CHAPTER V CONCLUSION AND SUGGESTION
5.2 Suggestion
The researcher score finding showed a significat difference in the students’
scores before and after they were taught by using picture series. Finally, suggestion are given to implementing the use of picture series to the English learners and the researcher for futher studies. Therefore, the researcher tries to give some suggestion as follows:
1. For the teacher
The use of picture series for teaching recount text is effective because it has proven by this study and also by some previous studies. Moreover, picture series is something easy to get and cheap. It also can give effective learning especially for senior high school. The teacher can download picture from Google, web, e book etc. She or he can print it as a media in teaching especially in teaching reading. However, in getting the picture, teacher also need to consider students' age, detail, color, and background. Therefore, the use of picture can be adjusted with the mindset of students.
2. For the students
Learning text is sometimes difficult for the students. Therefore, it is suggested to use interesting media to help students in understanding the text such as picture series, because the effectiveness of the media has been proven.
3. For the further researchers
Then, the researcher suggests the investigation on another kind of text for further study because the researcher only focuses on a type of recount text. The situation of the treatment and the students' perception during the implementation of the technique is also interesting to investigate. Hence, the qualitative study is highly recommended for further investigation.
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Journal of Education and Learning
APPENDIX
Appendix 1. Lesson Plan of Experimental class
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) PRE-TEST EXPERIMENTAL CLASS
Sekolah : SMA Kelas/ Semester : X/ 1 (Ganjil) Materi Pelajaran : Bahasa Inggris Alokasi Waktu : 60 Menit Materi Pokok : Recount Text
A. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah
2. Tujuan Pre-tesT adalah untuk mengetahui kemampuan membaca siswa Media dan Sumber Belajar
Media Worksheet atau lembar kerja siswa, lembar penilaian, picture series.
Alat/ Bahan Penggaris, spidol, papan tulis, kertas.
Sumber Belajar Buku guru dan siswa, modul, bahan ajar, internet, dan sumber yang relavan.
B. Kegiatan Pembelajaran
Pertemuan ke-1 Pendahuluan (5 menit)
1. Melakukan pembukaan dengan salam pembukan dan berdoa untuk memulai pembeljaran, memerikasa kehadiran peserta didik sebagai sikap disiplin.
2. Memberitahkan materi pelajaran dan materi yang akan di bahas pada pertemuan saatu itu
Kegiatan inti (50 Menit)
EKSPLORASI
Menjelaskan sedikit tentang Text Recount ELABORATE
Memberikan lembar kerja pada siswa
Siswa secara mandiri menjawab lembar soal yang di berikan(pre-test)
KONFIRMASI
Setelah siswa selesai menjawab soal mengenai teks recount, tugas mereka di kumpulkan kepada ketua kelas
Mengkonfirmasi kesulitan siswa dalam menjawab soal
Penutup (5 menit)
1. Memberikan kesimpulan tentang pre-test yang telah di lakukan
2.Menyampaikan rencana pembelajaran yang akan dibahas pada pertemuan selanjutnya
3. Menutup pemeblajaran dengan do’a dan salam C. PENILAIAN (ESSESMENT)
Penilaian terhadap materi ini dapat di lakukan sesuai test pengetahuan.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS
Sekolah : SMA Kelas/ Semester : X/ 1 (Ganjil) Materi Pelajaran : Bahasa Inggris Alokasi Waktu : 60 Menit Materi Pokok : Recount Text
A. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah
Media dan Sumber Belajar
Media Worksheet atau lembar kerja siswa, lembar penilaian, picture series.
Alat/ Bahan Penggaris, spidol, papan tulis, kertas.
Sumber Belajar Buku guru dan siswa, modul, bahan ajar, internet, dan sumber yang relavan.
B.Kegiatan Pembelajaran
Pertemuan ke-2 Pendahuluan (5 menit)
1. Melakukan pembukaan dengan salam pembukan dan berdoa untuk memulai pembeljaran, memerikasa kehadiran peserta didik sebagai sikap disiplin.
2. Memberitahkan materi pelajaran dan materi yang akan di bahas pada pertemuan saatu itu
Kegiatan inti (50 Menit)
EKSPLORASI
Menjelaskan tentang Text Recount
Menjelaskan media picture series
Guru memberikan materi dan contoh recount text pada media picture series.
