CHAPTER V CONCLUSION & SUGGESTION
B. Suggestion
After passed all of the procedures to finish this research, the researcher would like to give some suggestions in apply Read, Cover, Remember, Retell (RCRR) strategy in teaching reading skill, as follows:
1. The researcher suggests to the English teacher to train the students to understand the reading with no limit. It means the students can learn the meaning or learning of text with any book, web, or reading media in English learning. Then, the teacher has to monitoring the student’s too, because it is very important to support the student’s knowledge.
33
2. The researcher suggests to the teacher that should be creative in teaching English especially reading. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research. They are suggested to apply the strategy in different level of the student’s because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the strategy in using Read, Cover, Remember, Retell (RCRR) strategy to improve student’s achievement of reading skill.
BIBLIOGRAPHY
Alyousef, Hesham Sulaeman. ( 2005). The Reading Comprehension to ESL/EFL Learners. An Artcle. The Reading Matrix.
.
Anderson. (2003). English Majored Students Motivation in English Language Learning and Their Use of Reading Strategies. A Journal of Foreign Studies, Vol. 37 No1. Research Perspectives.
Arikunto, Suharsimi. (2009). Dasar-dasar Evaluasi Pendidikan. Edisi Revisi, (Jakarta: Bumi Aksara.), p. 245.
Brummer. & Macceca. (2008). The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students Reading Comprehension Ability. A Journal.Universitas Advent Indonesia.
Cresswell, John W. (2012). Educational Research: Planning, Conducting, and Evaluating Qualitative and Quantitative 4th Edition. New Jersey:
Pearson Education.
Dahler, Putra, R. J., Zaim, M., & Fauzan, A. (2018). Using Read Cover Remember Retell (RCRR) in Teaching Reading Comprehension.
Advances in Social Science, Education and Humanities Research, Volume 178. 1st International Conference of
Innovation in Education (IcoIE).
Depdiknas. (2006). Pembelajaran Bahasa Inggris. Jakarta: Badan Standar Nasional Pendidikan.
Djunaidi, Noviati, Oktariani. (2018). The Application of RCRR (Read, Cover, Remember, Retell) Strategy in Teaching Reading Descriptive Text to the Eighth Grade Students of State Junior High School 50 Palembang.
A Journal. English Study Programme.
Enggar, Relawati, (2019). Applying Read, Cover, Remember, Retell (RCRR) Strategy to Foster Students Reading Comprehension of Descriptive Text. A Skripsi. Islamic University Jakarta.
Fraenkel, J. R., Wallen, N.E., & Hyun H. H. (2012). How to design and evaluate research in education. America, New York: McGraw-Hill.
Gay, L.R. (1991). Educational Evaluation and Measurement: Com-petencies for Analysis and Application. Second edition. New York: Macmillan Publishing Company.
Hortono. (2011). Statistik Untuk Penelitian. Yogyakarta: Pustaka pelajar, P. 178
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Jain. & Patel. (2008). Improving Student’s Reading Comprehension Through Directed Thinking Activity. An article. English Language Teaching- Academia.edu.
Latief, Muhammad Adnan. (2015). Research Methods on Language Learning an Introduction. Semarang:UNS .
Linda, Hoyt. (1999). Read, Cover, Remember, Retell. Retrived on 20 March 2013 from file://d:
My%20Documents/000001/agama/strategy.aspx%20.html
Marpaung, Marlin Steffi. (2019). The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students Reading Comprehension Ability. A Journal. Universitas Advent Indonesia
Mart (2006). Tran & Duong (2018). English Majored Students Motivation in English Language Learning and Their Use of Reading Strategies. A Journal of Foreign Studies, Vol. 37 No1. Research Perspectives.
Mukhroji, M. (2011). The Importance of Teaching Reading Strategies to Improve Students Reading Comprehension. Malang: State university of Malang Press
Nunan, David (2003). Definition of Reading. An article. Practical English Teaching. http://www.researchgate.net.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. 3rd edition.An Article. Sage Publications, Inc.
