Here is the generic structure analysis of the text:
Orientation:
- Introducing the main character, Batara Guru Sahala.
- Providing background information about him (he was handsome, he liked fishing)
Complication:
- Batara Guru Sahala went fishing and caught a fish
- He was surprised by something he found in/about the fish
Resolution:
- The text does not provide a resolution as it ends after introducing the complication of Batara Guru Sahala finding something surprising in/about the fish he caught.
The text only provides an orientation by introducing the main character and setting up the background information along with a complication by describing the surprising event during
Konflik di Papua telah berlangsung lama dan menyebabkan banyak korban. Konflik ini disebabkan oleh eksploitasi sumber daya alam oleh pemerintah dan dominasi pendatang di Papua, serta upaya penindasan budaya dan politik terhadap penduduk asli. Upaya penyelesaian konflik melalui otonomi khusus belum berhasil membawa perdamaian yang berkelanjutan.
Tarian tradisional Indonesia memiliki berbagai jenis dengan ciri khas masing-masing. Tari Jaipong berasal dari Jawa Barat yang dinamis menggunakan busana berwarna cerah. Tari Dayak dari Kalimantan menggambarkan alam dengan gerakan seperti burung enggang. Tari Lebur Saketi dari Ponorogo menggunakan riasan raksasa untuk menggambarkan peperangan.
Makalah ini membahas tentang struktur batin dalam puisi. Terdapat 3 bab yang membahas pengertian puisi, unsur struktur batin puisi yakni tema, makna, dan contoh analisis struktur batin dalam puisi.
Dokumen tersebut menggambarkan perjalanan karier dan bisnis Chairul Tanjung, pengusaha Indonesia yang sukses. Ia memulai bisnis ketika kuliah kedokteran gigi dengan menjual buku dan kaos, lalu memiliki toko peralatan medis meskipun mengalami kegagalan. Kini ia memimpin Grup Para yang membawahi berbagai perusahaan seperti Trans TV, Bank Mega, serta bisnis properti dan multi media. Dokumen juga menjelaskan kunci
Konflik di Papua telah berlangsung lama dan menyebabkan banyak korban. Konflik ini disebabkan oleh eksploitasi sumber daya alam oleh pemerintah dan dominasi pendatang di Papua, serta upaya penindasan budaya dan politik terhadap penduduk asli. Upaya penyelesaian konflik melalui otonomi khusus belum berhasil membawa perdamaian yang berkelanjutan.
Tarian tradisional Indonesia memiliki berbagai jenis dengan ciri khas masing-masing. Tari Jaipong berasal dari Jawa Barat yang dinamis menggunakan busana berwarna cerah. Tari Dayak dari Kalimantan menggambarkan alam dengan gerakan seperti burung enggang. Tari Lebur Saketi dari Ponorogo menggunakan riasan raksasa untuk menggambarkan peperangan.
Makalah ini membahas tentang struktur batin dalam puisi. Terdapat 3 bab yang membahas pengertian puisi, unsur struktur batin puisi yakni tema, makna, dan contoh analisis struktur batin dalam puisi.
Dokumen tersebut menggambarkan perjalanan karier dan bisnis Chairul Tanjung, pengusaha Indonesia yang sukses. Ia memulai bisnis ketika kuliah kedokteran gigi dengan menjual buku dan kaos, lalu memiliki toko peralatan medis meskipun mengalami kegagalan. Kini ia memimpin Grup Para yang membawahi berbagai perusahaan seperti Trans TV, Bank Mega, serta bisnis properti dan multi media. Dokumen juga menjelaskan kunci
BUKTI-BUKTI KEHIDUPAN PENGARUH HINDU-BUDDHA YANG MASIH ADA PADA SAAT INIArmadira Enno
Pengaruh Hindu-Budha masih terlihat dalam berbagai aspek kebudayaan Indonesia, seperti seni bangunan candi yang memiliki unsur India dan Indonesia, seni rupa di candi yang menggambarkan cerita agama, dan penggunaan kalender Saka dan sistem pemerintahan kerajaan turun-temurun yang dipengaruhi oleh budaya India. Pengaruh lainnya termasuk seni sastra, wayang, kepercayaan, dan filsafat Indonesia yang terbentuk dari akulturasi antara bud
Antropologi perkotaan berkembang setelah antropologi memusatkan perhatiannya pada masyarakat primitif dan pedesaan. Perkembangan kota dan urbanisasi yang semakin pesat menarik perhatian antropolog untuk meneliti pola kehidupan, budaya, dan struktur sosial masyarakat perkotaan. Clifford Geertz dikenal sebagai salah satu pelopor antropologi perkotaan melalui penelitiannya di Jawa Timur pada 1940-an
Presentasi kehidupan politik ekonomi sosial budaya pada masa hindu budhaAnnisa Wakhidathus
Dokumen tersebut membahas tentang pengaruh budaya Hindu-Buddha di Indonesia pada masa lampau, khususnya di bidang bahasa dan sastra, politik dan sistem pemerintahan, ekonomi, agama dan kepercayaan, serta seni. Budaya Hindu-Buddha mempengaruhi perkembangan kerajaan, sistem kasta, dan kepercayaan masyarakat di Indonesia serta meninggalkan warisan berupa karya sastra, candi, patung, dan relief.
Perubahan sosial dalam bidang pendidikan terjadi karena adanya perubahan kurikulum, metode mengajar, dan cara belajar siswa. Perubahan kurikulum seperti dari KTSP ke Kurikulum 2013 bertujuan meningkatkan mutu pendidikan dan kreativitas siswa meski menemui hambatan seperti fasilitas yang kurang memadai. Metode belajar juga bergeser menjadi lebih modern dengan teknologi untuk mempermudah akses informasi walau dap
Dokumen tersebut membahas tentang makna denotasi dan konotasi. Makna denotasi adalah makna sebenarnya dari suatu kata sesuai dengan kamus, sedangkan makna konotasi adalah makna kiasan atau implikasi yang timbul dari penggunaan kata dalam kalimat. Diberikan contoh-contoh makna denotasi dan konotasi positif maupun negatif dalam beberapa kalimat.
Dokumen tersebut membahas tentang sosiologi sastra. Ringkasannya adalah:
Sosiologi sastra adalah pendekatan yang melihat karya sastra dalam hubungannya dengan masyarakat. Karya sastra dipandang sebagai cerminan kehidupan sosial dan budaya masyarakat. Sosiologi sastra berusaha memahami karya sastra dalam konteks sosial historisnya.
Mendeteksi butir butir penting dari buku pengayaan (nonfiksiMiftahulJannah316
Buku ini membahas tentang buku pengayaan nonfiksi, yaitu buku yang berisi pengetahuan ilmiah yang berguna untuk menambah pengetahuan pembaca tentang berbagai topik seperti kesehatan, teknologi, dan pendidikan. Buku pengayaan nonfiksi ditulis dengan bahasa yang mudah dipahami dan disajikan secara popular. Buku ini juga memberikan panduan untuk membuat ringkasan buku pengayaan nonfiksi dengan mengidentifikasi butir-but
Dokumen tersebut membahas tentang latar belakang dan tujuan pendidikan kewarganegaraan serta pengertian pendidikan kewarganegaraan menurut para ahli. Dokumen tersebut juga menjelaskan dasar hukum dan landasan hukum kewarganegaraan di Indonesia.
