APPENDD( I STUDENTS'ENGLISH GRADE IN THE PREVIOUS SEMESTER
REPORT BOOK
NO. CLASS 2-4 CLASS 2-s CLASS 2-6 CLASS 2-7 CLASS 2-8
I ) 6 6 8 o
L 6 6 5 7 5
J 6 4 6 5 7
4 t l 6 7
5 6 5 6 6 7
6 6 8 6 6 o
'l 6 6 f 7 +
8 7 + 7 5 7
9 5 6 6 6 6
1 0 7 6 9 5 7
l l 7 6 6 o o
12 6 6 5 t)
I J 6 6 7 6 o
l 4 o 5 6 6 7
1 5 7 7 7 6 o
l o 5 8 8 6 6
l-l 6 o 8 6 5
1 8 6 6 6 7 7
1 9 "l o 5 5 6
20 5 6 6 7 ()
2 l 6 6 o 6 'l
22 7 5 o 5 6
z ) 7 7 5 8 6
z.+ 7 5 o 6 7
2 5 7 7 7 8 7
26 5 6 7 o 6
2 7 7 8 7 () 6
2 8 6 7 6 5
2 9
7 8 0 7 730
7 6 6 7 63 l 7 7 6 o 7
3 2 7 7 6 6 8
3 3 7 8 6 1 '1
34 6 6 o 1 7
J ) 7 8 7 1
Total 219 2t9 218 2 1 8 2t7
N 35 35 35 35 J {
STUDENTS'ENGLISH GRADE IN THE PREVIOUS SEMESTER REPORT BOOK
KELAS 2-7
coN'
rROL GROUPNO.
x
x2
I ti 6 4
2 7 ,19
J 5 2 5
A 5
z5
5 6 3 6
o 6 - ) o
7 7 49
8 5 2 5
9 5 2 5
0 () - ) o
I 5 r s
) o -t6
-) () l 6
4 6 -)o
5 6 3 6
6 '7 4<)
7 7 . 1 9
8 6 - ) o
o 2 5
2 0 ti 64
2 l 6 i 6
22 8 64
2 3 o J O
a i 6 3 6
25
6 J O2 6 7 49
2'1 7 49
2 8 6 -to
29 7 49
3 0 7 49
3 1 ? 49
Total 1 9 5 t25l
KELAS 2-.4 EXPERTMENTAL GROUP
NO.
x
x2
I 5 2 5
2 6 i o
4 l o
6 3 6
5 8 64
6 7 49
7 5 2 J
8 7 49
9 7 49
l 0 6 3 6
l 1 6 -JO
t2
6 J OI J 7 4 9
l 4 2 5
1 5 7 49
1 6 6 3 6
l 7 7 4 9
t 8 5 2 5
t 9
6 3 67 49
2 l 'l 49
22 7 49
Z J 7 49
z + ) 2 5
25
,| 4926 6 J O
2 7 7 49
2 8 8 64
29
7 493 0
7 493 l 6
36
J Z 7 49
A P P I ' N D I X 2
Students' English Grade in the Previous Semester Report Book Calculation Test ofhypothesis
l. HO: There is no significant difference behrreen the means of the groups HA: There is a significant difference between the means of the groups 2. T-test calculation, where df : Na + Nb - 2 t-table (5%): 1.6702
: 3 2 + 3 1 - 2
: 6 1
3. Calculation
forthe observed-t
(to)
* Experimental grouP
* Control GrouPxb:__Ex!. : 195 -6.2eO323
N h 3 l
S D a : n I x 2 - 1 I x ; ' S D b :
n r x 2 - 1 ) x ; '
\
n ( n - l )
n ( n - 1 )32.1328-(204)'z
J Z . ) |
: 0.941858
1 e : X a X h
6.375
- 6.290323
( 3 2
- r ) 0 . 9 4 1 8 s 8 ' ?
+ ( 3 1
- l ) 0 . 9 0 1 6 1
1 ' z
I - L I_ . '
) z J I
Xa:JXa_
-- )o4 :6.375
Na
32
\
a
-(N
oa
- 1) SDb'
- 2
l) SDa'z+ N a + N b
(
I
+
1 l
L; *J
. r 2 s r
- ( 1 9 5 ) ' ?
: 0.90161I
:0.364325
.l
4 .
Cortr;ius'iclnA P P E N D T X
3
LESSON PLAN
Planned for the experimental group
(FIRST TREATMENT)
Subject
skill
Theme
Class
Semester
Time allocation
English Writing
Art and Culture
Second year ofSenior High School I
I x 45 minutes
A. Competence
l. Basic competence
. Students can rwite English narrative writing well. 2. Achievernent indicators
. Students are able to write a paragraph consists ol'at lcast z[0 rvords (as a summary of the reading passage givcn).
Learning materials
o See the students'worksheet Teaching and learning activitics
n ' f e c h n i q u e s
B.
C.
o Explanation
. Discussion
n Class
activities
. Individual rvork . Surnrnarrzrrt!r
Activities Studcnts reply lhc tcachcr's grccting. Students answer the triggering qucstions Students read the reading passagc givcn. Students find the dif'l'icult words in thc rcading passage given.
Students discuss the difticult words in the reading
G l l
( j
_G-I
L J
G
' I'i nt e
I ' -l 5 ' 3 ' ,
J
Students
discuss
in pairs about the steps
of making a
20'
1 0 '
summary
using
the guidelines
given.
Students
write a paragraph
consists
of at least 40
words (as a sum
of the readinTotal
Note:
G : Group
I : Individual
D. Assessment
. Students
write a paragraph
consists
ofat least 40 words
(as a summary
of the reading
passage
given).
E. References
and resources
Ruth & Silvia. 2000. Progtess
Three: Unit 1 Holiday. Surabaya:
ELS
Pre-instructional activities
Whilst-instructional
activities
Studentos Worksheet Theme
Class Semester Time allocation
Art and Culturc
Second year of Senior I Iiglr School I
I x 45 minutes
I Read this reading passage.
Summer Vacation
Carol just had a wonderful summer vacation. She used to go to a camp in the country during the summer. But this year, she went to a camp by a sea. She spent two weeksihere. Carol loved it because the camp had a beautiful beach. Slre thought it was the most beautiful beach in the world. She could swim, run along the bcach, sunbathe under the sun, and eat outdoors. She also met many new friends there- But now vacation is over. It is time for her to go back to school again. She is a littlc sad, but she is happy too. A new sshool year is just begun. 'fhere are a lot ol things to do and to learn at school.
Find the difficult words in the rcading passagc nnd discrrss thcm'
Discuss in pairs about the steps of making a summary. LJsc thc gui{clincs given' Write a paragraph consists of at least 40 words
(as summary of the reading passage abovc). il.
III.
Students' Guidelines
The steps of summarizing reading passages are as follows: a. Skimming the reading passages given.
. See the titles, the paragraphs
b. Reading the whole reading passages carefully o Understand what it is about
c. Detecting the main idea of the reading passages given.
o Underline the sentences that become the main idea from each of the paragraph in the material.
d. Determining the structure of the reading passages glven. o Exam its organization.
o Followthe chronological order in the reading passages glven
e. Deciding parts 01' the passage you think as the firctual information and important to be told.
t'. Writing the sentences that become thc points into yttur tlwn rvords
Teacher's Notes
Theme
Class
Semester
Time allocation
: Art and Culture
: Second
year of Senior High School
: l
: 1 x 4 5 m i n u t e s
-'' cxtrcrncly good
" thc rvarmcst scason rll'thc vcar ' '' holiday
placc rvhcrc pcolllc Iivc itt tcnts tlr huts lirt ir short tinro
through a pcriocl ol' tirnc
L
II.