Rocco, Tonette S & Plakhotnik, Maria S. (2009). Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions. America: Sage Publications.
Sangia, Rohib Adrianto. (2015). The Process and Purpose of Reading. An article.Jakarta: Ministry of Religious Affair RI.
Sugiyono. (2014). A book Population and Sample. Article Reseacrh Methodology Pre-Experimental research.
Yulimariza, Nova. (2013). Teaching Reading Comprehension by Combining Read, Cover, Remember, Retell, and Three Two One Strategies at Senior High School. A Thesis. STKIP PGRI Sumatera Barat.
APPENDICES
37 Appendix A
Narrative Text (The Treatment)
Name : Class :
1) Sura and Baya
A long time ago, there were two animals, Sura and Baya. Sura was the name of a shark and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my lunch.
You are greedy,” said Sura. Then they fought for the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya lived in the land. The border was the beach, so they would never fight again.
One day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. They fought again. They both hit each other. Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up and A went back to the sea. Baya was happy.
Pretest & Post test
1. What is the type of the text above?
a. Recount b. Narrative c. Descriptive d. Spoof
2. What is the type of the text?
a. Science fiction b. Fairy Tale
c. Fable d. Myths
3. How many characters in this story?
a. 2 b. 3 c. 4 d. 5
4. Why are they fighting?
a. Because looking for some food b. Because Sura hates Baya c. Because of goat
d. Because hungry
5. Where did the story happen? (Paragraph 4) a. Forest
b. River c. Beach d. Sea
6. Who was looking for some food?
a. Sura and Goat b. Goat and Baya c. Sura and Baya d. Sura, Baya and Goat
7. What was the border between Sura and Baya?
a. Sea b. Wood c. Hill d. Beach
8. He bit very hard… (paragraph 4), “He” refers to…
a. Sura b. Baya c. Goat d. Whale
9. “No way! This is my lunch. You are greedy” …. (Paragraph 2), “Greedy” what does the similar mean?
a. Stingy b. Polite c. Selfish d. Wicked
39 10. What lessons can we learn in this story?
a. Don’t be greedy and keep our promise b. Never forget your parents’ services c. Mothers prays are God will
d. Every time you lie, you will continue to lie to cover up your lies
2. The Story of Lake Toba
Once upon a time, there was a man who was living in north Sumatra.
His named was Toba. He lived in a simple hut in a farming field. He did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life.
Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; “Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted;
“You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.
Pre test & Post test
1. Where did the background story happen?
a. West Sumatra b. East Sumatra c. North Sumatra d. South Sumatra
2. What was the man job?
a. Gardening and Planting b. Planting and Fishing c. Fishing and Gardening d. Gardening and Teaching
3. When did the man catch the golden fish?
a. When he was in the river b. While the man was fishing c. When he was gardening d. While the man planting
4. Where is the complication steps in this story?
a. Line 1-2 b. Line 4-6 c. Line 12-14 d. Line 15-17
5. Why Toba angry with her daughter?
a. Because Toba lunch eaten by his children b. Because she lates bringing her father’s lunch
c. Because his wife told to her daughter to run up the hills d. Because his wife broke the promise
6. Why his wife angry with him?
a. Because the man caught her
b. Because children lunch eaten by her father c. Because the man broke the promise
d. Because she heartbroken of her
7. Why her mother told her daughter to run up the hills?
a. Because the man angry with his daughter b. Because her daughter ate her father’s lunch c. Because a huge earthquake was coming d. Because a huge disaster will come
