that the woman was the wife of the scholar?
A. By observing her appearance and seeing that she did not look like a peasant’s wife. B. By the way the scholar and the peasant told their stories in court. C. By the way she reacted to the peasant and the scholar in court. D. By testing her skill in work that she needed to perform for her husband. E. By identifying the steps she took in helping the peasant
3. Do you think it was fair of the judge to give the SAME punishment for all the crimes? Explain your answer, referring to similarities or differences between the three cases in the story.
4. What is this story mainly about?
A. Major crimes B. Wise justice C. A good ruler D. A clever trick E. A nice judge
5. For this question you need to compare law and justice in your country with the law and justice shown in the story.
In the story, crimes are punished under the law. What is another way in which law and justice in your country are SIMILAR to the kind of law and justice shown in this story?
In the story the judge gives fifty strokes of the lash for all the crimes. Apart from the kind of punishment, what is one way in which law and justice in your country are DIFFERENT to the kind of law and justice shown in this story?
6. Which one of the following best describes this story?
A. A folk tale B. A travel story C. An historical account D. A tragedy E. A personal experience
BAHAN PEMBELAJARAN
A. Aktivitas Pembelajaran
Aktivitas 1
1. Sebutkan beberapa contoh legenda atau cerita pendek terkenal. 2. Gambar berikut mengindikasikan tokoh utama cerita merupakan seorang laki-laki bernama Robin Hood. Hubungkan antara cerita Robin Hood yang anda kenal dengan kultur Inggris terkait nilai yang terkandung dalam cerita Robin Hood. Mengapa anda memilih mengaitkan nilai tersebut dengan cerita?
Gambar 2 Robin Hood Sumber: www.amazon.com 3. Amati dan simak video legenda berjudul Robin Hood and the Golden Arrow dengan mengklik tautan https://www.youtube.com/watch?v=k4UOqCvmb5U. Perhatikan poin-poin dalam video untuk menjawab pertanyaan berikut. a. How many characters are there in the story? b. Who is the main character in the story? c. What problem did the character face? d. How did she solve the problem? 4. Pelajari kembali teks di atas dan identifikasi kosakata sulit yang anda belum pahami. Temukan arti dari kosakata sulit tersebut dengan menggunakan teknik “guessing meaning from its context” (catatan: dalam teknik ini anda tidak memerlukan kamus. Selain itu yang perlu diingat teknik ini hanya digunakan untuk menebak makna kata kunci yang sulit. Harap tidak menggunakan teknik ini selain untuk kata kunci. Makna dari kosakata sulit dapat dipecahkan dengan cara memperhatikan kata lain di sekitar kata yang sulit atau menghubungkannya dengan topik paragraf. Misalnya: dalam kalimat “It had been raining hard through the night so the ground was saturated”. Klausa “It had been raining hard through the night” mengindikasikan bahwa hujan deras terjadi semalam. Hal tersebut mengakibatkan tanah menjadi sangat basah. Dengan demikian dapat ditarik kesimpulan bahwa “saturated” bersinonim dengan “completely wet” (baca: https://www.ieltsbuddy.com/guessing-meaning-from- context.html.) 5. Diskusikan jawaban dari pertanyaan tersebut. Jika menemui kesulitan dalam memahami audio kedua cerita legenda tersebut, bacalah Bahan Bacaan 1.1 dan Bahan bacaan 1.2 terkait transkrip kedua video tersebut. 6. Secara individual, bacalah Bahan Bacaan 1.3, identifikasi fungsi sosial, struktur teks, dan unsur kebahasaan cerita dalam video tersebut. 7. Tentukan struktur cerita yang meliputi Orientation – Events - Complication – Resolution cerita tersebut.
8. Bandingkan Orientation – Events - Complication – Resolution cerita Robin Hood and the Golden Arrow tersebut dengan cerita Jack and the Beanstalk di tautan https://www.youtube.com/watch?v=Hp9oVeSRVWw. 9. Bentuk kelompok kecil, kemudian ceritakan kembali isi kedua cerita dalam bahasa Inggris dengan menggunakan kata-kata Anda sendiri secara bergiliran. 10. Masih dalam kelompok yang sama, susun kembali cerita Arion and the Dolphin pada LK 1.1. diskusikan isi cerita agar runtut dengan struktur teks naratif yang berterima. 11. Cerita Sangkuriang juga menjadi legenda yang penting dipelajari. Selesaikan LK 1.2 secara kelompok dan diskusikan hasil diksusi Anda dengan kompok lain. 12. Sebagai kegiatan ekstensif, selesaikan LK 1.3 secara individual
Aktivitas 2
1. Secara bergantian di depan kelompok, bacalah cerita berikut dengan nyaring. Perhatikan ketepatan pelafalan dan intonasi.
The Bear Says North
One day, while Osmo the Bear was prowling about the forest, he caught a grouse. “Pretty good,” he thought to himself. “Won’t the other animals be surprised when they hear old Osmo has caught a grouse?” Holding the grouse carefully in his teeth without hurting it, he began parading it up and down the forest path. ”Um....Um...” grunted Osmo, trying to attract attention to others. “Ah,” said Mikko the fox. “Is that you, Osmo? Which way is the wind blowing today? Can you tell me?”
Osmo could not, of course, answer without opening his mouth, so he grunted, hoping that Mikko would see the grouse, and understand why he could not speak. But the fox didn’t glance at him at all. He pretended not to see him and the grouse. With his nose still pointing upward, he kept sniffing the air.
“It seems to be from the south,” Mikko said. “It is from the south, isn’t it Osmo?” “Um...Um.....!” repeated Osmo, growing more impatient every moment. “Not from the south, you say? Then which way is it blowing?” By this time, the Bear was so cross with Mikko, he forgot all about his grouse, he just opened his mouth, and roared out, “North!” Of course the moment he opened his mouth the grouse flew away. “Now, see what you’ve done!” he stormed angrily. “You’ve made me lose my nice plump grouse!” “Me? ” said Mikko. “What do I have to do with it?” “You kept asking me about the wind until I opened my mouth- that’s what you did!” The fox shrugged his shoulders. “Why did you open your mouth then?” “Well, you can’t say ‘north’ without opening your mouth, can you?” the Bear demanded. The Fox laughed and laughed. “See here, Osmo, don‟t blame me. Blame yourself. If I’d had the grouse in my mouth and you asked me about the wind, I’d never have said ‘north’!” “What would you say?” asked the Bear. Mikko, the rascal, laughed harder than ever. Then he clenched his teeth together and said “E A S T”.
(Adapted from: Klippel, F., Klippel, J. H., & Klippel, F.: 1984)
2. Diskusikan kata-kata yang sulit dalam cerita tersebut. Gunakan teknik menebak makna kata berdasarkan konteks kalimat. Gunakan kamus untuk memastikan makna kata yang anda tebak sudah tepat atau belum. 3. Bacalah Bacaan 2.1 Tenses in Narrative Text, diskusikan dalam kelompok Anda tentang tenses yang digunakan dalam teks tersebut. 4. Diskusikan jawaban untuk pertanyaan berikut. 1) What is Osmo? 2) Is the Bear young or old?
3) What word from the text means ‘acted as if‟? 4) What did Mikko do to make Osmo open his mouth? 5) “... Holding the grouse carefully in his teeth without hurting it,....” 6) The word “it” refers to .... 7) What is the type of this text? 8) What is the goal of this text? 9) What tense is mostly used in the text? Why? 5. Bacalah Bacaan 2.1 Mind Mapping, dan buatlah mind map untuk tiga cerita yang sudah dipelajari yaitu Robin Hood and the Golden Arrow, Jack and the Beanstalk, dan The Bear Says North. 6. Buatlah mind map ketiga cerita tersebut di sebuah kertas plano, dan tempelkan hasil kerja kelompok di dinding kelas. 7. Juru bicara tiap kelompok mempresentasikan hasil kerja kepada pengunjung dari kelompok lain selama 3 menit untuk masing-maing kunjungan. 8. Anggota kelompok lainnya yang bertugas sebagai pengunjung berkeliling, menyimak penjelasan dan membandingkan isi dan informasi terkait fungsi sosial dan struktur teks naratif dari hasil kelompok mereka dengan yang dipresentasikan. 9. Pengunjung dapat mengajukan pertanyaan, membuat catatan, memberi masukan dan apresiasi hasil kerja kelompok yang dikunjungi. 10. Setelah menyimpulkan hasil observasi mereka dari seluruh kelompok yang mereka kunjungi dengan membandingkan fungsi sosial dan struktur teks, dari beberapa teks naratif yang telah mereka pelajari yaitu Robin Hood and the Golden Arrow, Jack and the Beanstalk, dan The Bear Says North. 11. Secara berkelompok buatlah ringkasan cerita ketiga cerita tersebut di buku catatan belajar dengan menggunakan bahasa sendiri. 12. Sebagai kegiatan ekstensif, selesaikan LK 2.1 secara individual.
Aktivitas 3
1. In front of the class, show some pictures of short stories, e.g. Romeo and Juliet, Robin Hood and Golden Arrow, Harry Potter, Cinderella, Jack and the Beanstalk, etc., and/or stories that reflect the following genres: fairy tales, love stories, legends, science fiction.
2. Ask the students: draw a line to match them and explain that the basis used in drawing the lines.
Worksheet 3.1: Genres in Narrative 3. Students work in groups of three or four.
4. Distribute the worksheet and explain that ‘genre’ refers to the type of story, e.g. fairy tale, romance, horror, science fiction.
5. Students complete the mind map with the genres they know and with examples for each genre.
6. Students share their responses with the whole class.
7. Ask students which genres and stories they like best and explain their reasons.
Pre-reading Activities 8. Tell students to close their eyes. Play a recording of spooky music using this link https://www.youtube.com/watch?v=DgW5FaffB58 to create a feeling of suspense. Knock hard on the desk or door three times quickly.
9. Tell students that what they have heard is a scene in the story that they are about to read. Ask students to guess which story genre it is and why they think so.
10. Accept reasonable answers, such as ‘horror’ or ‘ghost story’. Students should be able to relate spooky music and loud knocks to their prior experience with horror or ghost stories.
11. Ask students to guess:
o Who is knocking in the story?
o What is the person knocking on?
o Why is the person knocking so loudly?
o What time is it in the story?
o Where does the story take place?
12. Record students’ guesses on the board.
13. Tell students the title of the story. Ask if they would like to change their responses to the questions.
14. Ask students: If you were in the house alone, would you open the door? Why/Why not?
Whilst-reading Activities
Share the short story ‘The Knock at the Door’ by Stuart Mead (Bahan Bacaan 3.1). The illustrations from the short story can be used to do a picture walk before students read the story
15. Tell students the title of the story. Encourage students to guess what the story is about.
16. Project the first picture on the screen. Ask students to talk about what they see and what may be happening in the picture. Encourage students to draw on their personal experiences as they interpret the picture. Focus questions may be used:
§ Look at the picture. What do you see? What do you think is happening?
§ Look at Joey. How do you think he feels? What do you think has happened?
§ Who is the woman? Who is she talking to? How does she feel? What do you think has happened?
§ What can you see outside the window?
§ What do you think will happen next?
§ Have you ever been at home alone on a stormy night?
17. Direct students to details in the pictures that they may not have noticed. Discuss whether these clues affect their predictions.
18. After completing the picture walk, ask students to predict the end of the story.
Worksheet 3.2 is a graphic organiser that students can use to take notes on the story.
19. Explain that all stories have three basic story elements; character,setting and plot. Use a story familiar to students to illustrate this point, e.g. ‘Malin Kundang’ or ‘Cinderella’.
20. Distribute Worksheet 1.2 and explain that it will be used to take notes on ‘The Knock at the Door’ by Stuart Mead. Ask students to fill in the title and the author first.
21. Students work in small groups to take notes on the setting and characters of the story.
22. Discuss answers with the class.
23. Have students work in small groups to take notes on the sequence of events, i.e. what happens at the beginning, in the middle and at the end of the story.
24. Discuss answers with the class.
Worksheet 3.3 is designed to help students better understand the main character, Joey Carter. 25. Distribute Worksheet 3.3 and explain the purpose. Tell students that if they understand the characters better, they can enter the world of the characters and enjoy the story more.
26. Read the instructions with the class and make sure students understand how to complete the worksheet.
27. For the part on relationships, focus students’ attention on what the characters say, think and do. This will help them nd clues to support their answers.
28. Give students time to work individually, in pairs or in groups.
29. Ask students to report their answers to the class. Invite the class to provide feedback on the suggested answers and to discuss whether the clues are appropriate and effective.
Worksheet 3.4 is designed to help students infer how Joey and his mother feel at different points in the story.
30. Distribute Worksheet 3.4 and explain the purpose of the worksheet.
31. Explain the instructions for Part 1. Select a thought bubble as an example. 32. Ask guiding questions to elicit the answer. Ask students to describe the event when the character is having the thought. Alternatively, ask students for the line numbers where the event happens.
33. Give students time to complete Part 1.
34. Discuss the answers with the whole class with reference to the events.
35. Explain the instructions for Part 2. To demonstrate, work on the first item with the whole class.
36. Tell students that they should be able to justify their answers.
37. Give students time to work individually, in pairs or in groups.
38. Ask students to report their answers to the class. Invite the class to provide feedback on the suggested answers and to discuss whether the clues are appropriate and effective.
Bahan Bacaan 3.2 provides basic information about literary devices.