Learning outcomes
1. The students' interest in the given topic is aroused.
2. The students are able to write a paragraph consists of at least 40 words (as a summary of the reading passage given).
Teacher's Activities
a. Pre- [nstructional Activities
1. Theteacher greetsthe students
2. The teacher asks some triggering questions below to the students' o What is summer vacatron?
. When do people usually have this vacation'l o What do they do?
o Will you get such a vacation? WhY'/
b. Whilst-lnstructional
Activities
l. Flave
the students
read
the rcading
passag,c
glvon.
2. l-lave
the students
flnd dilllcult rvords
in thc rcadirrg
pilssrtgc
gir crr.
o wonderl'ul . summer . vacation . camp . during
r sunbathe .cxposc onc's body to sunligltt 3. Flave the studcnts disouss thc diltioult words in thc rcadtng parisagc'
4. Have the students discuss in pairs about the stcps 0l'rnakirlll a stltlllnary (rstlrl.i the guidelines given.
c. Post-lnstructional Activities
Answer Key
The possible
answer
for the triggering
questions:
1. It is a holiday
in the summer.
2. People
have this vacation
when they during
the summer.
3.
'fhey
usually go to the beach
and sunbathe
there.
4. No. I will not because
there
is not such
a season
r'n Indonesia.
The paragraph:
Carol had a terrif,tc
time during her summer
holiday. She rvent
for two weeks. She also met new friends there. Flowever,
the holiday
go back to school again. She had to start her new school year.
A P P E N I ) I X
3
LESSON PLAN
Plrrnned for the control group
(FIRST TREATMENT)
Subject
skill
Therne
Class
Seme
ster
Time allocation
A. Competence
1. Basic competence
. Students can write English narrative writing well.
2. Achievement
indicators
o Students
are able to arrange
the answers
conjunctions.
Learning materials
o See the students'
worksheet.
Teaching
and learning activities
o Techniques
: English : W r i t i n g
: Art and Culturc
: Second yetrr o I Senior I I iilh School : l
: I x 4 5 m i n u t e s
in a paragraph uslng thc approprlatc
Individual work Question-answer
B.
C.
o Explanation . Discussion Class activities
Note:
G: Group
I : lndividual
D. Assessment
. Students
individually are asked
to arrange
the answers
in a paragtaph
using
the aPProPriate
conj
unctions-E. References
and resources
R u t h & S i l v i a . 2 0 0 0 . P r o g r e s s T h r e e : U n i t l H o l i d a y ' S u r a b a y a : E L S
Procedure Activities Gll T i m e
Pre-instructional
activities
Students
reply the teacher's
geetrng.
Students
answer
the triggering
questions.
\J
G
-)Whilst-instructional
activities
Students
read the reading
passage
glven.
Students
find the difficult words in the reading
passage
given.
Students
discuss
the diffrcult words in the reading
passage
given.
I
G
G
5
J
J
Post-instructional
activities
Students
answer
the questions
based
on the reading
passage
given.
Students
arrange
the answers
in a paragraph
using the
appropriate
conj
unctions
I
I
l 0 '
20'
Studenl's Worksheet Theme
Class Semester Time allocation
Art and Clultrrrc
Second ycar ol'Scnior I lir h Schotll 1
I x 45 minules
il.
III.
Read this reading passage.
Summer Vacation
Carol just had a wonderful summer vacation. She used to go to a camp in the country during the summer. But this year, she went to a camp by a sea. She spent trvo weeks there. Carol loved it because the camp had a beautiful bcaoh. Shc thought it was the most beautiful beach in the world. She could swirn, run along thc bcach, sunbathe under the sun, and eat outdoors. She also met many new liiends there. Ilut now vacation is over. It is time for her to go back to school again. She is a little sad, but she is happy too. A new school year is just begun. There are a lot oi things to do and to learn at school.
Find the difficult words in the reading psssage and discuss thcm. Answer these questions.
L Was Carol happy? 2. Why was she happy'i
3. Where did she have a camp in this year, in the oountry or by the sca'/ 4. How was the beach there?
5. Where did she go when the vacation was ovcr? 6. How did she feel?
Arrange the answers in a paragraph using thc approprirrtc con.iunctions and transitional expressiotrs.
Teacher's Notes
Theme
Class
Semester
Time allocation
Art and Culture
Second
year ofSenior High School
1 x 45 minutes
-'extrcmcly good
thc rvarmost scason ol' thc ycar : holitlay
-'place rvhcrc pcoplc livc in tcnts or huts lbr tr short tirne
''' through a period of timc L
tr.
Learning outcomes
1. The students' interest in the given topic is aroused.
2. The students are able to arrange the answers in a paragraph using the appropriate conjunctions.
Teacher's Activities
a. Pre-InstructionalActivities
1. The teacher greets the students
2. The teacher asks some triggering questions below to the students. o What is summer vacation?
o When do people usually have this vacation? r What do they do?
. Will you get such a vacation? Why? b. Whilst- I nstructional Activities
I . Flave the students read thc rcad ing passirgc givcrr .
2. Have the students lrnd dilficult words in thc rcading passagc givcn. . wondertul
o summcr . vacatlon . camp . during
r sunbathe - expose one's body 1o sunlight 3. Have the students discuss thc difticult words in thc rcading passagc. c. Post-lnsffuctional Activities
1. Have the students answer the questions based on thc rctding passagc givcrr 2. Have the students alrange the answers in a paragraph using thc approprlote
Answer KeY The possible answer tbr the triggering questions:
l. It is a holiday in the summer.
2. People have this vacation when they during the sumnler. 3. 'l'hey usually go to the beach and sunbathe there.
4. No, I will not because there is not such a season in Indonesia. Ansrver the questions;
1. Carol rvas happy.
2. She was happy because she had a wonderful sulnmer vacitlion 3. She had a camp by the sea in this ycar.
4. ]'he beach there rvas beautiful.
5. When the vacation was over, she went back to school. 6. She rvas a little sad but she was happy too.
The paragraph:
APPENDTX
3
LESSON PLAN
Planned for the experimental group
(SECOND TREATMENT)
Subject
skill
Theme
Class
Semester
Time allocation
: English
: Writing
: Art and Culture
: Second
year ofSenior High School
: 1 x 4 5 m i n u t e s
B.
C.
A. Competence
1. Basic competence
. Students
can write English narrative
writing well.
2. Achievement
indicators
. Students
are able to write aparagraph
consists
of at least 40 words
(as a summary
of the reading
passagc
givcn).
Learning materials
n See the students' worksheet Teaching and learning activities
a Techniques
o llxplanation o Discussion n Class activities
. lrrdividual w o r k . Sunrmarizing
Students reply thc tcachcr's grccting.
(;/t
( i G
Students
answcr
!!c lrigesii!g gg-gl11g!tl.
Students read the reading passage gtvcn. I G
Students
find the diflrcult words in the rcading
passage
given.
Students
discuss
the difficult words in the reading
Students
discuss
in pairs
about
the stcps
ofmaking a
summary
using
the guidelines
given.
Students
write a paragraph
consists
ofat least 40
words (as a sum
ofthe readin ven).Total
Note:
G : Group
I : Individual
D, Assessment
. Students
write a paragraph
consists
ofat least
40 rvords.
(as a summary
of the reading
passage
gtven.)
L. References and resources
Nakazawa, Makoto. Available 31; http://www.lclark.edu/-kraussitoppicks/halloweenltrltl!
G
Pre-instructional
activities
Whilst-instructional
activities
Post-instructional
activities
Student's Worksheet
Theme
Class
Semester
Time allocation
Art and Culture
Second
year ofSenior High School
1
1 x 45 minutes
L Read this reading passage.
Halloween Fun
Halloween is one of the most famous holidays in the United States. lt is on October 31't. People carve pumpkins and make funny faces on them. These are called "Jack-O-Lantems."
