ENGLISH TEXTBOOK FOR GRADE 10

SENIOR HIGH SCHOOL

Raihan Dwi Adinda M ( A1B018046)

Annisa (A1B018046)

Prayogi Bagus Aryatama ( A1B018046)

Roza Eka Wulandari (A1B018046)

Rivaldo Harliansyah (A1B018046)

FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTMENT OF LANGUAGE AND ART
ENGLISH EDUCATION STUDY PROGRAM
UNIVERSITY OF BENGKULU
2020

Chapter 1

Talking About Your Self

Basic Competencies

3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan
konteks Penggunaannya.

3. 2 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai teks.

Learning objectives

1. Mengidentifikasi makna, tujuan komunikasi, struktur teks, dan unsur bahasa yang terdapat Dalam teks
interaksi transaksional lisan dan tulis yang terkait dengan jati diri, dan hubungan keluarga sesuai dengan
konteks penggunaan.
2. Meminta dan memberi informasi tentang jati diri dan hubungan keluarga dengan menggunakan struktur
teks yang tepat dan sesuai konteks penggunaan.
3. Meminta dan memberi informasi tentang jati diri dan hubungan keluarga dengan menggunakan unsur
bahasa (pronoun, subjective, objective, possessive) yang tepat sesuai konteks penggunaan.

Indikator Keberhasilan Pembelajaran (IPK)

1. Menganalisis fungsi sosial dari teks pemaparan jati diri.

2. Menganalisis struktur teks dari email dan surat pemaparan jati diri.
3. Menentukan unsur kebahasaan teks pemaparan jati diri.
4. Menulis teks singkat untuk memaparkan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur
kebahasaan secara benar dan sesuai dengan konteks.
5. Menanyakan secara secara lisan tentang pemaparan jati diri dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan secara benar dan sesuai dengan konteks.
6. Merespon secara lisan tentang pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai dengan konteks.

A. Definition
1. Self introduction
A self-introduction explains who you are, what you do and what others need to know about you.
You should provide a self-introduction any time you meet someone new and don’t have a third party to
introduce you. Offer a self-introduction when you are:
 Beginning an interview
 Attending a hiring event
  Networking with new connections
 Giving a presentation
 Meeting people at a trade show
A self-introduction should include your name and occupation (or desired occupation) and key
facts that will help you make an impression on the person you’re speaking to. In a few sentences, cover
the most important things that others need to know about you.
Social Function of Self-Introduction
The social function of self-introduction is to introduce and mention identity in order to develop
interactional communication with others.
Structure of Self-Introduction
- Introduction (name and hometown)
- Body (background and personal details, such as hobbies and interests)
- Conclusion (future goals)

Examples :

Asking for Information About Self-Identify Giving Information About Self-Identify

- May I know your name? Hello, let me to introduce my-self, my name
- What is your name? is….
- Where do you live? May I introduce my-self? My name is…
- How old are you? Hello, my name is ….
- What do you do? Hi, I am Arya.
- Where do you work?
- What is your hobby?
- Etc.
2. Kinship
Kinship is blood relationship. Refers to the culturally defined relationships between individuals
who are commonly thought of as having family ties. All societies use kinship as a basis for forming
social groups and for classifying people. However, there is a great amount of variability in kinship rules
and patterns around the world.
There are some of expressions used to ask for and giving Information about kinship.

Asking for Information about kinship Giving information about kinship

 How many person are there in your  There are six person in my family.
family?  I have two sisters and one brother.
 How many sister or brother do you  My father's name is Ahmad Dani.
 have?  Yes, I am the oldest.
 What is your father's name?
 Are you the eldest?
This following expressions can use when we want to introduce someone.

Asking for Information About Someone Introducing Someone

 Who is she/he? He is my uncle.
 Is he your brother? No, he is not. He is my friend.

 Who is that? She is my classmate.

B. Warmer : Chinese Whisper

Your teacher will ask you to make groups of 5 students and shoe you how to play Chinese Whisper.
Listen carefully when your teacher explain the rules of game, then do the activity as quickly as possible.
Try to be the winner.

Source : http://www.dreamstime.com/photos-images/chinese-whispers.html

C. Reading
Text 1

January 8th 2019

Dear Alma,
Hi let me introduce myself, my name is Greta and I live in Surabaya, Indonesia. I am 14
years old. I live in a house with my parents and two brothers, they’re 16 and 12. I go to Santa
Ursula Junior High School and I’m in 8th grade. My favorite subject in school is English and
History. I love to read especially biography of famous and successful people. I wish I could be
one of them someday. I also enjoy play soccer and basketball with my brothers every weekend.
Tell me what is it like in your country? What is your favorite thing about school? And what
do you do for fun? Please let me know more about yourself.
I hope to hear from you soon.
Sincerely,
 Greta Kurniawan

Text 2

January 18th 2019

Dear Greta,
I’m very glad that you sent me a letter. I’m Alma, my full name is Almadira. I was born in
Jakarta, Indonesia but when I was 2 years old my parents and me moved to California, USA. I
live only with my parents and I’m the only child.
Well, answering your question, the life here is quite fun. I enjoy it, but I want to have a
holiday in Indonesia too. It has been too long since my last visit there. And oh, my favorite
subject is also History. I love reading books about it. My weekend activity is usually hang out
with my parents or swim. Sometimes play tennis too.
I love making handcraft like scrapbook, bracelets, dreamcatcher, etc. Would you like me to
send it to you? Let me know.
Have a nice day!
Best,

Almadira Jones

Task 1 :

After reading the text, in the chart below, identify the idea of each paragraphs, and then write the most important
details in your own words.

Text 1

Paragraph Main Idea Details

1 Greta introduces  Greta lives in Surabaya.
herself.  She is 14 years old.
 She lives with her parents and her brothers.
  She went to Santa Ursula Junior High School
and she's in 8th grade.
 Her favorite subject is English and History.
 She love read especially biography famous and
successful person.
 She enjoy football and basketball with her
brother.
2
3

Text 2

Paragraph Main Idea Details

1 Alma introduce herself
 Alma is very glad to receive a letter
from Greta.
 Alma's full name is Almadira.
 She was born in Jakarta.
 When she was 2 years old, she moved to
USA with her family.
 She is only child.

2
3

Task 2 : Comprehension Questions 1

1. Where does Greta live?
2. Berapa old is she?
3. Who does Greta live with?
4. How many brothers are Greta ?
5. Where did Greta go to school?
6. Does Greta like English lessons?
7. How does Greta spend her weekend?
8. What is Greta's wish someday?
9. What is Greta's hobby?
10. Does Greta like to read biography? Whose biography does she read often?

Comprehension Questions 2
1. What did Alma feel when she got the letter from Greta?
2. What is Alma's full name?
3. Where was Alma born?
4. When did Alma and her family move to California, USA?
5. Does Alma have siblings?
6. How is Alma's life in his country?
7. Does Alma want to have a holiday in Indonesia?
8. How does Alma spend her weekends?
9. What is Alma's favorite subject?
10. What did Alma love?

D. Speaking skill
In the speaking skill section, you will be tested on your English skills in asking questions and giving
information about self-identity. Make your own self-introduction according to the structure below! Then
show it in front of your friends.
1. Introduction
It is about name, where you're from, family, and profession.
2. Body
It is about your interest and favorites
3. Conclusion
It is about you're future goals.

E. Writing
Activity : Self-Introduction Essay
Find some information about a celebrities or famous people that you really like, such as age, schools,
hobbies, address, parents, siblings, and etc! Then make self-introduction essay!
Chapter 2

CONGRATULATING AND COMPLIMENTING OTHERS

Basic competencies

3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan
tulis yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), serta
menanggapinya, sesuai dengan konteks penggunaan.
4.2 Menyusun teks interpersonal lisan dan tulis sederhana yang melibatkan tindakan memberikan ucapan
selamat dan memuji bersayap (extended), dan menanggapinya dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Learning objectives :

1. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memberi
ucapan selamat dan memuji bersayap serta responnya.
2. Siswa mampu menyusun teks ucapan selamat dan memuji bersayap beserta responnya dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang tepat sesuai dengan tujuan dan
konteks penggunaan.

Indikator Keberhasilan Pembelajaran (IPK)

1. Mengidentifikasi struktur teks dan unsur kebahasaan pada teks lisan dan tulis untuk memberi ucapan
selamat dan memuji bersayap serta responnya.
2. Mengumpulkan fungsi sosial ungkapan-ungkapan untuk memberi ucapan selamat dan memuji.
3. Mengidentifikasi ciri-ciri interaksi memberi ucapan selamat dan memuji bersayap.
4. Mencontohkan penggunaan ungkapan untuk memberi ucapan selamat dan memuji bersayap.
5. Membuat percakapan singkat tertulis dengan menggunakan ungkapan untuk memberi ucapan selamat dan
memuji bersayap.
6. Memperagakan percakapan yang telah dibuat secara berpasangan.

A. Giving Congratulations
1. Definition
Congratulations are words expressing praise for an achievement or good wishes on a special occasion.
Expression of Congratulation is an expression used to congratulate someone who have been successful
in achieving their goals.
2. Social Function of Congratulating Someone
The social function of congratulating someone are :
a. To develop interaction and communication with other people.
b. To express our happiness or positive feeling about their success, and also to maintain good
relationship among friends, classmates, colleagues, etc.
c. To respond someone's achievement or success.
3. Structure of Congratulations
We may say more than one word or one sentence. Look at the following example !
Congratulations! You are great.
Congratulating Extension
The extension can be expression of complimenting.
In dialogue, we can conclude that the structure of congratulating someone is :
structure of Congratulations someone :
 Giving Congratulations
 Thanking
4. Language Features
There are some expression of congratulations :
a. Congratulation for your graduate.
b. Let me congratulate on your success.
c. Congratulation on your success.
d. Congratulation on your achievements.
 e. Good job!
f. Nice work!
g. It was really great to hear about.
h. You are fantastic!
i. You have done good work.
j. May I congratulate you on…
k. I must say congratulation on…
l. I would like to congratulate to you.
m. Congratulations on your wedding.
n. Let me congratulate you.
o. Happy birthday my boy.
Expression of Congratulations :
a. Thank you.
b. Thank you very much.
c. Thanks, I needed that.
d. It’s very kind of you to say that.
e. It’s very kind of you to say so.
f. Thank you, I still need to learn more.
g. It’s nothing at all.
h. Do you really think that?
5. Types of Expression of Congratulations
There are several types of expression of congratulation in everyday life. Here are some Expressions of
Congratulation :
Someone's Birthday
Someone's Wedding
Christmas day
Eid/ Idul Fitri day
New Year
Valentine days
Anniversary
dan masih banyak lagi yang lain...
6. Congratulations cards
Congratulation cards to congratulate good things that have happened to friends, relatives, or even
family are important show the expression that we are also happy, with what the recipient achieves,
congratulations cards build a close relationship.
 Congratulations cards belong to greeting cards. Greeting card is an illustrated card featuring an
expression of featuring an expression of friendship or other sentiment. A greeting card also defined as a
piece of paper or folded paper with text or images on the front and message inside.

The first card is to congratulate someone's birth day and the second card to congratulate to
someone who win competition.
Activity 1 : Reading Comprehension

Read the dialogue! Then answer the questions!

Jacob : Debby, congratulations. I’m proud of you. I heard you passed the English test. This is
for you.
Debby : Thank you, Jacob. But will you come to the party tonight?
Jack : I’m really sorry. I have to accompany my mom to a doctor.
Debby : That’s alright. Anyway thanks for the gift.
Jack : That’s fine. Have a good time.
Debby : Thanks.

Questions :

1. Why does Jacob congratulate Debby?

2. What is expression is used by Debby to Jacob?
3. Why Jacob cannot come to the party?
4. What did jacob give debby to congratulate her?
 5. From the text what we can conclude?

Activity 2 : Reading Comprehension

Read the following card! Then answer it questions!

Dear Keyra
Congratulation! After hearing you won an English Speaking Contest and you got a trophy, I
really happy to hear it, I hope you always win in the next years contest.
your friend,

Celline

Questions :

1. What is the social function of the card?

2. What happened to Keyra?
3. What are Celline's hopes for Keyra for the next year?
4. Mention the text structure of congratulating!
5. Write the expression of congratulating found in the card!

B. Giving Compliment
1. Definition
Everyone likes compliments. Compliments make people feel good about themselves and we all
need that at times. People usually add compliments when they congratulate someone. A compliment is
expression of praise or admiration.
A compliments is a remark expressing admiration, approval or respect. Giving compliment is
telling something nice to or about someone. To compliments means to tell someone that you like the
way they look or that you are pleased with something they have done. It is a way of showing that you
have noticed and appreciated something about someone or situation.
2. Social Function
 a. To improve relationship between people
b. To give compliment to encouragement
3. Language Features
Following are some examples of giving compliment :

Compliment for Compliment for Performance Compliment for Achievement

Appearance/ Things
worn/Owned

 I really like your  You are doing great.  Good job.

dress.  It's very interesting.  You're genius.
 You look so  It was very nice  You deserve to get this.
beautiful. performance.
 It looks good on you.  You're really good in
 I love your shoes. dancing.

4. Structure of Giving Compliments

Your hair is nice. It suits on your face.
Complimenting Extension
a. Noun phrase + is/look + (really) + adjective
Example: Your dress is beautiful
Your dress look beautiful
b. I + (really) + like/ love + noun phrase
Example : I really like your dress
I really love your dress
c. Pronoun + is + (really) + noun phrase
Example : That is really nice painting
That is really beautiful painting
d. You + are + (so/really/very) + adjective
Example : You are so beautiful
You are so beautiful
 You are really beautiful
e. What + noun phrase!
Example : What a nice dress!
What a beautiful dress!
f. How + adjective + S + be!
Example : How beautiful she is!

Activity 1 : Reading Comprehension

Ruby : Eliza, is that you?

Eliza : Yeah, it’s me.
Ruby : I thought you were Dian Sastro.
Eliza : Stop joking around!
Ruby : I’m not joking. I really love your new hairstyle. It makes you look prettier.
Eliza : Really? Thanks.
Ruby : Where did you get your hair done?
Eliza : I got it at the Star Salon.
Ruby : That’s strange! I also go to that salon to cut my hair when it’s due, but they have never
given me the hairstyle that looks best on me.
Eliza : Maybe that depends on who does your hair. You know, there are many hairdressers in
the Star Salon.
Ruby : That may be right. Do you remember the name of the hairdresser who did yours?
Eliza : Yep, it’s Bian Nugroho.
Ruby : Thanks. I want him to do my hair next time I go to the salon.

Questions :

1. Why Eliza look like Dian Sastro?

2. Where does eliza do her hair?
3. What does Ruby compliment?
4. What is the name of the hairdresser who styled Eliza's hair?
5. Mention the expression of giving compliment in the dialogue!

Activity 2

Read the dialogue below! Then identify the situations!

1. Momo : I like your skirt. That color looks great on you!

Yuri : Thank you. I think you look nice today too.
 2. Hendry : I like it. You have a wonderful house.
Lucas : Thank you
3. Jihyo : What a great bike you have.
Daniel : Thanks, I've just bought it yesterday.
4. Jenny : Hey, you looked great at the drama performance last night!
Rose : Thank you.
5. Yeri : Wow! What an amazing voice Mark. You sang beautifully yesterday.
Mark : Thank you so much Yeri! That’s all because of the vocal trainer.

