i
THE USE OF TENSES IN READING TEXTS “LET’S TALK”
SMP TEXTBOOKS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Melisa Arimba Puspita 112007174
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
1 THE USE OF TENSES IN READING TEXTS “LET’S TALK”
SMP TEXTBOOKS
Melisa Arimba Puspita 112007174
Satya Wacana Christian University Abstract
This study is about tenses that are used in reading texts “Let’s Talk” of SMP textbooks. The samples of this study were reading texts. The data were collected from the of SMP textbook grade VII, VIII, and IX. I choose 6 reading texts from each textbooks randomly. To analyze the data, the sentences from each reading texts were labeled or coded,classified and interpreted. This study used descriptive research to describe the grammatical items used in Let’s Talk VIII, Let’s Talk VIII, and Let’s Talk IX. I found that tenses were used in the reading texts of SMP textbook were the simple past, the simple present, the simple future, the present perfect, and the past countinuous. The study also found that the simple past tense was the most frequently used tense in all-reading texts. The percentage of the simple past tense in the Lets Talk VII was 44%, in the Lets Talk VIII was 51% and in the Lets Talk IX was 49%.
Keywords: Reading texts, tenses (the present tense, the past tense, the future tense, the present perfect tense and the present continuous tense)
Introduction
2 In teaching English, the array of instructional materials available to elementary and junior high school is amazing. Dahar and Faize (2011:7) as quoted by Nicholls (2000) define instructional materials as printed and non-printed items designed to impart information to the students in the educational process. They include items, such as kits, textbook, magazine and pictures. Hunchinson and Torres (1994), classify textbook into two types. The first type is streamlines. This textbook consists almost entirely of text questions and substitution drill. These kinds of textbook only gives exercises and example, students will always look for the reason why and how things could happen. The second type is grapevine. This textbook consistst of an integrated video, information-gap activities, role-plays, reading texts, songs, the development of reading, writing, listening skills, grammar summaries, games ,etc. This kind of book is very complete and it gives more detailed instructions.
The textbook chosen must have good quality because they have important roles to the success in the teaching learning process. Britton, et all (1993:viii) point out that textbook are an omnipresent part of classroom life. After that, they mention textbooks are a feature and often a very important one, of instruction. Anthony (2005) says that Textbooks provide organized units of work. A textbook gives students all the plans and lessons needed to cover a topic in some detail.
3 (2003), also states that an understanding of tenses helps us to improve our writing and speaking, and become more aware of the way other people use language to communicate. It can also make it easier for us to learn a foreign language. Tenses is the fundamental heart of language and a tool to help learners’ comprehension of the target language because tenses provides systematic rules of structure and word order. After that, learners can create their own spoken and written discourse using these grammatical rules (Kers,1996).
As the study of English recently continues to occupy an important place in our educational curriculum, in order to learn the English language students are required not only to know the vocabulary, but also the grammar. Allan (1995) state that grmmar is a major component of any general language course,wheter it is acknowledged as such or distinguised as something else.
Bosston (2001) identifies many of grammatical items which comprise Englsih: Types of nouns
1.
Proper nounsJudge Thompson ruled against Dan.
2.
Common nounsThe judge ruled against Dan.
3.
Count nounsLois brought eighteen cups to the party.
4.
Mass nounsThe air was fragrant with the smell of lilacs.
5.
Concrete nouns4 Types of verbs
6.
Transitive verbsGeorge built a treehouse for his son.
7.
Intransitive verbsMona smiled slyly.
8.
Linking verbsJoan seems content in her new position.
9.
Auxiliary verbsI have gone to see the doctor.
10.
Modal auxiliary verbsI might go to France this summer.
Verbals
11.
Gerund a. Parenting is a science and an art.b. Roberto was weary of acting a false role.
12.
Participle a. The edited manuscript was 700 pages.b. The employee processing your request is named Sheila.
13.
Infinitives a. To parent well requires endless patience.5 Pronouns
14.
Demonstrative a. These officials overcame partisan loyalties.15.