39. Draw students’ attention to the literary devices as they occur in the story.
40. Tell students to highlight the literary devices and label them in the story. Refer to Bahan Bacaan 3.2 for examples.
41. Have students practise reading the lines with the literary devices aloud.
42. Discuss with students how the pacing of the story varies when the author combines short sentences with long sentences.
43. Have students practised reading these lines aloud:
• Lines 30–49
• Lines 62–83
44. Discuss with students how the dialogue moves the action along and adds to the suspense. The lines spoken by the characters are short and are not always written in complete sentences.
45. Have students practise reading lines 119 – 132 aloud.
Post-reading Activities
In Worksheet 3.5, students must draw the chronological events in the story from beginning to end.
46. Review the meaning of ‘events’ with the class.
47. Ask students to recall the chronological events from the story. Record the events on the board. Use the words they will come across in the worksheet whenever possible. Determine with the class which events are the most significant and explain why.
48. Distribute Worksheet 3.5. Explain the instructions and allow time for students to read the sentences.
49. Identify the beginning, the climax (the tension in the event is on its peak) and the end of the story with the class before asking them to draw the chronological events.
50. Give students time to complete the activity.
51. Check answers with the class.
Students can use the graphic organiser in Worksheet 3.6 to take notes on the plot structure of the story while they are reading it or after they have finished it.
52. Have the answers from the sequencing activity ready. (See Worksheet 3.5) 53. Show Worksheet 3.6 on the screen and distribute it to the students. Draw
students’ attention to the shape of the plot structure.
54. Distribute Bahan Bacaan. Explain the stages of plot development with reference to the plot structure.
55. Have students work in groups. Ask them to discuss how they will arrange the answers in the sequencing activity to t the plot structure.
56. Check answers with the class.
In Worksheet 3.7, students have opportunities to do role play, Joey and his class teacher, in form of an interview.
57. Arrange students in pairs.
58. Distribute Worksheet 3.7 and explain the instructions. Tell students that they will take turns role-playing Joey and his class teacher. First everyone will prepare questions for Role 2, Joey’s class teacher.
59. Tell students that they need to prepare the questions for Joey. They also need to prepare to ask the follow-up questions based on the answers Joey gives.
60. To demonstrate this, ask the question ‘What were you doing last night?’ Elicit possible answers, e.g. ‘I was reading a book.’
61. Explain that a good follow-up question would be ‘What were you reading?’ because it requires students to recall that Joey was reading a scary story.
62. Give students time to prepare for the role play by writing ve Wh- questions and thinking of possible follow-up questions.
63. Assign roles and give students time to do the role play.
64. Tell students to change roles and do the role play again.
65. Ask volunteers to come to the front of the class and demonstrate the role play.
66. Discuss with the class whether the role plays were successful or not.
67. As a project work, compare “The Bogey Beast” by Flora Annie Steel and “A Haunted House” by Virginia Woolf . In comparing the two short stories, analyze the following points:
a) the character description
b) generic/schematic/text structure
c) different points of view in the story
d) literary devices (sense and sound devices)
B. Lembar Kerja Peserta Didik
Lembar Kerja Aktivitas 1
LK 1.1
Rearrange the following paragraphs into a good story of Arion and the Dolphin.
a. Arion did not put up a struggle; instead, he asked only that he be allowed to sing one last song. His wish was granted and the sailors were so enchanted by his voice that they were hardly aware of what happened next. At the A rion’s notes of his song, a dolphin swam alongside, attracted by the beautiful music. Immediately Arion jumped overboard onto the dolphin’s back and was carried back across the sea. b. In memory of this event, a statue, of a young man on the back of a dolphin, was erected in the port of Corinth. This statue is still there today. c. Arion was one of the most famous singers in the ancient world. On one occasion he won an important festival in Sicily, and as his prize he received so many jewels and golden cups that he was obliged to hire a ship to carry them all home to Corinth. d. When the ship A nally reached port in Corinth, the wicked sailors began to tell everyone that there had been a storm, during which the famous singer had been lost at sea. They were struck dumb with amazement, however, when Arion arrived with a company of soldiers to arrest them. e. Unfortunately, this huge treasure made the sailors very jealous, and in order to have it for themselves, they attacked the singer and were about to throw him overboard.
LK 1.2
Read the story of Sangkuriang below
One day, Dayang Sumbi was weaving in her house. Suddenly she dropped one of the weaving tools. She is too lazy to take it herself. She said “I am going to marry anybody who’s willing to get it for me, although it is an animal”.
And it happened, a good dog named Tumang bit the tool and gave it to her. She chased the dog away. However, she finally married the dog. Perbangkara, her father, was very angry knowing that his daughter was pregnant. He sent her to a forest.
In the forest, she had a baby. She called him Sangkuriang. The baby grew up to a handsome man. He liked hunting. Dayang Sumbi said one day “My son, I’d like to eat the heart of a deer”. Sangkuriang went hunting and Tumang followed him. Unfortunately, he didn‟t see a deer or any other animals. He was frustrated. He decided to kill the dog and gave its heart to his mother.
Dayang Sumbi was very angry when she knew what really happened. She chased her son away. Sangkuriang left his mother. He grew up to be a strong and more handsome man. One day he met a beautiful lady, and he fell in love with her. Dayang Sumbi finally knew who the man was. He was her son, Sangkuriang.
Sangkuriang was angry and still asked her to marry him. Dayang Sumbi accepted with one deal. If he could create a boat and a lake in a day, she would marry him. Finally, he failed and so Dayang Sumbi refused to marry him.
He got angry and kicked the unfinished boat, which turned upside down before he himself fell down into the lake and died. It is traditionally believed that the existence of Tangkuban Parahu Mount had its root from this story.
1. In the following exercise, identify whether the statement is true or false according to the story a) ...... Dayang Sumbi liked making clothes. b) ...... Tumang was a deer. c) ...... Sangkuriang liked hunting. d) ...... Perbangkara was Dayang Sumbi‟s husband. e) ...... Dayang Sumbi rejected to marry Sangkuriang. f) ...... Dayang Sumbi wanted to eat a bear’s heart. g) ...... Sangkuriang killed her father. h) ...... Sangkuriang didn‟t know that the lady was his mother. i) ...... Dayang Sumbi asked Sangkuriang to make a bow for her j) ...... The text is a narrative text. 2. Complete the following table based on the stories of Arion and the Dolphin and Sangkuriang.
Intrinsic Elements Arion and the Dolphin Sangkuriang
The characters
The setting of place and
time The climax The resolution
3. Make notes of both stories and organize them into two summaries. 4. Compare generic/schematic/text structure, social function, language feature, and values in Arion and the Dolphin and Sangkuriang story.
LK 1.3
Directions In this worksheet you will read several passages. Each one is followed by a number of questions about it. Choose the one best answer — A, B, C, D or E — to each question. As you're going through the questions, cross the appropriate answers.
Answer all questions about the information in a passage on the basis of what is stated or implied in that passage.
Text 1 for questions 1 - 3
Once, a hunter lived in a village. He used to boast about his brave hunting trips to the Villagers. The villagers respected him a lot. He mostly told everyone how he had fought a lion bare handed or killed an elephant with a single bullet. He said that the tiny animals used to get scared even at the sight of him.
One day, the hunter was passing through a forest. A woodcutter from the same village was busy cutting trees.
The boastful hunter approached him and said, "How are you? It's a fine day, isn't it?"
"Yes, Yes, indeed!" the woodcutter replied.
"Well, can you tell me if you have seen some footprints of the lion nearby? It’s been months since I killed any."
The woodcutter knew that the hunter only boasted. So he said, "Yes, a lion is in a nearby den. Can I take you there?" But the scared hunter said, "No... No... I only just wanted to see his footprints." Finally, the boastful hunter ran away from the spot.
(Adopted from: http://www.english-for-students.com/The-Brave-Hunter.html)
1. What does the text tell us about? A. Boastful Hunter B. Brave lion C. Brave hunter D. Lonely lion E. Scared Hunter 2. What is the main idea of last paragraph? A. The hunter killed the lion. B. The hunter escaped from the spot. C. The hunter hunted to woodcutter. D. The hunter faced the lion. E. The hunter saw the lion 3. How did the hunter feel when the woodcutter said there was a lion in a nearby den? A. Fear B. Sad C. Glad D. Enthusiastic E. Surprised 4. From the text we can learn that we should… A. not be a lazy person. B. not underestimate others. C. not scared the others D. not boast everywhere E. not overestimate others
Text 2 for questions 5 - 6
Once there was a king with two sons. He appointed eminent scholars to teach them arts. After a few years, the king fell ill badly. So, he wanted to select the next king for his kingdom. He wanted to test his son’s abilities.
He called both of them and gave a room to each of them. He said, “You must fill this room with anything you wish. It can be anything! But there should be no space left behind and you should not seek advice from anyone.”
The next day, the king visited the elder son’s room. The room was completely filled with hay. The king sighed on the foolishness of the elder son.
Then, he went to the younger son’s room, but it was kept closed. The king knocked at the door. The second son asked his father to get in and closed the door again, there were darkness everywhere, and the king shouted at his second son angrily. However, the second son lighted a torch and said, “I have filled this room with light!”
Now the king felt very happy and hugged his son. He would be the right person to rule the kingdom. (Adapted from: http://www.english-for-students.com/The-Wise-Son.html)
5. The king appointed the second son his successor, because… A. The son could illuminate the dark room B. The room decoration impressed the king C. The son would bring brightness to people D. The first son was in incapable student E. The king loved the second son very much
6. The underlined word in “…and you should not seek advice from anyone!” is closest in meaning to… A. Grasp B. Request C. Approve D. Compete E. Announce
Text 3 for questions 7 - 11
In Daha kingdom there lived a powerful Brahmin named Sidi Mantra. Her son’s name was Manik Angkeran. Manik Angkeran liked to gamble. One day, Manik Angkeran could not pay the debt. He asked help to his father.
Loving his son, Sidi Mantra fasted and prayed to the God. A mysterious voice asked him to meet Naga Besukih at Agung Mount. By ringing a genta, Naga Besukih came and gave gold and diamonds from his scales. Soon, Manik Angkeran finished all gold and diamonds. He asked help to his father again. Sidi Mantra came to Naga Besukih. This time, Manik Angkeran secretly followed his father.
A few days later, Manik Angkeran stole his father’s genta and came to Naga Besukih. Manik Angkeran got gold and diamonds. But he was not satisfied. Manik Angkeran saw a big gem at the end of the dragon’s tail. When Naga Besukih turned toward the cave, Manik Angkeran immediately cut off the dragon’s tail and ran away.
Naga Besukih was furious and licked Manik Angkeran’s footprints. Then he turned into ashes. Sidi Mantra was aware of this situation and begged Naga Besukih to revive his son. Naga Besukih agreed if his tail was back. With his magic, Sidi Mantra returned the tail back to normal. Then, Naga Besukih revived Manik Angkeran.
Sidi Mantra knew that he could not live with his son again. With his wand, Sidi Mantra made a line that separated him from his son. There came springs growing into a sea. This is the legend of Bali Strait separating Java from Bali.
7. What is the purpose of the text?
A. To teach the readers not to be greedy. B. To entertain the readers with the story. C. To inform the readers the legend of Bali Strait. D. To tell the readers about Daha Kingdom. E. To illustrate the Balinese folktale.
8. What is the main idea of the second paragraph?
A. Manik Angkeran followed his father secretly. B. Sidi Mantra fasted and prayed to the God to resolve his son’s problem. C. Naga Besukih came and gave gold and diamond from his scale for Sidi Mantra. D. Sidi Mantra is asked by mysterious voice to meet Naga Besukih at Agung Mount. E. Manik Angkeran finished all gold and diamonds given by his father.
9. The word ‘but’ in third paragraph can be replaced with .... A. although B. as long as C. whether D. yet E. so 10. “.... begged Naga Besukih to revive his son.” The word ‘revive’ is closest meaning to .... A. relieve B. restore C. regenerate D. resuscitate E. bring back
Text 4 for questions 12 - 18
One day, a cat and a fox were having a conversation. The fox, who was a conceited creature, boasted about how clever she was. “Why, I know at least a hundred tricks to get away from our mutual enemies, the dogs,” she said.
“I know only one trick to get away from dogs,” said the cat. “You should teach me some of yours!”
“Well, maybe someday, when I have the time, I may teach you a few of the simpler ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking grew louder and louder. The dogs were coming in their direction! At once, the cat ran to the nearest tree and climbed into its branches, well out of reach of any dog. “This is the trick I told you about, the only one I know,” said the cat. “Which one of your hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use. Before she could make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.
11. What is the story about? A. A meeting between a fox and a cat. B. An arrogant fox. C. A conversation between a cat and a fox. D. A tricky dog. E. How to trick a dog.
12. Why did the cat climb the tree? A. It wanted to see the dogs. B. It wanted to catch the bird. C. It was the only trick it had. D. It was very dexterous. E. It was very afraid of dog.
13. From the text we know that .... A. dogs are ferocious animals B. cats are clever animal C. fox is a boastful animal D. cat and dog are good buddies. E. fox is a tricky animal.
14. What happened to the fox at the end of the story? A. The Fox succeded in using his trick. B. The Fox finally died. C. The Fox taught her trick to the cat. D. The fox ran away from the dog. E. The Fox slept under the tree.
15. “....The fox, who was a conceited creature, ....” The underlined word is closest in meaning to .... A. modest B. simple C. miserable D. arrogant E. cheerful
16. “...the fox ... the cat are afraid of dogs. What is the best conjunction to complete the text? A. Neither – or. B. Either – nor. C. Both – or. D. Both – nor. E. Both – and. 17. “You should teach me some of yours!” What does the underlined word refer to? A. The dog. B. The cat. C. The fox. D. The Fox and the cat. E. The writer.