ELABORATE
Guru menyiapkan teks recount dan beberapa gambar seri untuk siswa.
Guru memberikan siswa handout teks recount dan gambar seri setelah itu guru membaca teks dan meminta
siswa untuk mengikuti guru.
Kemudian guru meminta siswa untuk melihat dan memperhatikan gambar seri tersebut.
Guru meminta siswa untuk menebak dan menyebutkan kegiatan gambar seri apa yang dapat dilihat oleh siswa.
Setelah itu guru bertanya kepada siswa tentang cerita tersebut dan mendiskusikannya bersama-sama.
KONFIRMASI
Membantu siswa dalam kesulitan memahami teks recount
Memberi siswa motivasi untuk lebih berpartisipasi secara aktif dan kreatif
Penutup (5 menit)
1. Memberikan kesimpulan tentang pre-test yang telah di lakukan
2. Menyampaikan rencana pembelajaran yang akan dibahas pada pertemuan selanjutnya
3. Menutup pemeblajaran dengan do’a dan salam D. PENILAIAN (ESSESMENT)
Penilaian terhadap materi ini dapat di lakukan sesuai test pengetahuan.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS
Sekolah : SMA Kelas/ Semester : X/ 1 (Ganjil) Materi Pelajaran : Bahasa Inggris Alokasi Waktu : 60 Menit Materi Pokok : Recount Text
E. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah
Media dan Sumber Belajar
Media Worksheet atau lembar kerja siswa, lembar penilaian, picture series.
Alat/ Bahan Penggaris, spidol, papan tulis, kertas.
Sumber Belajar Buku guru dan siswa, modul, bahan ajar, internet, dan sumber yang relavan.
F. Kegiatan Pembelajaran
Pertemuan ke-3 Pendahuluan (5 menit)
2. Melakukan pembukaan dengan salam pembukan dan berdoa untuk memulai pembeljaran, memerikasa kehadiran peserta didik sebagai sikap disiplin.
2. Memberitahkan materi pelajaran dan materi yang akan di bahas pada pertemuan saatu itu
Kegiatan inti (50 Menit)
EKSPLORASI
Menjelaskan dan menanyakan terkait Text Recount
Menjelaskan manfaat materi yang di pelajari ELABORATE
Guru memberikan gambar seri dan kalimat acak kepada siswa.
Guru meminta siswa untuk melihat dan memperhatikan rangkaian gambar dan menyusun kalimat jumled menjadi urutan yang benar.
Siswa menuliskan susunan kalimat acak menjadi cerita yang benar berdasarkan gambar seri yang dilihat siswa.
Dalam kelompok beranggotakan 5 orang, setelah itu guru menyimpulkan materi dan menanyakan kesulitan siswa.
KONFIRMASI
Membantu siswa dalam kesulitan memahami teks recount
Memberi siswa motivasi untuk lebih berpartisipasi secara aktif dan kreatif
Guru bertanya jawab tentang hal hal yang belum di ketahui siswa
Penutup (5 menit)
2. Memberikan kesimpulan tentang pre-test yang telah di lakukan
2.Menyampaikan rencana pembelajaran yang akan dibahas pada pertemuan selanjutnya
3. Menutup pemeblajaran dengan do’a dan salam G. PENILAIAN (ESSESMENT)
Penilaian terhadap materi ini dapat di lakukan sesuai test pengetahuan.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) POST-TEST EXPERIMENTAL CLASS
Sekolah : SMA Kelas/ Semester : X/ 1 (Ganjil) Materi Pelajaran : Bahasa Inggris Alokasi Waktu : 60 Menit Materi Pokok : Recount Text
A. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah.
2. Tujuan post-test adalah untuk mengetahui kemampuan membaca siswa setelah di berikannya treatment.
Media dan Sumber Belajar
Media Worksheet atau lembar kerja siswa, lembar penilaian, picture series.
Alat/ Bahan Penggaris, spidol, papan tulis, kertas.
Sumber Belajar Buku guru dan siswa, modul, bahan ajar, internet, dan sumber yang relavan.
B. Kegiatan Pembelajaran
Pertemuan ke-1 Pendahuluan (5 menit)
1. Melakukan pembukaan dengan salam pembukan dan berdoa untuk memulai pembeljaran, memerikasa kehadiran peserta didik sebagai sikap disiplin.