Last year, I carved my first Halloween purnpkin at my friend's family house First, I cut the top of the pumpkin and pulled the seeds out. lt was not good for me because it was sticky and smelled bad. I had never carvcd a pumpkin so it was interesting for me. Next, I carved the eyes and the mouth. I wanted to make a face like a pirate. When I finished making the face, I put a candle inside. It was very beautiful so I was happy.
I had a good experience becausc I lcarncd one ncw idca about American culture by taking part in it. I think tlaltowccn is an intcrcsling Amcrican holiday that involves all f-anrily tncnrbcrs and ncighbors ltxr!
Find the difficult words in the reading passagc and discrtss thcnr'
Discuss in pairs about the stcps of making a summary. Usc thc gui{clincs given. Write a paragraph consists of at least 40 words
(as summary from the reading passagc abovc).
u.
trI.
Students' Guidelines
The steps of summarizing reading passages are as follorvs: Skimming the reading passages given.
r See the titles, the paragraphs
Reading the whole reading passages carefully r Understand what it is about
Detecting the main idea of the reading passages givcn.
o Underline the sentences that become the main idea fiom each ol' thc paragraph in the material.
Determining the structure ot'the reading passages grvcn. . Exam its organization.
. Follorv the chronological order in the rcading passagcs glven.
Deciding parts of the passage you think as thc lirctual inlirrrrrittion ancl important to be told.
Writing the sentences that become thc points into your orvtt rvtlrds
. Remember that it is usually shorter than the original reading l)assages.
b.
Teacher's Notes
. carve (verb) . pumpkin (noun) . secd (noun) . sticky (adjective) o pirate (noun) . involve (verb)
Art and Culturc
Second year ofSenior FIigh School I
I x 45 minutes
: tbrm something by cutting away material from wood, stonc, or so on
: large round orange-yellow fruit, used as a vegetable
- part ol'a plant ltorn which a ncw plant can grow
: like or covered with glue
- person who robs othcr shiPs at sea : include; make somebody takes part in
something Theme
Class Semester Time allocation
L
u.
Learning outcomes
1. The students'
interest
in the given topic is aroused.
2. The students
are able to write a paragraph
consists
of at least 40 words
(as a summary
of the reading
passage
given).
Teacher's Activities
a. Pre-Instructional
Activities
\
1. The teacher
greets
the students
2. The teacher
asks some
triggering
questions
below to the students.
o What is Halloween?
o What do you think about Halloween?
o What do children
usually
do on Halloween?
. Do vou ever celebrate
Halloween?
b. Whilst-tnstructional Activities
l. Have the students read the reading passage given.
2. Have the students find difficult words in the rcading passagc given . famous (a-djective) : well-known t() vcry many pcoplc
3. Have the students
discuss
the difficult words in the reading
passage'
4. Havethe
students
discuss
in pairs
about
the steps
of making
a summary
using
the guidelines
given.
c. Post-l
nstructional
Activities
1. Have the students
write a paragraph
consists
of at least 40 words
Answer Kev
The possible
answer
for the triggering
questions:
1. Halloween
is an American
holiday when children dress
up as ghosts
and rvitches
2. Hallowccn
is an intcrcsting
cvont.
3. Children usually go door to door and play trick or treat.
4. Yes. I do.
The paragraph:
As one of American favorite holidays, Hallolveen is celebrated
on October 31".
People like to carve pumpkins
and create
funny faces from them. A year ago, the writer also
celebrated
this day by carving a pumpkin. He was interested
in it because
it gave a new
. \ P l ' ! : N l ) l \ . 1
LESSON PI,AN
Plnnned for the control groul)
(SECOND
TREATMENT)
Subject
skill
Theme
Class
Semester
Time allocatton
:English
: W r i t i n g
: Art and Culture
: Second
year
ofSenior
High School
: 1
: 1 x 4 5 m i n u t e s
Individual work Question-answer
A. Competence
1. Basic competence
r Students
can write English narrative
writing well'
2. Achievement
indicators
o Students
are able to arrange
the answers
in a paragraph
using the appropriate
coniunctions.
B.
C.
Learning rnaterials
n See the students'
worksheet'
Teaching and learning activities
a Techniques
o Explanation
o Discussion
n Class activities
Note:
G: Group
I : Individual
D. Assessment
. students individually are asked to arrange the answers ln a paraglapn uslng the approPriate conj unctions'
E. References and resources
Nakazawa, Makoto. Available at: http://www.lclark.edu/-krauss/toppicks/halloweenI htm
Procedure Activities
Students reply the teacher's greetlng. Students answer the tri ggeringgggl!1qls'
GIT
'I'imePre-instructional
activities
G
G
I
Whilst-instructional
activities
Students
read the reading
passagc
givcn.
Students
find the difficult words in the reading
passage
given.
Stod"tttt discuss
the difficult words in the reading
passage
given.
I
G
G
5
J
3
Post-instructional
activities
$ffi-ts *s*othe questionsbasedon
the reading
passage
'stod"itttt
given.
u..u.tge
the answers
in a paragaph using the
anoronriate
coniunctions
I
I I
1 0
20
Student's Worksheet
Theme Class Semester Time allocation
I. Read this reading passage.
Art and Culture
Second year ofSenior High School I
1 x 45 minutes
u.
trt.
Halloween Fun
Halloween is one of the most famous holidays in the United States. It is on October 3l't. People carve pumpkins and make funny faces on them. These are called "Jack-O-Lantems."
Last year, I carved my first Halloween pumpkin at my friend's family house. First, I cut the top of the pumpkin and pulled the seeds out. It was not good for me because it was sticky and smelled bad. I had never carved a pumpkin so it was interesting for me. Next, I carved the eyes and the mouth. I wanted to make a face like a pirate. When I finished making the face, I put a candle inside. It was very beautiful so I was happy.
I had a good experience because I leamed one new idea about American culture by taking part in it. I think Halloween is an interesting American holiday that involves all family members and neighbors too!
Find the difficult words in the reading passage and discuss them. Answer these questions.
l. What is one of the American holidays? 2. When is it celebrated?
3. What do people usually do on l-lallowccn'1
4. Did the rvriter also carve a pumpkin when l'rc cclcbratcd his l-latlowccrr last ycar'/ 5. Was it interesting for him?
6. Did he get a good experience from it?
Arrange the answers in a paragraph using the approprialc conjunctions.
Teacher's Notes
Lcarning outcomes
l. The students' interest in the given topic is aroused.
2. The students are able to arrange thc answcrs in a paragraplr conjunchons.
Teacher's Activities
a. Pre- fnstructional Activities
l. The teacher greets the students
: Art and Culturc
: Second year of Senior llirrlr School : 1
: 1 x 4 5 m i n u 1 e s
l h c i t p p r o l ) n i r l c
: well-known to very many people
: form something by cutting away material from wood, stone, or so on
: large round orange-yellorv lruit, used as a vegetable
: part ol-a plant liom rvhich a new plant can grow
: like or covered with glue
: person who robs other shiPs at sea : include; make somebody takes part tn
somethins
Theme
Class
Semester
Time allocation
n.
2. The teacher asks some triggering questions below to the studettts o What is Halloween?
r What do you think about Halloween? r What do children usually do on l-lalloween? . Do you ever celebrate Halloween?
b. Whilst-Instructional Activities
t. Have the students read the reading passage glven.
2. Havethe students hnd difficult words in the reading passagc given'
a o
a a a
famous (adjective) carve (verb) pumpkin (noun) seed (noun) sticky (adjective) pirate (noun) involve (verb)
3. Have the students
discuss
the difficult words in the reading
passage.
c. Post-Instructional
Activities
L Have the students
answer
the questions
based
on the reading
passage
glven.