Intensive a. The president himself cannot control economic forces.16.
Indefinite a. Everybody who sees the movie will rave about it.17.
Reciprocal a. The justices implicated each other in the bribery scandal.Prepositions
18.
Single-word prepositionsa. We did not want to leave during the performance. b. The students waited anxiously for their test grades.
Mocanu Elena (2010) states that teaching grammar at school using theoretical knowledge brought some critics and led to confusion. All the grammatical rules were considered to be evil there were some steps to avoid using them at school. But when we learns grammatical tems in models we use substitution such a type of training gets rid grammar of neutralize it. Teaching the skills to make up sentences by analogy is step one the way forming grammar skill. To form the grammar skill we must follow such step:
- Selection the model of sentences.
- Selection of the form of the word and formation of words forms - Selection of the auxialry,words,prepositions,articles, and etc.
6 (1991) strongly support grammar teaching since tenses helps learners perform their target language better. He also adds that students cannot communicative well if they do not have a fundamental level grammar. Ur states that (1996), tenses can assist the students to produce the structure correctly by themselves. In line with it, Close (1991) also implies that communication can generally be achieved most efficiently by means of grammatical sentences.
The current research has shown that grammar teaching is both necessary and essential because grammar knowledge can affect learners’ capabilities to express
themselves in the target language (Nassaji and Fotos, 2004). Therefore, recent suggestions strongly advocate focusing on form within communication approaches in second language curriculum (Ellis, 2002a). This is because the concepts between the communication teaching approach and the grammar teaching approach should not be separated.
There is a mixture of beliefs regarding grammar instruction. Some scholars support the exclusion of grammar learning (e.g. Prabhu, 1987), while other researchers emphasize the need to include grammar teaching in CLT (e.g. Lightbown & Spada, 1990; Nassaji, 2000; Spada & Lightbown, 1993). Olenka Bilash (2009) states that a strong emphasis on inductive grammar teaching is particularly in communicative language teaching(CLT) approaches, both inductive and deductive strategies are required in the classroom given the many learning styles of students. The students can learn those strategies from some of the reading text.
real-7 word context. A text can range from just one word (e.g a SLOW sign on the road) to a sequence of utterances or sentences in a speech, a letter, a novel and etc.
In Junior High School there are some types of reading text such as descriptive, narrative, anecdote, procedure, recount and report. Those types are needed in reading section skill. Reading skill is a skill that is expected to help the readingcomprehension of other courses. It means students should be able to read different texts in literature, science,social studies, etc. in order to transfer the information about modern science or technology from other countries.They have to learn to read and have to read to learn. Learning to read relates to reading for meaning or comprehension and also the grammatical of the tenses are used in reading text. Reading for meaning is an important attempt to comprehend texts, and reading to learn refers toreading for remembering or studying (Hamra, 2003).
8 In Junior High School ,the students learn about 5 tenses. They were the simple preset tense, the simple past tense, the simple future tense, the present perfect tense and also the present countinous tense. According to Betty Azar (1996) those tenses were called basic tenses, which she defined as the following :
1. The simple preset tense is to express events or situations that exist always,usually, and habitually. For example :
a. She goes to school everyday
b. The earth revolves around the sun
2. The simple past tense is used to talk about activities that began and ended in the past. The simple past has time indicators such as yesterday,last night,a week ago, etc. For example :
a. He went to Solo yesterday
b. We finished our final exam an hour ago
3. The simple future tense is used at one particular time in the future and it will happen. For example :
a. You will win
b. He will come tommorow
9 a. We are going to Jakarta on Saturday
b. We are enjoying our holiday
5. The Present perfect tense is used to indicate that an action happened at an unspecified time before now. For example :
a. I have read the book
b. I have cut my hair
Those tenses should be mastered by SMP students to underastand the reading texts in the textbook. Besides tenses are important in understending reading texts, tenses are also important for EFL learners to communicate in the target language. K Shayegh (2011) stated that the most important elements for communication process in the English language are tenses.