Dialogue What is Expression of Extension Adjectives to

No Complimented Complimenting Compliment
1. Skirt I like your skirt That color looks Great, nice
Do the following instructions!
great on you
2. 1. Decide a situation or topic where someone is congratulated!
3.
4. 2. Arrange a congratulations expression and the compliment!
5.
3. Make a beautiful congratulation card based on your own creativity! Use a colorful
paper!
Activity 3 : Writing Congratulations Cards
4. Then submit it to your teacher!
 Chapter 3

What are You Going to Do Today

Basic Competencies

3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan, sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan be going to, would like to).

4.3 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Learning Objectives :

Tujuan akhir dari chapter ini adalah menganalisis fungsi sosial,struktur teks,danunsur kebahasaan untuk
menyatakan dan menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya.

Indikator Keberhasilan Pembelajaran (IPK)

1. Siswa mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untukmenyatakan dan
menanyakan tentang niat melakukan sesuatu.
2. Siswa menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan
tentang niat melakukan sesuatu.
3. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentangniat
melakukan sesuatu
A. Expressing Intention
An intention is idea that you plan (or intend) to carry out. If you mean something, it's an intention. Your
goal, purpose, or aim is your intention. It's something you mean to do, whether you pull it off or not. You
may have the best intention of cooking an incredible meal, but if you leave the burner on and burn the
house down, you will not be remembered as an excellent chef. When a father asks his daughter's boyfriend
"What are your intentions?" that means something specific: Does he want to marry her?
There are some way to ask intention or plan :
1. What is your plan?
2. What are going to do?
3. What will you do?
4. What would you rather do?
5. What do you want to do?
The following are main expression of stating intention :
 I plan to....
 I am going to....
 I will....
 I would use....
 I want to....

Task 1 : Reading Comprehension

Read the following conversation. Then answer the questions!
Aliya : Hey, you look so serious. What is the matter ?
Bianca : Oh….I am just thinking about something
Aliya : What is it about ?
Bianca : I am thinking that I am gonna hold a birthday party in our class in this year.
Aliya : Wow, sounds Great !
Bianca : Really ? You think so ?
Aliya : yeah. But what is the purpose of that party ?
Bianca : I am just thinking that is the best idea to gathering all of our class members.
Aliya : I think it would be nice if we also make some compositions.
Bianca : Ok. Now. I need to have permission from head master. I need his permit to use classroom and talk
to our mother class to ask her to come and participate in that party.
Aliya : Is there anything that I could do ?
Bianca : we also need to make permission’s letter to give to our parents. It would be helpful if your make
it.
Aliya : Sure. With my Pleasure.
Questions :
1. What are they talking about?
2. What is Bianca going to do?
3. What is the purpose of the party?
4. What did Aliya do to help Bianca's plan?
5. Mention the expression of stating intention or plan found in the dialogue!
 B. Grammar Review
The Use of "be going to" and "would like to"
1. Be going to
We use " be going to" to talk about future intentions or plans which are fairly certain. This plan not
have to be for the near future. We also use "be going to" when we want to make a predictio based on
evidence we can see now.
Pattern :

Example : She is going to go to Nepal next holiday

2. Would like to
" I would like to" is a polite way to say "I want" in English. In this case, we are going to discuss about "
would like to". The use " would like to" is to talk about ambitions, hopes, or preferences.
Pattern :

Example : I would like to visit you someday!

The difference between "be going to" and would like to"
 We use "be going to". When we have a difinite plan.
 We use " would like to" when we want to do something or when we don't have a definite plan.
 Subject + would like to + infinitive
C. Speaking Skills

Task 2
Work in pairs! Practice the following dialogue! Then make a dialogue about intention to do
something as the example! Use be going to or would like to!

Subject + be + going to + infinitive

A: “We are going camping near Mt. Rainier this weekend. What will you do?”
B: “I am going to stay home.”
A: “Would you like to come along with us?”
B: “I don’t have any camping equipment.”
A: “Don’t worry. We will let you use ours.”
B: “Are you sure it won’t be an inconvenience for you?”
A: “No, not at all. We would love your company.”
B: “Do you think it is going to rain?”
A: “It’s not supposed to, but bring a rain jacket just in case.”
B: “Okay.”
A: “We will pick you up at 5 am Saturday morning.”
B: “I will be ready by then.”

D. Writing Skills

Chapter 4 Chapter 4

Task 3
Write your plan by using be going to and would like to!
WHICH ONE IS YOUR
Your paragraph must answer the following questions! Do it on a piece of paper!
BEST GETAWAY?
1. What is your future plans?
2. What would you like do for it?
3. What are you going to do to improve?
4. How are you going to do it?

Kompetensi
Inti :

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami ,menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa
ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari
yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

Kompetensi Dasar :

Deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal,
pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.4.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif,
lisandantulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal.
 4.4.2 Menyusunteks deskriptif lisan dan tulis, pendekdansederhana, terkait tempat wisata dan bangunan bersejarah terkenal,
dengan memperhatikan fungsisosial, struktur teks, danunsurkebahasaan, secara benar dan sesuai konteks.

Tujuan Pembelajaran:

Setelah mempelajari Bab ini, siswa diharapkan mampu:

1. Mengidentifikasi makna, fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana lisan dan tulis
tentang tempat wisata dan bangunan bersejarah sesuai dengan penggunaan.

2. Menjelaskan isi deskripsi lisan dan tulis tentang tempat wisata dan bangunan bersejarah dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks deskriptif sesuai konteks penggunaan.

3. Mendeskripsikan secara lisan dan tulis tempat wisata atau bangunan bersejarah dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan teks deskripsi secara benar sesuai konteks penggunaan.

Indikator Pencapaian Kompetensi :

1. Memahami makna dari teks Descriptive

2. Mengidentifikasi generic structure dan jenis-jenis descriptive text (describing person, things and place)
3. Menentukan ide pokok paragraf dalam teks deskriptif lisan dan atau tulisan sederhana, tentang orang,
benda dan tempat dengan menjawab pertanyaan berdasar teks.
4. Melengkapi kalimat rumpang dengan kata sifat yang sesuai.
5. Melakukan kegiatan berdialog dengan mendeskripsikan sesuatu.
6. Menulis teks deskriptif lisan atau tulis sederhana tentang orang, benda dan tempat dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Model/Metode Pembelajaran :

1. Pendekatan : Scientific Learning

2. Model : Diskusi dan Presentasi
3. Metode : Diskusi kelompok , tanya-jawab, unjuk kerja tulis dan lisan (tugas), permainan,etc..

Materi
Pembelajaran

Descriptive
Text
 a. Definition :
Descriptive Text is a text which says what a person or a thing is like. Its purpose is to describe and
reveal a particular person, place, or thing.
b. Purpose :
To desctibe about person, thing or place, in specific.
c. Text Organizations :
1. Identification (mention the special participant)
2. Description (mention the part, quality, and characteristics of subject being described)

d. Language Features:
a. Specific participant : has a certain object, is not common and unique (only one).
For example:
Lagoon beach , My School, Fort Malborough, Aunty Tina.
b. The use of the adjective (an adjective) to clarify the noun.
For example: a beautiful beach, a handsome man, the famous place in Bengkulu, etc.
 One of the most beautiful places.
 It is still very natural.
 The air is still clean and you can feel the air is cool
c. The use of simple present tense: the sentence pattern used is simple present because it tells
the fact of the object described.
For Example :
Bromo Mountain is a heaven of the world We can also see many kinds of vegetables planted
by natives
d. Action verb: verbs that show an activity (for example, run, sleep, walk, cut etc….

Reading

Activity 1

Read the text carefully. What do you think about someone desribe below ?

My Bestfriend
 My best friend is Milenika and she is my classmate. We go to school together.
Milen comes from an educated family. Her father is a school principal and her mother is also a teacher. She is
punctual, well-educated, and has good manners. She is really hard working. She always does his homework. she is
also well-dressed and well-behaved. All teachers have a high opinion of her. Milen has a well-built body. She is
beautiful. She really knows about make up and bodycare. She has a good heart. She is truthful, honest and
obedient. She also plays the guitar, and she makes his parents very proud of her. She secures
good marks and is usually top of his class in examinations. She inspires me to work harder. She keeps me away
from bad company. I am happy to have such a friend.

Anwer the question briefly !

1. What is the purpose of the text?

2. Identify the generic structure of the text

a. Identification

b. Description

3. Write 5 sentences using simple present tense in the text.

4. In group make resume of descriptive text using your own words.

Activity 2

Tanjung Setia Beach

Lampung is not only famous for its Way Kambas National Park. One of the best tourist attractions of this
province is Tanjung Setia Beach. This beach is located in the village of Tanjung Setia, West Lampung district,
Lampung province. It is about 273 km or about six to seven hour driving from Bandar Lampung, the capital city of
Lampung province.
This beach has not been well known by the citizens of Indonesia yet, but for the world surfers this beach is
a hidden paradise for surfing. This beach is exactly laid on the track of large Indian Ocean currents that make this
beach have waves which are quite perfect for surfing. The perfect wave of this beach usually lasts from June to
August with the height which can reach up to six to seven meters with a 200 meters length.
In addition to perfect waves for surfing, the beach also has an ambience which is quite natural with white sand
along the beach. Rows of palm tree which grow also adorn this beach. For local people, the beach area is also an
ideal place for fishing. Some fish which are often obtained by the fisherman are blue marlin which is so big
enough that its weight can reach up to 70 kilograms. By local residents this fish is known by the name of Iwa
Tuhuk.

Answer the following questions!

1. Where is Tanjung Setia Beach ?

2. What does Tanjung Setia Beach to its visitors?
3. How long is the trip to Tanjung Setia Beach ?
4. When can we see the perfect wave if this beach ?
5. Who can enjoy Tanjung Setia Beach at the most?

Vocabulary
Exercise

Activity 3

Match the following words with their opposite !

1. Famous a. Refuse
2. Rareness b.Commonness
3. Attract c. Giant
4. Miniature d. Worthless
5. Precious e. Unpopular
 Activity 4

Fill in the blanks with the right word from the list below !

Clever  Black Older

Short Energetic Handsome

I have an (1)… brother. His name is Habib. He is a (2)…. student in IPB majoring Pharmacy. He is a (3)…. Boy. He is like
my mother. His skin is (4)…. . Every Sunday, he usually goes to the sport center, sometimes by himself or with some of his
friends. Once a while, he will ask me to join him to have some work out. He is very (5)….. brother

Pronounciation Practise

Listen your teacher pronouncing the following words. Repeat after him/ her !

1. Destination destəˈnāSH(ə)n
2. Established əˈstabliSHt
3. Amazing əˈmāziNG
4. Impressive imˈpresiv
5. Holiday häləˌdā
6. Beautiful ˈbyo͞odəfəl
7. Preservation ˌprezərˈvāSH(ə)n
8. Wonderful ˈwəndərfəl
9. Inspiring inˈspī(ə)riNG
10. Perfection pərˈfekSH(ə)n

Grammar Review

Nouns and Adjectives

 When we want to describing, we use many noun phrases in triying to make readerss get the mental pictures of what
is being described. Noun is a thing, plase, or a person, an animal while adjectives is a word that describeds a noun. An that
goes with a modifier is called a noun phrase.

Adjectives Nouns noun phrase

beautiful Girl Beautiful girl
unique Book Unique book

Activity 5

Put the adjective(s) in brackets into the correct position as the examples

Example :

 An old chair (wooden round) = an old round wooden chair

 A beautiful dress (Italian) = a beautiful Italian dress

1. A rare ring (silver) = …………………………………….

2. A young lady (beautiful) = …………………………………….
3. A good-looking lady (young) = …………………………………….
4. A classic house (wonderful) = …………………………………….
5. A brown jacket (leather) = …………………………………….
6. An Indian song (new) = …………………………………….
7. Curly hair (blonde) = …………………………………….
8. A cloudy day (gloomy) = …………………………………….
9. A cold bath (unusual) = …………………………………….
10. An ugly shirt (green) = …………………………………….

Activity 6

Identifying Noun Phrases

Try to find as least 5 (five) noun phrases from the reading text about Tanjung Setia Beach and discuss the meaning of the
phrase!
 Example :

The best tourist attractions

Writing

Activity 7

Writing a Description Essay

Think of a place you like to visit or a favorite place that you have visited several times. This can be tourism
object or your favorite part of your house, or school, a park or a traditional market. Describe what s special about that place.
Make a word web to help you get and organize ideas. Using your word web, write an essay about that place. Include the
introduction, two body paraghraph that contain the supporting details, and a concluding paraghraph .

Speaking

Activity 8

Have you ever visited a waterfall, natural park, fort, or other tourism object ? Describe what make the place
interseting. Pretend as if you were a guide describing the special peculiarities of the tourism object. You can also pretend to
be a touris guide for Fort Malborough, Pantai Panjang. In that case, make a word web abour Fort Malborough or your own
favorite place. Based on the word web, take turns with your classmate describing the place.

Further Activities

Noun Phrase (NP) is an important element in giving people

a lot of information. That is why it is important that you learn to
 Chapter 5

Let’s Visit
Niaraga Falls !

Kompetensi Dasar:

3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan
memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana,
sesuai dengan konteks penggunaannya.

4.1.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks
deskriptif, lisan dan tulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal.

4.1.2 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan bangunan
bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai konteks.

Tujuan Pembelajaran:

Saat dan Setelah mempelajari Bab 5, siswa diharapkan mampu:

1. Mengidentifikasi makna, fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana lisan dan tulis
tentang tempat wisata dan bangunan bersejarah sesuai dengan penggunaan.
2. Menjelaskan isi deskripsi lisan dan tulis tentang tempat wisata dan bangunan bersejarah dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks deskriptif sesuai konteks penggunaan.

3. Mendeskripsikan secara lisan dan tulis tempat wisata atau bangunan bersejarah denganmemperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan teks deskripsi secara benar sesuai konteks penggunaan.

Indikator Pencapaian Kompetensi :

1. Mencari katakata bahasa Inggris yang padanannya dalam bahasa Indonesia sudah diberikan.
2. Menambah jumlah kosakata baru sesuai pada topik yang sedang dibicarakan.
3. Mencocokkan paragraph description pada gambar yang telah disediakan.
4. Mampu mengidentifikasi tujuan dan rincian masing-masing paragraf dalam teks bacaan.
5. Mengidentifikasi hal-hal yang kurang tepat dalam tulisan.

Vocabulary
You are given the dashes and some letters of the English words as the clues. Each dash represents a letter. After
you find the words, compare your answer to your friends’.