2. Have the students
alrange the answers
in a paragraph
using the appropriate
a-nsY"e:- r--.'' The pcssibie ans"yer for'.he #ggerint questicns:
i. Haiioween is an American hoiiday 'whcn chiidron drcss iip as ghosts anc witchcs 2. Halloween is an interesting event.
3. Children usually go door to door and play trick or treat. 4. Yes, I do.
Answer the questions:
1. Halloween is one of the American holidays. 2. It is celebrated on October 3l*'.
3. People usually carve pumpkin on Halloween.
4. The writer also carved a pumpkin when he celebrated his Halloween last year. 5. It was interesting for him.
6. He got a good experience from it. The paragraph:
APPENDIX 3
LESSON PLAN
Planned for the experimental group
(THIRD TREATMENT)
Subject
skill
Theme Class Semester Time allocation Competence
1. Basic competence
r Explanatton
. Discussion
Class activities
: English
:Writing
: Art and Culture
Second year ol'Senior High School 1
: l x 4 5m ln ules
tndividual rvork Surnrnarizing A.
B.
C.
o Students can write English narrative writing well. 2. Achievement indicators
r Students are able to write a paragraph consists ofat least 60 wtlrds (as a summary of the reading passage given).
Learning materials
o See the students' worksheet Teaching and learning activities
c Techniques
Note:
G: Group
I : Individual
D. ,Assessment
o Students
write a paragraph
consists
ofat least 60 words
(as a summary
of the reading
passage
given).
References and
Procedure Activities
Students reply the teacher's grecting. Students answer the tri ggeri lggueltion s.. -- -. Students read the reading passage glven. Students find the difficult words in the reading passage given.
Students discuss the difficult words in the reading
G/l i ' l - i n r e Pre-instructional
activities
\ J
Whilst-instructional
activities
I
G
G
JJ
Post-instructional
activities
Students
discuss
in pairs about the steps
ofmaking a
summary
using the guidelines
given.
Students
write a paragraph
consists
ofat least 60
words (as a summary of the readingpqgq4ggglvgq!
G
I
1 0 '
20'
Total
45'
E.
Available at: h
Student's Worksheet
T.
Theme Class Semester Time allocation
Read this reading passage.
Art and Culture
Second year ofSenior IJigh School 1
1 x 45 minutes
A Birthday Wish
one day, a rnan asked his rvife, "what would 1,ou like the rnost fot rrtttr birthday?" She said, "['d love to be ten again."
On her birthday, he got her up bright and early in the morning. They wetrt t() a theme park. He put her on evcry ridc in the park - thc Dcath Slidc, thc Scrcatntttg Loop, and the Wall of Fear. She staggered out ol-lhe thertrc parl,. stx ltouls latcr srth her ieeling head and upside-down stomach. In McDonald's, shc uas'.'r\cn a l)()(rl)lc Big Mac with extra tiies and a strawberry shake. 'l'lren they rvcnl to ir llrr'rttcr to:iuc thc newest Star Wars movie. She had hotdogs, popcorn, cola, and sweet s on her hands At last, she staggered home with her husband and collapsed into bcd'
Fler husband leaned against and asked, "Well, dear, rvhat rvas it likc for berng ten again?" On one eyed opened, she groaned, "Actually, I rneant drcss sizc."
tr. Find the difficult words in the reading passage and discuss them'
Discuss in pairs about the steps of making a summary. Usc the guidclincs givcn. Write a paragraph consists of at least 60 words
(as summary of the reading passage above).
Students'
Guidelines
The steps
of summarizing
reading
passages
are as follows:
a. Skimming
the reading
passages
given.
o See the titles, the paragraphs
b. Reading
the whole reading
passages
carefully
o Understand
what it is about
c. Detecting
the main idea of the reading
passages
given.
o Underline the sentences that become the main idea from each of the
paragraph
in the material.
d. Determining
the structure
of the reading
passages
given'
o Exam its organization.
1 Followthe chronological
order inthe reading
passages
given'
e. Deciding parts of the passage
you think as the factual information and
important
to be told.
f. writing the sentences
that become
the points into your own rvords.
Teacher's
Notes
o got up (v) o theme park (n) . ride (n)
. staggered out (v)
r theater
(n)
. sweets
(n)
. collapsed
(v)
. leaned
against
(v)
o groaned
(v)
: Art and Culture
: Second year ofSenior High School : 1
: I x45 minutes
: got out <lf bed
- park with swing, roundabout,
and so on
: joumey on a vehicle or a horsc
: rvalked out unsteadily
Theme CIass Scmostcr 'l"ime
allocation L
il.
Learning outcomes
L The students'
interest
inthe giventopic is aroused.
2. The students
are able to write a paragraph
consists of at least 60 words
(as a summary
of the reading
passage
grven).
Teacher's
Activities
a. Pre-Instructional
Activities
1. The teacher
greets
the students
2. The teacher
asks some
triggering
questions
below to the students'
o What is birthday?
. Who ever celebrate
the birthdaY?
r What do you do on your birthdaY?
o What do you expect to get on your birthday?
b. Whilst-lnstructional
Activities
1. Have the students
read the reading
passage
given.
2. Have the students
find diffrcult words in the reading
passage
grven'
r reeling (adjective) : dizzY . upside-down (adjective) : queasY
: cinema : candies
: fell down because oftiredness : took a rest in a sloping position : made a long deep sound ofPain 3. Have the students discuss the difficult words in the reading passage.
4. Have the students discuss in pairs about the steps of making a summary rrstng the guidelines given.
c. Post-lnstructional Activities
Answer Key The possible answer for the triggering questions:
1. Birthday is the anniversary of the day when someone was born. 2. Everyone or I ever celebrate the birthday.
3. I usually invite my friends and have a party kr celebrate it. 4. I expect to get present or everything that I wish on that day. The paragaph:
, \ P P l l N D l X 3
LESSON PLAN
Planned for the control group
(TIIIRD TREATMENT)
Learning materials
n See the students' worksheet. Teaching and learning activities
a Techniques
o Explanation . Discussion n Class activities
: E n g l i s h
: W r i t i n g
: Art and Culture
: Second
year ofSenior High School
: 1
: 1 x 4 5 m i n u t e s
lndividual work Questton-answer
Subject
skill
Theme
Class
Semester
Time allocation
A. Competence
1. Basic competence
. Students
can write English narrative
writing well.
2. Achievement
indicators
o Students
are able to arrange
the answers
in a paragraph
using
the appropriate
conjunctions.
B.
C.
D.
Note:
G: Group
I : Individual
Assessment
. Students individuatly are asked to arrange the answcrs in a plrragraph using the aPProPriate conj unctions.
References and resources
Available at: http://www.made2smile.com/funpages/bdaywish/
Procedure Activities
Glr
T i m ePre-instructional
activities
Students reply the teacher's greeting. Students answer the tri ggel ngilg$
g!q--C
U
1 r J
Whilst-instructional
activities
Students read the reading passage glven. Students find the difficult words in the reading passage glven.
Students discuss the difficult words in the reading rrassage given.
I
G
G
)
-J
3 ' ,
Post-instructional
activities
Students answer the questions based on the reading passage given.
Students alrange the answers in a paragraph ustng the apDropriate coni unctionb
I I
1 0 '
20'
Total
45',
Student's
Worksheet
Theme
Class
Semester
Time allocation
: Art and Culture
: Second year ofSenior High School : 1
: 1 x 4 5 m i n u t e s
Read this reading passage.
