Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus
Appendix 1 SYLLABUS
School Name
: SMA 1 GEBOG KUDUS
Allocation Source / Competency
comp. stand and
Indicators Assessment Time Materials /
Standards Competence Materials Activity among subjects
basic com (Minutes) Equipment
Reading 5.2 In response to • Noun phrase • Read aloud
Synchronized Comparing
• Identify the
LKS Understanding rhetoric in the
5. the meaning and
• Adjective
the text
with
meaning of words in Written
2 x 45 the functional
clause
meaningful
Indonesian the text is read.
(MC and
English meaning of the that use various
essays of steps
• Text written
Online text short and
form of
report /
complications in a
written language
narrative
analytical
narrative story Quiz
simple form of accurately,
• Text written
individual
• Identify the events
report essay, fluently and
• Identify the context of
report form
Exposition
in a readable text
Task
narrative and appreciate in the
• Text written
analytical English form analytical • Discuss the K-6 Exposition in
characteristics of the
everyday life and Exposition various aspects object / person
2 x 45
modules
the context of to access
of the text as
reported
Board of everyday life
knowledge content, text
• Identify cases
Study and to access
structure, as a
discussed in the text
New
knowledge group.
• Identify the
South
arguments given
• Identify the steps
Wales
rhetoric of the text • Identify
communication objectives readable text
Appendix 2
LESSON PLAN
School
: SMA 1 Gebog Kudus
Lesson/Subject : English Subject Matter
: Reading
Material
: Narrative Text
Class/Program
: XI/Science
Semester st :1 semester Academic Year : 2013 / 2014
Time Allocation : 2 x 45 minutes
A. STANDARD OF COMPETENCE Reading
5. Understanding the functional meaning of the text short and simple form of report essay, narrative and analytical exposition in the context of everyday life and to access knowledge.
B. BASIC COMPETENCE
5.2. In response to the meaning and rhetoric in the essays of steps that use various written language accurately, fluently and appreciate in the context of everyday life and to access knowledge.
C. INDICATOR
1. Understand the function of Narrative Text.
2. Identify the generic structure of Narrative Text.
3. Identify the language feature of Narrative Text.
4. Understand the content of Narrative Text.
D. OBJECTIVES OF LEARNING After the learning process students are hoped to be able to:
1. Mention the function of Narrative Text.
2. Explain the generic structure of Narrative Text.
3. Analyze the linguistic feature of Narrative Text.
4. Describe the main idea of each paragraph of Narrative Text.
E. MATERIAL OF LEARNING Narrative Text: The Princess and the Pea
F. TECHNIQUE AND STRATEGY OF LEARNING Three-phase Technique and Reciprocal Teaching
G. CHARACTER BUILDING Hard work
Appreciation to the Prestige Creative
Friendship and Communicative Self-Confidence
Reading Habit Curious
Responsible
H. STEPS OF LEARNING
Opening (15 minutes)
Arousing the student‟s interest in the topic they are going to discuss or learn.
Asking and answering about narrative text. Telling the students the competence and indicators they have to
acquire at the learning process.
Main Subject of Learning (60 minutes)
a. Exploration Teacher explains each strategies and role of Reciprocal Teaching.
b. Elaboration Before Reading Students make a group consist of 4-5 persons, one of them to
be a leader. The leader guides the group of students through the four
components of Reciprocal Teaching. Students discuss the title of narrative text. Students predict the content of the text will be learned.
During Reading Students read a passage of the text silently to find out
prediction, ask questions, and find word or phrase to clarify. After Reading Predicting : Students return to the prediction to confirm or reject it and others refining and provide alternative prediction.
Questioning : Students generate questions to identify the important information from the text and others preparing answers and suggestions.
Clarifying : Students clarify the difficult word/phrase, unfamiliar vocabularies or any doubts and others obtaining relevant resources.
Summarizing : Students summarize with their own words based on the context the passage and others preparing explaining and simplifications.
c. Confirmation Students make summary of what they have learned.
Closing (15 minutes)
Teacher evaluates the students‟ work.
I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place
: Classroom
Means
: Laptop, LCD.
Material : Narrative Text (The Princess and The Pea) Source
: Learning module for English SMA Grade XI, internet
J. ASSESSMENT
1. Technique of assessment
: Written Test
2. Kind of instrument : Student Worksheet
Kudus, November 2013
Acknowledged by, English Teacher,
Researcher,
Sugiyanto, S.Pd RismaTrianasari NIP 19690920 200501 1 007
NIM 2009 32 016
TEACHING MATERIAL
Read the following text and analyze the social function, generic structure, and language feature!
The Princess and the Pea
Once upon a time there was a prince he wanted to get himself a princess, but she had to be real princess. So he traveled all over the world to find one, but in every case something was the matter. There were lots of princess, but he could never quite make out whether they were real or not. So he came home feeling very unhappy, for really wanted to find a true princess.
One evening a terrible storm came; lightening flashed, thunder rolled, and the rain poured down in torrents-it was simply awful! Suddenly there was a knock at the city gate, and the old king went out to answer it.
There was a princess standing outside, but what a sight the rain and the bad weather had made of her! The water streamed down her hair and her clothes, and yet she said she was a real princess.