10 To sum up, with the help of the textbooks, teaching can become more efficient and diverse. Moreover , then textbooks are expected to have relevant materials and type of activities. It means that textbooks should be able to help teachers to carry out a quality language teaching and learning process. O’Neil (1990) states that textbook give the basis of materials to the students. The most important work in class starts with the textbook but outside it, a creativity and alteration, is spontaneous interaction in the class, development arises from that interaction.
Given the centrality of grammar in English textbooks to teaching learning in Junior high school, my research question are “What grammatical items are mostly used in the readings text in Lets Talk VII, Lets Talk VIII and Lets Talk IX? Specifically in reading texts, what tenses are mostly used ? “It is then a descriptive research since I will describe the grammatical items applied in Lets Talk textbooks. Therefore, the aim of this study is to examine the tenses of the reading texts in “Lets Talk” textbooks in helping the students understanding texts in their target language properly.
11 The study
This study used descriptive method. Descriptive method Involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data, use description as a tool to organize data into patterns that emerge during analysis and often uses visual aids such as graphs and charts to aid the reader (Connie McNabb 2011). It analyzed the tenses used in the reading texts grade VII,VIII, and IX of SMP textbooks. The study was aimed to find out what tenses were used in reading texts of SMP textbooks. The data used in this study were primary data because the data were directly taken from the textbooks.
Table 1. Samples of textbooks
Title Publisher Grade Year Authors
Let’s Talk Pakar Karya Pustaka VII 2005 Joko Siswanto Yuniarti Dwi Arini Wasi Dewanto Let’s Talk Pakar Karya Pustaka VIII 2005 Bachtiar Bima M.
Andreas Winardi Siti Nurmalina S. Let’s Talk Pakar Karya Pustaka IX 2005 Bachtiar Bima M.
Cicik Kurniawati
12 published and written by Indonesians, which means they represent the Indonesians’ English
proficiency.
The data collection procedure was conducted by reviewing the reading texts in the Reading sections three – four times to get the data. In thid study , I used reading texts from SMP textbooks as the sample. The titles of the textbooks were “Let’s Talk VII” ,”Let’s Talk VIII” and “Let’s Talk IX”. Those textbooks were published by Pakar Karya. The reading texts taken from the textbooks were chosen randomly. From the 18 chapters in each book 6 reading text chosen randomly, so the total number of reading texts used in this study was 18 the reading texts.
The first step in this analysis was identifying theg grammatical items are included in Lets Talk VII, Lets Talk VIII, and Lets Talk IX. The second steps was identifiying types of tenses in the reeading texts by labeling /coding the sentences in reading texts. The second third was classifiying the sentences under the same tenses and counting their percentage to see what tense was the most commonly used in “Let’s Talk” textbooks. Last step was interpreting the data and writing the report.
Discussion
1. Textbook I
In this section, I present and discuss the grammar items were used in the Lets Talk VII.
Table 1. Grammar Items Used in the Lets Talk VII
No. Unit Grammaticl Items
1. Unit 1
13
Auxiliary Verbs (to be)
Yes/no questions
Question words (what,how,where )
Tense (Simple present)
15
Tense (Simple present in reading text)
Tense (Simple present in reading texts)
16 B. Written
C. Listening
D. Reading
Tense (simple past tense in questions)
Tense (Simple present)
Tense (simple past tense in reading texts)
Tense (Simple past tense in reading texts)
17 Table 1. The tenses uses in Texbook I
No. Tenses Total Precentage
Figure 1. Theproportion of tenses used in textbook I
We see in figure one, the simple past tense was most freqeuntly used in the reading texts. The persentage of the simple past tense used textbook I was 44 % . According Betty Azar(1996) the simple past tense is used to talk about activities that began and ended in the past. Below are the examples of the simple past tense sentences in textbook I.
(1.) One day a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over the Lion's head and down his nose. The Lion awoke with a loud roar, and down came his paw over the little Mouse. ( Let’s Talk VII page 179 )
18 The simple present tense was the second tense that was often used in the reading texts. The percentage of simple present tense was 25% . According to Betty Azar (1996) the simple preset tense is to expresses event or situations that exist always,usually, and habitually. Below are the examples of the simple present tense.