2. Memberitahkan materi pelajaran dan materi yang akan di bahas pada pertemuan saatu itu
Kegiatan inti (50 Menit)
EKSPLORASI
Mereview tentang Text Recount ELABORATE
Memberikan lembar kerja pada siswa
Siswa secara mandiri menjawab lembar soal yang di berikan(post-test)
KONFIRMASI
Setelah siswa selesai menjawab soal mengenai teks
recount, tugas mereka di kumpulkan kepada ketua kelas
Mengkonfirmasi kesulitan siswa dalam menjawab soal
Penutup (5 menit)
3. Memberikan kesimpulan tentang pre-test yang telah di lakukan
2.Menyampaikan rencana pembelajaran yang akan dibahas pada pertemuan selanjutnya
3. Menutup pemeblajaran dengan do’a dan salam C. PENILAIAN (ESSESMENT)
Penilaian terhadap materi ini dapat di lakukan sesuai test pengetahuan.
Appendix 2. sylabus
Fungsi Sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan, membanggakan
Struktur Teks Dapat mencakup:
- orientasi
- urutan kejadian/kegiatan - orientasi ulang
Unsur Kebahasaan
- Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yang diperlukan - Adverbia penghubung waktu: first, then,
after that, before, when, at last, finally, dsb.
- Adverbia dan frasa preposisional penujuk waktu
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Peristiwa bersejarah yang dapat
menumbuhkan perilaku yang termuat di KI 4.7 Teks recount – peristiwa bersejarah
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah 4.7.2 Menyusun teks recount lisan dan tulis,
pendek dan sederhana, terkait peristiwa bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Appendix 3. students score pre-test and post- test A. Experimental clas
No Nama Pre-test Post-test
1 ADN 50 85
2 ARS 45 80
3 AAZ 65 95
4 EVA 65 95
5 FN 40 85
6 FAI 75 100
7 IBS 55 85
8 IZM 60 90
9 MAN 70 95
10 MSA 65 95
11 MDI 55 85
12 MIN 60 100
13 NFA 55 85
14 RMR 60 90
15 RH 60 95
16 RN 55 90
17 SPN 70 100
18 SH 60 95
19 SMI 45 80
20 TF 65 100
21 YRI 75 90
22 SA 80 85
B. Control class
No Name Pre-test Post-test
1 ASI 70 70
2 DAA 75 85
3 FNH 50 65
4 IHA 60 65
5 KI 50 65
6 LYP 55 70
7 MRK 85 55
8 MW 90 70
9 MYN 65 60
10 NAS 70 80
11 RR 75 75
12 RM 60 85
13 SI 80 70
14 SG 80 90
15 SNA 70 75
16 SR 80 60
17 SS 70 65
18 TP 65 75
19 UD 75 80
20 WD 60 70
21 YA 55 70
Appendix 4. Anwer recapitulation in pre-test A. Experimental class
20 C A C C A C B C C C D C C C A B C C C C C C
19 D D D D B D E E D C B C C D D B B C C C D D
18 E A D D B B B B B B B B B B B B B B E B B B
17 C E E E E C E E C C C E E C E C C C E C C C
16 D C A A C C C C C C C C C C C C C C C D C C
15 D D D D B D D D D D B D D D D D D D D B D B
14 A B C C B C B B C B C C B B C C B C B C B C
13 D D B B D B B B B D B B B B B B B B B B B B
12 C B C C D C C C C C A C C D D D C D D D B A
11 B C C C C D C C C C B E C C E E C C E C B B
10 B D D D E D D D D D E E E E D B D B D D D D
9 A E A A A A A A A A A A A A A A A A A A A D
8 D A A A B C C B B B D B C C C C C C C C C A
7 C A E E E D D D E E B E E B D E D B B D B D
6 E E E E C E E E E E C E E E C E E E E E E E
5 A A A A A A A A A A A A A A A A A A E A A B
4 C E A A A A A A A A C A D A A A A A A A A E
3 A B C C C B B C D D D C A B B B B B B B D D
2 E E E E E B B E C E E E E E E E E E E B E E
1 B B B B B B B C C B C B B B B B B B B B B B
ADRIAN ARASIT ELFIA AZIRA EVA FIRMAN NURANI FITRA ANDRIANI IBNU SABIL INDAH ZASKIA MEKA M.AMIRUDIN MARSELLA SASABILA MELIYEN DEVANI MUHAMAD IKHSAN NURFADILA R.MONICA RAMADHANI REHAN RENO SAPARIAN SARI,AH SITI MARYANI TALIA FITRIANI YOPITA RAMADHANI SARIYATUN