“It won‟t take long to find that out,” thought the old Queen. Without saying anything, she went into bed chamber, took off all the bedclothes, and places one pea on the bottom boards of the bed. Then she took twenty mattresses and put them on top of the pea, and after that she put twenty feather-pillows on top of the mattresses.
That was where the princess was to spend the night. In the morning they asked her how she had slept.
“Oh, dreadfully!”, said the princess. “I hardly slept a wink all night. Whatever could have been in the bed? I was lying on something so hard that I‟m black and blue all over.”
So of course they could see that she was a real princess, since she had felt the pea through twenty mattresses and twenty feather-pillows. No one but a real princess could have such a tender skin as that.
So the prince took her for his wife, and they lived happily ever after.
STUDENTS WORKSHEET
Let Me Love You
Once upon a time, there was once a guy who was very much in love with this girl. This romantic guy folded 1,000 pieces of paper cranes as a gift to his girl. Although, at that time he was just a small executive in his company, his future doesn‟t seem too bright, they were very happy together. Until one day, his girl told him she was going to Paris and will never come back. She also told him that she cannot visualize any future for the both of them, so let‟s go their own ways there and then... heartbroken, the guy agreed.
When he regained his confidence, he worked hard day and night, just to make something out of himself. Finally with all these hard work and with the help of friends, this guy had set up his own company...
“You never fail until you stop trying.” He always told himself. “I must make it in life!”. One rainy day, while this guy was driving, he saw an elderly couple sharing an umbrella in the rain walking to some destination. Even with the umbrella, they were still drenched. It didn‟t take him long to realize those were his ex- girlfriend‟s parents. With a heart in getting back at them, he drove slowly beside the couple, wanting them to spot him in his luxury saloon. He wanted them to know that he wasn‟t the same anymore, he had his own company, car, condo, etc. He had made it in life!
Before the guy can realize, the couple was walking towards a cemetery, and he got out of his car and followed them...and he saw his ex-girlfriend, a photograph of her smiling sweetly as ever at him from her tombstone... and he saw his precious paper cranes in a bottle placed beside her tomb. Her parents saw him. He walked over and asked them why this had happened. They explained that she did not leave for France at all. She was stricken ill with cancer. In her heart, she had believed that he will make it someday, but she did not want her illness to
be his obstacle ... therefore she had chosen to leave him. She had wanted her parents to put his paper cranes beside her, because, if the day comes when fate brings him to her again he can take some of those back with him. The guy just wept.
Question
1. Who is the main character of the story?
2. Why did the guy break up with his girlfriend?
3. What did happen after he broke up with his girlfriend?
4. What could he realize in his life?
5. When did he see his ex-girlfriend‟s parents going to the cemetery?
6. What did he want to show to his ex-girlfriend‟s parent?
7. Why did the girl die?
8. Why did the girl want her parents put the paper cranes next to her tomb?
9. What did the man do after he knew that she died?
10. “...if the day comes when fate brings him to her again he can take some of those back with him.” What does the statement mean?
Possible Answer
1. The main character of the story is a guy.
2. The girl said that she wanted to go to Paris and would not come back.
3. He regained his confidence and worked very hard.
4. He could establish his own company and succeeded in his business.
5. When he was driving his luxury saloon.
6. He had become a rich man after he broke up with their daughter.
7. She died because of cancer.
8. Because she wanted the man to know that she loved him.
9. He could only weep next to her tombstone.
10. The girl wanted the man to know that she loved him very much.
Appendix 3
LESSON PLAN
School
: SMA 1 Gebog Kudus
Lesson/Subject : English Subject Matter
: Reading
Material
: Narrative Text
Class/Program
: XI/Science
Semester st :1 semester Academic Year : 2013 / 2014
Time Allocation : 2 x 45 minutes
A. STANDARD OF COMPETENCE Reading
5. Understanding the functional meaning of the text short and simple form of report essay, narrative and analytical exposition in the context of everyday life and to access knowledge.
B. BASIC COMPETENCE
5.2. In response to the meaning and rhetoric in the essays of steps that use various written language accurately, fluently and appreciate in the context of everyday life and to access knowledge.
C. INDICATOR
1. Understand the function of Narrative Text.
2. Identify the generic structure of Narrative Text.
3. Identify the language feature of Narrative Text.
4. Understand the content of Narrative Text.
D. OBJECTIVES OF LEARNING After the learning process students are hoped to be able to:
1. Mention the function of Narrative Text.
2. Explain the generic structure of Narrative Text.
3. Analyze the linguistic feature of Narrative Text.
4. Describe the main idea of each paragraph of Narrative Text.
E. MATERIAL OF LEARNING Narrative Text: The Old Woman and the Sparrow
F. TECHNIQUE AND STRATEGY OF LEARNING Three-phase Technique and Reciprocal Teaching
G. CHARACTER BUILDING Hard work
Appreciation to the Prestige Creative
Friendship and Communicative Self-Confidence
Reading Habit Curious
Responsible
H. STEPS OF LEARNING
Opening (15 minutes)
Arousing the student‟s interest in the topic they are going to discuss or learn.
Asking and answering about narrative text. Telling the students the competence and indicators they have to
acquire at the learning process.