(2) Today is my sister’s birthday. We will have a small party in our home. My mother is preparing a big cake. Before the party, my father decorates the room with colorful balloon. My sister wears a very beautiful dress in the party. My mother does her make up for my sister properly. At about seven, my sister’s friends come. They bring many beautiful give. ( Let’s Talk VII page 79 )
The third tense that was used in the reading texts was the present perfect tense. The percentage of this tenses was 13%. According to Betty Azar (1996) the present countinous tense is used to emphasize an idea of an activity in progress or an uncompleted activity and the events in the progress at the time the speaker is stating the sentence. Below are the examples of present perfect tense.
(3). Dr. Fernando has been in the office sinceearly this morning. He has already seen a lot of patients, and he will certainly see many more before the day is over. Dr. Fernando’s patientsdon’t know it, but he also isn’t feeling well. He has had a pain in his back since last Thursday, but he hasn’t taken any time to stay at home and rest. He has had a lot of patients this week, and he’s a very dedicated doctor.
( Let’s Talk VII page 160 )
19 tense is used to emphasize an idea of an activity in progress or an uncompleted activity and the events in the progress at the time the speaker is stating the sentence.
(4.) Look! The man and the boys are working together. They are gardening in the school garden. The boy in the left is painting the fence. He using a paint brush. The man is digging the soil. The other boys are cutting some flowers and taking some mannure. ( Let’s Talk VII page 153)
The last most commonly used tense was the simple future tense. The percentage of the simple future tense was 7%. The simple future tense is used at one particular time in the future and it will happen (Betty Azar 1996). Below are the examples of the simple future tense.
(5.) Tomorrow is my sister’s birthday. We will have a small party at home. My mother will prepare a big cake. Before the party, my father will decorate the room with colorful balloons. My sister;s will wear a very beautiful dress in the party.
( Let’s Talk VII Page 95)
2. Textbook II
Table 2. Grammar Items Used in the Lets Talk VIII
No. Unit Grammaticl Items
1. Unit 1
A. Spoken
B. Written
C. Listen
Question words (what,how many,how much)
Comparatives and superlative of adjective
20 D. Reading
much)
Tense (The simple past tense in reading
Tense (the simple past tense and simple present tense)
Tense (Simple present)
Tenses (the simple past tense and simple present
Tense( the past continous tense in question)
A. Spoken Modals appropriate the
22
Tense (simple past tense and simpe present tense in questions)
Question words (what,how many,how much)
Tense (simple past tense and simpe present tense in reading text)
Adverbs of manner and frequency
Question words (what,how many,how much)
Yes/no questions
Tense (simple past tense in reading texts)
23 according to the tenses and clasified under the same tenses. I found that the tenses used in the reading texts were simple present, simple past, present continous tense, present perfect tense and simple future tenses. The precentages of the tenses used in the reading texts can be seen in Table 2 and Figure below.
Table 2. The tenses used in Texbook II
No. Tenses Total Precentage
Figure 2.The proportion of tenses used in textbook II
From the diagram we can see that the tenses commonly used were simple past tense; the persentage was 51%. According to Kent Uchiyama (2006) The Simple past is correct
Simple Past
24 for most actions in the past. There are only a few times when we absolutely need to use other past tenses. Below the examples of simple past tense sentences from textbook II.
(1) Last moth, I flew from Denpasar to Makasar. I went with Kevin and Katryn. The flight was only about an hour. We started to descend and landing gear made a loud POP sound. I was little worried. The pilot said something over intercom in Bahasa Indonesia. I didn’t understand him. I asked someone sitting near me for clue.
( Let’s Talk VIII page 68 )
The second tense that was most frequently used was the simple present tense. In textbook II the persentage was 41%. According to Kent Uchiyama (2006) the simple present tense is used to describe an action or habitual action that's happening at present and does not indicate when the action is expected to end. The simple present tense is used when: the action is not only occurring now; but repeats after regular intervals of time,or indicates when it facts that are generally true. It can also be used to express an action for relating habits and routines that happen all the time, be it in the future, past or present. Below are the examples of the simple present tense sentences in the textbook II.