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 B.Control class
20 A C B C C C C C C C C C C C C C C C C C C
19 D D B A C D D D B D D D D D D D D D D D A
18 D B B B B B B B B B B B B B E B B B B B B
17 C C C C C C C C C C C C C C C C C C C E C
16 C C D C C C C C C C C C B B C C C A C C C
15 B B C B B D B B D B B D B B B B B B B B D
14 C B C C C C C C C C C C C C C C C C C C C
13 B B B D A D B B B D B C B B A B B D D A D
12 B C B C A C C C C C C B C C B C C C C C B
11 B E D C B C B B B B E D B B B E E B B B C
10 D D D B D D D D E E D D D D D D B D D E D
9 A A D A B A D A A A A A B E B A A A A A A
8 A C A C A C A C C B C E C C B C C B C C C
7 D D D D E C C E D B B D D D D D D C B A D
6 E E E D E E E E E E E E E E E E E E E E E
5 D A A E D E C A E B A A A B A D D E B C D
4 A A B A B A A A A A A D A A A A A A A B A
3 C B D D E B D D C B E C B D A D E B B D D
2 E C D B B D E E A E B B E E B E D E E C C
1 D B C B D E B B B B B B B B B A B D B B D
ALIYA SAPUTRI DEA ANNANDA FERDYAN SYAH INDAH MULIYA KORI LINDA YULIANA PUTRI M.RIZAL KHOIRONI M.WIDYA SAPUTRA M.YUKE NIJIYANTO NIDYAANANDA SAFITRIRAHMAD RIDWAN RIAN MUHARADI SAFITRI SAYANG SRI NURUL ASIKIN SUCI RAMADANI SUHAR SAPUTRA TRIO PRABOWO ULAN DARI WINDA DINATA YASYIR AZUMAR
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Appendix 5. Anwer recapitulation in post-test A. Experimental class
20 A A A A A A A A A A A A A A A A A A A A A A
19 D D D D D D D D D D D D D D D D D D D D D D
18 B B B A B B B B B B B B B B B B B B B B B B
17 B B D B D B B B B B B B B B B B B B B B B B
16 A A A A A A A D A A A A C A A A A A A A A A
15 A A D A A A A A A A A A A A A A A A A A A A
14 A A A A A A A A A A A A A A A A A A A A A A
13 C C C C A C A C C C C E C B C C C C D C C C
12 A A A A A A A A E A A A A A A A A A A A A A
11 E E E E E E E E E E E E E E E E E E E E E E
10 A A A E A A A A A C A A A A A A A A A A A A
9 A A E E E E C E E E E E E E E E E E E E E E
8 E C E E E E E D E E C E E E E B E E B E E D
7 A A A A A A A A A A D A A A A E A A A A A A
6 E E E E E E D E E E E E A E E E E E E C E E
5 D D A A E A A A A A A A A A A A A A D A B B
4 A A A A B A A A A A D A A A A A A A A A A A
3 A A A A A A A A A A A A A D D A A C B A A A
2 C C D D D D D D D D D D A D D D D D D D A B
1 A A A A A A A A A A A A A A A A A A A A A A
ADRIAN ARASIT ELFIA AZIRA EVA FIRMAN NURANI FITRA ANDRIANI IBNU SABIL INDAH ZASKIA MEKA M.AMIRUDIN MARSELLA SASABILA MELIYEN DEVANI MUHAMAD IKHSAN NURFADILA R.MONICA RAMADHANI REHAN RENO SAPARIAN SARI,AH SITI MARYANI TALIA FITRIANI YOPITA RAMADHANI SARIYATUN
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
B.Control class
20 A A A A A E E A A A A A A C A C A A A E E
19 D D D D D B A D D D D D D D D D D D A D D
18 B B C B B B B B B B B B B B B B B B B B B
17 B B B B B B B B B B B B B B E B B B B B B
16 C A C D D B A E D B A A A B D A A A A A A
15 A A A A A A A B A A A B A A A A B A A A A
14 C A A A A A D B A A A A E A A D A B A B B
13 E B C C C E C A D E A C C C B B E D C E C
12 A A A E E E B A C A A A B A A C B A A A A
11 E E E E E E E A E E E E E E E B E E E E E
10 A A A A A B A D A A B C B A D A A A E D D
9 A E E B D E B A E E E E A E E C C E D E E
8 E E D E D D E E E E D E C E D E E E E D D
7 D E A A A A E A C B E A A A A A C B A A A
6 E E E E E E E E D D E E E E D E B A B E E
5 B A A A A A A E A A A C A C A A A A A A A
4 A C B C E A D E D A A A D A D E E A A E E