A Birthday Wish
One day, a man asked his wife, "What would you like the most for your birthday?" She said, "l'd love to be ten again."
on her birthday, he got her up bright and early in the morning. They went to a theme park. He put her on every ride in the park - the Death Slide, the Screamtng Loop, and the Wall of Fear. She staggered out of the theme park six hours later rvith her reeling head and upside-down stomach. In McDonald's, she was given a Double Big Mac *ith .*t- fries and a strawberry shake. l'hen they rvent to a theater to seo the newest Star Wars movie. She had hotdogs, popcorn, cola, and sweets on her hands. At last, she staggered home with her husband and collapsed into bcd.
Her husband leaned against and asked, "Well, dear, rvhat was it like for berng ten again?,'on one eyed opened, she groaned, "Actually, I tneant dress size."
Find the difficult words in the reading passage and discuss thcm' Answer these questions.
1. Did the man ask his wit'e what she liked the most for he r trrrthdtty'/
2. Did she answer that she wanted to be nine or did she answcr that shc rvantcd to ltc ten?
3. Where did they go in the morning ol'her birthday? 4. Did they go to McDonald's or did thcy go horne? 5. Did they go home?
6. What did the man ask her at home'l 7. Was he surprised?
8. What did she answer?
ry.
Arrange the answers in a paragraph using the appropriatc conjunctions.n.
L
tr.
Learning outcomes
1. The students'
interest
in the gtven topic is aroused.
2. The students
are able to arrange
the answers
in a paragraph
using the appropriate
conjunctions.
Teacher's
Activities
a. Pre-lnstructional
Activities
1. The teacher
greets
the students
2. The teacher
asks
some
triggering
questions
below to the students.
o What is birthday?
. Who ever celebrate
the birthday?
r What do you do on your birthdaY?
r What do you expect
to get on your birthday?
b. Whilsrlnstructional
Activities
1. Ilave the students
read
the reading
passage
given.
2. Have
the students
find dilficult
words
in thc reading
llassugc
gircn
Teacher's
Notes
Theme Class Semester Time allocation
r got up (v) o theme park (n) . ride (n)
o staggered out (v)
. recling (adjectivc) -'dv'z.Y . upside-dor.r'n (ad.icctivc) ' qtrcasy
Art and Culture
Second
year of Senior High School
1
1 x 45 minutes
" got out ofbcd
: park with swing, roundabout. and so on - journcy on a vchiclc or a htlrsc
"' lvalked out unsterrdilv
o theater (n) o sweets (n) o collapsed (v) . leaned against (v) . groaned (v)
: clncma -" candies
l'ell tlown becausc ol' tiroclrress - took a rest itl a sltlping prlsttiott : made a long deep sound of'Parn
3. Have the students
discuss
the difficult words in the rcading
passage.
c. Post-
I nstructional
Activities
1 . Have the students
answer
the questions
based
orr the reading
passage
given.
2. Have the students
alrange the answers
in a paragraph
using the appropriate
Answer Kev
The possible
answer
fbr the tnggering
questions:
I . Birthday is the anniversary
of the day when someone
rvas born.
2. Everyone
or I ever celebrate
the birthday.
3. I usually invite my friends and have a party to celebrate
it
4. I expect
to get present
or everything
that I wish on that day.
Answer the questions:
1. The man asked
his wife what she liked the most for her birthday.
2. She answered
that she wanted
to be ten.
3. In the morning
of her birthday,
they went to a theme
park.
4. They went to McDonald's.
5. They went to a theater.
6. At home, the man asked
her what it was like for being ten.
7. He was surprised.
8. She answered
that ten meant
the &ess size.
The paragraph:
-
The man asked
his wife what she liked the most for her birthday. She, then, answered
that she wanted to be ten. In the moming of her birthday, they went to a theme park. Aller
that, they went to McDonald's.
They also went to a theater.
At home, the man asked
her what
, \ P P I ' N I } I \ ]
A. Competence
l. Basic competence
. Students
can write English narrative
writing well.
2. Achievement
indicators
o Students
are able to write a paragraph
consists
ofat least 80 words
(as a summary
of the reading
passage
gtven).
Learning materials
o See the students'
worksheet
Teaching and learning activities
o Techniques
LESSON PLAN
Planned for the exlrerimental group (FOURTI{ TREATMENT)
Sublect
skill
Theme
Class
Semester
Time allocation
English Writing
Art and Culture
Second year ofSenior FIigh School i
I x 45 mtnutes
Individual work Summarizing
B.
C.
o Explanation o Discussion o Class activities
Note:
G : Group
i : Individual
D. Assessment
. Students individually write a paragraph consists of at least 80 words (as a summary of the reading passage given).
E. References and resources
Fanell, Mark, et.al. 1995. The World of English. England: Longman
Procedure
ActivitiesG/r
T i m ePre-instructional
activities
Students reply the teacher's gcetlng. Students answer the triggering qugltle!s'
G
G
I ' J
Whilst-instructional
activities
Students
read the reading
passage
glven.
Students
hnd the difficutt words in the reading
passage
given.
Students
discuss
the difficult words in the reading
passage
giv€n.
I
U
G
5
J
J
Post-instructional
activities
Students
discuss
in pairs
aboutthe
steps
o1 making
a
summary
using
the guidelines
given.
Students
write a paragraph
consists
ofat least 80
words (as a summary
of the reading
passage
given).
G
I
l 0 '
20'
Student's
Worksheet
L
Theme Class Semester Time allocation
Read this reading passage.
Art and Culture
Second year ofSenior High School 1
1 x 45 minutes
Christmas
in My Family
Chrisfmas
is my favorite holiday. I usually go to stay at my grandparents'
house
on Christmas.
My uncles,
aunts,
and cousins
are there too' It is like a big party.
And it goes on for three days: Christmas
Eve, Christmas
Day, and Boxing Day. We
play games,
sing songs,
eat, and watch lots ofTV program
together.
I love one special custom that we have in our family. On the night before
Christmas, we dresi up in warm clothing and go from house to house in our
neighborhood.
At each of the house,
we sing christmas songs.
'l"hen
we go to a
hospital or a home for elderly people and we sing there- If it is over'
drink hot chocolate,
and chat by the fireplace.
I love this moment!
on christmas Day in the morning, we always say "Merry Christmas" to each other. Then, it is time for us to open our present. The younger children have a stocking full of little presents next their beds. These are from "Father Christmas." Only good children get them while the naughty ones get nothing. The other prssents are under the Christmas tree in the living room. We have the turn to open them one by one. There ts only one rule for this - if we do not like the present, we still have to smile.
Find the difficult words in the reading passagc and discuss them.
Discuss in pairs about the steps of making a summary. tlsc thc guidclines givcn. Write a paragraph consists of at least 80 words
(as a summary of the rcading passagc atlovc).
we come nome,
il.
rl.
b .
c.
Students' Guidelines
The steps of summarizing reading passages are as follows:
Skimming the reading
passages
given.
o See the titles, the paragraphs
Reading the whole reading passages
carefully
o Understand
what it is about
Detecting
the main idea of the reading
passages
given.
o Underline the sentences that become the main idea from each of the
paragraph
in the material.
Determining
the structure
of the reading
passages
given.
r Exam its organization.
o Follow the chronological
order in the reading
passages
given.
Deciding parts of the passage
you think as the factual information and
important
to be told.
Writing the sentences
that become
the points into your own words.
Teacher's
Notes
. favorite (adjective) . boxing day (n) . custom (n) . neighborhood (n) o elderly (adjective) o present (n)
o rule (n)
Art and Culture
Second year ofSenior High School I
I x 45 minutes
: like something more than any other : the tirst weekday after Christmas day : way of doing things
: nearby arca : rather old :
Sift
- statcnlcnt ol'whut onc nlusl tlr nrust nol dtr Theme
Class Semester Time allocation L
II.
Learning outcomes
1. The students'
interest
in the given topic is aroused.