Cr_ _ _ (verb) : melewati/melintasi

Go_ _ _ (noun) : jurang

Attr_ _ _ _ _ _ _ (noun) : pertunjukan/tempat menarik

Po_ _ _ _ _ (adjective) : yang menghantam

Soa_ _ _ (adjective) : terendam

Wat_ _ _ _ _ _ _(adjective) : tahan air

Ill_ _ _ _ _ _ _ (adjective) : berkilauan

Ch_ _ _ (noun) : pesona

Pronounciation Practise

Listen to your teacher reading these words. Repeat after

Cave kāv

Boat bōt
Hurricane ˈhəriˌkān

Jump jəmp

Entrance ˈentrəns

Reading

Niagara Falls
REPORT THIS AD

Niagara Falls is the collective name for three waterfalls that cross the international border between the
Canadian province of Ontario and the USA’s state of New York. They form the southern end of the Niagara
Gorge. From largest to smallest, the three waterfalls are the Horseshoe Falls, the American Falls and the Bridal
Veil Falls. The Horseshoe Falls lie on the Canadian side and the American Falls on the American side. They are
separated by Goat Island. The smaller Bridal Veil Falls are also located on the American side, separated from the
other waterfalls by Luna Island. There are various attractions that people can enjoy in Niagara Falls; six of them
are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps people get closer to the falls
and go face-to-face with the pounding waters of the fall. People can get soaked on the Hurricane Deck where they
are just feet from the thundering waters. Waterproof clothing and sandals are provided. A trip at night when the
Falls are illuminated in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic boat tour of the American
and Canadian Falls for about a half-hour ride. People may access the tour via the Observation Tower elevator at
Prospect Point in the state park. The boat operates mid-May until late October. The next to visit in Niagara Falls is
Niagara Adventure Theater. Here tourists may enjoy the most powerful and involving film experience that brings
reality to life on a 45 foot screen. Audience members are given the privilege to discover the thundering fall from a
completely new and exhilarating perspective, and plunge over them. The theater shows hourly and free multi-
language headsets are made available. Niagara Science Museum is another place to visit. It is a sanctuary for the
preservation and appreciation of old science instruments and philosophical apparatus. The fifth point of interest is
Niagara’s Wax Museum of History. Here, life-size wax figures portraying dramatic history of Niagara Falls are
presented to guests. They can see Fort Niagara Scene, Indian Village, old store, blacksmith and barber shop scenes
and how electricity is made. Wax figures of Julia Roberts, Princess Diana and many more are displayed here, too.
Finally, people can also enjoy Rainbow Air Helicopter Tours above and around the American and Canadian Falls.
The tours start from downtown, next to the entrance to the Rainbow Bridge, and open from 9am to dusk when
weather permits. The tours operate every day from second weekend in May until October 31st.
The Niagara Falls are renowned both for their beauty and as a valuable source of hydroelectric power.
Managing the balance between recreational, commercial, and industrial uses has been a challenge for the stewards
of the falls since the 19th century.

Activity 1

Answer the following question referring to the text “Niagara Falls “

 1. What is Niagara Fallas located ?
2. What can people enjoy in the cave of the winds ?
3. When the tours can operate the tourist to go to Niagara Falls?
4. Can people ride on the maid of the mist boat tour in January ?
5. Can the people enjoy the films with their own language ?

Writing

Activity 2

Writing a Descriptive Essay !

Based on the image below!

1. Make groups of two people

2. Choose one of the images below!

3. Make simple descriptive text based on pictures!

4. Share your descriptive text in the video and present it to the class !

Picture 1 Picture 2
 Grammar
Review

Passive Voice

The passive voice is used when we want to emphasize the action (the verb) and the object of a sentence
rather than subject. This means that the subject is either less important than the action itself or that we don’t know
who or what the subject is.

 Example :

1. My laptop was stolen. (The object – now the subject = My laptop / action= was stolen)
2. Passive : Napa Valley is known for its excellent wines.

Active : [Many people] know Napa Valley for its excellent wines.

3. Passive : Twenty civilians were killed in the bomb explosion.

Active : Someone killed twenty civilians in the bomb explosion.

Activity 3

Refer back to the text again. And find five sentence written in the active voice. Change the
sentences into pasive voice.

ACTIVE PASIVE

Speaking
Work in pairs Giving Announcement

: try to remember one interesting place you’ve visited. Tell your friends about that place.

Chapter 6
Giving
Announcement

Kompetensi Inti :

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami ,menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa
ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari
yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
Kompetensi Dasar :

1.1  Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional
yang diwujudkan dalam semangat belajar. 

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
transaksional dengan guru dan teman. 

3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement),
sesuai dengan konteks penggunaannya.

4.11 Menangkap makna pemberitahuan (announcement).

4.12 Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Indikator Pencapaian Kompetensi :

1. Menuliskan informasi yang masuk kedalam teks announcement.

2. Menuliskan pembukaan dan penutupan teks dalam teks announcement.
3. Menemukan informasi dari teks annaouncement.
4. Menceritakan kembali tentang informasi yang di dapat dari announcement..
5. Menemukan spesifik informasi dari teks announcement.
6. Menuliskan teks annaouncement.

Tujuan Pembelajaran

Selama dan setelah proses pembelajaran siswa dapat :

1. Menuliskan komponen informasi yang masuk kedalam teks announcement.

2. Menuliskan pembukaan dan penutupan teks dalam teks announcement.
3. Menemukan informasi dari teks annaouncement.
4. Menceritakan kembali tentang informasi yang di dapat dari announcement..
5. Menemukan spesifik informasi dari teks announcement.
6. Menuliskan teks annaouncement.

Materi
Pembelajaran :

Announcemen
t

 Definition :
 Announcement is a statement (official notification) in the form or in writing that contains something for
everyone to know. However, not everyone who heard or read the announcement had an interest in the
announcement.
 Purpose :
The purpose is to inform the announcement text information about an event, job vacancies, new
enrollment, new admissions, and so on.

 Generic Structure :

1. Title: This is the most important part because it represents the whole content of the announcement. Even
so, sometimes it is not clearly stated.
2. Explanation: further explanation of the announcement. Usually consists of basic information that
includes: type of activity, time, place, and participants.
 Parts :
1. The title/type of event
2. Date and time
3. Place
4. Contact person/address

Reading
Read the text carefully ! identify the generic structure of the Announcement
!

ANNOUNCEMENT

In order to commemorate the 72nd Independence of the Republic of Indonesia, it si compulsory for all new
students in the Academic Year of 2017/2018 of Universitas Englishiana Muda Berkarya to attend
the 72  independence day ceremony of RI, on:
nd

    - Day / Date  : Wednesday, 17 Agusutus 2016

    - Time           : 7:00 am west Indonesian time
    - Place          : Soccer Field Unila
    - Dress code : White-black, and coat alma mater

Thanks for your attention.

Bandar Lampung, August 4, 2017

On behalf of Rector

Vice Chancellor for Student Affairs and Alumni

Prof. Dr. Sastra Karya, M.Ba.
NIP. 19621230 197803 1002

Comperehension
Question
Paragraph Main Idea Details
1.

2.

ANNOUNCEMENT
 
 

SMP Bunga Bangsa will celebrate its 20th anniversary on :

Day/Date    : Saturday, 14 April 2013

Place           : Sport Hall

Time           : 8.00 am – 11.00 am

All the teachers and students are supposed to attend this celebration. For this reason all
sport activities at school such as volleyball, basketball, badminton and ping pong will be
cancelled for the time being.

 Principal,

Edward Salim

Answer the question briefly !

1. What is the text about?

2. Who is the announcement for?
3. When will the activity be held?
4. Where will the activity be held?
5. Where can you find the text?
6. When was SMP Bunga Bangsa built?
7. How long will the celebration be held?
8. What is the purpose of the announcement above?
Text Structure :

Individuallly, complete the following chart to find out the structure of the
announcememnt before, depending on which announcement you have read !

Elements of The Announcement Purposes Details

Opening

Content

Closing

Writing

Make an announcement text for the school reunion activity !

Chapter 7

The Wright Brothers

 Look at the pictures below! Do you know the people in the picture? Compare the two
airplanes? What are the similarities? What are the differences? Discuss with your
classmates!

Picture 7.2

Wright Brothers

Picture 7.3 Picture 7.4

Wright Brother’s Airplane Modern Airplane

(some picture are adopted from: http://en.wikipedia.org/wiki/Wright_brothers)

VOCABULARY BUILDER

Look at the list of the words below. Find their meanings in a

monolingual dictionary.

No. Words Meanings

an inventor :
an invention :
an airplane :
 4. a tool :
5. on inspiration :
6. a helicopter :
7. a rubber band :
8. interested :
9. kites :
10. an experiment :
11. breeze :
12. soften :
13. a crash :
14. a flight :
15. a glider :
16. a design :

PRONUNCIATION PRACTICE

Listen to your teacher reading the following words. Repeat

after him/her.
inventor: / ɪnˈventər / invention: / ɪnˈvenʃ ə n /
airplane: / ˈeəpleɪn /
tool: / tuːl /
inspiration: / ˌɪnspəˈreɪʃ ə n / helicopter: /
ˈheləkɑːptər / rubber band: / ˈrʌbər bænd /
interested: / ˈɪntrəstəd /
kite: / kaɪt /
experiment: / ɪkˈsperɪmənt / breeze: / briːz /
soften: / ˈsɒf ə n /
crash: / kræʃ /
flight: / flaɪt /
glider: / ˈɡlaɪdər /
design: / dɪˈzaɪn /
DIALOG

Task 1:
Read the following conversation.

Interview With The Wright Brothers

In 1905, there was a TV talkshow that interview great inventors at that

time. Below is a script of interview with The Wright brothers.

Host : Hello and welcome to our talkshow tonight, Great

Inventors! Today we have very special guests,
Orville
and Wilbur Wright. We are going to ask them about their
revolutionary inventions.What do you call your
invention?
Orville : We invented airplane.
Host : Airplane? What is the tool for?
Wilbur : It’s a tool that will help human being to fly!
Host : Oohhh, is it like a flying car? How did you get
the inspiration?
Orville : Our dad gave us a toy helicopter that flew with the help
of rubber bands. We’ve been interested in the idea since
then.
Wilbur : Orville has always liked to build kites, so, we have
experimented with making our own helicopters for a
while now.
Host : But that was only a toy, what about the actual plane?
Wilbur : Orville made the first flight with our first plane at Kitty
Hawk on December 14, 1903.
Host : Why did you choose Kitty Hawk?
Orville : Kitty Hawk had a hill, good breezes, and was sandy.
The condition would help soften the landings in case of
a crash. The first flight lasted 12 seconds and they flew for
120 feet.
Wilbur : We have worked and experimented with gliders
to perfect the wing design and controls since
then.
Host : I see. So you’ve had the newest version of your airplane?
Wilbur : Yes. Recently, I took a newly designed airplane that
we called the Flyer II for the first flight lasting over
 5 minutes.
Host : How amazing! I think this invention will be a big
thing soon.
 Wilbur : Our father has asked us not to fly together. He said it’s
for the safety reason.
Orville : Yes, we will continue making more experiment so
that airplane will be available for everyone soon.
Host : Okay, we wish you good luck with the next experiments.
...

Made with materials from:

http://www.ducksters.com/biography/wright_brothers.php

Task 2:
Supply the dialog with the correct expressions based on the conversation
above.

1. How did you get the inspiration?

Host

Wilbur Wright

Did you have any other interest that inspired you?

2.

Host

Orville Wright
3. Did you make the actual plane?

Host

Wilbur Wright

4. Why did you choose Kitty Hawk for the first flight?

Host

Orville Wright

5. How long did the first flight last?

Host

Orville Wright
6. What have you worked on since then?

Host

Wilbur Wright

7.
Have you had the newest version of the airplane?

Host

Wilbur Wright

8. Has your dad helped you with anything during the process?

Host

Wilbur Wright
VOCABULARY EXERCISES

Complete the sentence using the words from the list below. You
may need to use more than one word for one sentence.

Inventors invention airplane

Tool inspiration helicopter
rubber band interested kites
Experiment breeze soften
Broke flight glider
Design

1. Wright brothers were great . Airplane was their

great .
2. One of the essential in the kitchen is a knife
which is used in almost all cooking activities.
3. “Do you see that big H on the ground?” “That’s a spot for
landing.”
4. It’s bright, sunny and windy today. The kids must be very happy because they
can go out and play .
5. The students are in the biology lab today. They are going to conduct an
with frogs!
6. I can tie my hair into a pony tail using a .
7. Some artists have different sources of for their
work. It can be natural scenery, traditional dances, people’s activities, etc.
8. When the begins to take off, its tires fold up into
their compartment.
9. I am not in baking cakes. I like knitting better.
10. When the car hit the tree, the windshield into pieces.
GRAMMAR REVIEW

SIMPLE PAST TENSE vs PRESENT PERFECT TENSE

Task 1:
Look at the excerpt from the text below.Study the sentences by paying
attention to the words in the bold-typed and bold-italic typed expressions.

Orville : Our dad gave us a toy helicopter that flew with the help of
rubber bands. We’ve been interested in the idea since then.
Wilbur : Orville has always liked to build kites, so, we have experimented
with making our own helicopters for a while now.
Host : But that was only a toy, what about the actual plane?
Wilbur : Orville made the first flight with our first plane at Kitty Hawk
on December 14, 1903.
Host : Why did you choose Kitty Hawk?
Orville : Kitty Hawk had a hill, good breezes, and was sandy. The
condition would help soften the landings in case of a crash. The
first flight lasted 12 seconds and they flew for 120 feet.
Wilbur : We have worked and experimented with gliders to perfect
the wing design and controls since then.

Can you tell what pattern is written in bold type?

What about the pattern in the bold italic type?

Task 2:
Complete the diagram below. Place this symbol (X) and lines at the diagram
that can show Simple Past Tense and Present Perfect Tense.

Simple Past Tense Present Perfect Tense

Past Present Future Past Present Future

 USING THE SIMPLE PAST TENSE

Task 1:
Think of yesterday. What did you do? What didn’t you do? List the verbs of
your activities yesterday.

Things you did yesterday Things you didn’t do yesterday

Task 2:
Use the words in Task 1 to make sentences in the simple past tense.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
 USING PRESENT PERFECT TENSE

Task 3:
Look at the sentences you made for Task 2 of this section. Now, make
extended statements using Present Perfect Tense. Look at the example below.

Example:
Your sentence: I helped my mom cook in the kitchen.
Extended statement: I have helped my mom in the kitchen since I was 12 years
old.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
SPEAKING

Task 1:
Look at the sentences that your partners make for the simple past tense. Ask
further questions about the activities he/she did yesterday using what, where,
why, who, when or how. Look at the example below.

Example:

Your classmate’s sentence:

I ate dinner with my family last night.

Possible extended questions:

- What did you eat?
- Where did you eat?
- When did you finish eating? etc.

Task 2:
Look at the sentences that your partners make for the present perfect tense. Ask
further questions about him/her using what, where, why, who, when or how.
Look at the example below.

Example:

Your partners sentence:

I have helped my mom in the kitchen since I was 12 years old.

Possible extended question:

How have you helped your mom in the kitchen?

Task 3:
Interview with an inventor

1. Work in pairs. One of you will be the interviewer. Another will be the
interviewee.
2. Discuss a popular person (it can be an inventor, popular people in the past like
actresses, actors, athletes, etc.) who is going to be interviewed. The
interviewee will pretend to be this person.
 3. As an interviewer, you are going to prepare some questions that cover
questions about his/her past activities (for example past experiments,
albums, films, etc) and the recent and continuing activities.
4. As an interviewee, prepare to answer the questions with some accurate details.
While the interviewer is preparing the questions, you can find information
about the person you are pretending to be. Of course you can add any fun
details to the answers.