3 A A C B B B B B B B A A A A A A A A A A A
2 D D B D D D D C D D D D B D E E B B D B B
1 C A A B B A B A B A B A A A A A D A A A A
ALIYA SAPUTRI DEA ANNANDA FERDYAN SYAH INDAH MULIYA KORI LINDA YULIANA PUTRI M.RIZAL KHOIRONI M.WIDYA SAPUTRA M.YUKE NIJIYANTO NIDYAANANDA SAFITRIRAHMAD RIDWAN RIAN MUHARADI SAFITRI SAYANG SRI NURUL ASIKIN SUCI RAMADANI SUHAR SAPUTRA TRIO PRABOWO ULAN DARI WINDA DINATA YASYIR AZUMAR
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Appendix 6. Picture Series
Appendix 7. Students worksheet in pre-test A. Experimental class
B. Control class
Appendix 8. Students worksheet in post-test C. Experimental class
D. Control class
Appendix 9. Documentation
Appendix 10. Pre-test students worksheet
PRE-TEST
NAME :
CLASS :
Read the following text to answer question 1-4
The Supersemar, the Indonesian abbreviation for “Surat Perintah Sebelas Maret” ( Order of March the Eleventh), was a document signed by the Indonesian President Sukarno on 11 March 1966.
It is said that it was giving the army commander Lt. General Soeharto authority to take whatever measures he ”deemed necessary” to restore order to the chaotic situation during the Indonesian killings of 1965-1966.
The abbreviation of “Supersemar” is a play on the name of Semar, the mystic and powerful figure who commonly appears in Javanese mythology including wayang puppet shows. The invocation of Semar was presumably intended to help draw on Javanese mythology to lend support to Soeharto’s legitimacy during the period of the transition of authority from Soekarno to Soeharto.
1. What is actually Supersemar?
A. Agreement between Soekarno and Soeharto in 1966 B. Soekarno’s legal order to give Soeharto authority in 1966 C. Official letter from Soeharto to take the immediate action D.Formal decree of Soeharto to President in March 1965 E. The official decree from Soekarno to Soeharto in 1959 2. How long was the chaotic situation happened?
A. One month B. Three months C. Six months D. Eight months E. One year
3. It is said that it was…..(second paragraph line 1). What does the word “it” refer to?
A. Authority B. Document C. Instruction D. Supersemar E. Chaotic situation
4. What does the last paragraph tell us about?
A. The origin of word supersemar B. The history of supersemar C. The spirits of supersemar D. The effect of supersemar E. The expectation of supersemar
Read the following text to answer question 5-8
On 10 November, Indonesia celebrates Hari Pahlawan or Heroes Day in remembrance of the Battle of Surabaya which started on that very date in the year 1945. The bloody battle took place because Indonesians refused to surrender their weaponry to British army. British Army at that time was part of the Allied Forces. The defiant Bung Tomo is the well- known revolutionary leader who played a very important role in this battle.
It all started because of a misunderstanding between British troops in Jakarta and those in Surabaya, under the command of Brigadier A.W.WS.
Mallaby. Brigadier Mallaby already had an agreement with Governor of East Java Mr. Surya. The agreement stated that British would not ask Indonesian troops and militia to surrender their weapons.
However, a British plane from Jakarta dropped leaflets all over Surabaya. The leaflet told Indonesians to do otherwise on 27 October 1945.
This action angered the Indonesian troops and militia leaders because they felt betrayed.