Main Subject of Learning (60 minutes)
a. Exploration Teacher explains each strategies and role of Reciprocal Teaching.
b. Elaboration Before Reading Students make a group consist of 4-5 persons, one of them to
be a leader. The leader guides the group of students through the four
components of Reciprocal Teaching. Students discuss the title of narrative text. Students predict the content of the text will be learned.
During Reading Students read a passage of the text silently to find out
prediction, ask questions, and find word or phrase to clarify. After Reading Predicting : Students return to the prediction to confirm or reject it and others refining and provide alternative prediction.
Questioning : Students generate questions to identify the important information from the text and others preparing answers and suggestions.
Clarifying : Students clarify the difficult word/phrase, unfamiliar vocabularies or any doubts and others obtaining relevant resources.
Summarizing : Students summarize with their own words based on the contextthe passage and others preparing explaining and simplifications.
c. Confirmation Students make summary of what they have learned.
Closing (15 minutes)
Teacher evaluates the students‟ work.
I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place
: Classroom
Means
: Laptop, LCD.
Material : Narrative Text (The Old Woman and the Sparrow) Source
: Learning module for English SMA Grade XI, internet
J. ASSESSMENT
1. Technique of assessment
: Written Test
2. Kind of instrument : Student Worksheet
Kudus, November 2013
Acknowledged by, English Teacher,
Researcher,
Sugiyanto, S.Pd RismaTrianasari NIP 19690920 200501 1 007
NIM 2009 32 016
TEACHING MATERIAL
Read the following text and analyze the social function, generic structure, and language feature!
The Old Woman and the Sparrow
Once upon a time, there lived a kind hearted man and his wife. One morning, his wife found a poor little sparrow. She took it gently and fed it. To show its gratitude, the sparrow stayed with them and sang every morning.
But there was an ill-tempered old woman who didn't like the sparrow. She cut the sparrow's tongue. That's why the bird flew away to its previous nest. Knowing that their sparrow flew away, the kind man and his wife looked for the sparrow. They walked a long way, crossed the bridges, climbed the mountains and passed the woods.
At last, they could find the sparrow's nest. The sparrow welcomed them and provided a feast for them. Before they went home, the sparrow brought two baskets; one was large and looked heavy, and the other one was small and light. The sparrow asked them to choose only one. They chose the small and that was the best choice. There were many rolls of silk and piles of gold in it.
Being jealous, the ill-tempered old woman did the same thing as the kind man and his wife did. She chose the big basket which actually contained wasps and venomous crawlers, such as scorpions, centipedes, and other horrible creatures. Finally, they stung and bit her to death.
STUDENTS WORKSHEET Beauty and the Beast
Once upon a time, there was a girl named Beauty. She lived with her father and her sisters in a small village. Beauty was a beautiful girl. She was also hard-working. She always helped her father on the farm.
One day, her father set out for the city. He saw an old castle and went in. No-one was in but there was food on the table. Then he walked around the castle. He picked a rose from garden for Beauty. Suddenly an angry Beast appeared. He wanted to kill Beauty‟s father unless Beauty was brought to him.
Beauty‟s father told her daughters what had happened. Beauty‟s sisters ordered her to see the Beast. Beauty went to see the Beast and had to stay at the castle. She felt scared, lonely and sad. She tried to run away but was stopped by the Beast. The Beast treated Beauty well. Soon, Beauty began to like the Beast.
One day, through the Beast‟s magic mirror, Beauty saw that her father was sick. The Beast allowed her to go home. Her father was happy to see her. One
night, Beauty had a dream. A fairly told her that the Beast was sick. Beauty hurried back and saw the Beast dying. She began to cry. Tears felt onto the Beast. Suddenly, the Beast changed into handsome prince. Beauty and the Beast got married and lived happily ever after.
Questions:
1. Where did the Beauty live?
2. With whom did she live?
3. What was her father‟s job?
4. Who was in the castle?
5. How did Beauty know if her father was sick?
6. Why did the Beast angry to the Beauty‟s father?
7. What did the Beast do if the father didn‟t bring Beauty to him?
8. What did the last paragraph tell us about?
9. “…..unless Beauty was brought to him” (last sentence, paragraph 2). What does “him” refer to?
10. “The Beast allowed her to go home”. What does the synonym of the underlined word?
Possible Answer:
1. She lived in a small village.
2. She lived with her father and her sister.
3. Her father was a farmer.
4. No one in the castle.
5. Through the Beast‟s magic mirror.
6. Because he picked a rose from the garden.
7. He wanted to kill the father.
8. The Beast changed into handsome prince and they lived happily ever after.
9. The Beast.
10. Permitted.
Appendix 4
LESSON PLAN
School
: SMA 1 Gebog Kudus
Lesson/Subject : English Subject Matter
: Reading
Material
: Narrative Text
Class/Program
: XI/Science
Semester st :1 semester Academic Year : 2013 / 2014
Time Allocation : 2 x 45 minutes
A. STANDARD OF COMPETENCE Reading
5. Understanding the functional meaning of the text short and simple form of report essay, narrative and analytical exposition in the context of everyday life and to access knowledge.