2. The students
are able to wrile a paragraph
consists
of at least 80 words.
(as a summary
of the reading
passage
given)
Teacher's Activities
a. Pre-lnstructional
Activities
1. The teacher
sreets
the students
2. The teacher
asks
some
triggering
questions
below to the students.
o What is Chnstmas?
. When is it celebrated?
o What is Christmas
Eve?
o What do people
do on Christmas?
b. Whilst-Instructional
Activities
1. Have the students
read
the reading
passage
given.
2. Have the students
find difficult words in the reading
passage
given.
3. Have the students discuss the dil cult rvords in thc rcading passage.
4. Have the students discuss in pairs about the stcps of rnaking a summary ustng the guidelines given.
c. Post-Instructional Activities
Answer KeY The possible answer for the triggering questlons:
l. Christmas is yearly celebration of the birth of Jesus Christ 2. It is celebrated on December 25*.
3. Christmas Eve is the night betbre Christmas day.
4. people usually exchange gifts to each other and send christmas cards. The paragraph:
. \ P P I I N I ) I \ J LESSON PT,AN
Planned for the control group (FOURTH TREATMENT) Subject
skill Themc Class Semester Time allocation
A. Competence
1. Basic competence
o Students
can write English narrative
writing wcll.
2. Achievement
indicators
o Students
are able to arrange
the answers
conjunctions.
Learning materials
n See the students'
worksheet.
Teaching
and learning activities
o Techniques
r Explanation
. Discussion
a Class activities
: English : W r i t i n g
: Art and Culturc
: Second year ol Senior lligh School : l
: l x 4 5 m r n u t e s
in a paragraph using the approprtate
lndividual work Question-answer
B.
c.
Note:
G: Group
I : Individual
D. Assessment
. Students
individually
are asked
to arrange
the answers
in a paragraph
using
the aPproPriate
conj unctions.
E. References and resources
Farrell, Mark, et.al. 1995. The World of English. England: Longman
Procedure Activities
GTI
'I'imePre-instructional
activities
Students
reply the teacher's
greeting.
Students
answer
the triggering
questions.
G
G
I '
Whilst-instructional
activities
Students
read the reading
passage
given.
Students
find the difficult words in the reading
passage
given.
Students
discuss
the difficult words in the reading
passage
given.
I
c
G
5 '
JJ
Post-instructional activities
Students
answer
the questions
based
on the reading
passage
given.
Students
arrange
the answers
in a paragraph
using the
appropriate
conj unctions
I
I
1 0 '
20'
Student's
Worksheet
Theme
Class
Semester
Time allocation
: Art and Culture
: Second year ofSenior High School : l
: l x 4 5 m i n u t e s
L Read this reading Passage.
tr.
II1.
Christmas in MY FamilY
Christmas is my favorite holiday. I usually go to stay at my.$andparents' house on christmas. My uncles, aunts, and cousins are there too. It is like a big party' arrd it go", on for three days: Christmas Eve, Christmas Day' and Boxing Day' We play gaires, sing songs, eat, and watch lots ofTV program together'
I l o v e o n e s p e c r a l c u s t o m t h a t w e h a v e i n o u r f a m i l y . o n t h e n i g h t b e f o r e C h r i s t m a s , w e d r e s s u p i n w a r m c | o t h i n g a n d g o f r o m h o u s e _ t o h o u s e l n o u r neighborhood. At each of the house, we sing Christmas songs' Then we go to a noJpitat or a home for elderly peopte and we sing there. lf it is over, we come home, drink hot chocolate, and chat by the fireplace. I love this moment!
onChristmasDayinttremomirrg,wealwayssay..MerryChristmas',toeach other. Then, it is time foi us to op"n ou. pt"sent. The younger children have a stocking full of little presents next their beds. These are from "Father Christmas." Only good children get them while the naughty ones get nothing. The other presents are under the Christmai tree in the living room. We have the turn to open thcm one by one'
'l-here is only one rule tbr this - if we do not like the present, we still have to smlle'
Find the tlitficult words in the reading passage and discuss them' Answer these questions.
1. How was the writer's Christmas holiday?
2. Who gathered and stayed at his grandparents' housc? 3. Did they do manY things together?
4. Did they have a traditional custom on Christrnas Eve? 5. Where did they sing Christmas songs?
6. Did they say 'V"t:' Christmas" in the moming on the Chrishnas day'i 7. Did they have turns to open their presents?
8. Was there a rule to do this? 9 What was it?
A r r a n g e t h e a n s w e r s i n a p a r a g r a p h u s i n g t h e a p p r o p r i 8 t e c o n j u n c t i o | | s .
Learning outcomes
1. The students' interest in the given topic is aroused.
2. The students are able to arrange thc answers in a paragraph usirrg thc approprliltc coniunctions.
II. 'feacher's Activities
a. I)re-lnstructional Activities
l. The teacher greets the studcnls
2. The teacher asks some triggering questions below lo tlrc slutlcrrts o What is birthday?
. Who ever celebrate the birthday'/ o What do you do on your birthdaY?
e What do you expect to get on your birlhday?
b. Whilst-Instructional
Activities
1. Have
the students
read
the reading
passage
given.
2. Have the students
find difficult rvords
in the reading
passage
givcn,
'I'eacher's Notes Theme
Class Semester 'l'ime
allocation
o got up (v) o theme park (n) . ride (n)
. staggered out (v)
. reeling (adjective) : dizzy . upside-down (adjective) : queasy
Art and Culturc
Second year of Scnior iligh School I
I x 45 minutes
: got out ofbed
: park with swing, roundabout, and so on :journey on a vehicle or a horsc
: walked out unsteadily
r theater (n) r sweets (n) . collapsed (v) . leaned against (v) r groaned (v)
: clnema - candies
- fell down because oltiredness : took a rest rn a sloping p o s i t i o n : made a long deep sound ol'pain
3. Have the students
discuss
the diffrcult words in the reading
passage.
Post-hstructional
Activities
1. Have the students
answer
the questions
based
on the reading
passage
given.
2. Have the students
arrange
the answers
in a paragraph
using the appropriate
Answer Kev
'fhe possible
answer
for the triggering
questtons:
i. Christmas
is yearly
celebration
of the birth of Jesus
Christ.
2. It is celebrated
on December
25*.
3. Christmas
Eve is the night before Christmas
day'
4. People
usually exchange
gifts to each other and send christmas cards.
The answers:
1. The rwiter's Christmas
holiday was
fun-2. He and also his family gathered
and stayed
at his grandparents'
hottse
3. They did many things
together.
4. They had a traditional
custom
on the Christmas
Eve.
5. They sang
Christmas
songs
around
the neighborhood,
at hospital,
and at a hornc
lbr
elderly
people.
6. They iaid'\rlerry Christmas"
to each other in the morning on the Christmas
day.
7. They had tums to open their presents.
8. There was a rule to do this.
9. If they did not like the presents,
they still had to smile.
The paragraph:
-
The writer's Christmas
holiday was fun because
he and also his family gathered
and
stayed
at his grandparents'
house.
They did many things together.
On the Christrnas
Eve' they
had a traditional
custom.
They sang
Christmas
songs
around
the ncighborhood,
at hospital
and
at a home for elderly people. In the morning on thc Christmas
day, thcy said "Mcrry
Christmas"
to each
other
and then they had turns
to open
their presents.
'l'here
was a rule to do
A P P E N D I X 4
POST-TEST
SHEET
Class:
Instructions:
a. Write a narrative composition
about your last holiday.
b. Your composition
must consist
of at least 100 words.
c. Write in every other line.
d. Finish it in forfy-five minutes
APPENDIX 5
THE ESL COMPOSITION PROFILE
Content
b l e - s u b s t a n t i v e * e t c .