Text 5 for questions 18 - 22
A long time ago, there lived an old man in the Penanggungan Mountain. His name was Kyai Gede Penanggungan. He had supernatural power. Kyai Gede Penanggungan had a beautiful daughter named Dewi Walangangin who was not married yet. Kyai Gede Penanggungan prayed days and nights for her daughter to have a husband.
One day, a young handsome man came to his place. The name of the man was Jaka Pandelengan. He wanted to be Kyai Gede Penanggungan's student. Kyai Gede agreed to have Jaka as his student with one condition that he would marry her daughter. Jaka Pandelengan and Dewi Walangangin soon got married. Kyai Gede Penanggungan taught Jaka many things.
After several years, now it was time for the couple to live separately from Kyai Gede Penanggungan. They would move to another village. Kyai Gede gave some seeds of pari’ or paddy to the couple. He asked the couple to plant
the seeds. He also warned the couple not to be arrogant when they were rich. He wanted the couple to help poor people.
The couple started a new life. They planted the seed. Soon, the seeds grew into rice plants. Now, the couple became very rich. The poor neighbours came to the couple to ask for some paddy seeds, but the couple refused to help them.
Kyai Gede heard about the couple's bad behavior. Soon, he visited the couple. He met them when the couple was working in the field. Kyai Gede talked to the couple. He reminded the couple not to be arrogant, but the couple ignored him. They said nothing to Kyai Gede. Kyai Gede got very angry. Then he said, "You two are like temples. You do not listen to me.” Right after he said those words, an incredible thing happened. Slowly, Jaka and Dewi turned into temples. Because the temples stood among the pari (Javanese word for rice plant), people then named them as Pari Temples.
(Adapted from: Salimi: 2015)
18. Jaka Pandelengan and Dewi Walangangin finally had to experience of bad luck because they .... A. married at the wrong time B. married without parent’s permission C. lived separately from Kyai Gede D. did not do Kyai Gede’s advice E. failed to have a big harvest
19. What can we learn from the story? A. Living separately from our parents after getting married is beneficial. B. Not listening to our parents’ advice may lead to misfortunes. C. Giving too much help to other people leads to worse life. D. Marriage life is full of problems. E. To be rich, we have to work hard.
20. “Right after he said those words, an incredible thing happened." (Par.5) The underlined word means .... A. untouchable B. unbelievable C. common D. critical E. usual
21. Paragraph ... tells about the process of acquintance between Jaka and Dewi, while paragraph ... tells about the couple’s experience of living apart from their parents. A. 1 - 2 B. 1 - 3 C. 1 - 4 D. 2 - 4 E. 2 - 5
Lembar Kerja Aktivitas 2
LK 2.1
Bacalah cerita “The Gift” berikut dan jawab semua pertanyaan yang diberikan.
THE GIFT
How many days, she wondered, had she sat like this, watching the cold brown water inch up the dissolving bluff. She could just faintly remember the beginning of the rain, driving in across the swamp from the south and beating
against the shell of her house. Then the river itself started rising, slowly at first until at last it paused to turn back. From hour to hour it slithered up creeks and ditches and poured over low places. In the night, while she slept, it claimed the road and surrounded her so that she sat alone, her boat gone, the house like a piece of drift lodged on its bluff. Now even against the tarred planks of the supports the waters touched. And still they rose.
As far as she could see, to the treetops where the opposite banks had been, the swamp was an empty sea, awash with sheets of rain, the river lost somewhere in its vastness.
Her house with its boat bottom had been built to ride just such a flood, if one ever came, but now it was old. Maybe the boards underneath were partly rotted away. Maybe the cable mooring the house to the great live oak would snap loose and let her go turning downstream, the way her boat had gone.
No one could come now. She could cry out but it would be no use, no one would hear. Down the length and breadth of the swamp others were fighting to save what little they could, maybe even their lives. She had seen a whole house go floating by, so quiet she was reminded of sitting at a funeral. She thought when she saw it she knew whose house it was. It had been bad seeing it drift by, but the owners must have escaped to higher ground. Later, with the rain and darkness pressing in, she had heard a panther scream upriver.
Now the house seemed to shudder around her like something alive. She reached out to catch a lamp as it tilted off the table by her bed and put it between her feet to hold it steady. Then creaking and groaning with effort the house struggled up from the clay, floated free, bobbing like a cork and swung out slowly with the pull of the river. She gripped the edge of the bed. Swaying from side to side, the house moved to the length of its mooring. There was a jolt and a complaining of old timbers and then a pause. Slowly the current released it and let it swing back, rasping across its resting place. She caught her breath and sat for a long time feeling the slow pendulous sweeps. The dark sifted down through the incessant rain, and, head on arm, she slept holding on to the bed.
Sometime in the night the cry awoke her, a sound so anguished she was on her feet before she was awake. In the dark she stumbled against the bed. It came from out there, from the river. She could hear something moving, something large that made a dredging, sweeping sound. It could be another house. Then it hit, not head on but glancing and sliding down the length of her house. It was a tree. She listened as the branches and leaves cleared themselves and went on downstream, leaving only the rain and the lappings of the flood, sounds so constant now that they seemed a part of the silence. Huddled on the bed, she was almost asleep again when another cry sounded, this time so close it could have been in the room. Staring into the dark, she eased back on the bed until her hand caught the cold shape of the rifle. Then crouched on the pillow, she cradled the gun across her knees. “Who’s there?” she called.
The answer was a repeated cry, but less shrill, tired sounding, then the empty silence closing in. She drew back against the bed. Whatever was there she could hear it moving about on the porch. Planks creaked and she could distinguish the sounds of objects being knocked over. There was a scratching on the wall as if it would tear its way in. She knew now what it was, a big cat, deposited by the uprooted tree that had passed her. It had come with the flood, a gift.
Unconsciously she pressed her hand against her face and along her tightened throat. The rifle rocked across her knees. She had never seen a panther in her life. She had heard about them from others and heard their cries, like suffering, in the distance. The cat was scratching on the wall again, rattling the window by the door. As long as she guarded the window and kept the cat
hemmed in by the wall and water, caged, she would be all right. Outside, the animal paused to rake his claws across the rusted outer screen. Now and then, it whined and growled.
When the light filtered down through the rain at last, coming like another kind of dark, she was still sitting on the bed, stiff and cold. Her arms, used to rowing on the river, ached from the stillness of holding the rifle. She had hardly allowed herself to move for fear any sound might give strength to the cat. Rigid, she swayed with the movement of the house. The rain still fell as if it would never stop. Through the grey light, finally, she could see the rain- pitted flood and far away the cloudy shape of drowned treetops. The cat was not moving now. Maybe he had gone away. Laying the gun aside she slipped off the bed and moved without a sound to the window. It was still there, crouched at the edge of the porch, staring up at the live oak, the mooring of her house, as if gauging its chances of leaping to an overhanging branch. It did not seem so frightening now that she could see it, its coarse fur napped into twigs, its sides pinched and ribs showing. It would be easy to shoot it where it sat, its long tail whipping back and forth. She was moving back to get the gun when it turned around. With no warning, no crouch or tensing of muscles, it sprang at the window, shattering a pane of glass. She fell back, stifling a scream, and taking up the rifle, she fired through the window. She could not see the panther now, but she had missed. It began to pace again. She could glimpse its head and the arch of its back as it passed the window.
Shivering, she pulled back on the bed and lay down. The lulling constant sound of the river and the rain, the penetrating chill, drained away her purpose. She watched the window and kept the gun ready. After waiting a long while she moved again to look. The panther had fallen asleep, its head on its paws, like a housecat. For the first time since the rains began she wanted to cry, for herself, for all the people, for everything in the flood. Sliding down on the bed, she pulled the quilt around her shoulders. She should have got out when she could, while the roads were still open or before her boat was washed away. As she rocked back and forth with the sway of the house a deep ache in her stomach reminded her she hadn’t eaten. She couldn’t remember for how long. Like the cat, she was starving. Easing into the kitchen, she made a fire with
85 the few remaining sticks of wood. If the flood lasted she would have to burn the chair, maybe even the table itself. Taking down the remains of a smoked ham from the ceiling, she cut thick slices of the brownish red meat and placed them in a skillet. The smell of the frying meat made her dizzy. There were stale biscuits from the last time she had cooked and she could make some coffee. There was plenty of water.
While she was cooking her food, she almost forgot about the cat until it whined. It was hungry too. “Let me eat,” she called to it, “and then I’ll see to you.” And she laughed under her breath. As she hung the rest of the ham back on its nail the cat growled a deep throaty rumble that made her hand shake.
After she had eaten, she went to the bed again and took up the rifle. The house had risen so high now it no longer scraped across the bluff when it swung back from the river. The food had warmed her. She could get rid of the cat while light still hung in the rain. She crept slowly to the window. It was still there, mewling, beginning to move about the porch. She stared at it a long time, unafraid. Then without thinking what she was doing, she laid the gun aside and started around the edge of the bed to the kitchen. Behind her the cat was moving, fretting. She took down what was left of the ham and making her way back across the swaying floor to the window she shoved it through the broken pane. On the other side there was a hungry snarl and something like a shock passed from the animal to her. Stunned by what she had done, she drew back to the bed. She could hear the sounds of the panther tearing at the meat. The house rocked around her.
The next time she awoke she knew at once that everything had changed. The rain had stopped. She felt for the movement of the house but it no longer swayed on the flood. Drawing her door open, she saw through the torn screen a different world. The house was resting on the bluff where it always had. A few feet down, the river still raced on in a torrent, but it no longer covered the few feet between the house and the live oak. And the cat was gone. Leading from the porch to the live oak and doubtless on into the swamp were tracks, indistinct and already disappearing into the soft mud. And there on the porch, gnawed to whiteness, was what was left of the ham.
Source:Dollarhide,Louis,“TheGift”,inMississippiWriters:ReflectionsofChildhoodandYouth,Volume1,edit edbyDorothyAbbott, University Press of Mississippi, 1985.
1. What is the woman’s situation in the beginning of the story?
A. She is too weak to leave the house after days without food. B. She is defending herself against a wild animal. C. Her house has been surrounded by flood waters. D. A flooded river has swept her house away. E. She rose to find her boat gone.
2. When the woman says, “and then I’ll see to you” she means that she …
A. feels so sure that the cat won’t hurt her. B. tries to frighten the cat. C. intends to shoot the cat. D. plans to feed the cat. E. Cancels to feed the cat
3. Do you think that the last sentence of “The Gift” is an appropriate ending? Explain your answer, demonstrating your understanding of how the last sentence relates to the story’s meaning.
4. “Then creaking and groaning with effort the house struggled up ...” (line 24). What happened to the house in this part of the story?
A. It fell apart. B. It began to float. C. It crashed into the oak tree. D. It sank to the bottom of the river. E. It was broken by the river. 5. Here are some of the early references to the panther in the story.
“the cry awoke her, a sound so anguished...” “The answer was a repeated cry, but less shrill, tired sounding...” “She had...heard their cries, like suffering, in the distance.”
Considering what happens in the rest of the story, why do you think the writer chooses to introduce the panther with these descriptions?
6. What was the woman’s reason for feeding the panther?
7. Below is the part of a conversation between two people who read “The Gift”:
Give evidence(s) from the story to show how each speakers justify their point of view.
Speaker 1
Speaker 2
JAWABAN LK 2.1
GIFT SCORING 8.1
Full credit: C. Her house has been surrounded by flood waters.
No credit: Other responses and missing.
GIFT SCORING 8.2
Full credit: C. intending to shoot the cat. No credit: Other responses and missing.
GIFT SCORING 8.3
Full credit: Go beyond a literal interpretation of the story while interpreting it in a way which is consistent with the accurate literal comprehension. Evaluate the ending in terms of thematic completeness, by relating the last sentence to central relationships, issues or metaphors in the story. The answer may refer, for example, to the relationship between the panther and the woman; to survival; or to a gift or thanks. Opinion about appropriateness may be stated or implied.
Yes. The story has brought the woman into contact with what is really essential in life, and the clean white bone is a symbol of that.
Yes. I suppose that what was left of the ham by the panther was also a gift, the message being “live and let live”.
Yes. The bone is like a gift, and that is the theme of the story.
Yes. The ham bone reminds us of what could have happened to the woman. It is appropriate because the animal sort of thanked her for the ham.
Partial credit:
- Go beyond a literal interpretation of the story while interpreting it in a way which is consistent with the accurate literal comprehension. Evaluate the ending in terms of style or mood, by relating the last sentence to the general style or mood of the rest of the story. Opinion about appropriateness may be stated or implied.
Yes, it fits the matter-of-fact telling of the story.
Yes, it continues the effect of something eerie.
No, it is too abrupt when most of the story is given in great detail.
- Respond at a literal level, i.e. in a way which is consistent with accurate literal comprehension of the story. Evaluate the ending in terms of narrative sequence by relating the last sentence to explicit events, (e.g. the cat having eaten the meat; the visit of the panther to the house; the subsiding of the flood). Opinion about appropriateness may be stated or implied.
Yes it gives you an answer to the question of whether the cat ate the food.
No. The part about the meat was already finished.
It is finished because the meat is finished and so is the story.
Yes. Now that the flood has subsided and it has eaten the meat, there is no reason
for the cat to stay.