B. BASIC COMPETENCE
5.2. In response to the meaning and rhetoric in the essays of steps that use various written language accurately, fluently and appreciate in the context of everyday life and to access knowledge.
C. INDICATOR
1. Understand the function of Narrative Text.
2. Identify the generic structure of Narrative Text.
3. Identify the language feature of Narrative Text.
4. Understand the content of Narrative Text.
D. OBJECTIVES OF LEARNING After the learning process students are hoped to be able to:
1. Mention the function of Narrative Text.
2. Explain the generic structure of Narrative Text.
3. Analyze the linguistic feature of Narrative Text.
4. Describe the main idea of each paragraph of Narrative Text.
E. MATERIAL OF LEARNING Narrative Text: Thumbelina
F. TECHNIQUE AND STRATEGY OF LEARNING Three-phase Technique and Reciprocal Teaching
G. CHARACTER BUILDING Hard work
Appreciation to the Prestige Creative
Friendship and Communicative Self-Confidence
Reading Habit Curious
Responsible
H. STEPS OF LEARNING
Opening (15 minutes)
Arousing the student‟s interest in the topic they are going to discuss or learn.
Asking and answering about narrative text. Telling the students the competence and indicators they have to
acquire at the learning process.
Main Subject of Learning (60 minutes)
a. Exploration Teacher explains each strategies and role of Reciprocal Teaching.
b. Elaboration Before Reading Students make a group consist of 4-5 persons, one of them to
be a leader. The leader guides the group of students through the four
components of Reciprocal Teaching. Students discuss the title of narrative text. Students predict the content of the text will be learned.
During Reading Students read a passage of the text silently to find out
prediction, ask questions, and find word or phrase to clarify. After Reading Predicting : Students return to the prediction to confirm or reject it and others refining and provide alternative prediction.
Questioning : Students generate questions to identify the important information from the text and others preparing answers and suggestions.
Clarifying : Students clarify the difficult word/phrase, unfamiliar vocabularies or any doubts and others obtaining relevant resources.
Summarizing : Students summarize with their own words based on the contextthe passage and others preparing explaining and simplifications.
c. Confirmation Students make summary of what they have learned.
Closing (15 minutes)
Teacher evaluates the students‟ work.
I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place
: Classroom
Means
: Laptop, LCD.
Material
: Narrative Text (Thumbelina)
Source : Learning module for English SMA Grade XI, internet
J. ASSESSMENT
1. Technique of assessment
: Written Test
2. Kind of instrument : Student Worksheet
Kudus, November 2013
Acknowledged by, English Teacher,
Researcher,
Sugiyanto, S.Pd RismaTrianasari NIP 19690920 200501 1 007
NIM 2009 32 016
TEACHING MATERIAL
Read the following text and analyze the social function, generic structure, and language feature!
Thumbelina
Once upon a time there was a kind woman who had no children, longed for a baby and would often say, “How I would love to have a baby girl, even a tiny little one.
A beautiful fairy heard her wish one day, and gave her a little seed to plant in a flowerpot.
When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside, no bigger than her thumb. She decided to call her Thumbelina. She was so small that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly toad fell in love with Thumbelina. One night when she was sleeping, he carried her off to his lily pad in a pond. Thumbelina was very unhappy.
A swallow was passing by and saw how sad she looked, and said, “Come south with me to warmer lands.” Young Thumbelina flew away on the swallow‟s back. They flew across the seas and came to a land of sunshine. The swallow said, ” This is my home. You can live in one of the loveliest and biggest flowers.” When Thumbelina stepped inside, she found a handsome fairy, as tiny as her, in its heart.
He was the son of the king of flowers and he fell in love with Thumbelina. He asked her to marry him. So Thumbelina became queen of the flowers and the two lived happily ever after.
STUDENTS WORKSHEET
The Ugly Duckling
One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return.
However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn't look like the others at all. He was like a turkey.
When the mother duck brought the children to the pond for their first swimming lesson, the huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly.
However, the other animals didn't agree. They hissed and made fun of him day by day. Even his-own sisters and brothers were very unkind. "You are very ugly" they quacked.
The little poor duckling was very unhappy. "I wish I looked like them" he thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter. Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. "Oh, dear. These beautiful birds will laugh and peck me too" he said to himself.
But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swam" he exclaimed.
He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.
Question:
1. What did the mother wish to her eggs?
2. Which one did the egg has not cracked?
3. Why did the mother in look at the last egg cracked?
4. What did the last little duckling look like?
5. Where did the mother bring to the children for the first swimming?
6. Did the other little duckling kind with the ugly one?
7. What did the ugly duckling wish to himself?
8. “they hissed and make fun of him day by day” (par.4). what does “him” refer to?
9. “…a huge grey duckling waddled out” (par.2).what does the synonym of “huge” in that sentence?