Musik klasik berkembang dari tradisi musik Barat sejak abad ke-9 hingga sekarang. Musik klasik memiliki notasi yang menentukan tinggi nada, ritme, dan dinamika. Musik klasik terbagi menjadi periode awal, praktik umum, dan modern berdasarkan perkembangan alat musik, gaya, dan teori musiknya.
This document contains details of 5 English lessons for Module 3. Lesson 1 includes activities on identifying sensory images in a song, analyzing a short story, identifying pronoun cases, performing a eulogy, and discussing Mother Nature. Lesson 2 covers distinguishing important points, analyzing a story's tone and purpose, critiquing a selection using pronouns, and writing a speech. Lesson 3 objectives are pointing out nature's feminine side, defining words, explaining how elements build a poem's theme. The activities provide guidance, references, and tasks to help students meet the learning targets.
Modul Bahasa Inggris Xii Unit 2 Narrative Tale And Lifesman 2 mataram
The document provides an overview of narrative text for an English class in Indonesia. It defines narrative, discusses the purpose and types of narratives. It also outlines the common components of narratives including setting, characters, plot, theme and vocabulary. The generic structure of narratives is explained as orientation, complication and resolution. Key language features of narratives such as using past tense, action verbs and chronological ordering are also highlighted.
BUKTI-BUKTI KEHIDUPAN PENGARUH HINDU-BUDDHA YANG MASIH ADA PADA SAAT INIArmadira Enno
Pengaruh Hindu-Budha masih terlihat dalam berbagai aspek kebudayaan Indonesia, seperti seni bangunan candi yang memiliki unsur India dan Indonesia, seni rupa di candi yang menggambarkan cerita agama, dan penggunaan kalender Saka dan sistem pemerintahan kerajaan turun-temurun yang dipengaruhi oleh budaya India. Pengaruh lainnya termasuk seni sastra, wayang, kepercayaan, dan filsafat Indonesia yang terbentuk dari akulturasi antara bud
Antropologi perkotaan berkembang setelah antropologi memusatkan perhatiannya pada masyarakat primitif dan pedesaan. Perkembangan kota dan urbanisasi yang semakin pesat menarik perhatian antropolog untuk meneliti pola kehidupan, budaya, dan struktur sosial masyarakat perkotaan. Clifford Geertz dikenal sebagai salah satu pelopor antropologi perkotaan melalui penelitiannya di Jawa Timur pada 1940-an
Presentasi kehidupan politik ekonomi sosial budaya pada masa hindu budhaAnnisa Wakhidathus
Dokumen tersebut membahas tentang pengaruh budaya Hindu-Buddha di Indonesia pada masa lampau, khususnya di bidang bahasa dan sastra, politik dan sistem pemerintahan, ekonomi, agama dan kepercayaan, serta seni. Budaya Hindu-Buddha mempengaruhi perkembangan kerajaan, sistem kasta, dan kepercayaan masyarakat di Indonesia serta meninggalkan warisan berupa karya sastra, candi, patung, dan relief.
Perubahan sosial dalam bidang pendidikan terjadi karena adanya perubahan kurikulum, metode mengajar, dan cara belajar siswa. Perubahan kurikulum seperti dari KTSP ke Kurikulum 2013 bertujuan meningkatkan mutu pendidikan dan kreativitas siswa meski menemui hambatan seperti fasilitas yang kurang memadai. Metode belajar juga bergeser menjadi lebih modern dengan teknologi untuk mempermudah akses informasi walau dap
Dokumen tersebut membahas tentang makna denotasi dan konotasi. Makna denotasi adalah makna sebenarnya dari suatu kata sesuai dengan kamus, sedangkan makna konotasi adalah makna kiasan atau implikasi yang timbul dari penggunaan kata dalam kalimat. Diberikan contoh-contoh makna denotasi dan konotasi positif maupun negatif dalam beberapa kalimat.
Dokumen tersebut membahas tentang sosiologi sastra. Ringkasannya adalah:
Sosiologi sastra adalah pendekatan yang melihat karya sastra dalam hubungannya dengan masyarakat. Karya sastra dipandang sebagai cerminan kehidupan sosial dan budaya masyarakat. Sosiologi sastra berusaha memahami karya sastra dalam konteks sosial historisnya.
Mendeteksi butir butir penting dari buku pengayaan (nonfiksiMiftahulJannah316
Buku ini membahas tentang buku pengayaan nonfiksi, yaitu buku yang berisi pengetahuan ilmiah yang berguna untuk menambah pengetahuan pembaca tentang berbagai topik seperti kesehatan, teknologi, dan pendidikan. Buku pengayaan nonfiksi ditulis dengan bahasa yang mudah dipahami dan disajikan secara popular. Buku ini juga memberikan panduan untuk membuat ringkasan buku pengayaan nonfiksi dengan mengidentifikasi butir-but
Dokumen tersebut membahas tentang latar belakang dan tujuan pendidikan kewarganegaraan serta pengertian pendidikan kewarganegaraan menurut para ahli. Dokumen tersebut juga menjelaskan dasar hukum dan landasan hukum kewarganegaraan di Indonesia.
Musik klasik berkembang dari tradisi musik Barat sejak abad ke-9 hingga sekarang. Musik klasik memiliki notasi yang menentukan tinggi nada, ritme, dan dinamika. Musik klasik terbagi menjadi periode awal, praktik umum, dan modern berdasarkan perkembangan alat musik, gaya, dan teori musiknya.
This document contains details of 5 English lessons for Module 3. Lesson 1 includes activities on identifying sensory images in a song, analyzing a short story, identifying pronoun cases, performing a eulogy, and discussing Mother Nature. Lesson 2 covers distinguishing important points, analyzing a story's tone and purpose, critiquing a selection using pronouns, and writing a speech. Lesson 3 objectives are pointing out nature's feminine side, defining words, explaining how elements build a poem's theme. The activities provide guidance, references, and tasks to help students meet the learning targets.
Modul Bahasa Inggris Xii Unit 2 Narrative Tale And Lifesman 2 mataram
The document provides an overview of narrative text for an English class in Indonesia. It defines narrative, discusses the purpose and types of narratives. It also outlines the common components of narratives including setting, characters, plot, theme and vocabulary. The generic structure of narratives is explained as orientation, complication and resolution. Key language features of narratives such as using past tense, action verbs and chronological ordering are also highlighted.