WRITING

Write the interview report in the form of a paragraph in the

form below. Look at the example below:

Interview form:
Host : How did you get the inspiration?
Orville : Our dad gave us a toy helicopter that flew with the help
of rubber bands. We’ve been interested in the idea since
then.
Wilbur : Orville has always liked to build kites, so, we have
experimented with making our own helicopters for an
while now.

Paragraph form:

The Wright brothers got an inspiration when their dad gave them a toy
helicopter that flew with the help of rubber bands. They had been interested in
the idea since then. Also, Orville had always liked to build kites, so, they had
experimented with making their own helicopters for a while now.
REFLECTION

At the end of this chapter, ask yourself the following questions

to know how effective your learning process is.

1. Can you identify the forms and uses of the simple past tense
and the present perfect tense?
2. Can you make statements or questions using the simple
past tense and the present perfect tense?
3. Can you write/do a interview?

If your answer is ‘no’ to one of these questions, see your

teacher and discuss with him/her on how to make you able to carry
out conversation about the completed past events and those that
started in the past but you can still feel the impact.

FURTHER ACTIVITIES

Independently, read newspaper or Internet articles about a

biography and pay attention to the uses of the simple past tense and
the present perfect tense. Also, you can ask your classmates about
their past activities and activities that started in the past but
continues until now.

Tujuan Pembelajaran:
Setelah mempelajari Bab 8, siswa diharapkan mampu:
1. Mengidentifikasi isi, fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks recount sederhana tentang pengalaman
pribadi.
2. Menjelaskan isi teks yang menceritakan pengalaman pribadi
dengan benar dengan memperhatikan tujuan komunikasi,
struktur teks, dan unsur kebahasaan teks recount sesuai konteks
penggunaan.
3. Menceritakan pengalaman pribadi secara lisan dan tulis Bahasa Inggris107
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan teks recount sesuai konteks.
 Chapter 8
IDOL

Tujuan Pembelajaran:
Setelah mempelajari Bab 8, siswa diharapkan mampu:
Mengidentifikasi isi, fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks recount sederhana tentang pengalaman pribadi.
Menjelaskan isi teks yang menceritakan pengalaman pribadi dengan benar
dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur
kebahasaan teks recount sesuai konteks penggunaan.
Menceritakan pengalaman pribadi secara lisan dan tulis dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan teks recount sesuai konteks

Look at the pictures below. Do you know these people?

What are they famous for? Discuss with your classmates!

Source: https://upload.wikimedia. Source: http://prettywallpapershd. com/wp-

org/wikipedia/commons/5/59/ Anggun_- content/uploads/2016/01/
_Trianon_Paris_-_juin_2012_ lionel_messi_wallpapers_new_fr5.jpg Picture
(7386536046).jpg 8.3
Picture 8.2

POINTS TO PONDER
What makes those people successful?
What characters do those people have in common?

VOCABULARY BUILDER
Match the words in the left column with the synonyms
on the right column. Then, compare your work to your
classmates.
1. hit by lightning (adjective) a. waiting room
2. a meet-and-greet event b. come or arrive
(noun) c. sing together
3. excited (adjective) d. get along
4. lobby (noun) e. fan meeting
5. memorabilia (noun) f. merchandise
6. showed up (verb) g. wonderful
7. waved (verb) h. move
8. crowd (noun) i. signature
9. sang along (verb) j. great
10. autograph (noun) k. surprised
11. speechless (adjective) l. anxious
12. unreal (adjective) m. very happy
13. cool/awesome (adjective) n. unbelievable
14. friendly (adjective) o. can’t say a word
15. nervous (adjective) p. a lot of people
16. amazing (adjective)
PRONUNCIATION PRACTICE

Listen to your teacher reading the following words.

Repeat after him/her.

hit by lightning : / hɪt baɪ ˈlaɪtnɪŋ /

a meet-and-greet event : / ə miːt ænd ɡriːt ɪˈvent /
excited : / ɪkˈsaɪtəd /
lobby memorabilia showed
up waved crowd : / ˈlɒbi /
sang along autograph : / ˌmem ə rəˈbɪliə /
speechless unreal : / ʃoʊd ʌp /
cool/awesome friendly : / weɪvd /
nervous amazing
: / kraʊd /
: / sæŋ əˈlɒŋ /
: / ˈɔːtəɡrɑːf /
: / ˈspiːtʃləs /
: / ˌʌnˈrɪəl◂ /
: / kuːl / / ˈɔːs ə m /
: / ˈfrendli /
: / ˈnɜːvəs /
: / əˈmeɪzɪŋ /

READING
Read the following text, and then answer the
comprehension questions.

Meeting My Idol

Source: http://www.mataberita.com/ profil-dan-foto-afgan-syah-reza.html Picture

8.4
 Afgan has
always been my
favorite singer. I
had always been
thinking of how I
would feel when I
met him. Then I
was suddenly hit
by lightning when I
found out Afgan
was coming to
town for a concert
in a local
auditorium. A day
before the concert,
there would be a
meet- and-greet
event at a local
radio station.
Feeling excited, I
packed all my
Afgan’s CDs to get
his signature at
the event.
 On that bright and sunny Saturday morning, the radio station
was full of Afganism (that’s how Afgan’s fans are called). They sat
on the chairs prepared inside the radio station’s lobby. Some stood
in rows in the front yard of the radio station. A spot inside a lobby
was prepared with a mini stage for Afgan’s singing performance
and a table for Afgan to sign Afganism’s memorabilia. Finally, after
about 40 or 50 minutes wait, Afgan showed up from inside the
radio station. He smiled and waved to all Afganism who had been
waiting excitedly saying, “Good morning. How are you all?” The
crowd went crazy. The shouts sounded like a mix of “Fine, thank
you” and screams of Afgan’s name.
Then, he started the event by singing his hit single “Dia
dia dia”. Afganism went even crazier; they sang along with him
throughout the song. Of course, I did too. I couldn’t take my eyes
off this amazing singer who had released three albums. When he
was finished with the song, the host announced that it was time
for autographing the memorabilia. I prepared my CDs and began
to stand in the line. When I arrived at the table, I was speechless.
It was unreal just seeing him that close. I thought it was really
cool seeing him like that because he really just felt like a normal
person, which was awesome. He asked my name so that he could
write it on the CD to say “To Mia, Love Afgan”. He was also very
friendly, so I didn’t feel too nervous when I had a chance to take
pictures with him. He was just an amazing person. That was one
of the best days in my personal life history.

Questions:
1. How did the writer feel when she knew that Afgan was coming to town?
2. Did the writer want to see the concert?
3. When and where was the meet-and-greet event?
4. What is Afganism?
5. How did the fans wait for Afgan?
6. What did Afgan do when he showed up in the lobby?
7. How did the fans react when Afgan sang his hit single?
8. How did the writer feel when she finally got the turn to get
Afgan’s signature?
9. Did she feel nervous?
10. What is the writer’s opinion about the meet-and-greet event?
11. Why do you think people like Afgan?
 12. Is there something in the text that is not relevant to your life? Why?
13. Have you heard or read a text about a similar event?

VOCABULARY EXERCISES

hit by lightning showed up crowd

sing along friendly nervous
amazing speechless excited
autograph

Task 1:
Use the appropriate words in the box to complete the dialog. The first letters of the
words are provided to help you. Then, practice reading the dialog with a partner.

Dika : Hi, Mida, You look so happy.

Mida : Hi, Dika. You’re right. I’m really happy.
Dika : Really? Why?
Mida : I met my favorite idol, Agnes Mo yesterday.
Dika : Wow…, it sounds interesting.
Mida : I was so e . She was really awesome and
f .
Dika : Did you meet her in a concert?
Mida : No, I didn’t. It’s a meet-and-greet event with Agnes Mo in
Plaza Indonesia. Big c , hundreds of her fans!
Dika : Did you meet her directly?
Mida : Yes, I did. I took some pictures with her. I also got her
a on her last CD Album.
Dika : It’s a . How did you feel at that time?
Mida : I felt n and s .
Dika : Anyway, how did you meet other fans?
Mida : I met them in a fan meeting.
Dika : It must be a memorable experience for you.
Mida : Yeah, indeed. I will never forget it.

Comprehension check
a. Who took part in the dialog?
b. What is the dialog about?
c. Number these sentences about Mida’s experience in their correct order:
 I also got her autograph.
I went to Plaza Indonesia yesterday for a meet-and-greet
event with Agnes Monica.
At the end of the day, I met other fans in a meeting.
Hundreds of her fans had been waiting for her.
When she appeared, I took some pictures with her.
I am so happy to have had such a memorable experience.

Task 2:
Use the words in the box again to complete the sentences reflecting
other contexts.

1. One of the reasons why I like to study in this class is because all my
classmates are . They are always nice
to me.
2. I was surprised when a big birthday cake suddenly
from under the table. It has been hidden
there for my surprise birthday party.
3. The police formed a line in front of the stage to avoid the
from climbing up the stage.
4. Today, we have to present our paper in front of the class. I’m very .
5. On the weekends, my family and I like to spend our time doing
karaoke at home. We with the singer on
the DVD screen. It’s fun.
6. The students were very when the teacher
announced that they were going to have an excursion to the
local public library.
7. I really want to have an of my favorite
football player, Lionel Messi, on my jersey.
8. When we arrived at the top of the mountain, we were
, The scenery was magnificent.
9. I was when I knew that my
dad gave me a new laptop for my birthday.
10. Afgan is an singer. His songs are always a hit.
TEXT STRUCTURE

Very often you need to tell other people about something that
has happened in your life. You may have to tell about what you did
yesterday. Speaking or writing about past event is called a
recount. Recounts are told orientation, a series of events, and
reorientation
GRAMMAR REVIEW
Using Past Verbs
Task 1:
Read the excerpt from the reading text and study the uses of
past verbs.

On that bright and sunny Saturday morning, the radio

station was full of fans. They were excited to wait for Afgan. They
were ready to see his performance on the meet-and-greet. When
he was finished with the song, the host announced that it was
time for autographing the memorabilia. I prepared my CDs and
began to stand in the line. When I arrived at the table, I was
speechless. It was unreal just seeing Afgan that close. I thought it
was really cool seeing him like that because he really just felt like
a normal person, which was awesome. He was also very friendly,
so I didn’t feel too nervous when I had a chance to take pictures
with him. He was just an amazing person.

Task 2:
Read the text “meeting idol” again. Underline all the past verbs. Check with
your classmates.
SPEAKING

Task 1
Retell the experience of meeting Afgan using your own words. Use the following
questions to help you retell.

1. Who were involved in the event?

2. When and where did the event happen?
3. What were the activities (events) that happened?

Task 2
If I met Afgan/If I were Afgan

1. If you were the author, what would you do if you met Afgan?
2. How would you feel?
3. What would you say to him?
4. Would you give him something?
5. What would you give him?
6. Why would you give that?
7. What would you expect him to do?
8. Would you expect him to give you something?
9. What would you expect him to give you?
10. What if you were Afgan?
11. What would you do if you met your fans?
12. How would you feel?
13. What would you say to them?
14. Would you give them something?
15. What would you give them?
16. Why would you give that to them?
17. Where do you think you can find a similar text?
Chapter 9
History
Observe the crossword puzzle below. In the puzzle, there are 10 regular
and 10 irregular verbs in past tense. Work in pairs to find them as fast as
possible. Write your answer on a piece of paper. Post your answer on the
white/black board or on a wall of your classroom as soon as you finish doing
it. Those who can finish the earliest are the winners. As the winners, you can
tell the class to sing an English song that you like and tell them to dance, too.

Regular verb Irregular verb

 VOCABULARY BUILDER

Check whether these words have been matched to the correct

meaning in Bahasa Indonesia. Compare your work to your
classmates’.

remembrance (noun) : kekuatan militer

surrender (verb) : menyerahkan
weaponry (noun) : persenjataaan
defiant (adjective) : menantang
drop (verb) : memperlambat
leaflet (noun) : selebaran
anger (verb) : membuat marah
be betrayed (verb) : ter/dikhianati
siege (verb) : mengepung
reinforcement (noun) : peringatan
casualties (noun) : korban
hamper (verb) : menjatuhkan
militia (noun) : kelompok pejuang
advance (verb) : bergerak maju
rally (verb) : berkumpul
untuk
mendukung

PRONUNCIATION PRACTICE

Listen to your teacher reading the following words.

Repeat after him/her.

remembrance: / rəmem.brəns /
bloody: / blʌd.i /
surrender: / s ə ren.dər /
weaponry: / wep.ən.ri /
defiant: / dɪfaɪ.ənt /
drop: / drɒp /
leaflet: / li.flət /
anger: / æŋ.gə r /
militia: / mɪlɪʃ.ə /
 feel betrayed : / fil / / bɪtreɪd / reinforcement : /
ri.ɪnfɔ.smənt / casualty: / kæɜ.ju.əl.ti /
hamper: / hæm.pə r /
advance: / advans /

READING

Task 1: Reading Comprehension

As you know on every 10 November we all celebrate Heroes Days. Why do you
think the Heroes Day took that special date to commemorate our heroes’
sacrifice? Discuss with your partners and come to a conclusion why the date has
become special. After that, read through the passage and check whether your
conclusion is the same as the reason stated in the text.

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.

Adapted from: http://www.globalindonesianvoices.com/17298/hari-pahlawan-battle-of-surabaya-

the-story-behind-indonesias-heroes-day/

Task 2: Answer the following questions briefly based on the text

above.
1. What is the passage about?
2. When did the battle take place?
3. Where did it happen?
4. What caused the battle? Draw a diagram that shows chronologically
the events that led to the battle.

5. What do think about the Indonesian military power compared to

that of the British army at that time?

6. What made the Indonesians dare to face the British army military
aggression?

7. Did the Indonesian lose or win the battle? Why do you think so?
8. How did the battle influence the national revolution at that time?
9. Who was the prominent figure in the battle? What did he do?
10. Indonesia had gone through many battles. Why do you think the date of the
Battle of Surabaya is used as a momentum to commemorate our hero’s
contribution?
11. Describe in one word the Indonesians who defended their city at that time.
12. Do you think that the information in the text is clear?
13. Have you read other texts that tell about similar events? What are they?

TEXT STRUCTURE

Recounts record a series of events in the order in which they

occurred. There are several types of recounts, for example, diaries,
letters/postcards, journals, autobiographies and biographies, or
anything related to histories (historical recounts). In this chapter, you
 are studying historical recounts. Do you know how a historical
recount is told or written? Similar to other types of recounts,
historical recounts usually start with orientation, followed with a
series of events, and ends with a reorientation. The orientation
part include information about who, what, when, and where. The
series of events are presented in the order they really happened.
The recount ends with a reorientation which states personal
comments about the events.

Now, together with your partner, complete the following

sentences that show how The Battle of Surabaya happened.

Orientation (who, what,

The bloody battle took place in 1945 in Surabaya.
when, where)

1. The governor of Java and Brigadier Mallaby made an

agreement.