10. Why does the writer write this story?
Possible answer:
1. She wished the eggs would break out.
2. The largest one.
3. There is a huge ugly duckling when the last egg cracked.
4. He was so big and very grey
5. To the pond.
6. No, they didn‟t
7. He wished he looked like the others.
8. The ugly duckling.
9. Big, large.
10. To entertain the readers about the story.
Appendix 5
LESSON PLAN
School
: SMA 1 Gebog Kudus
Lesson/Subject : English Subject Matter
: Reading
Material
: Narrative Text
Class/Program
: XI/Science
Semester st :1 semester Academic Year : 2013 / 2014
Time Allocation : 2 x 45 minutes
A. STANDARD OF COMPETENCE Reading
5. Understanding the functional meaning of the text short and simple form of report essay, narrative and analytical exposition in the context of everyday life and to access knowledge.
B. BASIC COMPETENCE
5.2. In response to the meaning and rhetoric in the essays of steps that use various written language accurately, fluently and appreciate in the context of everyday life and to access knowledge.
C. INDICATOR
1. Understand the function of Narrative Text.
2. Identify the generic structure of Narrative Text.
3. Identify the language feature of Narrative Text.
4. Understand the content of Narrative Text.
D. OBJECTIVES OF LEARNING After the learning process students are hoped to be able to:
1. Mention the function of Narrative Text.
2. Explain the generic structure of Narrative Text.
3. Analyze the linguistic feature of Narrative Text.
4. Describe the main idea of each paragraph of Narrative Text.
E. MATERIAL OF LEARNING Narrative Text: Hansel and Gretel
F. TECHNIQUE AND STRATEGY OF LEARNING Three-phase Technique and Reciprocal Teaching
G. CHARACTER BUILDING Hard work
Appreciation to the Prestige Creative
Friendship and Communicative Self-Confidence
Reading Habit Curious
Responsible
H. STEPS OF LEARNING
Opening (15 minutes)
Arousing the student‟s interest in the topic they are going to discuss or learn.
Asking and answering about narrative text. Telling the students the competence and indicators they have to
acquire at the learning process.
Main Subject of Learning (60 minutes)
a. Exploration Teacher explains each strategies and role of Reciprocal Teaching.
b. Elaboration Before Reading Students make a group consist of 4-5 persons, one of them to
be a leader. The leader guides the group of students through the four
components of Reciprocal Teaching. Students discuss the title of narrative text. Students predict the content of the text will be learned.
During Reading Students read a passage of the text silently to find out
prediction, ask questions, and find word or phrase to clarify. After Reading Predicting : Students return to the prediction to confirm or reject it and others refining and provide alternative prediction.
Questioning : Students generate questions to identify the important information from the text and others preparing answers and suggestions.
Clarifying : Students clarify the difficult word/phrase, unfamiliar vocabularies or any doubts and others obtaining relevant resources.
Summarizing : Students summarize with their own words based on the contextthe passage and others preparing explaining and simplifications.
c. Confirmation Students make summary of what they have learned.
Closing (15 minutes)
Teacher evaluates the students‟ work.
I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place
: Classroom
Means
: Laptop, LCD.
Material
: Narrative Text (Hansel and Gretel)
Source : Learning module for English SMA Grade XI, internet
J. ASSESSMENT
1. Technique of assessment
: Written Test
2. Kind of instrument : Student Worksheet
Kudus, November 2013
Acknowledged by, English Teacher,
Researcher,
Sugiyanto, S.Pd RismaTrianasari NIP 19690920 200501 1 007
NIM 2009 32 016
TEACHING MATERIAL
Read the following text and analyze the social function, generic structure, and language feature!
Hansel and Gretel
A poor woodcutter and his wife had two children named Hansel and Gretel. Their mother died when they were young. Hansel and Gretel were very sad. Soon their father remarried but their stepmother was very cruel.
One day, she took the children deep into the forest and left them there. Clever Hansel had some breadcrumbs in his pocket and had dropped them on the way so that they could find their way back home. Alas! The birds ate all the crumbs and they couldn‟t find the path that led back home. Hansel and Gretel went deeper and
deeper into the forest. They were hungry and tired. Finally, after walking for a long time, they saw a cottage made of chocolate, candies, and cake. “Look, Hansel! A cho colate brick!” shouted. Gretel in delight and both ate it hungrily.
Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted to eat them. She grabbed the children and locked them in a cage. The witch decided to make a soup out of Hansel and eat him first. She began boiling a huge pot of water for the soup. Just then, Gretel crept out of her cage. She gave the wicked witch a mighty push from behind and the witch fell into the boiling water. She howled in pain and died instantly.
Hansel and Gretel found treasure lying around the cottage. They carried it home with them. Their stepmother had died and their father welcomed them back with tears of joy. They never went hungry again!
STUDENTS WORKSHEET
Monkey and Crocodile
Once upon a time there was a clever monkey who lived by the river Ganga. A crocodile and his wife lived in the same river. One day, the crocodile‟s wife fell
very ill. She wanted to eat something special. She asked her husband to get her a monkey‟s heart. The crocodile did not know what to do.
Then he thought of his neighbor, the monkey. He said, “Friend Monkey, why do you waste your time eating the fruits of this tree? There are juicy fruits on the
other side of the river.” When the monkey said that the river was too big for him to cross, the crocodile offered to take him on his back.
After a while, the crocodile sank in the water along with the monkey. He told the monkey that his wife was sick and wanted his heart. The monkey realized that he had been foolish to trust the crocodile. He quickly thought of a clever plan to escape.