(2) Dengue fever is one of the most dangerous diseases in the world. Dengue fever is endemic in most tropical countries od the South Pasific, Asia, the Caribbeans, the Americas and Africas. This disease rapidly in most tropic urban areas of the world. Dengue fever is caused by virus. (Let’ Talk VIII page 115)
25
Something is taking place now, while speaking and has a definite end as well.
When something is already decided and arranged as well to perform it.
To indicate an undesirable habit
Below are the examples of the present countinuous tense sentences in textbook II :
(3) Today they are wearing T-shirt because today is very hot. Everybody is feeling happy. Look the sun is shining brightly, too. (Let’s Talk VIII page 80)
The present perfect tense was the fourth tense that was used in the reading text. The persenatge was 20%. The present perfect tense according to Kent Uchiyama (2006) is probably the most used tense form in English Grammar and is also considered difficult to understand. The Present Perfect Tense explains the incident that has happened in the past and that continues until the present time.Below are the examples of present perfect tense sentences in the reading text from textbook II.
(4)
The Indonesian government has become more interested in education. ( Let’s Talk VIII page 140 )The last tense that the reading text used in the textbook II was the future tense; that was 16%. The future tense is used for those sentences which refer to the actions which will occur later, in the future. Below are the examples of future tense sentences from textbook II.
26 3. Textbook III
Table 3. Grammar Items Used in the Lets Talk VII
No. Unit Grammatical Items
1. Unit 1
Nouns in singular and plural
Tense (Simple present and simple past tense in questions)
Question words (what,how many,how much)
27
28
D. Reading Tense (Simple past tense
in reading text)
29 C. Listen
D. Reading
and,but, because
Question words (what,how many,how much)
Tense ( Simple past tense in reading text)
As can be seen in Table 3, the first column has list of skills in every unit of textbook. The second column has the grammar items were included in Lets Talk IX. The next step was identifiying the tenses were mostly used in reading text (Lets Talk IX) .From textbook III, I also analyzed 6 reading texts. The sentences were identified according to the tenses and clasified under the same tenses. I found that the tenses used in the reading texts were simple present, simple past, present continuous tense , present perfect tense and simple future tenses. The precentages of the tenses used in the reading texts can be seen in Table 3 and Figure below.
Table 2. The tenses used in Texbook III
No. Tenses Total Precentage
1 Simple Past Tense 98 49%
2 Simple Present Tense 47 24%
3 Simple future Tense 20 10%
4 Present Perfect Tense 18 9%
30 Figure 3.The proportion of tenses used in textbook III
From the diagram we can see that the tense most frequently used was the simple past tense. According Raymond Murphy (2005) the simple past tense is used to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Below are the examples of simple past tense sentences found in textbook III.
a. Once upon a time in Lombok, there was a kingdom named Kuripan. The king or Kuripan was very wise. He had a daughter, named. Mandalika. She was so beautiful. Many princes wanted to marry her. To choose the one that would be his son-in-law, the king had an arrow shooting competition. The best one would be Mandalika's husband. ( Let’s Talk IX page 17 )
Next, the second tense that was used in the reading text from textbook III was the simple present tense; that was 24%. The simple present tense is used to talk about things in
31 general. We use it to say something happens all the times or repeatly (Raymond Murphy (2005)). Below the example of simple present tense sentences found in textbook III.
b. Radio is a form of communication in which intelligence is tarnsmitted without wires from one point to another by means of electromagneticwaves. Early forms of communication over great distances were the telephone and telegraph. They requires wires between the sender and the receiver.