2 6 -2 2 GOOD TO AVERAGE
: some knowledge
of subject
adequate
-range - etc.
FAIR TO, POOR : limited
knowledge
of subject
- little substance
-e!q___
-_WryfqOSjqel
19-t
s[ow knowledge
of subject -
non-Substantive
- etc.
2 1 - 1 7
1 6 - 1 3
Orqaniz
2 0 - 1 8
1 7 - M
ation
EXC E L L E t l T T O VESll 9Q I,Q. !!i e!! eIllqq qio1,-4le,q9-q!
qq rl v
stated - etc.
ioor4v_ergqqaqdlll!_
main ideas stand out - etc.
FAIR TO,POOTR
: non-fluent
- ideas confused
or disconnected
- etc.
1 3 - 1 0
9 7
e - no
o1gqqzqlel-gq--Vocabulary
EXC
NT TO VERY GOOD : sophisticated
range
- effective
word/
idiom
choice
and usage
- etc.
9_994-19 4VE8 GE : aOequate
range - occasionalerrors
of word/
lldiom
form, chqlcg.
ugqge
but meaning
not obscured.
[fa[ lq fqdn : fmited range
- frequent
errors
of word/idiom
form'
lchoice,
usage
- etc.
fVglf qqOE : essentiqtty
translation
- little knowledge
of English
iVocabulary.
ry_$
1 7 - 1 4
1 3 - 1 0
9 7
Lanqua
,e uqe
EXCELLENT
TO VERY GOOD : effective
complex
constructions-etc
OOOO
fO nVennCE : effeCtive
but simple
constructions
- etc.
EAA lq BqABirneiofpAllglns !n s-l{!p!9/complex
constructions
-etc.
2 5 -2 2
1 9
21-1 7 - 21-1 21-1
1 0 5
Y POOR : virtually
no mastery
of sentence
cg!!9qtlc"!!e!,q-ly!es
:
etc.
Mechan
Conventions
- etc.
GOOD TO AVERAGE-:
occasjd4el
errors of spelling,
punctuation
-q t c . _ _ , _
FA!R
TO POOR : frequent
errors
of spelling
- punctuatton
- etc
VERV pOOn : no mastery
of conventions
- dominated
by errors of
_ . .
-spellrlg,
p-r,rnqtq.ation,
capitalization,
parag
ra ph i n g - etc
rcs
ffi
5
4
J
X F (, ol o + t\ ro oa (o o o @ ro q (\l lo qt lt) (\a F G' tt ol @ ro c{ o F o) !t o o !t (o ro (\a ci o ao () q c, c) F ro ro s{ cj |l) ro lo @ F F ro ro c! oa o tt |o (o F F lo rt @ ro lJ) .,.| o o F |o
= (o (o
u. c!
N
(o @ (o @ @
() o!
c.I
(o toc\l
^i
() q
c\l
(o rt)N N J o !T ro c! (o (.) (r)
c! s @
(o ro
c.t @c.) s$
rr, c.l c! rr, N -{ s c{ |r) c.l s N (o |r, N o @ c{ r'f) c{ o s c.r c! c{ rt) ol N |-N c! rq c{ (o ro c{
\t u.c\
o
C.l
(o o) rool
N tf) c\ c{ $ o (o tf) c\I to c! N (o ro c{ rr, N N lr) c{ A c{ |J. c.l @ |r) |f) c\ C.,l
o
|r) q GI F.' c\I |r) q rc N lr) c{ c! F. N $ @ rf) N |r) c{ o T c.l |r) q @ o(o rJ) N c.i \t (o |r) c! (t F. N ro N s N @ ao N (, c! N lr, C! T C\| (o ro c.l o, c{ () |r) c! @ tor\-N tr)N
(o 'f) c! C\l v rf) N ro s (, N o o @ |r) (I @ ro i* @ F. lr) ln N (o rJ) (\ o (o ro N (o |f) N ro (o (o F tf) () c{ -i r, >< F |r) .f @ ,q F F |r) at F (o (tl F |r) F o 6 ra' a (o rq tat F. ro { F (o t\ ro at F. (o
1\ (\F
ro d
F
= rt- ra)(.) Y .q s s ro t lr)(f)
tr)
(.) g ar)
.J N
lr)
t- (0 C.l cr, (o o) N |r)
Lr)
(o qlr) (o t- u?ro |r)
!c)
'ri (o N (o.q s (o
(r)
o (o (f) @ lr).t (r)t ul(\l
ro s
(r) (o lr)lf)
ro
(o N @
(f, f)
q
F-(f)
((t lr) rf)ro tr) qro @
F-o lr)F. N
ao N |r)c!
q c{ rf) lr) c.l N q .c (\ rf) t-C.l s N |f) c{ (| s N u? 3 N ro d c! st e\I |r) () C.i c{ o (! t
l-. @(o rtF @F- olro t\@ oF 6F o@ tF (')F
rf t\ !?F
(r,
}!
(.,
F FF
= \t v $ s s s s s {' $ (f) s s
J oc! lr) lf) (\l @ @ @ NN tr) |r) s ro rJ) @ rf)
i.- tf) F. N ro { s @ |r) rt (o l() |r) c.{ !c
o
F.* 'o @ (o (o @ (o tr) (o @ ll (0@
e.l tr)c! |r)c{ N lr)
c! c{ {ot Fc! sc! N|r) c{ sc! (ocrl |r)C.l @
o
(g
tr
F a)@ @ |.)F
(.,
(0 o(o F
oa
@ oo,
t\
F (oF @F
(")
F
(D
I\ F !tI\
E s g C) (r) v $ rc t Y $ r+ (Y) s v (f)
c{ oc! F N o(\ (o o(\ oC! |r)
F-. F- 'o) ro |r)
(o @ () N it s (o o) F- ro (o q t (') rf)
o
@ (o (r) (o lr) t - c', F. (o (o s t- (o @(J
F-N
rr,
ot rt)C\t cq (oc\l N(\ ()c! @(\l 6ls lr)C\ tf)C\ !oc\ |o(\l (f,C\I ()(!
o
z c\l (f) t tr) @ F- @ O) o c! o
x
F {o
v) ro ol ni F g) .D o) (I (r, rlo a f! o ro lo ro !t GO ro @ F tt ro (o F t-to ro (\a c; @ t @ I N @ $ o) (\| g, r/o t G o @ ro N .0 rlo t (o ro c{ c,i rt) c, ro { (o ro o) N g) rl:) !' c, () ro q € rt a') (o
= o) (o
lr) c{ N ro c! N o)
@ roc.l (o
@ (o (o o) (o
ro q
c{ @
(o u)c!
N
(o roo It !t J lr) (\ c.t F. N @(a |r) c! rq N 6l @ N rn c{ o c{ |o c{ o rf c.l lr) c{ o Q C! o o s lr) c\ ol ro f\ (o o (o (o (.) (D @ cl L) (\l c,j { o tt) N @ (") ro c\ s (\I
E
C!E
ro (\ d o 6' @ tr) N lr) c.l C.l I.r N |r) N -a c\l a0 o, |r) N o st c{ rf) c{ A s N \o c! N f.-c{ |r) N o s c{ tf) q ct ro N N ro c! N @ ro c\ c{ o) @ N r.r) C! o C.lo) @O) (o
u? ro (\ c{ F
o
(o |r, c! @ |r) q q N |r) c! N lr, c! N (o o lr, c\t o t N (o |f) c{ |r) q @ CO ro (! o { C.l tt) oa ol tJ) ({ N |r) C! o $ c,l ro C! c.l tr) N N ro C! (! ro N o rt (\ ro o{ t F ao F n N N (o s tr) c'l N F. (o F.. (r) lr) c\I (o (o F-(r) (, N (o (o F-(o rf) N @ |r) ('! o c{ $ |r, c.l (o tr) N @ lr) t-|f, c! o @ ro c{ o @ @ l.-@ lr) c! c.{ r.r) rf) ro c{ o o (o ro c! o o (o ro (.,i C" rt o) x F t-ra, (' @ c) F |r) t F N F rtFao F r.) o o ao
(o t\F (ot\ rnF oF
ro (rJ
F t\
F oF N
ro d {({
E s ro (r) s rf)
N s t ri (.) .q
ro
(.J t tt ro(f, $
@
lr)
(o c', rf)rd
|..-ro st |r)|r)
ro
|r) c{ ro
r,
F.. o) Fr
|r, ai ro
r-|r)
tf) @ $
ro rt (') ro (o (o u?s rr |r)
rfi (r)
rf)
|r) (o ,r'lrf)
|r,
.q ro
!o
to
|l.