Metaphor & Idiom in EFL and ESL Teaching &Learningfaisal khallab
The document discusses conceptual metaphors and their role in productive fluency development and vocabulary teaching in English as a foreign language contexts. It addresses four main objectives: exploring alternative pathways to learning beyond memorization, metaphor and vocabulary teaching, learning idioms, and discussing the effectiveness of metaphor, idioms, and cultural awareness raising. Key points include how conceptual metaphors are based on understanding one domain in terms of another and how this can help expand word meanings for students.
This document provides guidance for analyzing how writers use structure and language to create effects in stories. It discusses analyzing verbs, tone, past and present tense, structural features like plots and themes, and language choices. Students will practice identifying these techniques in extracts from the story "When the Mountains Roared" and discussing how they influence the reader. The learning objectives are to understand how structure impacts a story, consider how verbs are used in descriptions, and develop skills in textual analysis and discussion.
Here are the questions with my oral responses:
1. Where is the story from?
The story is from Indonesia.
2. What is the name of the handsome man?
The handsome man's name is Batara Guru Sahala.
3. What did he catch one day while fishing?
He caught a fish that could talk.
4. What did the fish ask Batara Guru to do?
The fish asked Batara Guru to set it free.
5. What happened after Batara Guru set the fish free?
After setting the fish free, it changed into a beautiful woman.
6. Did Batara Guru and the woman get married
This document contains information about various genres or types of texts in English, including their communicative purposes, generic structures, and linguistic features. It discusses 10 common genres: recount, news item, procedure, description, narrative, report, analytical exposition, hortatory exposition, explanation, and discussion. For each genre, it provides characteristics, examples, and vocabulary. The document aims to help students understand different text types and their components to improve English communication skills.
patterns of paragraph developmentpatterns of paragraph developmentqueenpressman14
The document provides information on different patterns of paragraph development, including narration, description, definition, classification, and exemplification. It defines each pattern and provides examples. Narration involves telling a story chronologically. Description uses sensory details to depict people, places, or things. Definition explains the meaning and characteristics of a term. Classification sorts ideas into categories, while exemplification clarifies a topic using specific examples.
This lesson plan is for a 10th grade English class on narrative texts in the form of fables. The lesson will take place over two class periods of 45 minutes each. Students will learn about the social function, generic structure, and language features of fables. They will then work in groups to create and present short oral narratives using "good morning ball game" as a technique. Student understanding and performance will be assessed using a speaking rubric that evaluates effort, comprehension, pronunciation, requirements, and delivery.
Reading narratives is essential for learning as it develops critical thinking, empathy, and creativity. Narratives offer a unique perspective that cannot be found in other materials. To gain a deeper understanding, readers should use strategies like identifying the main idea, making connections, visualizing scenes, and asking questions. It is important to determine key ideas, cite evidence to support statements, and analyze the author's message and themes expressed. Overall, reading narratives cultivates important learning competencies.
This document discusses strategies for analyzing and engaging with changing landscapes in literature and literacy. It provides examples of new genres that blur traditional lines, such as mashups, multimedia works, and reimaginings of classic texts. The document recommends techniques for actively reading texts, including previewing works, annotating, outlining/summarizing/analyzing, and looking for repetitions and patterns. It suggests applying these techniques to new forms of literature to develop deeper understanding and classroom applications.
Here are the focus questions and tasks for your Frankenstein homework:
Red quotation strip focus question:
How does the characterisation of the Monster contribute to the theme of 'the unnatural'?
Green quotation strip focus question:
How does Victor's attitude towards the Monster contribute to the theme of 'the unnatural'?
Tasks:
1. Do at least one full TEPEE annotation for a quotation from the red strip.
2. Do at least one full TEPEE annotation for a quotation from the green strip.
3. Choose one quotation from each strip and write up your annotations into full TEPEE paragraphs.
The annotations should:
- Identify techniques
- Link
The document provides an overview of text types, language functions, and lesson materials for an English language program across various grades and semesters. It outlines the different text types and language functions students will be exposed to, such as recounts, narratives, procedures, reports, and more. Schematic structures and linguistic features of key text types are also defined. Basic competencies expected of students for listening, speaking, reading and writing are described. Examples of assessment items are included to illustrate the skills being tested.
The document provides lesson plans and reading materials for teaching students about paleontologists and how they help us understand dinosaurs. It includes links to videos about paleontologist theories that turned out to be true. The main text is about the biography of Waterhouse Hawkins and how he created the first life-sized models of dinosaurs in 1854.
This document provides an overview and discussion questions for analyzing the novel "The Curious Incident of the Dog in the Night-Time" by Mark Haddon. It examines the distinctive characteristics of the text including the narrator, themes, settings, narrative elements, language, form/structure, characters, and whether it can be considered a young adult or adult novel. Activities are suggested to develop an understanding of how these textual features shape meaning and establish the novel's qualities.
Lesson Plan Narrative text_Fable KD 3.14 Grade VIIIListi Wira
This lesson plan is for an 8th grade English class on narrative texts in the form of fables. The lesson has several learning objectives related to identifying the social function, language features, and generic structure of fables. Students will read and analyze a short fable, identifying its components. They will then write the moral of the story. The lesson incorporates group work, discussion, and a worksheet to help students meet the objectives of understanding fables as a narrative text type.
This lesson plan aims to teach English to 4th grade students at a lower secondary level (B1-B2) through analyzing Roald Dahl's story "What Would You Change?". The plan includes general objectives of improving reading, communication, confidence skills. Specific objectives are to introduce English literature, learn about Dahl's topics, review grammar and increase vocabulary. Activities include prereading, reading chapters over weeks, vocabulary, film viewing, discussions, dramatized dialogues, and analyzing values themes. Student progress will be assessed on comprehension, grammar, expression, and analysis skills. The teachers designed an innovative approach but have not tested it in a real classroom context.
This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.
The document is a module on teaching narrative storytelling in English for 11th grade students. It includes:
1) An introduction to narratives, their purpose of entertaining and informing, and their typical structures of orientation, complication, and resolution.
2) Learning objectives focused on listening to and retelling narratives, as well as reading and writing narratives.
3) Details on the generic structure of narratives, including setting, characters, plot, theme, and language features like dialogue and descriptive language.
4) Examples of narrative text types and their common elements of setting, characters, plot, theme, and vocabulary.
This document discusses different patterns of paragraph development, including narration, description, and definition. It provides examples of each pattern and activities for students to practice each one. For narration, it emphasizes using transitional words to show chronological order of events in a story. Description involves using sensory details and imagery. Definition explains meanings precisely through examples, facts, and distinguishing characteristics. Students are asked to write paragraphs using each development pattern.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Narrative Module
1. PAGE I
KATA PENGANTAR
Sejak diberlakukannya Permendiknas 22 tahun 2006 ten-
tang Standar Isi , pembelajaran Bahasa Inggris di SMP meng-
gunakan pendekatan berbasis jenis teks ( Genre Based Ap-
proach ).
Jenis-jenis teks yang diajarkan di SMP meliputi Descrip-
tive text, Procedure text, Recount text, Report text dan Narrative
text.