8. One day, his daughter was so hungry… (Paragraph 3), “His” refers to…
a. The man
41 b. Mother
c. Children d. The golden fish
9. A huge disaster was about to come… (Paragraph 4), “Huge” what does the similar mean?
a. Big b. Small c. Tiny d. Tall
10. What lessons can we learn in this story?
a. Father has to care to his daughter b. Children must obey their mother c. Mother’s prays are God will d. It is not good to break our promise
Answer Key;
The Story Of Sura and Baya 1) b
2) d 3) b 4) c 5) b 6) c 7) d 8) b 9) d 10) a
The Story of Lake Toba 11) c
12) c 13) b 14) c 15) a 16) c 17) d 18) a 19) c 20) d
Appendix B
The list code of XI MIPA 2 students at SMAN 3 Barru
NO STUDENTS CODE
1 S-1
2 S-2
3 S-3
4 S-4
5 S-5
6 S-6
7 S-7
8 S-8
9 S-9
10 S-10
11 S-11
12 S-12
13 S-13
14 S-14
15 S-15
16 S-16
17 S-17
18 S-18
19 S-19
20 S-20
43 Appendix C
Data Analysis of Students’ Mean Score Pre-Test and Post-Test (Kelas Eksperimen) XI
MIPA 2 No Students
Code
Pre-Test Post-Test Gained Score
1 S-1 30 60 30
2 S-2 60 85 25
3 S-3 45 75 30
4 S-4 60 85 25
5 S-5 55 80 25
6 S-6 50 80 30
7 S-7 55 80 25
8 S-8 75 90 15
9 S-9 55 75 20
10 S-10 60 85 25
11 S-11 55 80 25
12 S-12 55 80 25
13 S-13 60 80 20
14 S-14 70 85 15
15 S-15 30 65 35
16 S-16 30 70 40
17 S-17 50 80 15
18 S-18 45 80 30
19 S-19 60 85 20
20 S-20 45 70 25
Total Score 1045 1575 505
Mean Score 52.25 78.50 -
Max 75 90 40
Min 30 60 15
Appendix D T-test Analysis
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PreTest 52.2500 20 12.19092 2.72597
PostTest 78.5000 20 7.45160 1.66623
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 20 .908 .000
Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std.
Error Mean
95% Confidence Interval of the Difference Lower Upper Pair 1 PreTest
– PostTest
-26.25000 6.25658 1.39901 -29.17817 -23.32183 -18.763 19 .000
45 Appendix E
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052 2 0.81650 1.88562 2.91999 4.30265 6.96456 3 0.76489 1.63774 2.35336 3.18245 4.54070 4 0.74070 1.53321 2.13185 2.77645 3.74695 5 0.72669 1.47588 2.01505 2.57058 3.36493 6 0.71756 1.43976 1.94318 2.44691 3.14267 7 0.71114 1.41492 1.89458 2.36462 2.99795 8 0.70639 1.39682 1.85955 2.30600 2.89646 9 0.70272 1.38303 1.83311 2.26216 2.82144 10 0.69981 1.37218 1.81246 2.22814 2.76377 11 0.69745 1.36343 1.79588 2.20099 2.71808 12 0.69548 1.35622 1.78229 2.17881 2.68100 13 0.69383 1.35017 1.77093 2.16037 2.65031 14 0.69242 1.34503 1.76131 2.14479 2.62449 15 0.69120 1.34061 1.75305 2.13145 2.60248 16 0.69013 1.33676 1.74588 2.11991 2.58349 17 0.68920 1.33338 1.73961 2.10982 2.56693 18 0.68836 1.33039 1.73406 2.10092 2.55238 19 0.68762 1.32773 1.72913 2.09302 2.53948 20 0.68695 1.32534 1.72472 2.08596 2.52798 21 0.68635 1.32319 1.72074 2.07961 2.51765 22 0.68581 1.32124 1.71714 2.07387 2.50832 23 0.68531 1.31946 1.71387 2.06866 2.49987 24 0.68485 1.31784 1.71088 2.06390 2.49216 25 0.68443 1.31635 1.70814 2.05954 2.48511 26 0.68404 