On 30 October 1945, Brigadier Mallaby was killed as he was approaching the British troops’ post near Jembatan Merah or Red Bridge, Surabaya. There were many reports about the death, but it was widely believed that the Brigadier was murdered by Indonesian militia. Looking at this situation, Lieutenant General Sir Philip Christison brought in reinforcements to siege the city.
In the early morning of 10 November 1945, British troops began to advance into Surabaya with cover from both naval and air bombardment.
Although the Indonesians defended the city heroically, the city was conquered within 3 days and the whole battle lasted for 3 weeks. In total, between 6,000 and 16,000 Indonesians died while casualties on the British side were about 600 to 2000.
Battle of Surabaya caused Indonesia to lose weaponry which hampered the country’s independence struggle. However, the battle provoked Indonesian and international mass to rally for the country’s independence which made this battle especially important for Indonesian national revolution.
5. How did the battle influence the national revolution at that time?
A. The battle provoked international communities to rally to support the independence movement of Indonesia.
B. The battle did not provoke international communities to rally to support the independence movement of Indonesia.
C. The battle provokes international communities to rally to support the independence movement of Indonesia.
D. The battle had provoked international communities to rally to support the independence movement of Indonesia.
E. The battle had provoke international communities to rally to support the independence movement of Indonesia.
6. Who was the prominent figure in the battle?
A. Governor of East Java B. Mr. Surya
C. Brigadier Mallaby D. Sir Philip Christison E. Bung Tomo
7. Why do you think the date of the Battle of Surabaya is used as a momentum to commemorate our hero’s contribution?
A. The Battle of Surabaya was fierce and bloody.
B. The Battle of Surabaya was not fierce and bloody.
C. The Battle of Surabaya were fierce and bloody.
D. The freedom fighters and people did not fight hand in hand till heroically E. The freedom fighters and people did not fight hand in hand till heroically 8. Describe in one word the Indonesians who defended their city at that time.
A. courageous B. fearless C. lazy D. relaxed E. braveless
Read the following text to answer question 9-11
My favourite sport is marathon running. There is a small town in Greece called Marathon, and the race is called marathon because of a Greek legend. A Greek messenger ran all the way from the battlefield of Marathon to Athens to announce victory. He did it without stopping, but died on arrival! Now there are about 500 marathon races worldwide. I ran in my first marathon in 2011, and it was fantastic. I trained for four months for the race. Sometimes it was hard, but usually I enjoyed it. There were five thousand runners in my race, and I was one
of the last ones to arrive – it took me seven hours and twelve minutes! But that isn’t important. I enjoyed it and felt proud that I finished the 42.195 kilometres.
Yes, that’s how far we ran. Now I’m training for my next marathon. If I’m fit enough, I’ll take part in the London Marathon next year.
9. The text tells us about
A. the background to the marathon race and the writer’s own experience.
B. the history of the marathon race and the kind of people who run in it today.
C. the background to the Battle of Marathon and the reasons for victory.
D. details of the writer’s training plan for the London Marathon next year.
E. details of my training plan for the London Marathon next year.
10. How did the writer feel about the race?
A. Disappointed because he was one of the last ones to arrive.
B. Angry because he thought he should have trained harder.
C. Unhappy because it took so long.
D. Pleased that he had managed to complete it.
E. dissatisfied because he couldn’t complete it
11. ‘… and felt proud that I finished the 42.195 kilometres.’
What is the opposite of the underlined word?
A. pleased B. ashamed C. sad D. superior E. happy
Read the following text to answer question 12-16
The Statue of Liberty, arguably one of New York City’s most iconic symbols, is a popular tourist attraction for first-time visitors to the city. This 150- foot monument was gifted to the United States from France in order to celebrate 100 years of America’s independence. The statue is located on Liberty Island, and it is accessible by taking a ferry from either Battery Park in New York City or Liberty State Park in Jersey City.
When Claire visited the Statue of Liberty for the first time, she instantly admired it as a symbol of freedom. Claire made sure to make reservations before her visit because only 240 people are permitted to climb the staircase to the top of the statue every day. After climbing almost 400 stairs, Claire received spectacular views of the city from the statue’s crown.
During her visit, Claire learned that the Statue of Liberty was not always the color that it is now. She found out that because the statue’s exterior is made of copper, the statue oxidized over time, giving it the greenish appearance it has in present day. When it was first constructed, the statue was the same color as a