Modul ini berisi rangkuman berbagai materi mengenai
jenis Narrative Text, tujuan komunikasi, struktur dan ciri-ciri ke-
bahasaannya yang dapat membantu siswa dalam memahami dan
menguasai jenis Narrative Text .
Modul ini juga diperlengkapi dengan Materi Pembahasan
dan contoh-contoh analisis teks berbentuk naratif serta latihan
dan materi tes ketrampilan berbahasa Reading (membaca), dan
Writing (menulis), yang diambil dari berbagai sumber.
Tiada gading yang tak retak, sangat disadari bahwa
modul ini jauh dari sempurna sehingga kritik dan saran yang
membangun sangat diharapkan.
Semoga modul ini bermanfaat.
Semarang, Januari 2011
Penulis
2. PAGE II
Daftar Isi
Kata Pengantar …………………………………….. i
Daftar Isi …………………………………………… ii
Petunjuk Siswa …………………………………….. 1
Standar Kompetensi, Kompetensi Dasar, Indikator . 2
Dan Tujuan Pembelajaran
Materi Pembahasan ,……………………………… 5
Analyzing The Generic Structure ………………… 16
Exercises …………………………………………. 21
Test ……………………………………………….. 30
Daftar Pustaka ……………………………………. 41
Kunci Jawaban …………………………………… 42
3. UNDERSTANDING TEXT TYPES 1
PEMBELAJARAN TEKS BERBENTUK NARRATIVE
UNTUK SISWA KELAS IX SEMESTER 2
Nuning Purnamawati
NIP. 19670602 199403 2 005
4. PAGE 1
Petunjuk Siswa
Siswa mempelajari Materi Pembahasan tentang Narrative
Text sebelum menerima penjelasan guru. Siswa mencatat
kata-kata sulit untuk ditanyakan kepada guru.
Dalam mempelajari contoh-contoh menganalisa Narrative
Text dan latihan-latihan akan dipandu oleh guru.
Langkah terakhir adalah siswa mengerjakan test secara
mandiri.
5. PAGE 5
MATERI PEMBAHASAN
A. WHAT IS NARRATIVE TEXT ?
Narrative is an account of a sequence of events, usu-
ally in chronological order. Relating to kinds of text, which
student has to complete studying in high school, narrative is
a text which retells the story or previous experiences.
The purpose of the text is to entertain or amuse read-
ers or listeners about the story.
6. PAGE 6
B. FORMS OF NARRATIVES TEXT
Common forms of narrative text which are studied in high
school are:
1. Legend
A legend is a narrative of human actions that are perceived
both by teller and listeners to take place within human his
story. Typically, a legend is a short,traditional and historicized
narrative performed in a conversational mode. Some define
legend as folktale.
The example of legend in narrative text are :
Sangkuriang
Malin Kundang
The legend of Tangkuban Perahu
The story of Toba lake , etc
7. PAGE 7
2. Fable
A fabel is a short allegorical narrative making a moral point,
traditionally by means of animal characters who speak and act
like human beings.
The example of fable in narrative text are:
Mousedeer and crocodile.
The Ants and the Grasshopper
The smartest parrot, etc
8. PAGE 8
3. Fairy tale
A fairy tale typically features such folkloric characters as fair-
ies, goblins, elves, trolls, dwarves, giants or gnomes, and usu-
ally magic or enchantments. The example of fairy tale in nar-
rative text are:
Cinderella
Snow white
Pinocchio
Beauty and the beast
The story of Rapunzel, etc
9. PAGE 9
4.Science Fiction
Science fiction is fiction based upon some imagined develop-
ment of science, or upon the extrapolation of a tendency in
society. Science fiction is that class of prose narrative treating
of a situation that could not arise in the world we know. Some
examples of science fiction are:
To the Moon from the Earth by Jules Verne
Starship Trooper by Robert Heinlein
A Space Odyssey by Arthur C. Clarke
10. PAGE 10
C. THE SOCIAL FUNCTION OF NARRATIVE TEXT
The social function ( the purpose/the goal ) of narrative
text is to tell stories or past events and entertain the readers or
listeners about the story.
.
D. GENERIC STRUCTURE OF NARRATIVE TEXT
Orientation:(Beginning or introduction)
Introduces main characters, setting and time.The open-
ing paragraph introduces characters / participants of the
story and sets the scene (it answers the questions who,
when, what and where)
Complication:(Middle)
The problem happens among the characters .It is about
the problems which involve the main characters in the
story developed
Resolution:(Ending)
The problem is dissolved. It is about how the problems
in the story are solved (better or worse). Here, the main
characters find ways to solve the problems.
11. PAGE 11
E. LANGUAGE FEATURES OF NARRATIVE TEXT
Using processes verbs
Using temporal conjunction (Penggunaan kata pen-
ghubung yang menunjukkan waktu ex : One day, a week,
later, then, a long, long time ago, when, etc
Using Simple Past Tense (Penggunaan Tenses Masa
Lampau)
SIMPLE PAST TENSE
A. THE USE :
TO DESCRIBE THE ACTION THAT HAPPENED IN THE
PAST.
B. THE FORMS :
VERB 2
(+) SUBJECT + VERB 2 + COMPLEMENT
(--) SUBJECT + DIDN’T + VERB 1 + COMPLEMENT
(?) DID + SUBJECT + VERB 1 + COMPLEMENT + ?
TO BE 2 ( WAS , WERE )
WAS IS USED IF THE SUBJECT : I, HE, SHE, IT
WERE IS USED IF THE SUBJECT : YOU, WE , THEY
C. THE ADVERB OF TIME :
YESTERDAY (KEMARIN)
LAST……(YANG LALU)
LAST WEEK( MINGGU YANG
LALU)
LAST MONTH
LAST YEAR
LAST SUNDAY
LAST MONDAY
……. AGO (YANG LALU)
TWO DAYS AGO
THREE WEEKS AGO
A YEAR AGO
12. PAGE 12
VERB 1 VERB 2
DO DID
CUT CUT
EAT ATE
WRITE WROTE
GO WENT
SAY SAID
DRIVE DROVE
READ READ
COOK COOKED
BORROW BORROWED
HELP HELPED
PAINT PAINTED
GET GOT
CLEAN CLEANED
STUDY STUDIED
READ READ
SPEAK SPOKE
TELL TOLD
SWEEP SWEPT
HAPPEN HAPPENED
END ENDED
PRAY PRAYED
DANCE DANCED
TRY TRIED
FOLLOW FOLLOWED
DRINK DRANK
LIVE LIVED
LEAVE LEFT
BEGIN BEGAN
START STARTED
BUY BOUGHT
BRING BROUGHT
DRAW DRAWED
TEACH TAUGHT
SLEEP SLEPT
LEARN LEARNED
Take TOOK
PUT PUT
HIT HIT
13. PAGE 13
Using noun phrases
(Penggunaan frasa kata benda yang kaya dengan
adjective ,
misalnya : long black hair, two red apples.