He said, “Alas friend! Our hearts are not inside us. We have to keep them hanging on trees. I wish you had told me earlier. Let‟s go back and bring my heart.” The crocodile believed the monkey and brought him back to the tree.
The monkey at once climbed up the tree and escaped. He said to the crocodile, “You have a big body but no brains!” The crocodile had nothing to do but repent for his foolishness on being tricked by the monkey.
Questions:
1. Who were lived at the river Ganga?
2. What did the wife ask to her husband?
3. What did the crocodile do to realize her wife‟s asking?
4. Why did the monkey cannot enjoy the fruit on the other side of river?
5. Did the monkey trust to the crocodile?
6. What was the clever plan of the monkey to escape from the crocodile?
7. What did the crocodile get at last?
8. “…the crocodile offered to take him on his back” (par.2). What does the underlined word refer to?
9. “Alas friend! Our hearts are not inside us” (par.4). What does the synonym of the underlined word?
10. “…but repent for his foolishness on being...” (par.5). The underline word has the same meaning with….
Possible Answer:
1. A monkey, a crocodile and his wife.
2. To get her a monkey‟s heart.
3. He tries to trick the monkey.
4. Because it was too big for him to cross it.
5. No, he didn‟t.
6. He said that his heart was hanging on the trees.
7. He got nothing.
8. The monkey.
9. Unfortunately.
10. Regret.
Appendix 6
TABLE OF SPECIFICATION OF THE QUESTIONS
Questions‟ Number Competence
Standard of
Basic
Type of Total of Quality of
Indicators of Questions
Competence
Question Question Question
5. Reading
8, 9, 10, 15, 24, 29,31, Understanding meaning and
Response the Narrative Eleventh 1. Students are given a narrative text MC
8 Sufficient
36 the functional rhetorical
Text
Grade
and identify the meaning of word
are there in the text.
meaning of
1, 21 the short text that used in
steps essays
2. Students are given a narrative text MC
2 Easy
and mention the purpose of the
and simple
the various
text.
form of report written
7, 16, 18, 27, 38 essay,
3. Students are given a narrative text MC
5 Easy
language
and describe the structure of the
narrative and accurately,
text.
analytical
3, 6, 12 exposition in acceptable in
fluently and
4. Students are given a narrative text MC
3 Easy
and analyze the features of the
the context of the context
text.
everyday life of everyday
2, 5, 11, 14, 17, 19, and to access life and to
5. Students are given a narrative text MC
13 Sufficient
23, 25, 26, 32, 34, 35, knowledge
and explain the content of the
access
narrative text.
knowledge
6. Students are given a narrative text MC
4 Easy
and choose true or false statements according to the text.
7. Students are given a narrative text MC
2 Easy
and determine the type of the narrative text.
8. Students are given a narrative text MC
3 Easy
and conclude the moral value of the text.
Appendix 7
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
EVALUATION TEST
Subject : English
Date :
Class : XI
Time : 90 minutes
Choose the right answer by crossing a, b, c, d or e on the answer sheet!
Text 1 for question number 1-10
c. To explain about parrot in general
d. To tell the reader about wonderful parrot. There was no another
A man in Puerto Rico had a
unforgettable experience parrot like it.It was very, very smart. This
e. To inform the reader about the parrot would say any word-except one. He
characteristic of parrot would not say the name of the town where
2. What is the word that the parrot cannot
he was born. The name of the town was
say?
Catano.
a. Catano
The man tried to teach the parrot to
b. Tacano
say Catano. But the bird would not say the
c. Nataco
word. At first the man was very nice, but
d. Canato
then he got angry. “You are a stupid bird!
e. Nacato
Why can‟t you say the word? Sat Catano,
3. Who are the characters of the text? or I will kill you!” but the parrot would not
a. The bird and Catano say it. Then the man got to so angry that the
b. The man and Catano shouted over and over, “Say Catano, or I‟ll
c. The man and the chicken kill you!” but the bird wouldn‟t talk.One
d. The man and the parrot day after trying for many hours to make the
e. The parrot and the chicken bird say Catano, the man got very angry.
4. Which statement is true according to He picked up the bird and threw him into
the text?
the chicken house. “You are more stupid
a. The parrot could say Catano than the chickens. Soon I will eat them, and
b. Catano is one of city in Puerto
I will eat you, too.”
Rico
c. At last the parrot could say Catano old chickens. They were for Sunday‟s
In the chicken house there are four
d. Catano was the name at the parrot dinner. The man put the parrot in the
e. The man never got angry at the chicken house and left.The next day the
parrot
5. What does the man do to the bird opened the door and stopped. He was very
man came back to the chicken house. He
because the bird cannot say the name surprised at what he saw!He saw three dead
of a place?
chickens on the floor. The parrot was
a. The man ate the bird. screaming at the fourt h chicken, “Say
b. The sold the bird. Catano, or I‟ll kill you!
c. The man killed the bird.
d. The man flies with the bird.