1.31497 1.70562 2.05553 2.47863 27 0.68368 1.31370 1.70329 2.05183 2.47266 28 0.68335 1.31253 1.70113 2.04841 2.46714 29 0.68304 1.31143 1.69913 2.04523 2.46202 30 0.68276 1.31042 1.69726 2.04227 2.45726 31 0.68249 1.30946 1.69552 2.03951 2.45282 32 0.68223 1.30857 1.69389 2.03693 2.44868 33 0.68200 1.30774 1.69236 2.03452 2.44479 34 0.68177 1.30695 1.69092 2.03224 2.44115 35 0.68156 1.30621 1.68957 2.03011 2.43772 36 0.68137 1.30551 1.68830 2.02809 2.43449 37 0.68118 1.30485 1.68709 2.02619 2.43145 38 0.68100 1.30423 1.68595 2.02439 2.42857 39 0.68083 1.30364 1.68488 2.02269 2.42584
Appendix F
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA
Negeri 3 Barru Mata Pelajaran : Bahasa Inggris Kelas / Semester : XI / Genap
Materi : Teks Naratif Alokasi Waktu Menit
A. Kompetensi Inti
KI 3 : Memahami, menerapkan, menganalisis pengetahuan 47ocial47, konseptual, 47ocial47ral berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait fenomena dan kejadian dalam bidang kerja yang spesifik untuk memecahkan masalah.
KI 4 : Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang diplajarinya di sekolah secara mandiri, dan mampu melaksanakan tugas spesifik dibawah pengawasan langsung.
B. Kompetensi Dasar
KD 3.8 Menganalisis fungsi 47ocial, struktur teks, dan 47ocial kebahasaan beberapa teks naratif lisan dan tulis dengan 47ocial dan meminta informasi terkait legenda rakyat sederhana, sesuai dengan konteks penggunaanya.
KD 4.8 Menyajikan teks naratif pendek dan sederhana terkait legenda rakyat secara lisan dan tulis dengans memperhatikan fungsi soisal, struktur teks dan 47ocial kebahasaan secara benar dan sesuai konteks.
47 C. Indikator Pencapaian Kompetensi
3.8.1 Mengidentifikasi struktur teks dan 47ocial kebahasaan pada teks narrative lisan dan tulisan.
3.8.2 Menjelaskan fungsi 47ocial pada teks narrative lisan dan tulisan.
4.8.1 Menceritakan teks narrative.
4.8.2 Menulis teks narrative pendek disertai dengan ilustrasi gambar.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi struktur teks dan 48ocial kebahasaan pada teks narrative lisan dan tulisan dengan tepat.
2. Menjelaskan fungsi 48ocial pada teks narrative lisan dan tulisan dengan tepat.
3. Menceritakan teks narrative dengan tepat.
4. Menulis teks narrative pendek disertai dengan ilustrasi gambar dengan tepat.
E. Materi Pembelajaran 1. Struktur teks:
a. Pengenalan tokoh dan setting b. Komplikasi terhadap tokoh utama c. Solusi
d. Akhir cerita 2. Unsur Kebahasaan:
a. Kata-kata terkait karakter, watak, dan setting dalam legenda.
b. Modal auxiliary verbs.
c. Ejaan tulisan tangan ataupun cetakan dengan jelas dan rapi.
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
e. Menggunakan bentuk waktu lampau (past) baik dalam bentuk simple, past perfect, past continuous, past perfect continuous atau past future continuous
3. Fungsi Sosial:
Meneladani nilai-nilai moral isi cerita, cinta tanah air, menghargai budaya lainya.