Using Pronouns ,
example: I, me, they, their, its, it etc.
Using Nouns,
example :: traveler, bundles, tree, road, stepsister,
housework (pekerjaan rumah tangga), etc.
Using Saying verb yang menandai ucapan
example said, told, promised dan thinking verb
yang menandai pikiran, persepsi atau perasaan
tokoh dalam cerita misalnya : thought, understood,
felt etc.
14. PAGE 14
F. TYPES OF NARRATIVE:
1. Adventure narrative that contain about the struggle,
dangerous, survived, heroic, treacherouse.
2. Fiction narrative that contain about the aliens, laser,
space suttle, dimension, mutant.
3. Fantasy narrative that contain about magical, appari-
tion, vanishing, shimmering, supernatural.
4. Romance narrative that contain about the embrace,
jealously, desire, true love etc.
5. Mystery / crime narrative that contain about identify,
investigate, secret, surveillance.
6. Historical narrative that contain about the historical of
country, town, city and land.
15. PAGE 15
Istilah-istilah penting yang perlu diketahui dalam Narrative
Genre :
Specific/individual participant : Tokoh cerita bersifat
spesifik atau khusus, yang mengacu pada satu atau
beberapa individu dan tidak berlaku pada semua/
general.
Material Process disebut juga dengan istilah “Action
verb” yaitu kata kerja yang mengacu pada aksi atau
tindakan dari si tokoh, misalnya : makan (eat/ate/
eaten), tidur (sleep/slept), berenang (swim/swam/
swum),dll.
Behavioral process disebut juga dengan istilah
lain “Verbal process” atau “speaking verbs” misal-
nya, say, tell,speak, etc.
Relational Process disebut juga dengan isti-
lah “Linking verb” (Kata kerja penghubung) yang
berguna untuk menghubungkan subjek dengan pe-
lengkap (sebagai Subject Complement). misalnya, to
be (is,am,are,was,were) taste, look, seem, become,
smell, consist of, derive from, function as, etc.
Mental Process disebut juga “Thinking verb” yaitu
kata kerja yang berhubungan dengan persepsi panca
indra atau persepsi batiniah, misalnya guess, think,
feel, etc.
Temporal conjunction : Konjungsi/kata penghubung
waktu yang menghubungkan kejadian satu dengan
yang lain, misalnya firstly, then, next, afterthat,
meanwhile, at that time, etc.
Temporal circumstance : Keterangan waktu, misal-
nya Once, once upon time, etc.
16. PAGE 16
ANALYZING THE GENERIC
STRUCTURE
Tittle :The Ant and the Dove
Orientation There was once a little black ant that has
ever been saved by a kind white dove
form a danger searching for food at the
bottom of the tree.
Suddenly he heard something moving
slowly nearby.
Complication Looking up the saw a cruel-looking man
stalking forward toward the tree. He had
a big gun which he kept pointed up in
the air, ready to shoot.
How horrified our friend must have felt,
for at that moment he caught sight of his
friend, the dove in that tree. The dove
had saved his life
Quickly, and with all his strength, the ant
ran up the tree, calling the bird to fly
away.
Resolution The bird recognized her fiend, the ant
and in a twinkle she had spotted the man
with the gun. Quikcly she flew away,
and the bird was out of sight in a
moment.
Reorientation The ant was so happy because he had
been able to warm this friend in time
and so save the bird a horrible death.
17. Analyzing Text PAGE 17
Example 1.
Cinderella
Once upon a time there was a girl
called Cinderella. She lived with her
stepsisters. They were very bossy. They
made Cinderella do all the housework.
One day an invitation to the ball came to the family.
Her stepsisters would not let her go. Cinderella was sad be-
cause she wanted to go to the ball too. Her stepsisters went to
the ball without her.
Fortunately, the fairy Godmother came and helped her
to get to the ball. At the ball, Cinderella dance with the prince.
The prince fell in love with her then married her. They lived
happily ever after.
A. Generic Structure Analysis
Orientation : introducing participants,
Cinderella and her stepsisters. They lived to
gether once time
Complication : describing the conflict among the participants.
Cinderella wanted to come to the ball but her s
tepsisters did not let her go
Resolution : stating a problem solving, a happy ending.
A fairy Godmother helped her to come to the
ball
18. PAGE 18
Analyzing Text
B. Language Feature Analysis
Process verb : did, helped, fell in love,
lived
Simple past tense pattern : there was a girl,
she lived,
an invitation came to the
ball, etc
Pronouns : She, her, they
Nouns : girl, stepsisters,
Cinderella, housework,
invitation, ball, family,
fairy God mother, prince.
C. Social Function of Narrative
Purpose of narrative is to amuse, / entertain and to deal
the reader.
19. Analyzing Text PAGE 19
Snow White
Once upon a time there lived a little, named Snow
White. She lived with her aunt and uncle because her parents
were died.
One day she heard her aunt and uncle talking about
leaving Snow White in the castle because they wanted to go to
America and they didn’t have enough money to take Snow
White with them.
Snow White didn’t want her uncle and aunt to do this.
So she decided to run away. The next morning she run away
from home when her aunt and uncle were having breakfast,
she run away into the wood.
In the wood she felt very tired and hungry. Then she
saw this cottage. She knocked but no one answered so she
went inside and felt asleep
Meanwhile seven dwarfs were coming home from
work. They went inside. There, they found Snow White woke
up. She saw the dwarfs. The dwarfs said; “What is your
name?”. Snow White said; “My name is Snow White”. One of
the dwarfs said; “If you wish, you may live here with us”.
Snow White told the whole story about her. Then Snow white
and the seven dwarfs lived happily ever after.
20. PAGE 20
Analyzing Text
A. Generic Structure Analysis
Orientation : introducing specific participants; Snow White
Complication : revealing a series of crisis: Snow White’s aunt
and uncle would leave her in a castle, Snow
White run away, Snow White felt hungry in
the wood.
Resolution : the crisis is resolve: the dwarfs permitted
Snow White lived in their cottage .
B . Language Feature Analysis
o Using saying verb : answered
o Using thinking verb : decided
o Using action verb : run away
o Using time conjunction : once upon a time, one day
o Using connectives : then, meanwhile
o Using past tense : he heard her uncle
21. Exercises PAGE 21
Task 1. Read the text and then analyze the generic structure of the
text !
The Legend of Toba Lake
Once upon time, there was a handsome man. His name was
Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was
surprised to find out that the fish could talk. The fish begged him to set
it free.
Batara Guru could not bear it. He made the fish free. As soon as
it was free, the fish changed into a very beautiful woman. She attracted
Batara Guru so much. He felt in love with that fish-woman. The woman
wanted to marry with him and said that Batara Guru had to keep the se-
cret which she had been a fish. Batara Guru aggreed and promised that
he would never tell anybody about it.
They were married happily. They had two daughters. One day
Batara Guru got very angry with his daughter. He could not control his
mad. He shouted angrily and got the word of fish to his daugters. The
daughters were crying. They found their mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise.