I think it was a good ending because it proves that she had a panther on her porch.
[Understanding at a literal level that the events in the story “really happened”.] No, it is not a suitable end, it was not a gift, but it was very dangerous. [Indicates a
wholly literal reading.]
It is appropriate to describe that it was after the rain. [Reference to the end of the flood.]
No credit: - Gives insufficient or vague answer.
It is more than effective. It is really striking.
No, the gift does not relate to the end.
No. It would be better to finish with something more exciting. [Does not relate the
ending to the rest of the story.]
It ends by describing the bone.
- Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer.
Yes, it showed that it was all just a dream. [Implausible]
No, because the reader does not know why the cat has vanished. [Indicates lack
of comprehension.]
- Missing.
GIFT SCORING 8.4
Full credit: B. It began to float.
No credit: Other responses and missing.
GIFT SCORING 8.5
Full credit: Recognise that the descriptions are intended to evoke pity. Reference to writer’s intention or effect on the reader may be stated or implied. Reference to what happens in the rest of the story may be stated or implied. May suggest that:
(1) the descriptions quoted link the panther with the woman (or humans generally) in suffering; OR
(2) the descriptions quoted prepare for the woman’s later compassionate behaviour towards the panther; OR
(3) the panther is presented as an object of compassion.
The panther sounds almost like a human, so it is like the woman, and you feel sorry for both of them. [Explicit reference to the link between the panther and the woman/humans. (1) Explicit reference to the effect on the reader.]
It makes you realise straight away that the panther is also a victim of the flood. [Implicit reference to the link between the panther and humans in “also”. (1) Explicit reference to the effect on the reader.]
The woman seems to feel sorry for it before she knows what it is. [Links the extracts with the the woman’s later compassionate behaviour (2), without explicit reference to intention or effect.]
It makes you feel sorry for the panther. [Implied accurate understanding of descriptions’ nuances. (3) Explicit reference to effect on reader.]
It sounds sad and distressed. [Implied understanding of descriptions’ nuances (3), with implicit reference to author’s intention.]
Partial credit:
- Refer to possible intentions (or effects) of the quoted descriptions, other than that of evoking pity. Comment is consistent with comprehension of the text. Reference to writer’s intention or effect on the reader may be stated or implied. References to what happens in the rest of the story may be stated or implied. May refer to:
(1) the intention/effect of creating suspense or mystery (Note that such terms as “frightening” and “scary” are considered to show lack of comprehension of the quoted descriptions; and “interesting”, “easy to read” and “clear” are not considered to be adequately specific); OR
(2) the idea that the panther is presented from the woman’s point of view. Because it creates suspense. You don’t really know what was crying. [1] It introduces the panther slowly. [1]
It’s exciting. [1]
You don’t know what it is, just like the woman. [Combination of (1) and (2).] It describes the woman’s feelings about the panther. [2]
- Refer to the literal information given in the quoted descriptions. Comment is consistent with comprehension of the text. Reference to writer’s intention or effect on the reader may be stated or implied. References to what happens in the rest of the story may be stated or implied. May refer to:
(1) the realistic depiction of the panther; OR
(2) the way the descriptions fit with the literal setting and situation.
The panther is a wild animal and wild animals cry. [1]
The panther was hungry, and these animals make a noise when they are hungry. [1] She would notice the sounds it made because it was dark so she couldn’t see it. [2] Hearing the panther now makes her remember when she has heard one before. [2]
No credit:
- Give insufficient or vague answer.
It makes it more interesting.
It is strong descriptive language.
- Show inaccurate comprehension of the material or gives an implausible or irrelevant answer.
The panther sounds vicious as though it is waiting to get her. [Implausible]
These descriptions present the panther in such a way as to frighten the reader.
[Inaccurate]
She is telling the story from the panther’s point of view. [Inaccurate]
- Missing.
GIFT SCORING 8.6
Full credit:
- Recognise the implication that the woman is motivated by pity or empathy towards the panther. May also mention that the woman does not consciously understand her own motivation.
She felt sorry for it.
Because she knew what it felt like to be hungry. Because she’s a compassionate person.
To help it live.
No credit: - Gives insufficient or vague answer.
- Show inaccurate comprehension of the material or gives an implausible or irrelevant answer. May describe the woman’s motivation in terms of self-protection or fear.
She thought it would go away if she fed it. Because she was frightened of it.
She wanted to make it her pet. [Implausible] To make friends with it. [Implausible] Because she loved it. [Implausible]
- Missing.
GIFT SCORING 8.7
GIFT SCORING 8.7A (Speaker 1 – “heartless and cruel”)
Full credit: Provide evidence(s) from the story to support the idea that the woman is heartless and cruel. May refer to her intention to shoot the panther, or to the fact that she actually shoots at the panther. May use quotation or close paraphrase.
She tries to shoot the panther.
She’s cruel because her first thought is to kill the panther.
She laughs when she thinks about killing the cat.
When she was eating she laughed at the cat’s whining.
And taking up the rifle she fired it through the window. [Quotation]
No credit:
- Give insufficient or vague answer. She’s unkind to the panther.
- Show inaccurate comprehension of the material or gives an implausible or irrelevant answer. She’s cruel because she keeps the cat locked outside. [Implausible that she should
do otherwise, given the danger the cat represents in the story.]
He thinks that the woman should show more compassion. [Irrelevant: explains what the boy in the dialogue is saying, rather than referring to the story.]
- Missing.
GIFT SCORING 8.7 B (Speaker 2 – “compassionate”)
Full credit: Provide evidence(s) from the story to support the idea that the woman is compassionate. May refer to her action in feeding the panther, or to suggestions about her capacity for compassion towards the panther or more generally. May use quotation or close paraphrase.
She’s generous because she shares her food with the cat.
She gives it ham.
She took down what was left of the ham and shoved it through the broken pane.
[Quotation]
When she first hears the panther she thinks it sounds sad, not scary. [Evidence of capacity for compassion towards the panther.]
It says “she wanted to cry, for herself, for all the people, for everything in the flood”. [Quoted evidence of more general compassion.]
No credit: - Gives insufficient or vague answer.
She acts in a compassionate way. She is kind.
- Show inaccurate comprehension of the material or gives an implausible or irrelevant answer.
She thinks that the woman was a loving person. [Irrelevant: explains what the girl in the dialogue is saying, rather than referring to the story.]
- Missing.
Lembar Kerja Aktivitas 3
LK 3.1
Genres in Stories
The stories can be classified into different ‘genres’, or types. Fairy tales and love stories are two very common genres. What other genres do you know? Can you think of a few examples of each? Use the mind map below to brainstorm ideas.
Discuss: Which genre(s) do you like best?
Discuss: Which genre(s) do you like best?
LK 3.2
LK 3.3
LK 3.4
LK 3.5
LK 3.6
LK 3.7
C. Bahan Bacaan
Bahan Bacaan Aktivitas 1
Robin Hood and the Golden Arrow
Transkrip “Robin Hood and the Golden Arrow” - Animated Cartoon Full Movie - Bedtime Stories
Long ago, in England in Sherwood Forest lived Robin Hood. As a boy, Robin had been cheated by a few noblemen and since then he had decided that he would not spare the rich. He would rob the rich and give to the poor.
The Sheriff of Nottingham had placed many rewards for the capture of Robin Hood but nobody had ever caught him. Robin Hood had a number of men who served him; they had made him their leader. They acted as informers; they would warn Robin Hood whenever the Sheriff had any new plan to catch him.
The rich were scared of going through Sherwood Forest because they knew Robin Hood would attack. The pressure mounted on the Sheriff of Nottingham to capture Robin Hood. He went to take the help of the king. The king refused to send any of his men to help in the capture of Robin Hood.
Finally, the Sheriff thought of a plan. "Let us have a competition to choose the best shooter in Nottingham. Robin Hood cannot resist such a competition. He will surely come, when he does, my guards will capture him," he told his noblemen. All of them agreed.
Now, Robin Hood was an excellent shooter; there was none better than him with a bow and arrow in the whole of Nottingham. And Robin Hood could surely not resist taking part in any competition to prove that he was the best.
Robin Hood's loyal men dissuaded him. "Robin, this competition is being held to trap you," said one of the men. "It would be foolish to talk into the lion's den," said another. But Robin Hood was not willing to listen.
So, the next day all arrangements for the competition were made. The crowds were all seated and ten contestants were there. The Sheriff turned to one of the guards and asked in a whisper, "Has Robin come?" "No, Your Highness, Robin has red hair. None of the contestants have red hair." The Sheriff said, "He must be scared."
The competition began. William, the Sheriff's man, who had also participated and man in a green outfit were vying for the first prize, a golden arrow, after ten rounds. It was time for the last arrow to be shot; the winner of this round would be declared the best shooter in Nottingham.
William took aim first and shot; it was very close to the center. The Sheriff applauded. "Good shot, William," he said. Then it was the turn of the man in green; he let go of his arrow. The crowd cheered hysterically. It went through William's arrow and bull's eye. And within a flash the man in green let go of two more arrows which came flying towards the chair on which the Sheriff sat and stuck on either side of it. The Sheriff was stunned.
The man in green was none other than Robin Hood. Before the Sheriff recovered, he pulled off his black wig, threw it in the ground, jumped over a wall on to his waiting horse and was gone. "Get him, you fools. That is Robin Hood," shouted the helpless Sheriff, but it was too late. Robin Hood had escaped again.
Jack and the Beanstalk
Transkrip “Jack and the Beanstalk” - English Fairy Tales - Bedtime Stories for Children
Once upon a time there lived a poor widow and her son Jack. One day, Jack’s mother told him to sell their only cow. Jack went to the market and on the way he met a man who wanted to buy his cow. Jack asked, “What will you give me in return for my cow?” The man answered, “I will give you five magic beans!” Jack took the magic beans and gave the man the cow. But when he reached home, Jack’s mother was very angry. She said, “You fool! He took away your cow and gave you some beans!” She threw the beans out of the window. Jack was very sad and went to sleep without dinner.
The next day, when Jack woke up in the morning and looked out of the window, he saw that a huge beanstalk had grown from his magic beans! He climbed up the beanstalk and reached a kingdom in the sky. There lived a giant and his wife. Jack went inside the house and found the giant’s wife in the kitchen. Jack said, “Could you please give me something to eat? I am so hungry!” The kind wife gave him bread and some milk.
While he was eating, the giant came home. The giant was very big and looked very fearsome. Jack was terrified and went and hid inside. The giant cried, “Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I’ll grind his bones to make my bread!” The wife said, “There is no boy in here!” So, the giant ate his food and then went to his room. He took out his sacks of gold coins, counted them and kept them aside. Then he went to sleep. In the night, Jack crept out of his hiding place, took one sack of gold coins and climbed down the beanstalk. At home, he gave the coins to his mother. His mother was very happy and they lived well for sometime.
He climbed the beanstalk and went to the giant’s house again. Once again, Jack asked the giant’s wife for food, but while he was eating the giant returned. Jack leapt up in fright and went and hid under the bed. The giant cried, “Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I’ll grind his bones to make my bread!” The wife said, “There is no boy in here!” The giant ate his food and went to his room. There, he took out a hen. He shouted, “Lay!” and the hen laid a golden egg. When the giant fell asleep, Jack took the hen and climbed down the beanstalk. Jack’s mother was very happy with him.
After some days, Jack once again climbed the beanstalk and went to the giant’s castle. For the third time, Jack met the giant’s wife and asked for some food. Once again, the giant’s wife gave him bread and milk. But while Jack was eating, the giant came home. “Fee-fi-fo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I’ll grind his bones to make my bread!” cried the giant. “Don’t be silly! There is no boy in here!” said his wife.
The giant had a magical harp that could play beautiful songs. While the giant was sleeping, Jack took the harp and was about to leave. Suddenly, the magic harp cried, “Help master! A boy is stealing me!” The giant woke up and saw Jack with the harp. Furious, he ran after Jack. But Jack was too fast for him. He ran down the beanstalk and reached home. The giant followed him down. Jack quickly ran inside his house and fetched an axe. He began to chop the beanstalk. The giant fell down and died.
Jack and his mother were now very rich and they lived happily ever after.
Narrative Text
Jika melihat pada kamus bahasa Inggris, secara harfiah naratif bermakna 1) sebuah cerita baik terucap atau tertulis tentang peristiwa-peristiwa yang berhubungan, 2) bagian yang diceritakan dalam sebuah karya sastra, berbeda dengan dialog dan 3) praktik atau seni bercerita.
Dalam sumber-sumber lain, disebutkan dua definisi lain: (1) teks naratif adalah cerita imajinatif yang bertujuan menghibur orang, dan (2) Teks naratif adalah teks yang berisi cerita (fiksi/ non-fiksi/ dongeng/ cerita rakyat/
fable/ mitos/ epic atau epos) dan plot nya mengandung klimaks cerita (complication) diikuti dengan resolusi.
Jika disimpulkan, maka Teks Naratif merupakan teks yang menghibur, baik berupa cerita imajinatif, nyata, atau gabungan dari keduanya yang menyajikan kejadian problematik yang pada akhirnya menemukan sebuah solusi.
Structure
Pada Teks naratif, teks berfokus pada serangkaian tindakan dengan susunan atau Generic/Schematic/Text Structure sebagai berikut:
1) Orientasi (Orientation): tokoh, seting dan waktu kejadian cerita dimunculkan. Biasanya menjawab pertanyaan “siapa?” atau “apa?”, “kapan?”, “dimana?”, misalnya Mr Wolf went out hunting in the forest one dark gloomy night.