2.
Indonesians ....................................................................
Series of events
3. There was misunderstanding ......................................

4. Leaflets
............................................................................
5. The Indonesians ............................................................

6. Brigadier ........................................................................

7. British army ...................................................................

8. The battle ........................................................................

9. Many Indonesians died in the battle.

Reorientation (stating 10. The Battle of Surabaya awakened Indonesian

personal comments and International people to support the Indonesian
about the events) national revolution.
VOCABULARY

Fill in the blanks with the right word. Don’t forget to change the verbs into past tense
when necessary.

surrender rally (verb) siege (noun) hamper

advance reinforcement rally (noun) help

remembrance anger defiant refuse

1. The freedom fighters were forced to , but their faith in

God and people’s dream strengthened them to keep on fighting against the
aggressors.
2. The militia refused to obey the British army’s
instruction to surrender their weaponry to them.
3. The city was under so that nobody could get in or get out of the
city. Luckily, the people depended on no one for their food.
4. To ensure that they would win the battle, the foreign army sent
to the battle ground, some of which include
weaponry and logistical support.
5. Do not betray me. Be loyal to our agreement. Your betrayal will me. I
can be really angry, and that can mean that there will be no more
collaboration between us.
6. Last week, teenagers in the center of the city to support the
beginning of bike-to-school program. They all came riding their bicycles.
7. The defeat in the Battle of Surabaya the militia
movement only for a while. The heroic spirit had spread out and inflamed
others to continue fighting for the country’s independence.
8. The militia secretly to take back the conquered city
from the aggressor.
 9. On every November 10, my school holds a ceremony in
of our national heroes. We pray together and I usually go to the library to read
again the biography of General Sudirman and then pray for him. He is my
favorite hero.
10. Do not to life problems. Keep on looking for the best
solutions. Our responsibility is to do our best, and leave the rest to God.
11. Students from many schools held a mass to protest the
rampant corruption and demanded the corruptors in that institution to be
arrested.
12. Priski’s mother told her to drop out from school because Priski’s father died
last month. Priski that because she knows that
education is important for her future. She her mother earns money by
making some snack that she sells in the school canteen every day.

GRAMMAR REVIEW

Task 1: Read the following incomplete sentences. Complete

them with am/is/are (present) or was/were (past).

1. In 1945, they 17, so they 85 now.

2. Today the weather cold, but last Monday it terribly
hot.
3. I very thirsty. Can somebody give me a glass of water, please?
4. The defiant freedom fighters very brave. They fought till
death to defend the city.
5. I happy with Surabaya now. Years ago, it very dirty
and messy.
6. Don’t buy those weapons. They dangerous and illegal.
7. Hey, I like your new hat. It fits you well, and when you wear it, it reminds me
of the 1945 freedom fighters. it expensive?
8. This time seventy years ago my grandfather in
Surabaya joining the militia to fight against the British army.
9. “Where the veterans?” “I don’t know. They in
the lobby of the hotel five minutes ago.”
10. The generals and the veterans happy and optimistic
about us now. They know we always busy with good
activities and never think of using drugs. When we met them
last year, they pessimistic.
Task 2: Complete the sentences. Choose the right words and change them into the
simple past or present tense according to the context of the sentences.

take place anger siege hamper

rally betray break advance

conquer feel betray surrender

1. His unruly behavior frequently many teachers and

classmates. However, Mrs. Sabariah never gets tired of giving
him advice every time he makes problem.
2. The city was in fire. After analyzing the situation, the general finally ordered
his soldiers to move. They secretly to go
out of the besieged city.
3. She cannot buy gadget, clothes, shoes, and textbooks. However, the poverty
never the progress of her study. For textbooks,
she usually borrows them from the school library.
4. Don’t cheat in exam. Cheating means that you your
own life principle.
5. The robber to surrender, but the police persuaded
them to give up.
6. Never best friends for our own advantage because
best friends are like precious treasure.
7. On every Sunday morning, the student organizations and their members
regularly to the town square to entertain and
educate people to reduce the use of plastic in daily life.
8. He could finally graduate from high school despite the financial problems that
he faced. He his life problems successfully.
Learn from him.
9. The ceremony in remembrance of our founding fathers and mothers
in the training field. The ceremony was a tribute to
them.
10. When I was in Columbus, America, I heard Tanah Pusaka song. I very
emotionally touched, and I even cried. I missed Indonesia, my beloved co
 Chapter 10

Kompetensi Dasar:
• Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount
lisan dan tulis dengan memberi dan meminta informasi terkait biografi seseorang sesuai
dengan konteks penggunaannya.
• Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks recount lisandantulisterkait biografi seseorang.
• Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait biografi
seseorang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
Tujuan Pembelajaran:
Setelah mempelajari Bab 10, siswa diharapkan mampu:
1. Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
sederhana lisan dan tulis tentang biografi seseorang sesuai konteks penggunaannya.
2. Menjelaskan isi teks yang menceritakan biografi seseorang secara lisan dan tulis
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount
sesuai konteks penggunaannya.
3. Menceritakan biografi seseorang secara lisan dan tertulis dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks
penggunaannya

Indicator:
1. Introducing vocabulary that is unfamiliar to the learner
2. Teaching materials, sample Recount text and its discussion
3. Train the reading skills of learners
4. Train the writing skills of the learners
5. Train the speaking skills of the learners

Warm up with unfamiliar vocabulary to the learners

Vocabulary Arti
Commander-in-chief Panglima
Election Pemilihan
Close vote Pemungutan suara tertutup yang
hanya golongan tertentu bisa
mengikuti
Assault Serangan
 Ensuing Memastikan
Buried Terkubur

Materials

What is Recount Text?

Teksrecount mencakup beberapa tema, termasuk pengalaman pribadi, biografi

seseorang, peristiwa sejarah, dan sejarah pengalaman kerja. Meskipun tema teks recount
berbeda, namun pertanyaan tentang pemahaman bacaan yang disajikan setelah membaca
teks biasanya hampir sama. Berdasarkan taksonomi Bloom, tingkatan pertanyaan dalam
kegiatan pembelajaran meliputi tahapan mengingat, memahami, menerapkan,
menganalisis, mengevaluasi, dan membuat. Dari tahap kognitif inilah selanjutnya kita
mengenal jenis-jenis soal LOTS (keterampilan berpikir tingkat rendah), MODS
(keterampilan berpikir tingkat menengah, dan HOTS (keterampilan berpikir tingkat
tinggi).

Pemahaman soal bacaan dalam bahasa Inggris biasanya menguji siswa dan
pembelajar sejauh mana mereka telah memahami dan mampu menggunakan pemahaman
ini dalam kehidupan sehari-hari. Dari tujuan pembelajaran berbasis teks akan mencapai
sasaran. Secara umum, jenis soal bacaan termasuk soal teks recount tentang riwayat
hidup orang terkenal akan meliputi:

1. Temukan gambaran umum

2. Temukan pikiran utama baik tersurat maupun tersirat
3. Temukan informasi rinci
4. Temukan informasi tertentu
5. Temukan arti kata tersebut
6. Temukan kata-kata yang setara sesuai dengan konteks bacaan
Dari keenam model soal tersebut kemudian dikembangkan menjadi beberapa sesuai dengan
kebutuhan mengikuti setiap bacaan yang diberikan.

How is English RecountText?

A. Purpose and Social Function of Recount text

Teks penghitungan ulang termasuk dalam kategori teks yang menceritakan kembali
peristiwa di masa lalu. Dalam kelompok ini terdapat jenis teks narrative, spoof, teks item
berita, dan teks recount itu sendiri. Pada teks recount biasanya memuat beberapa tema
seperti yang disinkronkan di atas yaitu teks recount pengalaman pribadi, pengalaman
kerja, teks recount peristiwa sejarah dan teks recount CV orang terkenal.
 Arti dari teks recount berasal dari kata sabit recount itu sendiri. Istilah recount
berasal dari bahasa Perancis counter yang memiliki dua arti yaitu recount dan telling a
story.
The communicative purpose of recount text is to tell experiences or events and events that
occurred in the past chronologically or sequentially with the aim of entertaining or entertaining
readers or listeners.

B. Paragraph Settings and Generic Structure Recount Text

Almost any recount text will meet paragraph setting criteria with reference to naming:
1. Orientation
In this section, the author begins the story by introducing background information that answers,
when, where the event or event occurred in the past.
2. Series of Events
After telling the background or identity of the perpetrator, the setting of the place and time, it is
only in this section that the writer begins to tell the story in order or chronology.
3. Reorientation
The last generic structure of recount text is reorientation, many of which explain this section with
a summary that contains repetition of the orientation section. But for me, this section is actually
a part of the conclusion (conclusion) or a conclusion that expresses the author's personal opinion
about the events that have been told. For example a story about a vacation.
C. Linguistic Features Recount Text
Because it tells of events that occurred in the past, the recount text always uses past
tenses, namely simple past tense, past continuous tense and fitting perfect tense.
Furthermore, the tense used in this recount type text can read the past 3 tenses, simple
past tense, past continuous tense, past perfect tense.
Furthermore, because the events mentioned are sequential (chronological), recount
texts often use conjunctions that relate events in time, such as next, later, when, then,
after, before, first.

Activity 1 Reading: Read the story below and answer the questions.

The following is an example of Recount Text with multiple choice questions

General Sudirman

General Sudirman was a high ranking Indonesian military officer during the
Indonesian national revolution. He was the first commander-in-chief of the Indonesian
 Armed Forces, he continues to be widely respected in the country. On 12 November
1945, at an election to decide the military’s commander-in-chief in Yogyakarta. The 24
years old Sudirman was chosen over Oerip Soemohardjo in a close vote. While waiting to
be confirmed, Sudirman ordered an assault on British and Dutch forces in Ambarawa.
The ensuing battle and British withdrawal strengthened Sudirman’s popular support, and
he was ultimately confirmed on 18 December. General Sudirman commanded military
activities throughout Java, including a show of force in Yogyakarta on 1 March 1949.
When the Dutch began withdrawing, in July 1949 Sudirman was recalled to Yogyakarta
and forbidden to fight further. In late 1949 Sudirman’s tuberculosis returned, and he
retired to Magelang, where he died slightly more than a month after the Dutch recognised
Indonesia’s independence. He is buried at Semaki Heroes’ Cemetery in Yogyakarta.

1. What is the monologue about?

A. A biography of General Soedirman
B. The family of General Soedirman
C. The death of General Soedirman
D. A spirit of General Soedirman for the Indonesian Armed Forces
E. The military forces commanded by General Soedirman
2. What can we infer from the monolugue?
A. His uncle’s name was also Soedirman
B. January is the month of Maulud
C. Soedirman was shot and died in the military war
D. Soedirman died when he was relatively young
E. Soedirman died on 1 March 1949

Example of Recount Text with Essay questions

General Sudirman

General Sudirman is one of the most popular figures in the history of the struggle of the
Indonesian nation. He was the first commander of the military, religious leaders, educators,
Muhammadiyah leader and a pioneer of guerrilla warfare in Indonesia. General Sudirman also
one of the five-star general in Indonesia besides General AH Nasution and General Suharto. He
was born in Bodas Karangjati, Purbalingga, Central Java, on January 24, 1916 and died in
Magelang, Central Java, January 29, 1950 at the age of 34 years of tuberculosis and is buried at
the Heroes Cemetery in semaki State Kusuma, Yogyakarta.
General Sudirman was born and raised in a modest family. His father, KARSID Kartowirodji,
was a worker at Sugar Factory Kalibagor, Banyumas, and his mother, Siyem, bleary-eyed
offspring Wedana Apex. Soedirman since the age of 8 months was appointed as a child by R.
Tjokrosoenaryo, an assistant district officer Apex is still a brother of Siyem. General Sudirman
acquire formal education from the School Garden Student. Then he went on to HIK (school
teacher), Muhammadiyah Surakarta but not until the end. Sudirman was also active at the
moment Scouts organization Hizbul Wathan. After that he became a teacher at his school in
Cilacap Muhammadiyah.
The knowledge gained from the Japanese military through education. After completing his
education at the MAP, he became a battalion commander in Kroya, Central Java. Later he
became the commander of Division V / Banyumas after TKR formed, and eventually was elected
Commander of the Armed Forces of the Republic of Indonesia (Commander TKR). Sudirman
was known to have a private firm on principle and conviction, he always put the interests of
many people and nation above personal interests, even the interests of his own health. His
personality is written in a book by Tjokropranolo, bodyguard during the guerrilla, as someone
who is always consistent and consistent in defending the interests of the homeland, the nation
and the state. During the Japanese occupation, the Sudirman been a member of the People’s
Food Board and a member of the House of Representatives residency of Banyumas. In this time
he set up a cooperative to help the people from starvation.
After World War II, the Japanese surrendered unconditionally to the Allies. Sukarno used the
moment to declare the independence of Indonesia. Sudirman and his troops fought in Banyumas,
Central Java against the Japanese and captured weapons and ammunition. At that time the
Japanese position is still strong in Indonesia. MAP Soedirman organizing his battalion into a
regiment based in Banyumas, to become the army of the Republic of Indonesia which then
played a major role in the war Indonesian National Revolution.
After the People’s Security Army (TKR) was formed, he was subsequently appointed as
Commander of Division V / Banyumas with the rank of Colonel. And through TKR Conference
on 12 November 1945, was elected Soedirman TKR Commander / Chief of the Armed Forces of
Indonesia. Later he began to suffer from tuberculosis, but he still falls within the guerrilla war
against the forces who want to master the Dutch NICA Indonesia after the Japanese surrender.
The first great war is a war led Soedirman Palagan Ambarawa against the British and Dutch
NICA which lasts from November to December 1945. In December 1945, forces led by
Sudirman TKR fought against the British army in Ambarawa. And on December 12, 1945,
Sudirman launched simultaneous attacks against all top notch British Ambarawa. Famous battle
which lasted for five days to end with the withdrawal of British troops to Semarang. The war
ended on December 16, 1945. After victories in the Sudirman Ambarawa Theater, on December
18, 1945 he was appointed as General by President Soekarno. Soedirman gained the rank of
General is not through the military academy or other higher education, but because of his
achievements.
General Sudirman still plunge into battle during the second Dutch military aggression in the
capital Yogyakarta. When the capital was moved to Yogyakarta, Indonesia as Jakarta has
mastered Belanda.Soedirman led his troops to defend Yogyakarta from the Dutch attack was on
December 19, 1948. In opposition, the health condition of General Sudirman was in a very weak
state of tuberculosis he suffered for a long time. Yogyakarta was then controlled by the Dutch,
although Indonesia was ruled by the army after General Offensive March 1, 1949. At that time,
President Soekarno and Mohammad Hatta and several cabinet members were also arrested by the
Dutch army. Because of the precarious situation, Soedirman crutches left with his troops and
return to guerrilla warfare.
He moved around for seven months from one forest to another forest, and from mountain to
mountain in sickness almost without treatment and medical care. Soedirman home of guerrilla
because his health condition does not allow her to lead the Armed Forces directly. After that just
a figure Soedirman planners behind the scenes in a guerrilla campaign against the Dutch. After
the Dutch surrender as the Indonesian archipelago States in the 1949 Round Table Conference in
The Hague, General Sudirman back to Jakarta with President Sukarno and Vice President
Mohammad Hatta. At the date January 29, 1950, General Sudirman died in Magelang, Central
Java illness suffered severe tuberculosis. He was buried in the Heroes Cemetery in semaki State
Kusuma, Yogyakarta. He was named the Defender of Independence hero. In 1997 he was
awarded posthumously to Major General of the five-star rank possessed only by a few generals
in Indonesia until now.
- Where was General Soedirman born?
- When was General Soedirman born?
- Where is General Soedirman's grave?
Activity 2 Writing: Fill the blank sheet related to General Sudirman text and discuss with
your friends
General Sudirman
General Sudirman was a high ranking Indonesian ____________ during the
Indonesian national revolution. He was the first _____________ of the Indonesian Armed
Forces, he continues to be widely respected in the country. On 12 November 1945, at an
election to decide the military’s commander-in-chief in Yogyakarta. The 24 years old
Sudirman was chosen over Oerip Soemohardjo in a close _______. While waiting to be
confirmed, Sudirman ordered an assault on British and Dutch forces in Ambarawa. The
ensuing ________ and British withdrawal strengthened Sudirman’s popular support, and
he was ultimately ________ on 18 December. General Sudirman ____________ military
activities throughout Java, including a show of force in Yogyakarta on 1 March 1949.
When the Dutch began withdrawing, in July 1949 Sudirman was recalled to Yogyakarta
and _____________ to fight further. In late 1949 Sudirman’s tuberculosis returned, and
he retired to Magelang, where he died slightly more than a month after the Dutch
recognised Indonesia’s independence. He is _________ at Semaki Heroes’ Cemetery in
Yogyakarta.