F. Pendekatan, Model dan Metode 1. Pendekatan : Ilmiah
(Scientific)
Penerapan metode ilmiah :
a. Mengamati b. Mempertanyakan c. Mengeksplorasi d. Mengasosiasi
e. Mengkomunikasikan
2. Model : Cooperative Learning dan Problem Solving
3. Metode : Observation, Poster Session, Question and Answer, Discussion
49 G. Kegiatan Pembelajaran
Langkah- langkah Pembelajaran
Keterangan
Kegiatan Awal
‘
rientasi
rainstorming Stage
trategi Motivasi
Siswa merespon salam dan pertanyaan dari guru yang berhubungan dengan kondisi mereka
Guru mengecek daftar hadir siswa
Guru menanyakan materi minggu lalu (sebelumnya) pada siswa
Guru menampilkan sebuah gambar yang berhubungan dengan materi baru sebagai brainstorming
Siswa menerka materi yang akan diajarkan sesuai dengan brainstorming
Guru menjelaskan tentang tujuan pembelajaran pada siswa
Guru menjelaskan mengapa siswa harus mempelajari materi tersebut
Kegiatan Inti mengamati Langkah langkah peneliti melakukan proses penerapan strategi rcrr didalam kelas eksperimen.
• Pertemuan pertama (pretest)
Absen perkenalan kepada siswa dan memberikan pretest berbentuk pilihan ganda.
51 READ
COVER
REMEMBER
RETELL
• Pertemuan kedua (treatment) 1. Menginterupsikan kepada siswa bahwa
akan diberikan bacaan teks naratif
2. Teks naratif yang diberikan adalah cerita danau toba dan surabaya
3. Memberikan arahan kepada siswa untuk membaca teks tersebut
4. Setelah membaca peneliti memberikan interupsi kepada siswa untuk menutup teks bacaan dengan tangan mereka, mulai dari teks yang ringan hingga teks yang sulit dipahami
5. Masuk dalam fase mengingat teks Bacaan yang ditutupi dengan tangan oleh siswa dan siswa akan melakukan
evaluasi bacaan tersebut
6. Dalam tahap ini siswa melakukan evaluasi bacaan dengan artian menceritakan kembali intisari teks naratif yang telah dibaca dengan bahasa mereka didepan kelas
Mempertanyaka n
• Pertemuan ketiga (posttest)
Memberikan Postt est dan melakukan scoring.
Siswa diminta untuk mengamati bebagai contoh teks narrative dalam bentuk tulisan
Siswa diminta untuk mengidentifikasi struktur teks dan unsur kebahasaan teks narrative dalam bentuk tulisan
Siswa diminta untuk menjelaskan fungsi sosial teks narrative dalam bentuk tulisan
Siswa diminta untuk mengamati berbagai contoh teks narrative dalam bentuk lisan
Siswa diminta untuk mengidentifikasi struktur teks dan unsur kebahasaan teks narrative dalam bentuk lisan
Siswa diminta untuk menjelaskan fungsi social teks narrative dalam bentuk lisan
Guru mengarahkan setiap siswa untuk membuat sebuah pertanyaan yang berhubungan dengan materi
Siswa mengajukan pertanyaan berdasarkan pada materi
Guru mengarahkan setiap siswa untuk mencoba menjawab pertanyaan dari teman-temannya (siswa lain)
Guru menjelaskan keseluruhan materi dan membenarkan pertanyaan dan jawaban yang ditanya dan dijawab oleh siswa
53 Mengeksplorasi
Guru memberikan teks narrative baru dalam bentuk tulisan pada siswa
Siswa membaca teks narrative dalam bentuk tulisan secara bergantian tanpa diperintah oleh guru
Siswa diminta untuk menganalisis struktur teks, unsur kebahasaan fungsi sosial dan mengerjakan beberapa soal dari teks narrative dalam bentuk tulisan
Guru meminta siswa untuk menyampaikan hasil pekerjaanya dengan cara mengoreksi bersama
Siswa membuat sebuah grup dengan cara berpasangan
Siswa diminta untuk berdiskusi berdasarkan materi yang telah diberikan oleh guru
Guru memberikan teks narrative baru dalam bentuk tulisan
Siswa diminta untuk menganalisis struktur teks, unsur kebahasaan, fungsi sosial dan mengerjakan beberapa soal dari teks narrative dalam bentuk lisan