2) Komplikasi atau permasalahan (Complication or problem): Permasalahan muncul dan berkembang. Permasalahan biasanya melibatkan tokoh utama (seringnya mencerminkan permasalahan di kehidupan nyata)
3) Resolusi (Resolution): Setelah muncul komplikasi masalah, dibutuhkan resolusi atas masalah tersebut. Komplikasi masalah mungkin saja diselesaikan dengan akhir baik atau malah lebih buruk/ berakhir bahagia atau tidak/ happy ending atau sad ending. Terkadang ada lebih dari satu komplikasi masalah yang harus diselesaikan. Yang semacam ini, umumnya membuat pembaca merasa penasaran dan memancing ketertarikan.
Kadangkala susunan (generic structure) narrative text bisa berisi: Orientasi, Komplikasi, resolusi, reorientasi. Namun, Evaluasi (Evaluation) dan Reorientasi (Reorientation) sifatnya optional; bisa ditambahkan dan bisa tidak. Evaluasi berisi penilaian terhadap jalannya cerita atau konflik. Sedangkan Reorientation berisi penyimpulan isi akhir cerita. Berikut merupakan contoh teks naratif beserta analisa strukturnya:
Tabel 1 Struktur Teks Narartif Struktur Isi Cerita Orientation Once upon a time, there lived a Clouds family. Papa Cloud, Mama Cloud, and children Cloud lived quietly in the sky.
Series of event Every morning, the children cloud went to the sky playground to play with the slide. But since there was only one slide, they had to take turns on the slide. Lody, the youngest cloud, looked impatient. He could not wait for his turn to come.
Complication His brother, Tody, didn't like his attitude. Suddenly, they were quarrelling. Their white bodies became grey. It meant they were very angry. When the clouds were angry, water usually came out of their bodies. It mean train for the people on earth.
"Stop it, children! Stop fighting!" Papa cloud said.
Resolution "You can play with the slide in turns. Now, shake hands. Both of you!" order Papa Cloud.
Lody and Tody shake hands and slowly their colours changed. Their bodies became fair white again. The rain stopped and people on earth could go on their activities again.
Untuk membantu peserta didik menyusun kerangka teks naratif, berikut merupakan poin-poin yang perlu diperhatikan:
• Plot (Plot): Apa yang akan terjadi? • Seting (Setting): Dimana kejadian dalam cerita terjadi? Kapan cerita terjadi? • Karakterisasi (Characterisation): Siapa saja tokoh utama yang terlibat? Bagaimana penggambaran (para) tokoh utama tersebut? • Struktur cerita (Structure): Bagaimana cerita berawal? Apa yang akan
menjadi permasalahan? Bagaimana permasalahan akan diselesaikan? • Tema (Theme): Apa tema dari cerita/ pesan apa yang hendak disampaikan penulis melalui cerita? • Jenis-jenis Teks Naratif (Types of narrative): Ada beberapa macam teks naratif. Teks naratif bisa berupa khayalan/ tidak nyata, nyata, atau kombinasi dari keduanya. Naratif mencakup dongeng, misteri, fiksi ilmiah, roman, cerita horor, cerita petualangan, fable, mitos dan legenda, naratif historis, balada, dan kisah nyata. • Fitur Bahasa ü Menggunakan kata benda spesifik sebagai kata ganti orang atau binatang pada cerita. Contohnya: The King, The queen, dll. ü Menggunakan kata penghubung waktu (time connectives) dan konjungsi (conjunction) untuk menyusun kejadian-kejadian. Contohnya: Then, before, after, soon, dll. ü Menggunakan Past Tense ü Menggunakan jenis kalimat sederhana, kalimat majemuk, dan kalimat kompleks.
Bahan Bacaan Aktivitas 2
Tenses dalam Teks Naratif
Narrative tenses merupakan istilah yang umum digunakan untuk merujuk pada pembahasan ini. Narrative tenses adalah struktur kebahasaan yang kita gunakan ketika kita menceritakan sesuatu atau berbicara tentang situasi dan aktifitas yang terjadi pada suatu waktu di masa lalu.
Ketika menarasikan kejadian-kejadian lampau, JANGAN mencampur adukkan past tense dan present tense (hindari penggunaan present perfect dan simple present), karena ini akan membingungkan pembaca/ pendengar terkait waktu terjadinya kejadian-kejadian yang diceritakan.
Berikut Narrative Tenses yang paling umum digunakan dan contoh penggunaannya.
1. The Simple Past Tense
Penggunaan simple past tense a) Untuk menceritakan kejadian yang terjadi pada suatu waktu yang pasti di masa lalu. Kejadian terpisah yang terjadi secara berurutan pada teks naratif diungkapkan dengan menggunakan tense ini.
Contoh:
Cinderella lived (1) with her step mother and two step sisters. They treated (2) Cinderella very badly. Her step mother made (3) Cinderella do the hardest works in the house. b) Untuk mengungkapkan kebiasaan masa lampau
Contoh: I went to school in São Paulo until my family moved to Rio.
CATATAN: kata Used to + verb sering digunakan untuk mengungkapkan kebiasaan masa lampau dan menyatakan kejadian masa lampau yang sudah tidak terjadi lagi saat ini. Kata Used to tidak bias digunakan untuk mengungkapkan kejadian yang hanya terjadi satu kali.
Contoh: I used to work for Petrobrás. (I don't work for them now) I didn't use to like living in Ipanema. (I do like it now) Where did you use to go for lunch? (You don't go there now)
Would (+ adverb of frequency) + verb dapat digunakan untuk mengungkapkan kebiasaan masa lalu yang sudah tidak dilakukan lagi di masa sekarang.
Contoh: My grandfather would always read the newspaper at breakfast time. (Kakek tidak pernah melakukannya lagi sekarang )
Menggunakan kata 'would' sebagai ganti dari 'used to' sering kali memberi kesan nostalgia. Namun, jika ada penekanan pada adverb of frequency, akan memberi kesan bahwa kebiasaan itu mengganggu.
Contoh: My dog would never do what I wanted it to do!
Catatan: 'WOULD' tidak dapat digunakan untuk negara/ tempat tinggal di masa lalu. Contoh: I would live in São Paulo. SALAH!
2. The Past Continuous Tense. Seperti halnya semua continuous tenses, the past continuous memberikan info mengenai aktifitas dan durasinya.
Past continuous digunakan untuk:
a) Mendeskripsikan situasi terjadinya kejadian yang diceritakan pada teks naratif
Contoh:
When I woke up at 8am (1) the sun was shining (2) and the birds were singing (2). I had a shower (3), ate some breakfast (4) and left for work at 9am. (5)
b) Untuk mengungkapkan aktifitas yang masih dalam proses pada suatu waktu di masa lalu
Contoh:
What were you doing (1) when I phoned (2) you?
c) The past continuous juga digunakan untuk mengungkapkan: • Aktifitas yang terputus
Contoh: She was cooking dinner when the door bell rang. (She cooked dinner = she finished it)
• Aktifitas yang belum selesai
Contoh: I was reading the book you lent me. (I read the book... = I finished reading the whole book)
• Tindakan yang berulang-ulang
Contoh: They were shooting at the enemy. (They shot.... = They fired the gun one time only)
• Situasi Sementara
Contoh: He was standing on the corner waiting for a bus. (It stood on the corner. = Permanent situation)
CATATAN: The past continuous dapat digunakan juga untuk mengungkapkan masa depan di masa lalu 'future in the past'. Penggunaannya akan dijelaskan di bagian lain.
3. The Past Perfect Tense
Past perfect tense digunakan untuk:
a) menunjukkan bahwa suatu tindakan atau situasi terjadi SEBELUM kejadian-kejadian tertentu pada teks naratif yang diungkapkan dalam simple past.
Contoh:
When I woke up at 8am, the sun was shining and the birds were singing. I had slept really well the night before.
CATATAN: Jika 2 kata kerja mempunyai subjek yang sama, kita tidak harus mengulang auxiliary “had”.
Contoh: When I arrived, he'd finished his dinner and left the room.
b) Membuat teks narrative lebih menarik untuk dibaca Terlalu banyak kata kerja pada tenses yang sama umumnya dinilai tidak baik dari segi gaya Bahasa. Dalam Bahasa inggris, sebaik mungkin menghindari pengulangan.
KONJUNGSI (After, As soon as, Before, By the time, Once, till, When, Unless, Until) Dengan konjungsi waktu ini, past perfect menunjukkan bahwa tindakan pertama HARUS SELESAI sebelum tindakan kedua mulai, jika tidak, digunakan past simple.
Contoh:
After....she finished, they left / she had finished, they left. (She had to finish first) As soon as...we arrived, she said "hello". / I had done it, I sent it to her. (I had to do it first) She wouldn't sign the contract before.... seeing it / she had seen it. (She had to see it first) They wouldn't go unless....she came with them / they had seen it was safe. (It was important to finish checking that it was safe before going)
7. The Past Perfect Continuous Tense.
Past perfect continuous digunakan untuk aktifitas dengan durasi yang lebih lama, yang berlangsung terus-menerus sampai waktu tertentu di masa lalu.
He looked very tired, he had been working very hard over the past three weeks.
Seperti halnya past continuous, past perfect continuous dapat mengungkapkan:
• Aktifitas yang belum selesai
Contoh: He hadn't heard the telephone ring because he'd been reading.
• Aktifitas yang berulang
Contoh: I was tired. I'd been cutting wood all day.
Sedangkan past perfect tense fokus pada aktifitas yang sudah terselesaikan.
Contoh: He'd read three reports that morning. He'd cut a huge pile of wood.
5. The Future in the Past.
The future in the past digunakan untuk membicarakan masa depan dari sudut pandang masa lalu. Namun, masa depan ini sebenarnya sudah terjadi sebelum masa sekarang.
Contoh:
I woke up at 8am yesterday. I was meeting my boss at ten o'clock that morning, so I wouldn't be able to have lunch with Susan. I wasn't going to get home again until late that night.
Tenses berikut digunakan untuk mengungkapkan future in the past, tergantung situasinya:
The past simple (a timetabled event) The past continuous (an arrangement) Would (a prediction) Was going to (a plan) Would be doing (an action at a specific time) Would have done (action completed before a specified time)
Mind Maps Untuk Storytelling
Kompetensi bercerita yang baik merupakan keterampilan yang tak ternilai. Otak kita menunjukkan respon yang berbeda ketika Anda mendengar cerita, daripada ketika Anda mendengarkan fakta-fakta dan angka. Namun, kemampuan bercerita atau storytelling memerlukan kerja keras, dan membutuhkan perencanaan serta pemikiran. Mind map merupakan salah satu alat yang cocok untuk menggenjot kreatifitas, untuk lebih memahami cerita, dan menata alur cerita yang akan Anda ceritakan.
Cerita-cerita yang baik menggabungkan banyak bagian-bagian kecil menjadi suatu kesatuan yang utuh, layaknya sebuah puzzle.
Untuk mengembangkan cerita, pertama-tama Anda harus memiliki gambaran umum tentang keseluruhan cerita. Mind Map sangatlah membantu dalam hal ini. Manfaat lain dari Plot Mind Map adalah, Anda dapat memahami alur cerita keseluruhan hanya dengan melihat selembar kertas. Anda dapat meletakkan kejadian-kejadian yang terjadi bersamaan berdampingan, dan dengan sekilas mengamati, Anda bisa memahami bagaimana setiap elemen plot berkaitan satu sama lain.
Berikut manfat-manfaat lain yang dapat diperoleh dengan menggunakan Mind Map:
1. Membuat cerita Anda lebih fokus. Setelah Anda menemukan ide yang akan anda kembangkan, gunakan mind map untuk menjabarkan ide cerita Anda dan tekankan pada apa yang paling ingin Anda fokuskan. Apapun pesan utama yang ingin anda sampaikan kepada pembaca, anda dapat menuangkannya ke dalam mind map dan mencari cara penyampaian terbaik.
2. Menggambarkan koneksi penting. Anda dapat dengan mudah menunjukkan koneksi antara karakter, adegan, dan titik plot dengan menggunakan panah. Ini akan memudahkan ketika mulai menulis.
3. Membantu menemukan celah. Plot hole dapat membuat penulis yang paling berpengalaman sekalipun terjaga di malam hari.
Ketika Anda bercerita di depan pendengar secara langsung, alangkah baiknya Anda berlatih terlebih dahulu. Latihan presentasi dengan mind map dapat meningkatkan kepercayaan diri Anda.
Cerita Cinderella yang sudah didiskusikan di bagian sebelumnya dapat dijabarkan menggunakan mind map sebagai berikut:
Unit Pembelajaran Teks Naratif
Bahan Bacaan Aktivitas 3
“The Knock at the Door” by Stuart Mead
Joey Carter was thirteen. He lived with his mother. He hadn’t seen his father for a long, long time – not since he was in kindergarten. He couldn’t remember his father’s face very well. But, at night, he could still hear him say, “Good night, Joey. I love you.”
Joey’s mother never talked about his father. There were no photographs of him anywhere in the house. Joey didn’t ask about his father, but he secretly hoped his father would return one day. He felt sure that he would.
The old house they lived in was built by Joey’s grandparents. They were dead, but Joey always felt that they were still there, watching over their house and everyone who lived in it. He never told his mother about that. Maybe she’d think he was silly.
One stormy night, there was a telephone call. Joey’s mother answered it. She listened to the other person talking. She said nothing for a while. Then she said simply, “That’s right.” She looked worried.
