BAHAN PEMBELAJARAN
A. Aktivitas Pembelajaran
8. Bandingkan Orientation – Events - Complication – Resolution cerita Robin Hood and the Golden Arrow tersebut dengan cerita Jack and the
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