( Let’s Talk IX page 47 )
The simple future tense was the third tense that the reading text from the textbook III used. The percentage was 10%. Raymond Murphy (2005) states that we use the simple future tense to talk about things that will happen at a time later than now. In some situations, like when you're making a prediction about the future, you can use either “be going to” or “will”. But to talk about something that's already planned or decided, it's best to use “be going to.”
c. My father will going to Denpasar next week to meet his partner business. He will stay in a hotel for some day. He will busy a long day in Denpasar. ( Let’s Talk IX page
The fourth tense was the present perfect tense. The percentage was 18%. Raymond Murphy (2005) says that we use the present perfect tense for an action that happens for a period of time that coutinues until now. The present perfect tense used with certain adverbials, such as: till now, by now, this week, since, in the last few years, and up to the present. Below is an example of the present perfect tense sentence found in textbook III.
32 The present countinuous tense was the last tense that textbooks III used. The percentage of this tenses was 15%. We use present countinuous forms for actions and happenings that have started but have not finished yet (Raymond Murphy 2005). Below are the examples of present countinuous tense sentences found in textbook III.
(5) Riko is walking home from school. He saw a man coming out of a shop. The man carrying a lot of things. He is walking toward his car.
( Let’s Talk IX page 119 )
Conclusion
Overall, this study is about the tenses used in the reading texts in the Let’s talk texbook grade VII,VIII,and IX. Regarding the research questions are are “What grammatical items are mostly used in the readings text in Lets Talk VII, Lets Talk VIII and Lets Talk IX? Specifically in reading texts, what tenses are mostly used ?“,the study shows that the tenses that were most freqeuntly used in the textbooks were the simple past tense. According to Raymond Murphy (2005) the simple past tense is toexpress the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Based on the finding of this study I hope teachers give more attention to the students about the simple past tense , because to help the students understanding texts in their target language properly.
33 present countinuous tense was 11% and the simple future was 7%. In the textbook II , the simple past was 51%, the simple present was 22%, the present perfect was 12%, the present countinuous tense was 11% and the simple future was 8 %. In the textbook III , the simple past was 49%, the simple present was 24%, the present perfect was 10%, the present countinuous tense was 9% and the simple future was 7%. From the result we can see that the tenses were most frequently used were the simple past tense.
Recommendations
Based on the findings, this study suggests the following recommendations. First , the teacher should give more disscussions on the past tense. Teachers should explain that the simple past tense is used to talk about activities that began and ended in the past. The simple past has time indicators such as yesterday,last night,a week. Second, teachers also give more attention to the students about the simple past tense, because this is the tense that student would find most in the reading texts in this textbooks.
Pedagogical Implication
From the result of the study, some implication can be observed. First, the data can
34 Limitation of the Study
Limitations of this study were chose 6 reading texts from each textbook randomly which is many different tenses. I found that tenses used in the reading text of SMP textbook were the simple past, the simple present tense, the simple future tense, the present perfect and the past countinuous. I should analyzed the data , the sentences from each reading texts were labeled or coded, classified and interpreted one by one.
The Future Researcher
35 Acknowledgement
20 References
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Murphy, Raymond. (2005). English Gra mmar in Use. Cambridge : Cambridge University Press.
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Jeyaschandra, S. (2009). Textbook Analysis of English for Engineers. Department of English School of Science and Humanities Karunya University: Coimbator (641-114)
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Issitt, John (2004). Reflections on the Study of Textbooks, History of Education, 33(6), 683-697.
McConnell, Cheryl and Gail Hoover (2008). Strategies to Get Students to Read the
Textbook before Class. Accounting Education News, Winter 2008, 5-6.
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Ackert, P., & Lee, L. (2005). Reading a nd vocabulary development 3: Cause and effect. Boston, MA: Thom-son Heinle.
Ching, Chyi Kao. (2009:258) .Reading and vocabulary development 4: Concepts and
comments. Boston, MA: Thomson Heinle.
37 Kirn, E., & Hartmann, P. (2007). Interactions 1: Reading. New York: McGraw-Hill. Lee, L., & Gundersen, E. (2004). Select readings-intermediate. Oxford: Oxford University
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38 APPENDIX
Samples of Reading Texts
Siswanto, Joko., Arini, Yuniarti Dwi., & Dewanto, Wasi. (2005) . Let’s TalkVII. Pakar Karya. Bandung
The Lion and The Mouse
One day a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over the Lion's head and down his nose.