1. What is the purpose of the text?
e. The man taught the bird.
a. To describe a man and parrot
6. What is the tense used in the text?
b. To entertain the reader about a
a. Past continuous tense man and parrot
b. Past perfect tense
c. Present continuous tense c. Present continuous tense
e. Simple present tense goat called out loudly after him out. The
7. Which paragraph does show the fox merely turned to him and said, “If you problem of the story?
only have as much sense in your head as
a. 2 and 3 you have hairs in your beard you wouldn‟t
b. 1 and 2 have jumped into the well without making
c. 3 sure that you could get out again.
d. 2
e. 1 11. What is the setting of this story?
8. “It was very, very smart”. The
a. It is a well
underlined word refers to ….
b. It is a city
a. The man
c. It is a goat
b. The bird
d. It is a fox
c. The chicken
e. It is a house
d. Puerto Rico
12. Who is the specific participant of the
e. The bird and the chicken
story?
9. “The parrot was very, very smart”. The
a. Fox and goat
word „smart‟ means ….
b. Goat
a. Stupid
c. Fox
b. Charming
d. A man
c. Clever
e. Sheep
d. Stubborn
13. What is the type of the text?
e. Beautiful
a. Myths
10. “The parrot was screaming at the
b. Folk tales
fourth chickens”. What does the
c. Modern fantasy underlined word mean?
d. Fable
a. Frightened
e. Fiction
b. Smiling
14. Why did the fox get the goat into the
c. Crying
well? Because....
d. Shouting
a. The fox was very hungry and
e. Laugh
thirsty
b. The goat was very hungry and Text 2 for question number 11-14
thirsty
c. The fox promised that it would out. By and by a thirsty goat came along.
A fox fell into a well and couldn‟t get
help to get out of the well Seeing the fox in the well it asked if the
d. The fox needed the goat to get out water was good. “Good”, said the fox. “It‟s
of the well
the best water I‟ve tasted in all my life.
e. The goat had long hair and beard Come down and try it yourself. “The goat
thought of nothing but how thirsty he was. Text 3 for question number 15-19 So he jumped into the well. When he had
Once upon a time there were four little drunk enough he looked around but there
rabbits. Their names were Flopsy, Mopsy, was no way to get out. Then the fox said, “I
Cotton-tail and Peter. One morning they have a good idea. You stand on your hind
were allowed to play outside. Their mother legs and put your forelegs against the side
reminded them not to go to Mr. of the well. Then I‟ll climb on your back,
McGregor‟s garden because their father from there I‟ll step on your horns, and I can
had an accident there.
get out. And when I‟m out I‟ll help you out Flopsy, Mopsy, and Cotton-tail were of the well.” The goat did as he was asked
good little rabbits. They went down the and the fox got on his back and so out of
lane to pick blackberries. But Peter was lane to pick blackberries. But Peter was
A farmer came across a bird with a French beans, and radishes. Suddenly, he
broken wing. He picked it up, took it home met Mr. McGregor. Peter was very
and looked after it lovingly, even though frightened and rushed away as fast as he
his wife complained bitterly about his could. He lost a pair of shoes and a jacket
wasting too much time on the while he was running. Peter never stopped
creature.After some time, the wing mended, running or looked behind him till he got
because the bird did not want the farmer to home. During the evening, he was sick
have kept on arguing with his wife all the because he was so tired. He had to drink
time, it decided to go back to its nest. some medicine while three of his brother
When the farmer discovered that the had bread, mild and blackberries for
bird was gone, he was so upset that he went supper.
out to look for it. Eventually, he found it again, and was greeted happily by the
15. Peter was very frightened and rushed whole family of the bird. As a sign of their away as fast as he could. What does
thanks for his care and attention, the birds the underline word mean?
gave him a little box, and told him not to
a. Jump off open it until he got home.To his surprise,
b. Turn off the farmer found the box full of precious
c. Play off stones. When his wife saw them, she
d. Take off decided that she too deserved a reward, and
e. Hurry off she went to see the birds. The birds gave
16. The resolution can be shown by…. her a little casket; but this one was full of
a. Peter ran away to the garden devils. The devils jumped on her as soon as
b. Peter ate lettuce she opened the casket and chased her away.
c. Peter was sick Left alone, the farmer went to live
d. Peter lost a pair of shoes near his friend, the bird. There he built a
e. Peter met Mr. McGregor hut of perfumed wood; and the birds
17. What did Peter lose while he was decorated it with flowers of every kind. running?
a. One of his shoes
20. Which one the following statements
b. A book are true based on the text?
c. Vegetable
a. The farmer chased his wife away.
d. Medicine
b. The farmer lived happily with his
e. A pair of shoes
wife.
18. What did the first paragraph called?
c. The farmer‟s wife took care of the
a. Orientation
bird.
b. Complication
d. The bird was very thankful to the
c. Identification
farmer.
d. Resolution
e. The farmer‟s wife was a very kind
e. Description
woman.
19. Whom did Peter meet at the garden?
21. Why did the writer write the story?
a. His mother
a. To persuade the reader to buy a
b. Flopsy
bird
c. Mr. McGregor
b. To inform the reader about a bird
d. Mrs. McGregor
c. To announce the reader about
e. His father
finding a bird
d. To explain a bird in general
e. To amuse the reader about a farmer and a bird
22. What do we learn from the text? elephant‟s herd was totally set free. They
a. A gift shows kindness. danced with joy and thanked the rats.
b. Sufferings bring happiness.
c. Arguing makes you distressed.