“I have to go out,” she said. She didn’t even look at Joey.
She put on her coat and her old shoes and took her umbrella.
101 Program PKB melalui PKP berbasis Zonasi Direktorat Jenderal Guru dan Tenaga Kependidikan
As she got to the front door, she turned to face Joey. “I won’t be long,” she said. “I can’t tell you where I’m going. Don’t go outside. And don’t open the door if anyone tries to get in. Promise?”
Joey nodded.
She left quickly. The door closed behind her with a bang.
It was all so fast – the phone call, the goodbye, the promise, the closed door. Joey didn’t know what to think. He just stood in the middle of the room. All around outside, the storm was a raging beast. The rain lashed against the house and the wind howled.
BANG! Something hard hit the roof. Joey jumped. He sat down on the sofa and held on to the book he had been reading. It was a scary story about a dead man coming back to life and returning to his family.
The lights suddenly went out. In the darkness, the wind and rain grew louder and seemed closer.
Joey sat still, his heart beating fast. It made a ‘thump, thump, thump’ noise in his chest.
Where had his mother gone? And why? It was a very bad night to be outside. It was a bad night to be reading a scary story, too. In the story, there was also a storm, and an old house, and a young boy, and a ...
102 Unit Pembelajaran Teks Naratif
BANG! Again there was a loud noise on the roof. Again Joey jumped. He held the book more tightly. The wind and the rain suddenly stopped. There wasn’t a sound. Just the dark night. Joey waited.
BRRRING! BRRRING!
The telephone!
Then it stopped, even before Joey had moved.
Then there was nothing. Just the darkness. The same darkness as in the story. Joey put the book down on the sofa, then got up and walked slowly to the window. He wanted to see if the storm really had stopped. Carefully, he opened the window and looked out. There were a few lights in the distance – other houses.
Again: BRRRING! BRRRING!
Joey ran to answer it.
“Hello.”
Nothing.
He put the phone down. BRRRING! BRRRING!
Quickly he picked it up again. “Hello. Who’s there?” Nothing.
“Is that you, Mum?”
Nothing.
He put it down a second time. He waited for it to ring again. It didn’t.
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He went back to the open window. Just as he got there, a strong wind came into the house – whoosh! – blowing books, magazines and other things all over the room. The book Joey had been reading was open at the page where there was a picture of the dead man who had returned on a stormy night.
Joey rushed to close the window. The wind was strong! He had to work hard to stand up. Then the rain came back. The wind blew the rain through the window. The rain was cold – like death – and it felt angry.
As he closed the window, he got totally wet. What would mum think? “Get some dry clothes,” he said to himself. As he passed the telephone, it rang again.
BRRRING! BRRRING!
When he put out his hand to pick it up, it stopped. Then, with a ‘click!’ the lights came back on. “Good!” Joey thought.
Then the lights went off again.
The BANG! on the roof again.
The BRRRING! BRRRING! again.
Then there were three knocks on the front door.
KNOCK! KNOCK! KNOCK!
“Mum!” Joey thought immediately. “But why doesn’t she come in? She has a key.”
104 Unit Pembelajaran Teks Naratif
Joey walked slowly and silently to the door. He put his ear up close to the door to listen.
Nothing.
He waited some more.
Nothing.
Then, all of a sudden, came the three knocks on the door again. They were loud, as if made by a man.
KNOCK! KNOCK! KNOCK!
Joey jumped back.
“Mum! Is that you?” he called out hopefully.
There was no answer from the person at the door.
He stepped forward, reaching for the door. His hand was shaking and his mouth was dry.
“Don’t open it! It’s him!” came a shout from behind him.
Joey’s heart almost stopped. He turned around. His mother was running across the room towards him. She must have come in through the back door.
“Who?” he asked.
“It’s him! It’s him!” I’m sure it’s him!” his mother shouted.
Her clothes were wet, and her long, wet hair fell across her face. Joey thought she looked a bit crazy – or very scared.
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“I told him you were alone. And I told you not to let anyone in. Oh, where is it? Where did I put it? He can’t come in yet. Not until...”
She stopped suddenly.
Joey looked at her, not understanding, but becoming more afraid. “What’s happening? Who is it?” he asked.
Again there were three loud knocks on the door.
KNOCK! KNOCK! KNOCK!
It was like the dead man in the story – trying to get into the house. Joey’s mother screamed, “No, no, no!”
Joey started screaming, “What? What? What?”
“Got it!” she shouted, holding up her hand with something in it. Joey couldn’t see what she was holding. The room was too dark. “Open the door!” she shouted.
“No!” Joey shouted. “It’s him!”
“I know it’s him!” his mother replied. “We have to let him in.”
“No, we don’t!” Joey said.
“He has to come in,” his mother said firmly.
“No, he doesn’t! He has to stay outside!” Joey said.
He was thinking about the man in the story. He knew it was him! “Let him in!” his mother said. “I have it now.”
“Have what?” Joey asked.
“The money,” she answered.
106 Unit Pembelajaran Teks Naratif
“What money?” he said.
“The money for the pizza,” she explained.
Very slowly, Joey opened the door.
“Seafood pizza?” asked a very wet and very cold young man.
.....
That night, Joey and his mother sat in their dark house and ate pizza for dinner. While they were eating, someone knocked at the door.
KNOCK! KNOCK! KNOCK!
Literary Devices
In ‘The Knock at the Door’ the author uses literary devices to create pictures with words. Some literary devices are related to sound and others are related to meaning.
1. Literary devices related to sound:
Tabel 2. Literary devices related to sound
Literary devices Meaning and examples Onomatopoeia (Sound Words that imitate sounds. words) e.g. bang, thump, knock, brrring, whoosh
Alliteration Repetition of initial consonants.
e.g. Joey jumped.
Joey walked slowly and silently to the door.
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Literary devices Meaning and examples Repetition Repetition of words, phrases or structures.
e.g. Nothing. (repeated three times in lines 50 - 60)
It was all so fast – the phone call, the goodbye, the promise, the closed door. (repetition of structure)
2. Literary devices related to meaning:
Tabel 3. Literary devices related to meaning
Literary devices Meaning and examples Simile A comparison between two things using ‘like’ or ‘as’. e.g. The rain was cold – like death...
Metaphor A direct comparison between two things. e.g. The storm was a raging beast.
Personification
Attributing human characteristics to objects, ideas, animals or nature.
e.g. [The rain] felt angry.
108 Unit Pembelajaran Teks Naratif
“The Bogey Beast” by Flora Annie Steel
Reading Level: Very Easy
A woman finds a pot of treasure on the road while she is returning from work. Delighted with her luck, she decides to keep it. As she is taking it home, it keeps changing. However, her enthusiasm refuses to fade away.
What Is Great About It: The old lady in this story is one of the most cheerful characters anyone can encounter in English fiction. Her positive disposition (personality) tries to make every negative transformation seem like a gift, and she helps us look at luck as a matter of perspective rather than events.
The Bogey-Beast
There was once a woman who was very, very cheerful, though she had little to make her so; for she was old, and poor, and lonely. She lived in a little bit of a cottage and earned a scant living by running errands for her neighbours, getting a bite here, a sup there, as reward for her services. So she made shift to get on, and always looked as spry and cheery as if she had not a want in the world.
Now one summer evening, as she was trotting, full of smiles as ever, along the high road to her hovel, what should she see but a big black pot lying in the ditch!
"Goodness me!" she cried, "that would be just the very thing for me if I only had something to put in it! But I haven't! Now who could have left it in the ditch?"
And she looked about her expecting the owner would not be far off; but she could see nobody.
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"Maybe there is a hole in it," she went on, "and that's why it has been cast away. But it would do fine to put a flower in for my window; so I'll just take it home with me."
And with that she lifted the lid and looked inside. "Mercy me!" she cried, fair amazed. "If it isn't full of gold pieces. Here's luck!"
And so it was, brimful of great gold coins. Well, at first she simply stood stock-still, wondering if she was standing on her head or her heels. Then she began saying:
"Lawks! But I do feel rich. I feel awful rich!"
After she had said this many times, she began to wonder how she was to get her treasure home. It was too heavy for her to carry, and she could see no better way than to tie the end of her shawl to it and drag it behind her like a go-cart.
"It will soon be dark," she said to herself as she trotted along. "So much the better! The neighbours will not see what I'm bringing home, and I shall have all the night to myself, and be able to think what I'll do! Mayhap I'll buy a grand house and just sit by the fire with a cup o' tea and do no work at all like a queen. Or maybe I'll bury it at the garden foot and just keep a bit in the old china teapot on the chimney-piece. Or maybe—Goody! Goody! I feel that grand I don't know myself."
By this time she was a bit tired of dragging such a heavy weight, and, stopping to rest a while, turned to look at her treasure.
And lo! it wasn't a pot of gold at all! It was nothing but a lump of silver.
She stared at it, and rubbed her eyes, and stared at it again.
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"Well! I never!" she said at last. "And me thinking it was a pot of gold! I must have been dreaming. But this is luck! Silver is far less trouble—easier to mind, and not so easy stolen. Them gold pieces would have been the death o' me, and with this great lump of silver—"
So she went off again planning what she would do, and feeling as rich as rich, until becoming a bit tired again she stopped to rest and gave a look round to see if her treasure was safe; and she saw nothing but a great lump of iron!
"Well! I never!" says she again. "And I mistaking it for silver! I must have been dreaming. But this is luck! It's real convenient. I can get penny pieces for old iron, and penny pieces are a deal handier for me than your gold and silver. Why! I should never have slept a wink for fear of being robbed. But a penny piece comes in useful, and I shall sell that iron for a lot and be real rich— rolling rich."
So on she trotted full of plans as to how she would spend her penny pieces, till once more she stopped to rest and looked round to see her treasure was safe. And this time she saw nothing but a big stone.
"Well! I never!" she cried, full of smiles. "And to think I mistook it for iron. I must have been dreaming. But here's luck indeed, and me wanting a stone terrible bad to stick open the gate. Eh my! but it's a change for the better! It's a fine thing to have good luck."
So, all in a hurry to see how the stone would keep the gate open, she trotted off down the hill till she came to her own cottage. She unlatched the gate and then turned to unfasten her shawl from the stone which lay on the path behind her. Aye! It was a stone sure enough. There was plenty light to see it lying there, douce and peaceable as a stone should.
So she bent over it to unfasten the shawl end, when—"Oh my!" All of a sudden it gave a jump, a squeal, and in one moment was as big as a haystack.
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Then it let down four great lanky legs and threw out two long ears, nourished a great long tail and romped off, kicking and squealing and whinnying and laughing like a naughty, mischievous boy!
The old woman stared after it till it was fairly out of sight, then she burst out laughing too.
"Well!" she chuckled, "I am in luck! Quite the luckiest body hereabouts. Fancy my seeing the Bogey-Beast all to myself; and making myself so free with it too! My goodness! I do feel that uplifted—that GRAND!"—
So she went into her cottage and spent the evening chuckling over her good luck.
“A Haunted House” by Virginia Woolf
This very short story — barely over 700 words — showcases Woolf's signature modernist style. Unlike Woolf's other works, the story is a fantasy. In "A Haunted House," a ghost couple searches for buried treasure in the house of a living couple. Mysterious in topic and writing style, the story takes on the power of love.
‘A Haunted House’. In less than two pages of prose, Woolf explores, summons, and subverts the conventions of the ghost story, offering a modernist take on the genre. The narrator describes the house where she and her partner live, telling us that whenever you wake in the house, you hear noises: a door shutting, and the sound of a ‘ghostly couple’ wandering from room to room in the house. The narrator claims to be able to hear this ghostly couple talking to each other. It’s clear they’re looking for something – but what they’re looking for is not revealed until the very end of the story…
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A Haunted House
Whatever hour you woke there was a door shutting. From room to room they went, hand in hand, lifting here, opening there, making sure—a ghostly couple.
“Here we left it,” she said. And he added, “Oh, but here too!” “It’s upstairs,” she murmured. “And in the garden,” he whispered “Quietly,” they said, “or we shall wake them.”
But it wasn’t that you woke us. Oh, no. “They’re looking for it; they’re drawing the curtain,” one might say, and so read on a page or two. “Now they’ve found it,” one would be certain, stopping the pencil on the margin. And then, tired of reading, one might rise and see for oneself, the house all empty, the doors standing open, only the wood pigeons bubbling with content and the hum of the threshing machine sounding from the farm. “What did I come in here for? What did I want to find?” My hands were empty. “Perhaps it’s upstairs then?” The apples were in the loft. And so down again, the garden still as ever, only the book had slipped into the grass.
But they had found it in the drawing room. Not that one could ever see them. The window panes reflected apples, reflected roses; all the leaves were green in the glass. If they moved in the drawing room, the apple only turned its yellow side. Yet, the moment after, if the door was opened, spread about the floor, hung upon the walls, pendant from the ceiling—what? My hands were empty. The shadow of a thrush crossed the carpet; from the deepest wells of silence the wood pigeon drew its bubble of sound. “Safe, safe, safe,” the pulse of the house beat softly. “The treasure buried; the room . . . ” the pulse stopped short. Oh, was that the buried treasure?
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A moment later the light had faded. Out in the garden then? But the trees spun darkness for a wandering beam of sun. So fine, so rare, coolly sunk beneath the surface the beam I sought always burnt behind the glass. Death was the glass; death was between us; coming to the woman first, hundreds of years ago, leaving the house, sealing all the windows; the rooms were darkened. He left it, left her, went North, went East, saw the stars turned in the Southern sky; sought the house, found it dropped beneath the Downs. “Safe, safe, safe,” the pulse of the house beat gladly. “The Treasure yours.”
