FATHUR ROHIM PPPPTK BAHASA MATA PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH ATAS (SMA)

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).

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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 seharihari, 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, legenda rakyat sederhana, sesuai sesuai dengan konteks dengan konteks penggunaannya 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 tulis sederhana terkait legenda rakyat. unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda. B. Indikator Pencapaian Kompetensi INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 3.8 membedakan 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 IPK Pendukung: 3.6.1 mengidentifikasi fungsi sosial teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya 3.6.2 mengidentifikasi struktur teks teks naratif lisan dengan memberi dan 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 KOMPETENSI (IPK) KETERAMPILAN 4.8 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat IPK Pendukung: 4.6.1 menirukan teks naratif lisan sangat pendek dan sederhana terkait legenda rakyat 4.6.2 melengkapi teks naratif tulis sangat pendek dan sederhana terkait legenda rakyat 4.6.3 menyusun ulang teks naratif tulis sangat pendek dan sederhana terkait legenda rakyat.

. INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 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 KOMPETENSI (IPK) KETERAMPILAN.

INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 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 KOMPETENSI (IPK) KETERAMPILAN.

. INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 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: 3.6.19menganalisis fungsi sosial teks naratif lisan dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks 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 KOMPETENSI (IPK) KETERAMPILAN. IPK Kunci: 4.6.4 Menceritakan ulang teks naratif lisan pendek dan sederhana terkait legenda rakyat 4.6.5 meringkas teks naratif tulis pendek dan sederhana terkait legenda rakyat.

INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 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 KOMPETENSI (IPK) KETERAMPILAN.

. INDIKATOR PENCAPAIAN KOMPETENSI (IPK) PENGETAHUAN 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 . INDIKATOR PENCAPAIAN KOMPETENSI (IPK) KETERAMPILAN.

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 negaranegara 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 keutamaankeutamaan, 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 Au 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 Au 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 rainpitted 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”: .