< F- |r,* s rt (f) o,
F !t
Lr) F*
ro
tr) lr) tr) s |rt
. ; (o q
f.- ri ro rf)
q
|r) q.q lr) lt)
|r) rri lat cj o ro () rr, N LN @ c{ C\l ro
c! \tN roN c!
(r) c{ ro N !r) c.l u? F. c{ rt? s c! ll.) s N @ N N q .f c! |r) s c! 00 € F na o CT E
F (tt(o ttF
|r)
i- F sF
r.)
t-g)
t\ (oao t?F- \tF itF (o
tt
t- !tF (.,F
(r) F
=
f q
i;
G) s o s N s r|' tl. (f) <t (o s v (r) IF
(o @ ro @ .{. |r) vc\l s ro |r) C.l (o
|f) |r) rf,
F
ra) (o tr) rt (o (o (o rf) |r) lf) N t{) s |r) lf) sl o
|r) lr) $ @ (o ro |f) s(o @ s t.r) rf)
l o
N c.i N(,
c\l (.)N
lr)
c\| F.c{ s N
ro
c.l l.-N {-c! $N (oc{ N |r)c{ tc!
o
(l
E
t- (tF { anF
!l F.
(.)
F
rt F lr-F
ol
@ o o@
ol
@
(o
F t-F (tlt\ oF c)F
(t) att
= CO (.) .il' (o s CO ril- s (r) s t? rt $
J t* N @ (o () (o F C.l (o c{ c! o)
F. o) (o F- (.) t- |.- s t (o |r) t* (o s rf, rr) <q (o rf, (.) (t) e.l
f.- ro (r) rO 9 (o
N
(o (o T ro ro lr) ro lr)
N N
(o (\ sN
rf)
N N
|f)
c{ ra)c! @c{ N
lr)
c! c!
rf)
ol |r)(\ (oc\l c\.1c! sc{ lr)N
z @ |'-- @ N C\t
(!
c\t oN (\
((t
x F ro ({ o ol ('l tl, t(, ol o a') o t ra) (\{ ci oa tl rt rt o rat tat (.\a .i ct !t ro @ o, cr * ro c! c{ o) (o tf rt 6 ro
lt, I N l ( o
;l il
lo N ci (.\a t rf (o i-F ro ro ({ o ro tat ro tat q o oa (9 to u) (I ao o @= @ toN
o o)
(o (t) o) n lc . l l @
o i l - o) o) rt) c!
c{ @
J q
(\ roN
c{
@ O) |r)@
N
@ (o c{
o,
(o o,(o r{)c\l c\ (\l N @ <.) r.r) C.l c.l o) CO N o, CO c\,1 (o (.) (a tf) (\ (o rir C\ (o () ro c! c\l ro C.l o \t C.l ro q (o |r) (o o) ()c{
c! ro c{ N t.r) c{ @ |r) @ tr) C.r ro N c\l c! N t -c! ro N rf e.l (o ro N |r) c\l N tt) ol N @ !r) N lr) ct N |r) N N o) q) c{ (o |f) N |r) c{ C.l s
* @o) (ot.r,
N
(o lr)
(\ @o) o@
o @ l'-tf) Lr) c{ <o s Y .lr CD N tf) Nro
o) N ro @ F. ra) o) c! lf) @ t-(o s@
s @ F. lf) o c\l ro (o f-@ (o F-(o
x
F ra) o; F r{) o (o ro (t ao F ta) FJ F st (o lo ct(o Foa 9 F @ F ro G; @ @ 1\ ro { F (, o, F ro F F = t
N CO CO 9 co
(fJ ro
(o s (r' (a
io
(r) I v
J @ |r) \t (o @ (r.) (o rJ) ro o) rJ) F- F- o) o)
q
1.. N
|r) c{ ro
'o
rd qN s |r)
|f) ra,
e.i @ rt
!o
(o lr)tt)
o
(o ro ro ( o l r o ro F (o rf) c{ (o (o v CO() N r o l N
c \ r l N - l ( f )N I N
(o
c{ (oc{ gN
(f)
c{ (oN
c.l
c{ sN oC\| @N @N
(t
L
q, C|
tr
F @ 6 t @@ l . o (\F G'F
(\
.D l\
("t
F G'F $F 6@
tf
F a)F oF 6)F
= v e . r l ( f ) (o $ (o (f) (o (o r(t (.) (o (o $ $
J @ r r ) l ( o rf) (o s t |r) |r) € F.
lr) F. @
\ - l r - @ s (f) |r) ro s N @ (o F (o
@ l ( o (o tr) (f) F F- (o C! v (o ro s
o <rc{ {N
c!
N c!c{ vCrl c{N tN
(t
c{ $c{ @c{ C\c{ sc{ c\I tr)crl @c{
o) E
F (oF
- l ( l
F l ( o oF rtF @@ a0@ F oF
(o
F rat ao ao
l'-(o
F oo
(o
F
= .<r (f) (o $ o (a (o { s c) (o
.ll t *
J o ro c.l F- (o ^l N |r, ro N
(f, F
c!
(o t\ (\ tr) (o (o \t (o ro
@ s ro f.- F- |r, rt (\ s @ @
(f) N
o (\ (\ N
c! N N
N $crt c{(\
|f) N NN
(o
c{ Nc{ sN
lr)
C! Fc{ @c!
o
z N (.) ro @ F- o o c{ *
lr)
o.
f
o
X F r.' G' <j o F lo rt @ tat .D F F ro ar, (o (t) at .D F t? tlrt ro({ @ to ro N ci o{ (r, ao t o ro .D F t\ ro (o ro (t) t tl o lo @ i\ t ro N ci (I lo ({ o o t\ !a) t ao o @ o F t ro ro ot () (D c' ao
= o) (o (o o) @ @ o)
rJ)
N
c.i o) o) (o (o @
(o (o !t
o ct
J |r)(o N
@
ro c\r s
s v roN
N N s N (f) @ o) c! @ r.r) N la) N N lr) (\ N o) @ @ N o) @ N o) @ @ @ o F lr) N N f-N (o v
$ ss
tr) N o N (r) N N lr) c{ C.l |-.-N rD c{ N ro ct c{ s
$ (oo) .(rs o)(o roC.l ol @ (r) N rf) c! c{ q @ (1 \t ao
o
(o|r)N
@
o) (olr)
N o, @ |r) N $ N (o |r) N O) @ c\I |r) (\ al () c! o $ N |r) c! C.l (.) (o @ lo c{ |r) Al o rt N |r) C{ o N ro c! N o) @ c{ v) ol ra) F o F (o F-(o (o F. |r) @ f-6 o, ol |r) @ t -tr) (, N (o @ F-tr) (o i.-lr) @ f.-@ .r) q C! |f) rf) tf) N (o s @ $ 3 tf) c{ (o (o I.-@ ro c.,l @ ro ol o n F F x F tq l., F ol