The mother was shouting angrily. Then the earth began to shake. Volca-
noes started to erupt. The earth formed a very big hole. People believed
that the big hole became a lake. Then this lake is known as Toba lake.
Generic Structure:
ORIENTATION : ………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………...
COMPLICATION : ………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………...
RESOLUTION : ……………………………………………………………………………...
………………………………………………………………………………
……………………………………………………………………………...
22. PAGE 22
THE FAIRY TULIP
Once upon a time, there was a good old woman who
lived in a little house. She had a bed in her beautiful striped
tulip garden. One night, she was awakened by the sound of
sweet singing and babies laughing. The sounds seemed to
come from the tulip bed., but she could see nothing.
On the following night she was again awakened by the
sweet singing and the babies' laughing. She arose and walked
quietly to the garden. To her surprise, she saw a little fairy
mother crooning and rocking athe flower like a cradle. In each
cup of the flower lay a little fairy baby playing and laughing.
The old woman walked back to her house, and from
that time on she never picked the flowers, nor did she allow
her neighbours to touch them.
(TARGET Bahasa Inggris SMP kelas VIII)
Generic Structure:
ORIENTATION : ………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………...
COMPLICATION : ………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………...
RESOLUTION : ……………………………………………………………………………...
………………………………………………………………………………
……………………………………………………………………………...
23. PAGE 23
Task 2. Read the text and answer the questions that
followed !
Why Doesn’t a Bear Have a Long Tail?
One afternoon, a mouse deer was sitting in a pit,
eating nuts. He heard a tiger was coming closer and he thought
the tiger was going to eat him.
The mouse deer was very scared and his heart beat so hard.
Then, an idea came to his mind and he made a loud noise of
chewing nuts, saying, "Wow, how delicious is this tiger's eye!"
He repeated it for five times.
Tiger, the king of jungle, was so scared to hear that and he
moved back.
Tiger met a bear on the way and he said, "Hey, Bear. Do
you hear what did the animal on the pit over there, eating tiger's
eyes?"
Bear said, "I don't know, Your Majesty,"
Tiger said, "Then let's see."
Bear replied "But I'm scared, Your Majesty"
Tiger said, "Don't worry. Let's make a deal with me. We're go-
ing to stay together, uniting our tails. If anything happens, both
of us will face it."
Tiger and Bear tied their tails and moved into the pit
with full cautions because they were expecting to see a big en-
emy.
The mouse deer was surprised again.
He thought quickly and yelled, "Oh, that's the glutton tiger! His
father owes us a white bear, now he will pay us with a black
bear. Come on black, over here."
Bear was so surprised. "Hey, it's a Tiger's trick! He wanted to
use me to pay his father's debt!"
24. PAGE 24
Bear went into a panic, which also made Tiger panic
because they were tied each other.
Accidentally, Tiger stepped on the Bear's tail, then
jumped. Bear was beaten on the ground hard, and his tail was
cut off.
That's why Bear doesn't have long tail.
Thus the mouse deer escaped from the tiger twice.
(Sahadadi Mulyana: 2004)
Question
1. What does the story tell you?
……………………………………………………………
……………………………………………..
2. Who are the main characters of the story?
……………………………………………………………
……………………………………………..
3. Where is the setting of the story ?
……………………………………………………………
……………………………………………..
4. Why did the mouse deer feel so scared?!
……………………………………………………………
……………………………………………..
5. What did the mouse deer do to frighten the tiger?
……………………………………………………………
……………………………………………..
6. How did the bear lose his tail? Tell us!
……………………………………………………………
……………………………………………..
7. Is there any moral value of the text above? Mention!
……………………………………………………………
……………………………………………..
25. PAGE 25
Task 3. Complete the story with the words in the box.
Long time ago, _________(1) Arthur and his queen
whished for a child. At last a daughter was born. They named it
Regina. To ________(2) the baby princess, the King held a
great party. Nobles and peasants, __________(3) and their la-
dies, were invited. All were in the joyful moment. King Arthur
also invited his good friend, Baron Camelot. The Baron
brought his young son, ______(4) Henry, with him.
Among the quests were one good ________(5). She
was Catherine . She wished the _________(6) with a gift.
Waving her hand, Catherine said, “ My gift shall be…..,”
Before she could continue her speak, the _________(7)
door flew open. It was the devil ______(8) named Darkea.
She was furious because the King didn’t invite her to the_____
(9) . “ And my gift for the child is,” said the witch, “ before the
sun sets on her seventeenth birthday, she shall prick her finger
on the spindle of a spinning wheel and sleep forever.”. Then
she disappeared.
But Catherine was still there. She said, “ When there’s
true love’s kiss, the _______(10) shall break and the princess
open her eyes.”.
(Adapted: http/www.geocities.com/disneywonders/story4.html)
Castle spell feast King prince Princess knights
honor fairy witch
26. PAGE 26
Text Organi- A Bat and The Weasels Language Features
zation
Orientation One evening, a bat went out to
when hunt for food even though he was Action Verbs
who not well. As he flew after some (Red Color)
where insects, he felt dizzy and fell to
the ground in a field.
Complication Before he could get up, a weasel
A crisis arises pounced on him. “Please, Mr. Saying Verbs
Weasel,” the bat pleaded,” please (In Italics)
let me go!”. The weasel just
laughed, “Certainly not! I am a
great hunter of birds!”
Resolution Thinking quickly, the bat replied,”
The crisis is Oh, but I am not a bird, I am a Feeling verbs
resolved mouse. Look closely at my face. (in bold)
Don’t I look like a mouse?”. The
weasel agreed and let him go.
Complication Time conjunc-
A short time later, the bat fell to
Another crisis the ground again and was caught tions and connec-
arises by a second weasel. Once again, tives
he had to plead for his life. “Why
(underlined)
shouldn’t I kill you? I hunt mice!
Exclaimed the weasel.
Resolution “Oh, but I am not a mouse,” he
The crisis is answered. “ I am a bat. Have you
resolved ever a mouse with wings?” he
asked, spreading his wings for the
weasel to see. The weasel was
convinced and set him free.
Rose Wilson,2003:12
27. PAGE 27
Task 4. Answer the following questions
1. What does the writer want with the story?
______________________________________________
_____________________________
2. In which part does the writer identify the main character of the
story?
______________________________________________
_____________________________
3. In which part does the writer identify the time and place where
the story happened?
______________________________________________
_____________________________
4. Who are the characters in this story?
______________________________________________
_____________________________
5. Who is the main character?
______________________________________________
_____________________________
6. When did the story happen?
______________________________________________
_____________________________
7. Where did this story take place?
______________________________________________
_____________________________
8. What do you learn from the complication?
______________________________________________
_____________________________
9. What do you learn from the resolution?
______________________________________________
_____________________________
10. What moral do you learn from this story?
____________________________________________________
_______________________
28. PAGE 28
Task 5. Read this jumbled story, then arrange it into cor-
rect order
A. The underworld went to Hades (Pluto). He is not only
called the God of Death but also the God of Wealth be-
cause of the precious metals hidden in the earth.