25. What destroyed the homes of all rats ?
d. A good deed deserves a reward.
a. Group of mice did.
e. Having no heart makes you
b. The hunters did. isolated.
c. Elephant hunters did.
d. A group of elephants did discussed in the second paragraph?
23. What is the main information
e. Elephant‟s herd did
a. The bird left the farmer
26. Where did the story happen?
b. The birds welcomed the farmer
a. In the jungle
c. The farmer got a little casket from
b. In the black forest the birds.
c. In the home of mice group
d. The farmer was so angry and went
d. In the nests which had trapped the out to find the bird.
elephant‟s herd
e. The farmer was happy having got
e. Deep in the writer‟s mind
a box of precious stones.
27. How did the rats solve the problem?
a. The rats crushed the group of mice paragraph 3 mean?
24. What does the word “discovered” on
b. The elephant helped the rats and
a. Proved
their king
b. Found out
c. The rats trapped the group of mice
c. Saw
d. The group of mice told to the rats
d. Invented
e. The rats cut the nets which had
e. Believed trapped the elephant‟s herd
28. The type of this story is fable, Text 5 for question number 25-29
because….
a. It is a traditional story mice under a tree in peace. However, a
Once upon a time, there lived group
b. It used a magic group of elephants crossing the jungle
c. Animals as the characters unknowingly destroyed the homes of all
d. It is a comedy
the rats. Many of them were crushed to
e. It tells about human action death.
29. What does the word “summoned” Then the king of rats decided to
mean?
approach the elephant‟s chief and request
a. Ordered to come him to guide his herd through another
b. Asked to do
route. On hearing the sad story, the
c. Offered to come elephant‟s king apologized and agreed to
d. Got to make
take another route. And so the lives the rats
e. Forced to do
were saved. One day elephant hunters came to the
Text 6 for question number 30-32 jungle and tripped a group of elephants in
The old witch locked Hansel in a huge nets. Then the elephant king suddenly
cage and set Gretel to clean the house. She remembered the king of rats. He planned to eat them both. Each night the
summoned one of the elephant of his herd children cried and begged the witch to let which had not been trapped, to go seek
them go.Meanwhile, at home, their help from the king and told him about the
stepmother was beginning to wish she had trapped elephants.
never tried to get rid of the children. “I The rat‟s king immediately took his
must find them,” she said and set off into entire group of rats and they cut the nets
the forest.
which had trapped the elephant‟s herd. The
Many hours later, when her feet were paw upon the mouse, and opened his big tired from walking and her lips were dry
jaws to swallow him.
from thirst, she came to the cottage “Pardon, O King “cried the little belonging to the witch. The stepmother
mouse “forgive me this time. I shall never peeped though the window. Her heart cried
forget it: who knows I may be able to do out when she saw the two children.
you a good turn some of these days? ”. The She picked up the broom leaning
lion was so tickled at the idea of the mouse against the door and crept inside. The witch
being able to help him. Then he lifted up was putting some stew in the oven when
his paw and let him go. the stepmother gave her an almighty push.
On day the lion was caught in a trap. The witch fell into the oven and the
Some hunters who to carry him alive to the stepmother shut the door.
king, tied him to a tree while they went in „Children, I have come to save you,‟ she
search of a wagon to carry him in. Just then said hugging them tightly. I have done a
the little mouse happened to pass by and dreadful thing.I hope in time you will
see the sad plight in which the lion was. forgive me. Let me take you home and
The little mouse went up to him and soon become a family again. They returned to
gnawed away the ropes that bound the king their home and the stepmother became the
of the beats. Soon the little mouse had best mother anyone could wish to have, and
finished growing away the ropes, he asked of course they lived happily ever after!
the lion to run away.
33. What is the moral value of the text? step mother?
30. Which statement is TRUE about the
a. Don‟t look at the book from the
a. She was the witch‟s friend.
cover
b. She loved her stepchildren.
b. It is best to prepare for the days of
c. She hit the witch with a broom.
necessity
d. She locked her children in a cage.
c. Common people may prove great
e. She visited the witch to see her
ones
children.
d. United we stand, divided we fall
e. Honesty begins at home. stepmother shut the door.” (Paragraph
31. “The witch fell into the oven and the
34. What does the paragraph three tell 4).
about?
The underlined word can be replaced
a. The little mouse asked forgiveness by th e word …………..
b. The hunters carried the lion alive
a. Closed
to the king
b. Opened
c. The lion was tied to a tree by the
c. Painted
hunters
d. Marked
d. From the first, the lion believed in
e. Polished what the little mouse said
32. How did the witch die?
e. The little mouse could prove that
a. She was locked in her house.
he could help the lion
b. She was trapped in a cage.
35. What did the little mouse do to prove
c. She was hit with a broom.
his words?
d. She was burned in the oven.
a. He would never forget the lion.
e. She was pushed against the wall.
b. He tried hard to help the lion free.
c. He ran up and down upon the lion Text 7 for question number 33-36
d. He asked for apology to the king Once when a lion was asleep, a little
of the beast
mouse began up and down upon him; this