Activity 3 Speaking: Work as a group and read the following paragraph from the “General
Sudirman” below and then put them back into well-ordered as you have read it before.
Then present your answer to the class, this will practice speaking skills. (Reading,
Attention, Speaking)

General Sudirman was a high ranking Indonesian military officer during the Indonesian national
revolution.
When the Dutch began withdrawing, in July 1949 Sudirman was recalled to Yogyakarta and
forbidden to fight further.
On 12 November 1945, at an election to decide the military’s commander-in-chief in
Yogyakarta. The 24 years old Sudirman was chosen over Oerip Soemohardjo in a close vote.
General Sudirman commanded military activities throughout Java, including a show of force in
Yogyakarta on 1 March 1949.
While waiting to be confirmed, Sudirman ordered an assault on British and Dutch forces in
Ambarawa. The ensuing battle and British withdrawal strengthened Sudirman’s popular support,
and he was ultimately confirmed on 18 December.
In late 1949 Sudirman’s tuberculosis returned, and he retired to Magelang, where he died slightly
more than a month after the Dutch recognised Indonesia’s independence.
He was the first commander-in-chief of the Indonesian Armed Forces, he continues to be widely
respected in the country.
He is buried at Semaki Heroes’ Cemetery in Yogyakarta

Chapter 11

Kompetensi Dasar:
• Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount
lisan dan tulis dengan memberi dan meminta informasi terkait biografi seseorang sesuai
dengan konteks penggunaannya.
• Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks recount lisandantulisterkait biografi seseorang.
• Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait biografi
seseorang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
Tujuan Pembelajaran:
Setelah mempelajari Bab 10, siswa diharapkan mampu:
1. Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
sederhana lisan dan tulis tentang biografi seseorang sesuai konteks penggunaannya.
2. Menjelaskan isi teks yang menceritakan biografi seseorang secara lisan dan tulis
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks recount
sesuai konteks penggunaannya.
3. Menceritakan biografi seseorang secara lisan dan tertulis dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan teks recount sesuai konteks
penggunaannya.

Indicator:
1. Introducing vocabulary that is unfamiliar to the learner
2. Teaching materials, sample Recount text and its discussion
3. Train the reading skills of learners
4. Train the writing skills of the learners
5. Train the speaking skills of the learners
 Warm up with unfamiliar vocabulary to the learners

Vocabulary Arti
Commemorated Diperingati
Blue-blooded child Keturunan darah biru (ningrat)
Reached Tercapai
Struggling Berjuang

Materials

What is Recount Text?

Teks recount mencakup beberapa tema, termasuk pengalaman pribadi, biografi

seseorang, peristiwa sejarah, dan sejarah pengalaman kerja. Meskipun tema teks recount
berbeda, namun pertanyaan tentang pemahaman bacaan yang disajikan setelah membaca
teks biasanya hampir sama. Berdasarkan taksonomi Bloom, tingkatan pertanyaan dalam
kegiatan pembelajaran meliputi tahapan mengingat, memahami, menerapkan,
menganalisis, mengevaluasi, dan membuat. Dari tahap kognitif inilah selanjutnya kita
mengenal jenis-jenis soal LOTS (keterampilan berpikir tingkat rendah), MODS
(keterampilan berpikir tingkat menengah, dan HOTS (keterampilan berpikir tingkat
tinggi).

Pemahaman soal bacaan dalam bahasa Inggris biasanya menguji siswa dan pembelajar sejauh
mana mereka telah memahami dan mampu menggunakan pemahaman ini dalam kehidupan
sehari-hari. Dari tujuan pembelajaran berbasis teks akan mencapai sasaran. Secara umum, jenis
soal bacaan termasuk soal teks recount tentang riwayat hidup orang terkenal akan meliputi:

1. Temukan gambaran umum

2. Temukan pikiran utama baik tersurat maupun tersirat
3. Temukan informasi rinci
4. Temukan informasi tertentu
5. Temukan arti kata tersebut
6. Temukan kata-kata yang setara sesuai dengan konteks bacaan
Dari keenam model soal tersebut kemudian dikembangkan menjadi beberapa
sesuai dengan kebutuhan mengikuti setiap bacaan yang diberikan.
HOW IS ENGLISH TEXT RECOUNT?

A. Purpose and Social Function of Recount text

Penghitungan ulang termasuk dalam kategori teks yang menceritakan kembali

peristiwa di masa lalu. Dalam kelompok ini terdapat jenis teks narrative, spoof, teks item
berita, dan teks recount itu sendiri. Pada teks recount biasanya memuat beberapa tema
seperti yang disinkronkan di atas yaitu teks recount pengalaman pribadi, pengalaman
kerja, teks recount peristiwa sejarah dan teks recount CV orang terkenal.

Arti dari teks recount berasal dari kata sabit recount itu sendiri. Istilah recount
berasal dari bahasa Perancis counter yang memiliki dua arti yaitu recount dan telling a
story.

The communicative purpose of recount text is to tell experiences or events and

events that occurred in the past chronologically or sequentially with the aim of
entertaining or entertaining readers or listeners.

B. Paragraph Settings and Generic Structure Recount Text

Almost any recount text will meet paragraph setting criteria with reference to naming:
1. Orientation
In this section, the author begins the story by introducing background information that answers,
when, where the event or event occurred in the past.
2. Series of Events
After telling the background or identity of the perpetrator, the setting of the place and time, it is
only in this section that the writer begins to tell the story in order or chronology.
3. Reorientation
The last generic structure of recount text is reorientation, many of which explain this section with
a summary that contains repetition of the orientation section. But for me, this section is actually
a part of the conclusion (conclusion) or a conclusion that expresses the author's personal opinion
about the events that have been told. For example a story about a vacation.
C. Linguistic Features Recount Text
Because it tells of events that occurred in the past, the recount text always uses past tenses,
namely simple past tense, past continuous tense and fitting perfect tense. Furthermore, the tense
used in this recount type text can read the past 3 tenses, simple past tense, past continuous tense,
past perfect tense.
Furthermore, because the events mentioned are sequential (chronological), recount texts often
use conjunctions that relate events in time, such as next, later, when, then, after, before, first.

Activity 1 Reading: Read the story below and answer the questions.

The following is an example of Recount Text with multiple choice questions

Ki Hajar Dewantara

Ki Hajar Dewantara is well-known as the father of Indonesian Education. His real name is Raden
Mas Suwardi Suryaningrat. When he was 40 years old, he changed his name into Ki Hajar
Dewantara. He was born in Yogyakarta, on May 2, 1889. Then, his birth date is commemorated
as National Education Day. He was the grandchild of Sultan Pakualam III. Because he was born
as a blue-blooded child, he could go school.
Ki hajar dewantara went to ELS school which was the primary school of Netherlands. Then, he
continued his study to STOVIA, a medical school for the native of Indonesia. But, during his
study at STOVIA, he was sick so that he couldn’t finish it. Ki Hajar Dewantara had ever worked
as a journalist in many popular printed media at that time, such as Mideen Java, Sedyotomo, De
Ekpress, Kaoem Moeda, Poesara, Oetoesan Hindia, dan Tjahaja Timoer. His writings in those
various media were very communicative and critical. Therefore, those could burn the spirit of the
society.
After colonial period and Indonesia reached its Independence, he was trusted to be the minister
of culture and education. Then, he got an appreciation of the honourable Doctor from Gadjah
Mada University. Besides, he was also awarded a title as the father of national education and
national hero by President Soekarno over his effort in struggling education for Indonesia. He
died on April 26, 1959 in Yogyakarta.
When was he born?
A. May 2, 1889
B. May 2, 1898
C. May 2, 1989
D. May 2, 1880
Why did he discontinue his study at STOVIA?
A. because he was sick
B. because he chose to work
C. because he became writer in the newspaper
D. because he studied in Gadjah Mada University
Which one is not the media where he worked as journalist?
A. Tjahaya Jakarta
B. Mideen Java
C. Sedyotomo
D. De Ekpress

Example of Recount Text with Essay questions

Ki Hajar Dewantara

Ki Hajar Dewantara is well-known as the father of Indonesian Education. His real name is Raden
Mas Suwardi Suryaningrat. When he was 40 years old, he changed his name into Ki Hajar
Dewantara. He was born in Yogyakarta, on May 2, 1889. Then, his birth date is commemorated
as National Education Day. He was the grandchild of Sultan Pakualam III. Because he was born
as a blue-blooded child, he could go school.
Ki hajar dewantara went to ELS school which was the primary school of Netherlands. Then, he
continued his study to STOVIA, a medical school for the native of Indonesia. But, during his
study at STOVIA, he was sick so that he couldn’t finish it. Ki Hajar Dewantara had ever worked
as a journalist in many popular printed media at that time, such as Mideen Java, Sedyotomo, De
Ekpress, Kaoem Moeda, Poesara, Oetoesan Hindia, dan Tjahaja Timoer. His writings in those
various media were very communicative and critical. Therefore, those could burn the spirit of the
society.
After colonial period and Indonesia reached its Independence, he was trusted to be the minister
of culture and education. Then, he got an appreciation of the honourable Doctor from Gadjah
Mada University. Besides, he was also awarded a title as the father of national education and
national hero by President Soekarno over his effort in struggling education for Indonesia. He
died on April 26, 1959 in Yogyakarta.
- What is the real name of Ki Hajar Dewantara?
- When be changed his name into Ki Hajar Dewantara?
- What are the names of many popular printed media at that time that Ki Hajar Dewantara has
been working on?
Activity 2 Writing: Fill the blank sheet ralated to Ki Hajar Dewantara text and discuss
with your friends

Ki Hajar Dewantara

Ki Hajar Dewantara is well-known as the father of Indonesian ________. His real name is Raden
Mas Suwardi Suryaningrat. When he was 40 years __________, he changed his name into Ki
Hajar Dewantara. He was _________ in Yogyakarta, on May 2, 1889. Then, his birth date is
___________ as National Education Day. He was the grandchild of Sultan Pakualam III.
Because he was born as a ____________ child, he could go school.
Ki hajar dewantara went to ELS school which was the ________________ of Netherlands. Then,
he continued his study to STOVIA, a medical school for the ______________ of Indonesia. But,
during his study at STOVIA, he was sick so that he couldn’t __________ it. Ki Hajar Dewantara
had ever worked as a ___________ in many popular printed media at that time, such as Mideen
Java, Sedyotomo, De Ekpress, Kaoem Moeda, Poesara, Oetoesan Hindia, dan Tjahaja Timoer.
His writings in those various media were very ____________ and ____________. Therefore,
those could burn the spirit of the society.
After colonial period and Indonesia _________ its Independence, he was ____________ to be
the minister of culture and education. Then, he got an appreciation of the ____________ Doctor
from Gadjah Mada University. Besides, he was also awarded a title as the father of national
education and national hero by President Soekarno over his effort in ____________ education
for Indonesia. He died on April 26, 1959 in Yogyakarta.
Activity 3 Speaking: Work as a group and read the following paragraph from the “Ki
Hajar Dewantara” below and then put them back into well-ordered as you have read it
before. Then present your answer to the class, this will practice speaking skills. (Reading,
Attention, Speaking)
Paragraph 1
Ki Hajar Dewantara is well-known as the father of Indonesian Education.
He was born in Yogyakarta, on May 2, 1889.
When he was 40 years old, he changed his name into Ki Hajar Dewantara.
His real name is Raden Mas Suwardi Suryaningrat.
He was the grandchild of Sultan Pakualam III. Because he was born as a blue-blooded child, he
could go school.
Then, his birth date is commemorated as National Education Day.

Paragraph 2

Then, he continued his study to STOVIA, a medical school for the native of Indonesia. But,
during his study at STOVIA, he was sick so that he couldn’t finish it.
Ki hajar dewantara went to ELS school which was the primary school of Netherlands.
His writings in those various media were very communicative and critical. Therefore, those
could burn the spirit of the society.
Ki Hajar Dewantara had ever worked as a journalist in many popular printed media at that time,
such as Mideen Java, Sedyotomo, De Ekpress, Kaoem Moeda, Poesara, Oetoesan Hindia, dan
Tjahaja Timoer.
Paragraph 3

Then, he got an appreciation of the honourable Doctor from Gadjah Mada University.
Besides, he was also awarded a title as the father of national education and national hero by
President Soekarno over his effort in struggling education for Indonesia.
After colonial period and Indonesia reached its Independence, he was trusted to be the minister
of culture and education.
He died on April 26, 1959 in Yogyakarta.
 Chapter 12
Kompetensi Dasar:
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.
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.
Tujuan Pembelajaran:
Setelah mempelajari Bab 12, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif
lisan dan tulis sederhana tentang legenda rakyat sesuai konteks penggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.
Indicator:
1. Introducing vocabulary that is unfamiliar to the learner
2. Teaching materials, sample Narrative Text and its discussion
3. Train the reading skills of learners
4. Train the writing skills of the learners
5. Train the speaking skills of the learners
Warm up with unfamiliar vocabulary to the learners

Vocabulary Arti
Weaving Tenun
Shouted out loudy Berteriak dengan keras
Faithful Setia
Scar Bekas luka
Repelled Ditolak
 Materials

What is Narrative Text?

Narrative text merupakan sebuah tulisan yang biasanya disampaikan secara kronologis. Target
pembaca dari narrative text berbeda-beda. Jika ditargetkan untuk anak-anak balita sampai dengan
sekolah dasar, biasanya cerita akan memiliki nilai-nilai positif yang dapat dipetik. Kalau target
pembaca adalah remaja dan orang dewasa, maka cerita cenderung lebih panjang dan kompleks.
Genre narrative text juga beragam, di antaranya adalah: Fairytale, Fable, Myth, History,
Romance, and Horror.