B. The story goes that Cronus learned that one of his chil-
dren would overthrow him. To prevent this, every time
Rhea gave birth to a child he would swallow it. How-
ever, when their son Zeus (Jupiter) was born, Rhea had
him hidden on the island of Crete. Then she presented
Cronus with a stone, instead of the baby, wrapped in
swaddling clothes. Cronus swallowed the stone, and
Zeus grew to manhood. Zeus then forced his father to
disgorge his brothers and sisters, and with their help
overthrew Cronus and the other Titans.
C. The greatest power in this new universe went to Zeus,
who ruled over all gods and men from his palace high on
mount Olympus. He was the God of justice and the God
of oaths and hospitality. He married his sister Hera, and
together they became the heads of a divine family made
up of themselves and ten other gods and goddesses.
D. In the beginning, according to the ancient Greeks, there
was Chaos – a great mass of darkness without shape or
sound or meaning. Out of this grew Night and Erebus,
the shadowy world under the earth, which is the home
of death. The came a wonderful thing called Love,
which produced Light and Day. Mother earth, called
Gaea, appeared next with Heaven’s blue, star-studded
dome on high.
29. PAGE 29
E. One brother, Poseidon, ruled the sea. He always carried
a three-pronged spear. When he drove his golden
chariot over the waters, they became calm and smooth
before him.
F. Now that Zeus and his brothers and sisters had power
over the universe, they drew lots to see who should con
trol different kingdoms
G. Monsters first inhabited this mythological world, but in
time giants called Titan drove them out. Cronus was
the ruling Titan, and Rhea, his sister, was his queen
(Buku Paket Bahasa Inggris Kelas III Program Bahasa: 1999)
Put the result of your discussion into this chart.
1. __________
2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
30. PAGE 30
TEST
Choose the correct answer by crossing a,b,c,d or e
The Princess and the Bowling Ball
Once upon a time there was a Prince. And this Prince’s
dad and mum somehow got it into their royal heads that no prin-
cess would be good enough for their boy unless she could feel a
pea trough one hundred mattresses .
So it should come no surprise that the Prince had a very
hard time finding a Princess. Every time he met a nice girl, his
mum and dad would pile one hundred mattresses on top of a pea
and then invite her to sleep over.
When the Princess came down for breakfast, the queen
would ask, “How did you sleep dear?”.
The Princess would politely say, “Fine, thank you.”
And the King would show her to the door.
Now this went for three years. And of course nobody ever
felt the pea under on hundred mattresses .Then the Prince set up a
plan. He invited a Princess to sleep over in the palace. The Prince
told her what must she said in the next morning.
When the Princess came down for breakfast the next
morning, the Queen asked, “ How did you sleep, dear?”.
“This might sound odd” said the Princess. “But I think
you need another mattress. I felt like I was sleeping on a lump as
big as bowling ball.”
The King and Queen were satisfied, and the Prince and
The Princess were married. And everyone lived happily, though
maybe not completely honestly, ever after.
(Paket Bahasa Inggris Kelas 3 SMA jurusan Bahasa, 1994)
1. Dina : What kind of text is it?
Arif : It is … text.
A. Procedure C. narrative
B. Recount D. eport
31. PAGE 31
2. Shania : What is the purpose of this text?
Dania : It is used to ……
A. explain the audience how or why something occur
B. tell about embarrassing or unforgettable experience
C. tell about funny stories
D. amuse or entertain the audience
3. Sandra : If I’m not mistaken, our teacher had explained
about the generic structure of the text above.
But, I forget it. Can you tell me?
Dyah : Of course, they are…
A. Orientation, events, re-orientation.
B. Orientation, events, twist
C. Orientation, complication, resolution
D. Issue, argument for, argument against, conclusion.
4. Alifa : What kind of tense is mostly used in the text?
Aliya : It uses ……..
A. simple present tense C. present continuous tense
B.simple past tense D. past continuous tense
5. Sherly : How long did the Prince have hard time to find
the suitable Princess for him?
Carly : It took about …
A. two years C. our years
B. three years D. five years
6. Rina : How the King and the Queen tested the princess
for their Prince?
Nadia : They asked the Princess…..
A. to have breakfast with them
B. to sleep over in the palace.
C. To talk about their personal experience
D. To sleep through 100 mattresses to feel a pea.
7. Satrio : And everyone lived happily, though maybe not
completely honestly, ever after. What is the
closest synonym for the underlined word?
Sari : I think it is …. .
A. Lasting C. ended
B. forever D. forward
32. PAGE 32
The Legend of Prambanan Temple
A long time ago in Prambanan palace, lived a king
named Baka with his beautiful daughter called Roro
Jonggrang. Many rulers wanted to marry Roro, so they
competed for her. When Bandung Bondowoso con-
quered Prambanan, he managed to kill King Baka in a
battle.
Bandung let Roro live, but she was supposed to
marry Bandung. However she refused to marry him vol-
untarily. Her refusal made Bandung humiliated and of-
fended. Although Roro had tried to escape, her struggle
was in vain.
Finally, Roro agreed to marry Bandung, but on one
condition: Bandung had to build her a big wonderful pal-
ace with one thousand statues in it. Also, the task must
be completed before the sun rose. Bandung agreed, he
was so confident he could complete the task easily.
Bandung immediately called his invisible friends
for help. They did what their master ordered. The work
had started and it seemed the palace would be soon com-
pleted before dawn. Knowing it, Roro was worried.
“What can I do?” Roro thought in panic. Suddenly, she
had an idea. She awoke her maids and nannies, then
asked them to do their daily routines as if morning had
come. They also made shadow as if there was a sun in
the sky.
Bandung was stunned. The sky looked red, the
roosters started crowing, and the people pounded rice.
Meanwhile, the job had not been finished yet. The evil
spirits disappeared because they were scared of light.
They hurriedly left Bandung worked to build his palace
and temples alone.
33. PAGE 33
When Bandung realized that Roro had used
tricks, he was very angry. He then cursed her. He turned
her into a stone, which completed the palace and tem-
ples. Even today, the statue of Roro Jonggrang remains
in the temple.
8. Who was the King of Prambanan Palace?
A. Baka
B. Prambanan
C. Roro Jonggrang
D. Bandung Bondowoso
9. Why was Bandung stunned?
A. Because Roro agreed to marry him.
B. Because the job had been finished.
C. Because Roro turned into a statue.
D. Because he thought that the morning had come.
10. “When Bandung Bondowoso conquered Prambanan…” (Par
1, line 3)
The underlined word has a similar meaning with …
A. hit
B. ruled
C. defended
D. uninhabited
11. What moral value can you learn from the story?
A. We should appreciate what Bandung Bondowoso did.
B. We should not follow what Roro Jonggrang did.
C. One will get deed that he/she has done.
D. One may trick to other if it is possible.
34. PAGE 34
The Stingy and the Generous
Long, long time ago there lived two brothers. They had
completely different characters. The big brother was very stingy
and greedy. He never shared his wealth with poor people. The
little brother was exactly the opposite. He was generous and
kind to poor people. He even had no money left because he had
shared it with the poor.