Guru meminta siswa untuk mengumpulkan hasil pekerjaanya
Guru membagi siswa dalam 4 kelompok
Guru memberi beberapa judul teks
narratives pada masing masing kelompok
Kegiatan Penutup
Setiap kelompok diminta untuk membuat sebuah ilustrasi gambar (dalam bentuk poster dan dilengkapi dengan adanya struktur teks, unsur kebahasaan dan fungsi sosial) dari teks narrative pendek berdasarkan dengan judul yang diberikan oleh guru untuk dijadikan pekerjaan rumh
Guru dan siswa menyimpulkan materi yang telah dibahas
Guru bertanya pada siswa tentang kesulitan yang dialami siswa pada materi yang telah diajarkan
Guru dan siswa meriview materi yang telah diajarkan beserta soal-soalnya
Guru memberi tugas kepada siswa tentang materi yang sudah diajarkan (membuat ilustrasi gambar)
Guru menyampaikan materi baru untuk pertemuan berikutnya
55 H. Media/Alat dan Sumber Pembelajaran
1. Media/Alat a. Papan Tulis b. Spidol c. Laptop d. Picture e. Video
f. Power Point Slide 2. Sumber Pembelajaran
a. googleweblight.com/?lite_url=http://www.englishindo.com/2015/09/narr ative-text- materi-contoh-
terlengkap.html?m%3D1&ei=pj3KYCh_&lc=en-
ID&s=1&m=920&host=www.google.co.id&ts=1502634584&sig=ALNZ jWlE8Uwrp4d JLmnWmIwMvFCwDFcOVg
b. kakakpintar.com/pengertian-narrative-text-tujuan-languange- feature-generic- structure/#forward
I. Evaluasi
1. Beberapa teknik dari evaluasi:
Sikap :
Pengamatan Pengetahuan : Pilihan Ganda Keterampilan:
Tes Tulis
a. Tes Tulis (Pilihan Ganda)
1) Sura and Baya
A long time ago, there were two animals, Sura and Baya.
Sura was the name of a shark and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my
lunch. You are greedy,” said Sura. Then they fought for the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya lived in the land. The border was the beach, so they would never fight again.
One day, Sura went to the land and looked for some food in the river.
He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. They fought again. They both hit each other. Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up and A went back to the sea. Baya was happy.
1. What is the type of the text above?
a. Recount b. Narrative c. Descriptive d. Spoof
2. What is the type of the text?
a. Science fiction b. Fairy Tale c. Fable d. Myths
3. How many characters in this story?
a. 2 b. 3 c. 4 d. 5
4. Why are they fighting?
a. Because looking for some food b. Because Sura hates Baya c. Because of goat
d. Because hungry
5. Where did the story happen? (Paragraph 4) a. Forest
b. River c. Beach d. Sea
57 6. Who was looking for some food?
a. Sura and Goat b. Goat and Baya c. Sura and Baya d. Sura, Baya and Goat
7. What was the border between Sura and Baya?
a. Sea b. Wood c. Hill d. Beach
8. He bit very hard… (paragraph 4), “He” refers to…
a. Sura b. Baya c. Goat d. Whale
9. "No way! This is my lunch. You are greedy"…. (Paragraph 2),
“Greedy” what does the similar mean?
a. Stingy b. Polite c. Selfish d. Wicked
10. What lessons can we learn in this story?
a. Don’t be greedy and keep our promise b. Never forget your parents’ services c. Mothers prays are God will
d. Every time you lie, you will continue to lie to cover up your lies
2) The Story of Lake Toba
Once upon a time, there was a man who was living in north Sumatra. His named was Toba. He lived in a simple hut in a farming field.
He did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life.
Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to