The Lion awoke with a loud roar, and down came his paw over the little Mouse. The great beast was about to open his huge jaws to swallow the tiny creature when "Pardon me, O King, I beg of you," cried the frightened Mouse. "If you will only forgive me this time, I shall never forget your kindness. I meant no harm and I certainly didn't want to disturb Your Majesty. If you will spare my life, perhaps I may be able to do you a good turn, too." The Lion began to laugh, and he laughed and laughed. "How could a tiny creature like you ever do anything to help me? And he shook with laughter.
"Oh well," he shrugged, looking down at the frightened Mouse, "you're not so much of a meal anyway." He took his paw off the poor little prisoner and the Mouse quickly scampered away.
Some time after this, some hunters, trying to capture the Lion alive so they could carry him to their king, set up rope nets in the jungle. The Lion, who was hunting for some food, fell into the trap. Her roared and thrashed about trying to free himself but with every move he made, the ropes bound him tighter.The unhappy Lion feared he could never escape, and her roared pitifully. His thunderous bellows echoed through the jungle.The tiny Mouse, scurrying about far away, heard the Lion's roars. "That may be there very Lion who once freed me," he said, remembering his promise. And he ran to see whether he could help.
Discovering the sad state the Lion was in, the Mouse said to him, "Stop, stop! You must not roar. If you make so much noise, the hunters will come and capture you . I'll get you out of this trap."
39
M, Bachtiar Bima., & Kurniawati, Cicik . (2005) . Let’s Talk VIII. Pakar Karya. Bandung
Rapunzel
A long time ago there lived a young couple, a man and his wife. His wife
expecting their baby. She wanted a plant that only grew in her neighbor’s garden. She
wanted it so much. She even intended to steal it herself, but later on, she sent her husband to steal it.
Unfornunately, Mother Gothel, of the, caught him doing it. She was a witch. Then, Mother Tothel forced the couple to give their first baby to her.
A few months later, the baby was born. It was a girl and named Rapunzel. Soon, shit baby was taken away to live with Mother Gothel. Rapunzel grew to be a beautiful young girl with her long golden hair.
At first she was cared for in a normal way. When she rached puberty, she was locked in a tower so that she would never leave Mother Gothel. The tower stood in the forest. It could only be entered by climbing on Rapunzel’s longhair. To cheer herself up, she loved to sing.
One day, a young prince was out hunting. He stumbled upon the tower. He heard
Rapunzel’s beautiful voice. He decided that he must meet her. He spied and, by watching
Mother Gothel, learned the words he had to say to have Rapunzel drop her hair. The prince visited her often and the two fell in love.
Then, Rapunzel made a plan to escape from the tower. She wanted to be with the prince. She asked the prince to bring her a skein of silk each time he visited.
She might weave a ladder for her escape. Unfortunately, Mother Gothel caught on. Then, she banished Rapunzel to the desert. She threw the prince from the tower into a thorny bsh. The thorns made the prince blind and he roamed the earth searching for his love.
Eventually, they found each other, and the prince’s eyes were healed by Rapunzel’s tears
40 M, Bachtiar Bima., Winardi, Andreas., & S, Siti Nurmalina. (2005) . Let’s TalkIX. Pakar
Karya. Bandung
Princess Mandalika
Once upon a time in Lombok, there was a kingdom named Kuripan. The king or Kuripan was very wise. He had a daughter, named. Mandalika. She was so beautiful. Many princes wanted to marry her. To choose the one that would be his son-in-law, the king had an arrow shooting competition. The best one would be Mandalika's husband.
One the day of the competition, those princes shot their arrows. All of them did it perfectly. The king found it difficult to choose. Therefore, the princes began to fight and kill each other.
Princes Mandalika was so desperate. She didn't want anyone killing each other because of her. That's why she decided to go to the sea. She died in the south sea of Lombok. The king and princes were sad and felt guilty. They regretted and stopped fighting.