The wind roars up the avenue. Trees stoop and bend this way and that. Moonbeams splash and spill wildly in the rain. But the beam of the lamp falls straight from the window. The candle burns stiff and still. Wandering through the house, opening the windows, whispering not to wake us, the ghostly couple seek their joy.
“Here we slept,” she says. And he adds, “Kisses without number.” “Waking in the morning—” “Silver between the trees—” “Upstairs—” “In the garden—” “When summer came—” “In winter snowtime—” The doors go shutting far in the distance, gently knocking like the pulse of a heart.
Nearer they come; cease at the doorway. The wind falls, the rain slides silver down the glass. Our eyes darken; we hear no steps beside us; we see no lady spread her ghostly cloak. His hands shield the lantern. “Look,” he breathes. “Sound asleep. Love upon their lips.”
Stooping, holding their silver lamp above us, long they look and deeply. Long they pause. The wind drives straightly; the flame stoops slightly. Wild beams of moonlight cross both floor and wall, and, meeting, stain the faces bent; the faces pondering; the faces that search the sleepers and seek their hidden joy.
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“Safe, safe, safe,” the heart of the house beats proudly. “Long years—” he sighs. “Again you found me.” “Here,” she murmurs, “sleeping; in the garden reading; laughing, rolling apples in the loft. Here we left our treasure—” Stooping, their light lifts the lids upon my eyes. “Safe! safe! safe!” the pulse of the house beats wildly. Waking, I cry “Oh, is this your buried treasure? The light in the heart.”
Maecenas aliquet nec justo sit amet interdum. In hac habitasse platea dictumst. Nunc mattis commodo magna ut gravida. Integer eleifend gravida nulla, nec tempus leo. Suspendisse eu tempus ipsum. Nullam sed nibh consectetur, commodo elit a, laoreet nisi. Sed sit amet eros vitae nunc convallis suscipit sed eget nibh. Quisque aliquam nulla nunc, tincidunt euismod turpis eleifend eu.
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PENGEMBANGAN PENILAIAN
A. Pembahasan Soal-soal UN
Listening section 1. Narrator: What did the beggar ask for? Dijelaskan dalam teks monolog "a beggar came to his house, he asked for some rice". Pengemis tersebut datang ke rumah pak Pesut untuk meminta Rice.
Jawaban: E Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya
Materi Teks Naratif
2. Narrator: What did pak Pesut ask his family to eat hot rice? Alasan pak Pesut meyuruh keluarganya untuk memakan nasi tersebut dalam keadaan panas, karena dia takut nasinya dicuri oleh pengemis tersebut. He didn't want the rice to be stolen.
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Janwaban: C
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif () Pengetahuan/Pemahaman ( ) Aplikasi (Ö) Penalaran IPK yang bersesuaian mengidentifikasi fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
Reading Comprehension Section
1. Jawaban yang benar adalah C. To entertain readers about the story of the woodcutter and the king of the mice.
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
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2. Jawaban yang benar adalah A. He wanted to get more gold.
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
3. Jawaban yang benar adalah A. The greedy person would never satisfy himself. Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif ( ) Pengetahuan/Pemahaman ( ) Aplikasi (Ö) Penalaran IPK yang bersesuaian menganalisis fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
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4. Jawaban yang benar adalah A. the cloud family
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
5. Jawaban yang benar adalah A. Lody and Tody stopped their fighting.
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
6. Jawaban yang benar adalah B There was rain on earth.
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif (Ö) Pengetahuan/Pemahaman ( )
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Aplikasi ( ) Penalaran IPK yang bersesuaian mengidentifikasi struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
7. Jawaban yang benar adalah B. patient
Identifikasi Soal Kelas X Jenis soal Ujian Nasional Level Kognitif ( ) Pengetahuan/Pemahaman ( ) Aplikasi (Ö) Penalaran IPK yang bersesuaian menganalisis fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya Materi Teks Naratif
B. Pembahasan Soal-soal PISA
1. Soal 1
Nilai penuh: D. He wanted to see the judge at work in his usual way, uninfluenced by the presence of the king.
Tidak ada nilai: tidak menjawab atau menjawab pilihan jawaban yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus menafsirkan bacaan.
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2. Soal 2
Nilai penuh: D. By testing her skill in work that she needed to perform for her husband.
Tidak ada nilai: tidak menjawab atau menjawab pilihan jawaban yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus memahami informasi dalam bacaan.
3. Soal 3
Nilai penuh: Peserta didik mendapat nilai penuh jika menyampaikan evaluasi apakah hukuman yang diterapkan adil atau tidak, dalam kaitannya dengan satu sama lain, dalam hal kesamaan atau perbedaan pelanggaran. Hal ini menunjukkan pemahaman yang akurat tentang kejahatan yang diceritakan dalam teks. Berikut kemungkinan jawaban nilai penuh yang muncul:
No, it is a much more serious crime to try to steal someone’s wife than to steal their money or their horse.
All three criminals tried to cheat someone and then lied about it, so it was fair that they were punished in the same way.
It’s hard to say. The peasant, the oil merchant and the beggar all wanted to steal something. On the other hand the things they wanted to steal were not equally valuable.
Nilai tidak penuh:
No, some of the crimes were worse than others. [contoh jawaban dengan nilai tidak penuh. Jawaban yang benar akan menjelaskan kriteria “worse” dari variasi hukuman dalam cerita]
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Yes, they all lied.
Tidak ada nilai:
- Menunjukkan pemahaman tentang kejahatan atau hukuman yang terjadi dalam cerita tanpa menganalisis
The judge gave fifty strokes to the three criminals. Their crimes were stealing a woman, stealing money and stealing a horse.
- Menampakkan kesalahpahaman tentang kejahatan atau hukuman yang terjadi dalam cerita.
I think the case of the peasant and the scholar was different from the other two because it was more like a divorce, where the other two were thefts. So the peasant should not have been punished.
b. Mengevaluasi keadilan hukuman per se (misalnya, Jawaban seolah- olah menjawab pertanyaan "Apakah lima puluh pukulan cambukan merupakan hukuman yang adil?")
No, fifty lashes is much too harsh a punishment for any of these crimes.
Yes, severe punishments are necessary because that way the criminals won’t try to do it again.
No, I don’t think the punishments were strong enough. He was too severe.
- Jawaban tidak relevan atau kurang jelas, tanpa penjelasan atau dengan penjelasan yang tidak memadai atau tidak konsisten dengan isi cerita.
Yes, I think it was fair.
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No, because I could be a petty criminal and you could get life.
Yes, because he was a just judge. [Post hoc argument (begging the question).]
I don’t think it was fair to have the same punishment because they were all different cases. [kata “Different” tidak cukup untuk mengevaluasi kejahatan yang diceritakan]
No, because there were different circumstances involved.
Yes, all the three cases had a good and bad person, the so called baddie should’ve been punished for doing the wrong thing. [tidak menyampaikan evaluasi] - Off task and missing.
Untuk menjawab pertanyaan dengan benar, peserta didik harus melakukan refleksi dan mengevaluasi bacaan.
4. Soal 4
Nilai penuh: B. Wise justice.
Tidak ada nilai: tidak menjawab atau menjawab pilihan jawaban yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus menafsirkan bacaan.
5. Soal 5
Consider the first part of the response only (“similar”).
Nilai penuh: Menjelaskan satu kesamaan.
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Menjelaskan satu kesamaan. Menunjukkan pemahaman cerita yang akurat. Perbandingan dengan fitur sistem hukum nasional dinyatakan secara eksplisit atau disimpulkan. Pengetahuan yang akurat tentang sistem hukum nasional tidak terlalu dipentingkan, tetapi sedikit pengetahuan tentang hukum di negara Anda mungkin masuk akal untuk diharapkan dari anak berusia 15 tahun.
Rulings made on evidence.
Both sides allowed to give their version of the truth.
Equality before the law (it doesn’t matter who you are).
There is a judge presiding over the court.
The same punishment is given for similar offences.
The people in court are judged by different evidence which can be found.
Each person gets to have their say.
That they were taken to court to discuss the outcome.
The justice system in this story has an impartial person to decide the truth, the judge. Court system. [Unlike “punishment” (Code 0) not all systems of law have courts.] Both people’s arguments were heard.
Judges also have to be wise and just in our system. [Value judgment, consistent with accurate understanding of the story.]
Tidak ada nilai:
- Respon jawaban yang lain, termasuk yang kurang jelas, tidak akurat, dan tidak relevan.
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Don’t know right from wrong.
Even important rulers of countries can be called to court. Punishment. [Excluded by the question.]
- tidak menjawab atau menjawab yang tidak berhubungan dengan pertanyaan
Untuk menjawab pertanyaan dengan benar, peserta didik harus melakukan refleksi dan mengevaluasi bacaan.
6. Soal 6
Nilai penuh: A. A folk tale.
Tidak ada nilai: tidak menjawab atau menjawab pilihan jawaban yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus melakukan refleksi dan mengevaluasi bacaan.
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C. Pengembangan Soal HOTS
KARTU SOAL TAHUN PELAJARAN 2018-2019 Jenis Sekolah : SMA Kurikulum : 2013 Kelas : X Bentuk Soal : PG Mata Pelajaran : Bahasa Inggris Nama : Penyusun KOMPETENSI DASAR : membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya MATERI : Teks Naratif IPK : menganalisis fungsi sosial teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat menentukan gambaran umum teks secara tepat. LEVEL KOGNITIF : (Ö) Pengetahuan/Pemahaman ( ) Aplikasi ( ) Penalaran NOMOR SOAL : 1 RUMUSAN BUTIR SOAL
A long, long time ago, there was a couple. The young couple relied on their surroundings for food, shelter, and they use leaves as a way of clothing. The man used to go fishing planting crops. The woman was beautiful. Each morning as she woke up, she would start the day by combing her long wavy black hair. After that, she would put on her jewels. She used to hang her jewels on clouds as the Earth is new, the sky and clouds are so close that a human hand could reach it. Each night as she retired to sleep, she would hang back her jewels on the clouds and wore it in the morning. One day when the woman was using the big mortar and pestle, removing the rice bran from the grains, she found it hard to do so as she kept on hitting the clouds every time she used the pestle. So when her husband came home that night, they talked about the situation and agreed to try asking God to make the sky higher.
The night came, and it’s morning again the following day. This time her husband helped her on her work. They both used the mortar and pestle. But still, the sky was still close that they could still hit it. And so they asked
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again to make the sky a little more higher. They were heard so the sky became much higher.
But the two were not satisfied yet. They wanted it much higher, to give them more space. But this time, God wanted to teach both of them a lesson. Being given the favor but still not satisfied of what they had, God did made the sky higher. The couple watched in astonishment as the sky kept on getting higher and higher that they couldnot reach.
But alas! The woman’s jewels were now gone too as her jewels went up with the clouds. They said that high was already enough but still, the sky keeps on getting higher and the clouds appears smaller and smaller to them.And soon, they realized they we’re being taught a valuable lesson but it was late already for them.
And when the darkness came, that was the first time the couple witnessed the brightly shining jewels scattered in the sky, her jewels. Since then, those tiny, brightly twinkling stars can be seen up in the sky at night. So high that no one would be able to reach them. Adapted from: https://letterpile.com/creative-writing/Philippine-Legend- The-Legend-Of-The-Stars
Where did the story take place? A. In the sky B. On the clouds C. At the God’s place D. At the couple’s home E. At the field where the man worked
KUNCI JAWABAN: D. At the couple’s home.
KARTU SOAL TAHUN PELAJARAN 2018-2019 Jenis Sekolah : SMA Kurikulum : 2013 Kelas : X Bentuk Soal : PG Mata : Bahasa Inggris Nama : Pelajaran Penyusun KOMPETENSI DASAR : membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya MATERI : Teks Naratif
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IPK : menganalisis unsur kebahasaan teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat menentukan gambaran umum teks secara tepat. LEVEL KOGNITIF : ( ) Pengetahuan/Pemahaman (Ö) Aplikasi ( ) Penalaran NOMOR SOAL : 2 RUMUSAN BUTIR SOAL
A long, long time ago, there was a couple. The young couple relied on their surroundings for food, shelter, and they use leaves as a way of clothing. The man used to go fishing planting crops. The womanwas beautiful. Each morning as she woke up, she would start the day by combing her long wavy black hair. After that, she would put on her jewels. She used to hang her jewels on clouds as the Earth is new, the sky and clouds are so close that a human hand could reach it. Each night as she retired to sleep, she would hang back her jewels on the clouds and wore it in the morning.
One day when the woman was using the big mortar and pestle, removing the rice bran from the grains, she found it hard to do so as she kept on hitting the clouds every time she used the pestle. So when her husband came home that night, they talked about the situation and agreed to try asking God to make the sky higher.
The night came, and it’s morning again the following day. This time her husband helped her on her work. They both used the mortar and pestle. But still, the sky was still close that they could still hit it. And so they asked again to make the sky a little more higher. They were heard so the sky became much higher.
But the two were not satisfied yet. They wanted it much higher, to give them more space. But this time, God wanted to teach both of them a lesson. Being given the favor but still not satisfied of what they had, God did made the sky higher. The couple watched in astonishment as the sky kept on getting higher and higher that they couldnot reach.