Characteristics of Narrative Text

To better understand the use of narrative text, let's dive into its characteristics.

Specific character

Dalam sebuah narasi, pengarang akan menciptakan karakter spesifik sebagai tokoh utama dalam
cerita. Tak hanya tokoh utamanya saja, namun semua karakter dalam cerita tersebut akan ditulis
dengan jelas mulai dari nama, bentuk, warna, dan wataknya. Contohnya Ariel si putri duyung,
para kurcaci yang memiliki sifat-sifatberbeda, dana Moana si pemberani.

Past tense

Dikarenakan tulisan dalam narrtive text merupakan sebuah fiksi atau imajinasi, maka dari itu
grammar yang lebih umum digunakkan adalah past tense.Biasanya grammar ini sangat kentara
jika kamu membaca legenda atau dongeng yang memiliki setting zaman dahulu kala.

Time conjunction and adverb of time

Sesuai yang sudah dijelaskan di atas, narrative text ditulis secara runut berdasarkan kronologi
waktu. Maka dari itu dibutuhkan time conjuction sebagai penghubung waktu seperti when,
before, after, dan lain-lainnya untuk menjelaskan kronologi dari sebuah kejadian. Sedangkan
adverb of time dibutuhkan dalam menulis narrative text dengan tujuan menunjukkan waktu
terjadinya sebuah peristiwa, misalnya once upon a time, one day, dan lain-lainnya.
Action verb

Penggunaan action verb dalam narrative text adalah salah satu karateristik yang perlu
diingat.Action verb ini merupakan kata kerja yang menunjukkan sebuah tindakan dari seorang
karakter. Dikarenakan grammar yang digunakan dalam narrative text berbentuk past tense, maka
action verb juga ditulis dalam bentuk kedua, misalnya laughed, cried, walked, swam, said,
married, dan lain-lainnya.

Direct speech

Jika kamu membaca sebuah narasi, pastinya kamu akan memperhatikan adanya kutipan yang
diambil dari percakapan karakter dalam cerita. Hal ini disebut juga sebagai direct speech.Dialog
antar karakter sangat penting untuk ditulis supaya informasi penting dapat disampaikan dengan
menarik dan cerita akan berkesan lebih ‘hidup’. Selain itu, hal ini juga akan mempermudah
pembaca untuk memahami isi ceritanya.

Structure Narrative Text

Orientation

Orientation merupakan salah satu ciri khas atau struktur narrative text yang pasti ditulis pada
awal sebuah cerita.Dalam orientation biasanya dimulai dengan pengenalan para karakter, kapan
terjadinya sebuah peristiwa, latar belakang cerita, dan penjelasan lainnya agar pembaca paham
dan kenal dengan dimensi dalam cerita.

Climax/Complication

Setelah pengenalan, cerita akan langsung diikuti oleh konflik dan permasalahan yang disebut
juga sebagai climax atau complication. Masalah yang disampaikan dala narasi biasanya
melibatkan karakter utama dalam sebuah cerita.Dalam bagian ini pembaca biasanya sudah mulai
mengetahui siapa aja tokoh antagonis dan protagonis.

Resolution

Masalah sudah terjadi, akhirnya kita sampai di penutup sebuah cerita yang disebut sebagai
resolution.Biasanya dalam bagian ini ada penyelesaian dari masalah yang ada di bagian
complication tadi.Masalah yang diselesaikan dapat menjadi lebih baik atau malah lebih buruk.
Nantinya sebuah cerita akan memiliki happy ending atau sad ending. Namun, terkadang sebuah
cerita bisa juga diakhiri dengan twist ending bahkan ending yang ‘menggantung’ (cliffhanger)
untuk mempertahankan minat dan ketegangan bagi pembacanya.Biasanya, teks yang memiliki
ending ini terdapat pada genre mystery, thriller, atau horror.

Re-orientation

Walaupun sudah ada penutup atau penyelesaian dari sebuah masalah, ada juga bagian re-
orientation yang bersifat opsional.Bagian ini tidak selalu ada dalam sebuah tulisan fiksi karena
biasanya hanya berisi mengenai pelajaran moral, saran, atau pengajaran dari penulis.

Activity 1 Reading: Read the story below and answer the questions.

The following is an example of Recount Text with multiple choice questions

Tangkuban Perahu

Once upon a time in west java, lived a writer king who had a beautiful daughter. Her name was
Dayang Sumbi. She liked weaving very much. Once she was weaving a cloth when one of her
tools fell to the ground. She was very tired, at the same time she was too lazy to take it. Then
she just shouted out loudly.

Anybody there! Bring me my tool. I will give you special present. If you are female. I will
consider you as my sister if you are male, I will marry you sunddenly a male dog, its name was
Tumang came. He brought her the falling tool. Dayang Sumbi was very surprised. She
regretted her words but she could not deny it. So she had marry Tumang and leave her father.
Then they lived in a small village. Several months later they had a son. His name was
Sangkuriang. He was a handsome and healthy boy.

Sangkuriang liked hunting very much, especially deer. He often hunted to the wood usying his
arrow. When he went hunting , Tumang was always with him.

One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to hunt for a
deer. Then Sangkuriang when to the wood with his arrow and his faithful dog. Tumang, but
afher several days in the wood Sangkuriang could not find any deer. Then where all
disappeared. Sangkuriang was exhausted and desperate. He did not want to disappoint her
mother so he killed Tumang. He did not know that Tumang was his father. Tumang’s heart to
her mother. But Dayang Sumbi knew that it was Tumang’s heart. She was so angry that she
could not control her emotion. She hit Sangkuriang at his head Sangkuriang was wounded.
There was a scar in his head. She also repelled her son. Sangkuriang left her mother in sadness.

Many years passed and Sangkuriang became a strong young man. He wandered everywhere.
One day he arrived. At his own village but he did not realize it. There he met Dayang Sumbi.
At the time Dayang Sumbi was given an eternal beauty by God so she stayed young forever.
Both of them did know each other. So they fall in love and then they decided to marry. But then
Dayang Sumbi recognized a scar on Sangkuriang’s head. She knew that Sangkuriang was his
son. It was impossible for them to marry. She told him but he did not beliave her. He wished
that they marry soon. So Dayang Sumbi gave very difficult condition. She asked Sangkuriang
to build a lake and a boat in one night! She said she needed that for honeymoon.

Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to build them. By
midnight he had completed the lake by building a dam in Citarum river. Then he started making
the boat. It was almost dawn when he almost finished it. Meanwhile Dayang Sumbi kept
watching on him. She was very worried when she knew this. So she made lights in the east.
Then the spiritis thought that was already dawn. It was time for them to leave. They left
Sangkuriang alone. Without their help he could not finish the boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It, leter,
became Mounth Tangkuban Perahu. Which means an upside-down boat. From a distant the
mount really looks like an upside down boat.

What is the story about?

A. A wrath son

B. West java’s tales

C. Tumang a Dog husband

D. The legend of Tangkuban Perahu

E. Dayang Sumbi’s rejection to marry Sangkuriang

According to he story, Tumang was….

A. actually a handsome prince

B. married to Dayang Sumbii

C. Sangkuriang pet dog

D. good at hunting deer

E. in fact Dayang Sumbi’s father

What did Dayang Sumbi look like?

A. She liked weaving clothers

B. She looked for the heart of a deer

C. She was beautiful

D. She was looking at her fallen tool

E. She and her son were alike

What made Dayang Sumbi stay young?

A. She set up conditions in doing things

B. A young man fall in love with her

C. She married a dog

D. She knew how to take care her body

E. God gave her an eternal beauty

Who are the main caracthers in the story?

A. Dayang Sumbi and Sangkuriang

B. The king Dayang Sumbi, the dog and Sangkuriang

C. The king, Dayang Sumbi, the dog, Sangkuriang, the ganie, and the spiritis

D. The king, Dayang Sumbi, the dog, Sangkuriang, the mount, the boat, the genie, and the
spiritis

E. The king, Dayang Sumbi, sister, daughter, the dog, a young man, Sangkuriang, the mount, the
boat, the genie, the spiritis and God
What moral value can we learn from the story?

A. People must keep their words all the time

B. Do not make a promise to easily

C. Never be reluctant to do good things

D. We should not hate our decendants

E. Just do what we have planned

“He brought her the falling tool”. The underline word “He” refers to……

A. Samgkuriang

B. Tumang

C. Dayang Sumbi

D. The king

E. Father

“ if you are male, I will marry you’ (paragraph 2). the sentence mean that the one who helped
Dayang Sumbi became her….

A. Husband

B. Maid

C. Boss

D. Son

E. King

The complication starts when….

A. Sangkuriang arrived at his own village

B. Tumang came bringing Dayang Sumbi fallen thing

C. Dayang Sumbi asked Sangkuriang to find deer’s heart

D. Dayang Sumbi and Sangkuriang fellinlove and decided to marry

E. Dayang Sumbi asked Sangkuriang to build a lake and a boat in one night
“once upon a time, in west java, Indonesia lived a wise king who had beautiful daughter.”
(paragraph 1). What is the function of the above sentence?

A. A crisis

B. A complication

C. An orientation

D. A reorientation

E. A resolution

Activity 2 Writing: Fill the blank sheet ralated to Tangkuban Perahu text and discuss with
your friends

Tangkuban Perahu

Once upon a time in west java, lived a writer king who had a beautiful daughter. Her name was
Dayang Sumbi. She liked _________ very much. Once she was weaving a cloth when one of
her tools fell to the ground. She was very tired, at the same time she was too lazy to take it.
Then she just shouted out ___________.

Anybody there! Bring me my tool. I will give you special present. If you are female. I will
________ you as my sister if you are male, I will marry you sunddenly a male dog, its name was
Tumang came. He brought her the falling tool. Dayang Sumbi was very surprised. She
_________ her words but she could not deny it. So she had marry Tumang and leave her father.
Then they lived in a small village. Several months later they had a son. His name was
Sangkuriang. He was a handsome and healthy boy.

Sangkuriang liked hunting very much, especially deer. He often hunted to the ______________
his arrow. When he went hunting , Tumang was always with him.

One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to hunt for a
deer. Then Sangkuriang when to the wood with his arrow and his ___________ dog. Tumang,
but afher several days in the wood Sangkuriang could not find any deer. Then where all
_______________. Sangkuriang was _____________ and desperate. He did not want to
disappoint her mother so he killed Tumang. He did not know that Tumang was his father.
Tumang’s heart to her mother. But Dayang Sumbi knew that it was Tumang’s heart. She was
so angry that she could not control her emotion. She hit Sangkuriang at his head Sangkuriang
was ______________. There was a scar in his head. She also ____________ her son.
Sangkuriang left her mother in sadness.

Many years passed and Sangkuriang became a strong young man. He wandered everywhere.
One day he arrived. At his own village but he did not realize it. There he met Dayang Sumbi.
At the time Dayang Sumbi was given an ___________ by God so she stayed young forever.
Both of them did know each other. So they fall in love and then they decided to marry. But then
Dayang Sumbi recognized a scar on Sangkuriang’s head. She knew that Sangkuriang was his
son. It was impossible for them to marry. She told him but he did not beliave her. He wished
that they marry soon. So Dayang Sumbi gave very difficult condition. She asked Sangkuriang
to build a lake and a boat in one night! She said she needed that for honeymoon.

Sangkuriang agreed. With the help of __________ and _________, Sangkuriang tired to build
them. By midnight he had completed the lake by building a __________ in Citarum river. Then
he started making the boat. It was almost dawn when he almost finished it. Meanwhile Dayang
Sumbi kept watching on him. She was very worried when she knew this. So she made lights in
the east. Then the spiritis thought that was already dawn. It was time for them to leave. They
left Sangkuriang alone. Without their help he could not finish the boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It, leter,
became Mounth Tangkuban Perahu. Which means an ____________ boat. From a distant the
mount really looks like an upside down boat.

Activity 3 Speaking: Work as a group and read the following paragraph from the
“Tangkuban Perahu” below and then put them back into well-ordered as you have read it
before. Then present your answer to the class, this will practice speaking skills. (Reading,
Attention, Speaking)

Tangkuban Perahu

Paragraph 1

Once upon a time in west java, lived a writer king who had a beautiful daughter.

She liked weaving very much.

Her name was Dayang Sumbi.

Once she was weaving a cloth when one of her tools fell to the ground.

Then she just shouted out loudly.

She was very tired, at the same time she was too lazy to take it.

Paragraph 2

Anybody there! Bring me my tool.

If you are female. I will consider you as my sister if you are male, I will marry you sunddenly a
male dog, its name was Tumang came.

I will give you special present.

So she had marry Tumang and leave her father. Then they lived in a small village. Several
months later they had a son. His name was Sangkuriang. He was a handsome and healthy boy.

He brought her the falling tool. Dayang Sumbi was very surprised. She regretted her words but
she could not deny it.

Paragraph 3

When he went hunting , Tumang was always with him.

Sangkuriang liked hunting very much, especially deer. He often hunted to the wood usying his
arrow.

Paragraph 4

Then where all disappeared. Sangkuriang was exhausted and desperate. He did not want to
disappoint her mother so he killed Tumang. He did not know that Tumang was his father.
Tumang’s heart to her mother.

She hit Sangkuriang at his head Sangkuriang was wounded. There was a scar in his head. She
also repelled her son. Sangkuriang left her mother in sadness.

Tumang, but afher several days in the wood Sangkuriang could not find any deer. But Dayang
Sumbi knew that it was Tumang’s heart. She was so angry that she could not control her
emotion.

One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to hunt for a
deer. Then Sangkuriang when to the wood with his arrow and his faithful dog.
Paragraph 5

He wished that they marry soon. So Dayang Sumbi gave very difficult condition. She asked
Sangkuriang to build a lake and a boat in one night! She said she needed that for honeymoon.

At his own village but he did not realize it. There he met Dayang Sumbi. At the time Dayang
Sumbi was given an eternal beauty by God so she stayed young forever. Both of them did know
each other. So they fall in love and then they decided to marry.

She knew that Sangkuriang was his son. It was impossible for them to marry. She told him but
he did not beliave her.

Many years passed and Sangkuriang became a strong young man. He wandered everywhere.
One day he arrived. But then Sumbi recognized a scar on Sangkuriang’s head.

Paragraph 6

Meanwhile Dayang Sumbi kept watching on him. She was very worried when she knew this.
So she made lights in the east. Then the spiritis thought that was already dawn.

It was almost dawn when he almost finished it. It was time for them to leave. They left
Sangkuriang alone. Without their help he could not finish the boat.

Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to build them. By
midnight he had completed the lake by building a dam in Citarum river.

Then he started making the boat.

Paragraph 7

Which means an upside-down boat. From a distant the mount really looks like an upside down
boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It, leter,
became Mounth Tangkuban Perahu.
Chapter 13

Folktales and Fairy tales

Kompetensi Dasar:
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.
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

Tujuan Pembelajaran:
Setelah mempelajari Bab ini, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks
naratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks penggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya .
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.