But alas! The woman’s jewels were now gone too as her jewels went up with the clouds. They said that high was already enough but still, the sky keeps on getting higher and the clouds appears smaller and smaller to them.And soon, they realized they we’re being taught a valuable lesson but it was late already for them.
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And when the darkness came, that was the first time the couple witnessed the brightly shining jewels scattered in the sky, her jewels. Since then, those tiny, brightly twinkling stars can be seen up in the sky at night. So high that no one would be able to reach them. Adapted from: https://letterpile.com/creative-writing/Philippine-Legend-The-Legend-Of-The-Stars
What moral value can we get from the story? A. Don’t ask anything to God. B. Don’t put valuabe things far away from us. C. Apologize to others when making mistakes. D. Be thankful and satisfied with what other people give. E. Be a shining and glowing person like a star in the sky.
KUNCI JAWABAN: D. Be thankful and satisfied with what other people give.
KARTU SOAL TAHUN PELAJARAN 2018-2019 Jenis Sekolah : SMA Kurikulum : 2013 Kelas : X Bentuk Soal : PG Mata : Bahasa Inggris Nama : Pelajaran Penyusun KOMPETENSI DASAR : membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya MATERI : Teks Naratif IPK : menganalisis struktur teks teks naratif tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat menentukan gambaran umum teks secara tepat. LEVEL KOGNITIF : ( ) Pengetahuan/Pemahaman ( ) Aplikasi (Ö) Penalaran NOMOR SOAL : 3 RUMUSAN BUTIR SOAL
A long, long time ago, there was a couple. The young couple relied on their surroundings for food, shelter, and they use leaves as a way of clothing.
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The man used to go fishing planting crops. The womanwas beautiful. Each morning as she woke up, she would start the day by combing her long wavy black hair. After that, she would put on her jewels. She used to hang her jewels on clouds as the Earth is new, the sky and clouds are so close that a human hand could reach it. Each night as she retired to sleep, she would hang back her jewels on the clouds and wore it in the morning.
One day when the woman was using the big mortar and pestle, removing the rice bran from the grains, she found it hard to do so as she kept on hitting the clouds every time she used the pestle. So when her husband came home that night, they talked about the situation and agreed to try asking God to make the sky higher.
The night came, and it’s morning again the following day. This time her husband helped her on her work. They both used the mortar and pestle. But still, the sky was still close that they could still hit it. And so they asked again to make the sky a little more higher. They were heard so the sky became much higher.
But the two were not satisfied yet. They wanted it much higher, to give them more space. But this time, God wanted to teach both of them a lesson. Being given the favor but still not satisfied of what they had, God did made the sky higher. The couple watched in astonishment as the sky kept on getting higher and higher that they couldnot reach.
But alas! The woman’s jewels were now gone too as her jewels went up with the clouds. They said that high was already enough but still, the sky keeps on getting higher and the clouds appears smaller and smaller to them.And soon, they realized they we’re being taught a valuable lesson but it was late already for them.
And when the darkness came, that was the first time the couple witnessed the brightly shining jewels scattered in the sky, her jewels. Since then, those tiny, brightly twinkling stars can be seen up in the sky at night. So high that no one would be able to reach them. Adapted from: https://letterpile.com/creative-writing/Philippine-Legend-The-Legend-Of-The-Stars
What is the difference between paragraph 3 and paragraph 6? A. In paragraph 3 the sky could not be reached by hand while in paragraph 6 the sky could not be reached by hand. B. In paragraph 3 the sky could be reached by hand while in paragraph 6 the clouds could not be reached by hand. C. In paragraph 3 the sky could not be reached by hand while in paragraph 6 the clouds could be reached by hand.
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D. In paragraph 3 the clouds could not be reached by hand while in paragraph 6 the clouds could be reached by hand. E. In paragraph 3 the sky and the clouds could not be reached by hand while in paragraph 6 the clouds could be reached by hand.
KUNCI JAWABAN: B. In paragraph 3 the sky could be reached by hand while in paragraph 6 the clouds could not be reached by hand.
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KESIMPULAN
Beberapa hal penting yang dapat disimpulkan dalam pembahasan unit pembelajaran ini adalah sebagai berikut.
1. Teks Naratif merupakan teks yang menghibur, baik berupa cerita imajinatif, nyata, atau gabungan dari keduanya yang menyajikan kejadian problematik yang pada akhirnya menemukan sebuah solusi. 2. Umumnya, teks naratif memiliki susunan atau Generic Structure sebagai berikut: 1) Orientasi (Orientation): tokoh, seting dan waktu kejadian cerita dimunculkan. Biasanya menjawab pertanyaan “siapa?” atau “apa?”, “kapan?”, “dimana?”, misalnya Mr Wolf went out hunting in the forest one dark gloomy night.
2) Komplikasi masalah (Complication or problem): Permasalahan muncul dan berkembang. Permasalahan biasanya melibatkan tokoh utama (seringnya mencerminkan permasalahan di kehidupan nyata)
3) Resolusi (Resolution): Setelah muncul komplikasi masalah, dibutuhkan resolusi atas masalah tersebut. Komplikasi masalah mungkin saja diselesaikan dengan akhir baik atau malah lebih buruk/ berakhir bahagia atau tidak/ happy ending atau sad ending. Terkadang ada lebih dari satu komplikasi masalah yang harus diselesaikan. Yang semacam ini, umumnya membuat pembaca merasa penasaran dan memancing ketertarikan.
• Ada beberapa macam teks naratif. Teks naratif bisa berupa khayalan/ tidak nyata, nyata, atau kombinasi dari keduanya. Naratif mencakup dongeng, misteri, fiksi ilmiah, roman, cerita horor, cerita petualangan, fable, mitos dan legenda, naratif historis, balada, dan kisah nyata.
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• Fitur bahasa pada teks naratif umumnya berupa: (1) kata benda spesifik sebagai kata ganti orang atau binatang pada cerita. Contohnya: The King, The queen, dll., (2) kata penghubung waktu (time connectives) dan konjungsi (conjunction) untuk menyusun kejadian-kejadian. Contohnya: Then, before, after, soon, dll. (3) Past Tense, (4) jenis kalimat sederhana, kalimat majemuk, dan kalimat kompleks.
133 Program PKB melalui PKP berbasis Zonasi Direktorat Jenderal Guru dan Tenaga Kependidikan
UMPAN BALIK
Beberapa poin yang perlu mendapat perhatian setelah membaca unit peeblajaran ini mengerucut pada beberapa hal: formulasi indicator pencapaian kompetensi (IPK), proses pembelajaran, strategi penilaian, dan pengembangan instrumen penilaian yang berorientasi pada HOTS.
Dalam hal pengembangan IPK, guru perlu memperhatikan detail target KD dan level kompetensi sehingga dapat menentukan IPK kunci secara akurat. IPK kunci selanjutnya dikembangkan gradasinya untuk memformulasikan IPK Pendukung dan IPK Penganyaan.
Saat proses pembelajaran, guru perlu memperhatikan aspek critical thinking, problem solving, dan transfer pengetahuan dalam konteks yang beragam. Dengan demikian siswa akan ter-stimuli untuk berfikir tingkat tinggi dalam interaksi pembelajaran yang dilakukan bersama guru. Dengan demikian, kebermaknaan dan konstrukvisme akan berjalan lebih efektif pada diri siswa.
Strategi penilaian dilakukan dengan kombinasi assessment as learning, assessment for learning, dan assessment of learning sehingga prosedur dan hasil penilaian dapat merefleksikan kemampuan otentik siswa.
Pengembangan instrumen penilaian, terutama penilaian dengan tes standard, dapat dipraktikkan bersama teman sejawat dalam bentk panel sehingga menghasilkan kualitas instrument tes yang lebih tinggi. Dalam mengembangkan butir soal guru perlu membenchmark soal-soal seperti UN, PISA, TOEIC, TOEFL, ataupun IELTS agar memiliki eksposur yang mencukupi.
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PENUTUP
Unit pembelajaran Teks Naratif yang telah dikembangkan ini diharapakan dapat menjadi referensi Saudara dalam mengembangkan pembelajaran dan penilaian yang berorientasi Higher Order Thinking Skills/HOTS yang terintegrasi dengan 5 (lima) unsur utama Penguatan Pendidikan Karakter (PPK) dan literasi dalam rangka mencapai kecakapan Abad ke-21. Selanjutnya, saudara dapat menerapkan desain pembelajaran yang telah disusun kepada peserta didik di kelas masing-masing.
Saudara perlu memahami unit pembelajaran ini dengan baik. Oleh karena itu, unit ini perlu dipelajari dan dikaji lebih lanjut oleh Saudara bersama rekan sejawat guru Bahasa Inggris lainnya dalam Program Peningkatan Kompetensi Pembelajaran (PKP) di MGMP masing-masing. Kajian semua komponen unit pembelajaran yang disajikan perlu dilakukan, sehingga Saudara dapat mendapatkan gambaran teknis mengenai cara mengimplementasikan di kelas. Selain itu, diharapkan dapat mengantisipasi kesulitan-kesulitan yang mungkin akan dihadapi.
Aktivitas pembelajaran yang disajikan dalam setiap unit merupakan gambaran umum skenario pembelajaran untuk mencapai masing-masing KD sesuai dengan indikator yang dikembangkan oleh tim penulis. Selanjutnya Saudara perlu menyusun RPP yang sesuai dengan kondisi kelas masing- masing berdasarkan skenario dalam aktivitas pembelajaran unit, sehingga memudahkan mengimplementasikan secara teknis. Selain itu, Saudara masih perlu mengembangkan instumen penilaian lainnya yang berorientasi HOTS dengan mengacu pada contoh soal-soal tes yang disajikan dalam unit pembelajaran.
Dalam melaksanakan kegiatan praktikum sesuai LKPD, Saudara dapat menyesuaikan alat dan bahan yang digunakan dengan alat dan bahan yang
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terdapat dilingkungan masing-masing (kontekstual). Begitu pula dalam mengalokasikan waktu pembelajaran, saudara dapat menyesuaikan dengan kalender akademik di sekolah masing-masing. Harapan penulis, Saudara dapat mengadaptasi langkah pembelajaran yang disajikan dalam unit pembelajaran untuk mengembangkan RPP pada topik lainnya.
Refleksi dan evaluasi keefektifan, keberhasilan serta permasalahan selama mengimplementasikan unit-unit ini perlu terus dilakukan. Permasalahan- permasalahan yang ditemukan dapat langsung didiskusikan dengan rekan sejawat, instruktur, kepala sekolah, serta pengawas agar segera menemukan solusinya. Setiap keberhasilan, permasalahan, dan solusi yang ditemukan selama pembelajaran perlu Saudara tuliskan dalam bentuk karya tulis best practice atau karya tulis lainnya.
Capaian yang diharapkan dari penggunaan unit ini adalah terselenggaranya pembelajaran Bahasa Inggris yang optimal sehingga berdampak langsung terhadap peningkatan hasil belajar peserta didik yang melingkupi ranah kognitif, afektif dan psikomotor pada dimensi pengetahuan konsep, prosedural, prinsip dan metakognitif sesuai kebutuhan abad 21. Selain itu unit ini dapat memfasilitasi Saudara menghasilkan karya tulis yang berguna bagi pengembangan keprofesian berkelanjutan.
Kami menyadari bahwa unit yang dikembangkan ini masih jauh dari kesempurnaan. Saran, masukan, dan usulan penyempurnaan yang dapat disampaikan kepada tim penulis melalui surat elektronik (e-mail) sangat kami harapkan dalam upaya perbaikan dan pengembangan unit-unit lainnya.
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DAFTAR PUSTAKA
Amer, AA. 1992. The effect of story grammar instruction on EFL students’ comprehension of narrative text’, Reading in a Foreign Language, vol. 8, no. 2, pp. 711-720. Anderson, Mark. 1997. Text Type in English 2. Australia: Mac Milan Caldwell, Joane. 2008. Comprehension Assesment. New York: Classroom Guide Chesla, Elizabeth. Read Better, Remember More. 2000. Learning Express 900 Broadway.Suite 604. New York.Nuttal, C. 1982. Teaching Reading Skilss in Foreign Language. London: Heineman Education Books. Setiyadi, Bambang, et al.2007.Teaching English as A Foreign Language 2. Jakarta: Universitas Terbuka Departement Pendidikan Nasional William, R.1986. Top Ten Principles for Teaching Reading. ELT Journal vol 40/1.available at www.dartmouth.edu/writing.com acessed on 7th May, 2019 at 07.00 p.m Berry, J. H. (2005). Levels of Reading Comprehension. Retrieved April 1, 2012 from www.sc4.edu/documents/studyskills/ h7levelsreadingcomp.doc,. Brown, H. D. (2000). Principles of Language Learning and Teaching. (4th Ed). New York: Addison Wesley Longman, Inc. Heaton, J.B. (1978). Writing English Language Tests. London: Longman Group Limited. McNamara, Danielle S. 2007. Reading Comprehension Strategies. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers. Snowden, DJ. 2001. ‘Narrative patterns: The perils and possibilities of using story in organizations’, Knowledge Management ARK. Snowling, Margaret J. and Charles Hulme. 2005. The Science of Reading: A Handbook. Australia: Blackwell Publishing Ltd. Stone, Jeanne M. 2000. Cooperative Learning Reading Activites: Kagan Cooperative Learning. California: Kagan Publishing. Wolfe, Tom. 2000. Teach Students How to Read a Narrative Text. available on: http://www.education.gov.ab.ca/K12/curricullum/ bysubject/ke/Readtolive/ workshop/Ws4botten.htm.
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