Indikator:
1. Memperkenalkan vocabulary baru kepada siswa
2. Melatih kemampuan membaca siswa dalam bahasa inggris
3. Melatih kemampuan berbicara siswa dalam bahasa inggris
4. Melatih kemampuan Menulis siswa dalam bahasa inggris
 Materials

A. Pengertian Narrative Text dan contohnya

mari kita pahami dulu apa itu pengertian narrative text. Jika merujuk pada wikipedia, maka yang
dimaksud dengan narrative text adalah:

“A narrative (or story) is any report of connected events, presented in a sequence of written or
spoken words, and/or in a sequence of (moving) pictures.”

Atau jika diterjemahkan, maka yang dimaksud dengan Narrative text adalah jenis genre yang
rangkaian peristiwa atau ceritanya dari waktu ke waktu dan dijabarkan dengan urutan awal,
tengah dan akhir. Jadi harus kronologis, maksudnya kronologis itu diceritakan secara runtut dan
tidak boleh loncat-loncat.

B. Tujuan Narrative Text

Tujuan dasar dari text narasi adalah untuk menghibur dan menarik minat pembaca dengan
menyajikan cerita atau peristiwa yang memiliki masalah yang menimbulkan konflik dan pada
akhir cerita ada resolusinya atau akhir yang bahagia atau bahkan menyedihkan.

Sebenarnya teks narrative tidak hanya terbatas pada cerita yang berbau mistis, fiksi, legenda,
dongeng ataupun fabel saja, tapi cerita lain yang berbentuk petualangan, misteri dan semua
bentuk cerita. Intinya, narrative text adalah tentang cerita. Tapi dalam pelajaran di sekolah, teks
yang bergenre naratif biasanya hanya digunakan untuk menunjukkan cerita fiksi seperti dongeng
ataupun legenda saja.

Jika dilihat dari jenisnya, maka narrative text yang sering dimaksudkan oleh bapak ibu guru
adalah termasuk kategori Narasi Sugestif, yaitu teks yang tujuannya agar pembaca mendapatkan
hikmah dari sebuah cerita.

C. Generic Structure Narrative Text

Orientasi : set adegan dan memperkenalkan para peserta.

Komplikasi : krisis, konflik, atau masalah muncul.

Resolusi : krisis atau masalah tersebut teratasi, untuk lebih baik atau lebih buruk.

Re-Orientasi : Opsional (tidak harus).

D. Ciri-ciri Redaksi Narrative Text

Jika kamu mendapat tugas untuk membuat sebuah tulisan dengan genre narrative text, maka ciri-
ciri di bawah ini bisa dijadikan pedoman:

Fokus pada satu tokoh atau pelaku dan biasanya individual sehingga biasanya menggunakan kata
ganti seperti “I, we, she, he”.

Paling sering menggunakan past tense baik itu simple past tense, past continuous, maupun
bentuk past tense lainnya.

Terkadang menggunakan dialog untuk mengajak pembaca berimajinasi sehingga ceritanya

terlihat lebih jelas dan nyata.

Karena berurutan (kronologis), maka biasanya juga menggunakan kata sambung (conjunction)
agar cerita terlihat runtut atau urut.

E. Jenis-jenis text narrative:

Fable (fabel): Cerita yang menggambarkan tentang binatang.

Legend (legenda): Cerita rakyat yang menggambarkan bagaimana asal usul suatu tempat itu
terjadi

Myth (mite): Cerita mitos ini banyak beredar dalam masyarakat dan umumnya diaggap sebagi
cerita faktual.

Fairy tales (dongeng): Cerita rakyat yang biasanya disebut sebagai dongeng atau cerita anak-
anak yang berisi banyak keajaiaban pada tokoh-tokoh ceritanya dan sering mangandung pesan
moral

Folk tale (cerita rakyat): Sebuah cerita yang dituturkan turun temurun sehingga menjadi bagian
dari tradisi suatu masyarakat

Love story : kalau cerita cinta ini lebih pada tema ceritanya yang berisi perjuangan untuk
mendapatkan cinta bagi tokoh cerita.
 Reading Comprehension

The Story of Bawang Mereah and Bawang Putih

Bawang Putih lived with her step mother and her step sister, Bawang Merah. Bawang
Putih’s mother died when she was a baby. Her father remarried another woman and later her step
sister was born. Unfortunately, not long after that her father died. Since then, Bawang Putih’s life
was sad. Her step mother and her step sister treated Bawang Putih badly and always asked her to
do all the household chores.

One morning, Bawang Putih was washing some clothes in a river. Accidentally, her mother’s
clothes were washed away by the river. She was really worried so she walked along the river side
to find the clothes. Finally she met an old woman. She said that she kept the clothes and would
give them back to Bawang Putih if she helped the old woman do the household chores. Bawang
Putih helped her happily. After everything was finished, the old woman returned the clothes. She
also gave Bawang Putih a gift. The old woman had two pumpkins, one pumpkin was small and
the other one was big. Bawang Putih had to choose one.

Bawang Putih was not a greedy girl. So she took the small one. After thanking the old
woman, Bawang Putih then went home. When she arrived home, her step mother and Bawang
Merah were angry. They had been waiting for her all day long. Bawang Putih then told about the
clothes, the old woman, and the pumpkin. Her mother was really angry so she grabbed the
pumpkin and smashed it to the floor. Suddenly they all were surprised. Inside the pumpkin they
found jewelries. “Bawang Merah, hurry up. Go to the river and throw my clothes into the water.
After that, find the old woman. Remember, you have to take the big pumpkin,” the step mother
asked Bawang Merah to do exactly the same as Bawang Putih’s experience. Bawang Merah
immediately went to the river. She threw the clothes and pretended to search them. Not long after
that, she met the old woman. Again she asked Bawang Merah to do household chores. She
refused and asked the old woman to give her a big pumpkin. The old woman then gave her the
big one. Bawang Merah was so happy. She ran very fast. When she arrived home, her mother
was impatient. She directly smashed the pumpkin to the floor. They were screaming. There were
a lot of snakes inside the pumpkin! They were really scared. They were afraid the snakes would
bite them. “Mom, I think God just punished us. We had done bad things to Bawang Putih. And
God didn’t like that. We have to apologize to Bawang Putih,” said Bawang Merah.

Finally both of them realized their mistakes. They apologized and Bawang Putih forgave
them. Now the family is not poor anymore. Bawang Putih decided to sell all the jewelries and
used the money for their daily lives.
Task 1: Vocabulary Exercise

Match the words with their Indonesian equivalent.

Chores Tugas

Household Tamak

Screaming Berteriak

Mistakes Perhiasan

Jewelries Rumah Tangga

Greedy Kesalahan

Task 2: Answer the question

Answer the following question based on text about Sangkuriang.

1. Who is Bawang Merah?

2. Who is Bawang Putih?
3. Why Bawang Putih life was sad after her father passed away?
4. What did the old woman gave to Bawang Putih?
5. What did Bawang Merah got from big pumpkin?

Text Structure

The text about Sangkuriang is Narrative text. Narrative are used to entertain the
reader. Narratve text consists of an Orientation, Complication, Resolution, and Re-
Orientaion (Optional). Individually, analyize the text structure.
 Parts of the story Details
(Orientation)

(Complication)

(Resolution)
 Reading Comprehension

Cinderella
Once upon a time there lived a girl called Cinderella. she was happy live with her father
and mother. until her mother died dead and her father had married a widow with two daughters.
Her stepmother didn’t like her one little bit. But, for the poor unhappy girl, there was nothing at
all. Her stepmother has two daughters and they were very bossy. No rest and no comfort. She
had to work hard all day. Only when evening came was she allowed to sit for a while by the fire,
near the cinders. That’s why everybody called her Cinderella.

Cinderella used to spend long hours all alone talking to the cat. The cat always said,
“Miaow“, which really meant, “Cheer up! You have something neither of your stepsisters has
and that is beauty.” It was quite true. Cinderella, even dressed in old rags, was a lovely girl.
While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy
and ugly and always would be.

One day, beautiful new dresses arrived at the house. A ball was to be held at the palace and
the stepsisters were getting ready to go. Cinderella didn’t even dare ask if she could go too. She
knew very well what the answer would be: “You? You’re staying at home to wash the dishes,
scrub the floors and turn down the beds for your stepsisters.” They will come home tired and
very sleepy. Cinderella sighed, “Oh dear, I’m so unhappy!” and the cat murmured “Miaow.”

Suddenly something amazing happened. As Cinderella was sitting all alone, there was a burst of
light and a fairy appeared. “Don’t be alarmed, Cinderella,” said the fairy. “I know you would
love to go to the ball. And so you shall!” “How can I, dressed in rags?” Cinderella replied.

The fairy smiled. With a flick of her magic wand Cinderella found herself wearing the
most beautiful dress she had ever seen. “Now for your coach,” said the fairy; “A real lady would
never go to a ball on foot! Quick! Get me a pumpkin!” “Oh of course,” said Cinderella, rushing
away. Then the fairy turned to the cat. “You, bring me seven mice, and, remember they must be
alive!”

Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in
the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the
mice became six white horses, while the seventh mouse turned into a coachman in a smart
uniform and carrying a whip. Cinderella could hardly believe her eyes.

“You shall go to the ball Cinderella. But remember! You must leave at midnight. That is
when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice
again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you
understand?” Cinderella smiled and said, “Yes, I understand!”

Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She
remembered what the fairy had said, and without a word of goodbye she slipped from the
Prince’s arms and ran down the steps. As she ran she lost one of her slippers, but not for a
moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound…
oh… what a disaster that would be! Out she fled and vanished into the night.

The Prince, who was now madly in love with her, picked up the slipper and said to his
ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will never be
content until I find her!” So the ministers tried the slipper on the foot of every girl in the land
until only Cinderella was left.

Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in
a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in
amazement, and the ministers said, “Come with us Cinderella! The Prince is waiting for you.“ So
Cinderella married the Prince and lived happily ever.

Task 4: Describe the characters and the setting based on

Cinderella text.

Characters Setting
Cinderella: House:
 kind
Task 5: Tell it in your own way
Read the story about Cinderella again. And tell the story in your own word and in short
way to your class.

Task 6: Fill the blanks.

Fill the blanks with proper words.

Cinderella used to spend long hours all alone ___________to the cat. The cat always said,
“Miaow“, which really meant, “Cheer up! You have something neither of your ___________ has
and that is beauty.” It was quite true. Cinderella, even___________ in old rags, was a lovely girl.
While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy
and ugly and always would be.

One day, beautiful new dresses ________ at the house. A ball was to be held at the palace
and the stepsisters were getting ready to go. Cinderella didn’t even dare ask if she could go too.
She knew very well what the _________ would be: “You? You’re staying at home to wash the
dishes, scrub the floors and turn down the beds for your stepsisters.” They will come home tired
and very sleepy.___________ sighed, “Oh dear, I’m so unhappy!” and the _____________
“Miaow.”

Summary of this chapter:

 Narrative text is any report of connected events, presented in a sequence

of written or spoken words, and/or in a sequence of (moving) pictures.
 The purpose is to entertain the readers
 It consists of Orientation, Complication, Re-orientaion(Optional), and
Resolution.
 Most of the text using past tense.
 There are much kind of Narrative text such of Fable, Fairy tale, Folk
tale, etc.
Chapter 14

Sing a Song

Kompetensi Dasar:
3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja
SMA/MA/SMK/MAK.
4.9 Menangkap makna terkait fungsi sosial dan unsur kebahasaan secara
kontekstual lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK.

Tujuan Pembelajaran:
Setelah mempelajari Bab ini, siswa diharapkan mampu:
1. Menerangkan tujuan komunikasi dan unsur kebahasaan lirik lagu
terkait kehidupan remaja SMA/MA/SMK/MAK.
2. Menjelaskan isi lirik lagu yang berkaitan dengan kehidupan remaja
SMA/MA/SMK/MAK dengan memperhatikan tujuan komunikasi, unsur
kebahasaan, dan konteks lagu.

Indikator:
1. Melatih kemampuan berbicara dalam bahasa inggris
2. Meningkatkan minat siswa dalam belajar bahasa inggris
3. Melatih kemampuan menulis dalam bahasa inggris
4. Melatih kemampuan membaca dalam bahasa inggris
5. Melatih kemamuan mendengar dalam bahasa inggris
Task 1: Sing this song

Sing this song together with your friends and teacher. Try to get faster as possible chorus.

Row, row, row your boat

Row, row, row your boat

Gently down the stream

Merrily merrily, merrily, merrily

Life is but a dream.

Row, row, row your boat

Gently down the stream

Merrily merrily, merrily, merrily

Life is but a dream.

Row, row, row your boat

Gently down the stream

Merrily merrily, merrily, merrily

Life is but a dream.

Row, row, row your boat

Gently down the stream

Merrily merrily, merrily, merrily

Life is but a dream.

 Task 2: Complete the song

Complete the song by listening to the song on internet or in your class. Complete it with
your classmate.

Que sera, sera

When I was just a ________ girl

I asked my ___________, what will I be
Will I be _________
Will I be _________
Here's what she said to me Que sera, sera
Whatever will be, will be
The future's not ours to see
When I grew up and fell in ________ Que sera, sera
I asked my __________, what lies What will be, will be
ahead
Will we have __________
Day after day Que sera, sera
Here's what my __________ said Whatever will be, will be
The future's not ours to see
Que sera, sera
Now I have __________ of my own What will be, will be
They ask their ________, what will I be
Will I be _________
Will I be ________ Que sera, sera
I tell them __________ Whatever will be, will be
The future's not ours to see
Que sera, sera
What will be, will be
Que sera, sera
 Task 3: Tell the moral value of this song

By listening and singing the song, describe the moral value of this song.

References

Widiati, Utami, Zulianti Rohmah, dan Furaidah. 2017. Bahasa Inggris SMA/MA/SMK/MAK
KELAS X. Indonesia: Kementerian Pendidikan dan Kebudayaan.

Rahayu, Ajeng dkk. 2013. BELAJAR PRAKTIS BAHASA INGGRIS MATA PELAJARAN
WAJIB untuk SMA/MA Kelas X Semester 1. Klaten: Viva Pakarindo.

https://www.google.com/amp/s/amp.sederet.com/tutorial/contoh-percakapan-inggris-dengan-
future-tense/

https://www.google.com/amp/s/bacaboy.com/expressing-intention/amp/

https://englishadmin.com/2018/09/contoh-percakapan-intention-bahasa-inggris-dan-arti.html

https://www.vocabulary.com/dictionary/intention

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pujian-giving-receiving-compliment/

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https://www.google.com/amp/s/amp.sederet.com/tutorial/contoh-dialog-giving-compliment-
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https://www.kampunginggris.id/20-contoh-congratulation-card-beserta-
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https://freeenglishcourse.info/7-contoh-kartu-ucapan-bahasa-inggris-berbagai-situasi/

https://www.kuliahbahasainggris.com/contoh-biografi-jenderal-sudirman-dalam-bahasa-inggris/

https://www.caramudahbelajarbahasainggris.net/soal-latihan-un-bahasa-inggris-sma-kunci-
jawaban/
https://www.wallstreetenglish.co.id/english-tips/narrative-text/

http://englishadmin.com/2018/12/65-contoh-soal-narrative-text-legend-dan-jawabannya.html