One day the generous brother was sitting in his garden
when suddenly a little bird fell on his lap. It was wounded. He
took care of it, fed it, and put it in a nice cage. After the bird was
healthy, the generous brother let it fly. After some time the bird
returned to him and gave him a watermelon seed.
The generous brother, then, planted the seed and watered
it until it grew into a good watermelon plant. Yet, the plant was
very strange. It had only one fruit; a big and heavy one. When
the watermelon was ripe enough, the generous brother picked it
and cut it into two. How surprise he was. The watermelon was
full of gold.
The generous brother sold the gold and became very rich. He
built a big house and bought very large field. Still, he never for-
got to share his wealth with the poor.
12. How did the generous brother get the watermelon
seed?
A. Finding in the field
B. Curing a wounded bird
C. Planting the watermelon
D. Asking for the seed to his brother
13. What is the main idea of the first paragraph?
A. They had completely different characters
B. He never shared his wealth with poor people
C. Long time ago there lived two brothers.
D. He generous and kind to poor people
35. PAGE 35
14. What can you learn from the story?
A. Being greedy is a fault.
B. Helping people is a must
C. Having good behaviour causes good things in return
D. Sharing your money with others make you poor
15. The best arrangement of the following sentences is ....
1. When he opened his mouth, his piece of meat fell into
the water and was gone.
2. On the way home, he came to a bridge over a river.
3. In the river he saw another dog with a piece of meat.
4. Once, a dog was carrying a piece of meat home.
5. He wanted that meat too, so he tried to bite the other
dog.
6. Finally he went home with nothing.
7. As he crossed over the bridge, he looked down into the
river.
A. 3 – 5 – 6 – 2 – 4 – 7 – 1
B. 3 – 5 – 2 – 6 – 4 – 7 – 1
C. 4 – 2 – 3 – 1 – 5 – 7 – 6
D. 4 – 2 – 7 – 3 – 5 – 1 – 6
THE SHIRT OFA HAPPY MAN
There was once a king who was very powerful and rich.
But he was unhappy, because he felt ill all the time. No doctors
knew how to cure him, nor did any medicine do him good.
One day, he called all his wise men to his palace and asked
them what to do. “There is only one way”, said a very old man. “If
you can find a happy man, take his shirt and wear it, you’ll be soon
cured“
So the King sent his men to search far all the happy men.
They traveled all over the country, but they could not find one.
There was no body who was completely satisfied.
36. PAGE 36
The men were very tired of their long search, and did not
know when to go home. Just as they were worrying about that,
they saw a workman who was singing merrily while he was at
work.
“Are you happy?” they asked the man. “Yes, I am happy as a
lark”, answered the man.
‘“Give us your shirt’ said the men, “Well give you as much
money as you need”. J
“Alas!” cried the man, “My shirt is dirty.”
16. Why was the King always unhappy?
A. He was not powerful anymore
B. His men in a palace is greedy
C. There were no good doctors
D. He got sick all the time
17. What is the first paragraph about?
A. A powerful and happy king.
B. A king who is always sick.
C. A hard working workman.
D. An unhappy old wise man.
18. There was no body who was completely satisfied
(paragraph 3)
The word ‘completely’ in the sentence means ….
A. Mainly
B. Fully
C. Usually
D. nearly
19. What can you learn from the story?
A. Looking for a good doctor is not easy
B. Money can solve our difficulty
C. It teaches us to be generous to the poor.
D. Standing on our own feet is important
37. PAGE 37
Once, Juno, the queen of gods, announced,” I will give a pre-
cious prize to the animal who has the most beautiful baby.”
So all the animals gathered at one place. They had their baby
with them. Juno went to all the animals one by one. When she
saw a flat-nose baby of a monkey, she remarked,” What an ugly
baby! This baby can never get a prize at any rate.”
The monkey’s mother was deeply hurt by Juno’s insulting
comment. She held her baby close to her heart and whispered into
the baby’s ear. “Don’t bother, my dear child. I love you most
dearly. To me you are the most precious prize. I don’t want any
other prize. May God grant you a long life.”
20. Who offered valuable prize to the animals with the most
beautiful baby?
A. the mother monkey
B. the baby monkey
C. Juno
D. the ugly baby
21. What is the main idea of paragraph 3?
A. The monkey hoped the God granted her baby a
long life.
B. The monkey’s mother was deeply hurt by Juno’s
insulting comment.
C. She held her baby close to her heart and whispered
into the baby’s ear.
D. The monkey loves her baby very much, and for her
she is the most precious prize.
22. What is the main idea of the text above?
A. The most precious prize.
B. The most beautiful baby contest.
C. A flat-nose baby of a monkey.
D. The ugliest baby of a monkey
38. PAGE 38
23. What can we learn from the story above?
A. We should be aware of animals.
B. It is about how to take care of our baby.
C. Winning the prize is not easy.
D. Mother’s love has no equals.
24. The best arrangement of the following sentences is ....
1. When he opened his mouth, his piece of meat fell into
the water and was gone.
2. On the way home, he came to a bridge over a river.
3. In the river he saw another dog with a piece of meat.
4. Once, a dog was carrying a piece of meat home.
5. He wanted that meat too, so he tried to bite the other
dog.
6. Finally he went home with nothing.
7. As he crossed over the bridge, he looked down into the
river.
A. 3 – 5 – 6 – 2 – 4 – 7 – 1
B. 3 – 5 – 2 – 6 – 4 – 7 – 1
C. 4 – 2 – 3 – 1 – 5 – 7 – 6
D. 4 – 2 – 7 – 3 – 5 – 1 – 6
A long time ago in Minahasa lived an old man with his grandson,
Nando. Nando was limped. He could not walk well. His grandfa-
ther loved him very much. He never permitted Nando to go out
alone. Nando's grandfather's job was looking for wood in the jun-
gle. Nando really wanted to go to the forest with him but he never
gave permission. But finally he let Nando to go to the forest with
him.
In the forest, Nando walked slowly behind his grandfather. He was
very excited. He saw some monkeys. When his grandfather looked
back, he was shocked. Nando was lost. He looked for him every-
where but he couldn't find him. Sadly, the grandfather went back
home.
39. PAGE 39
The following day, the grandfather was back to the jungle. When he
was walking, he heard a strange bird making sound "Moo poo ...
Moo poo". He felt the bird said, "Opoku ... Opoku". It means "My
grandpa ... My grandpa ...... The grandfather was surprised. He ap-
proached the bird. It was limped. There were tears in the bird's eyes.
He knew that Nando had changed into a bird.
25. What did Nando really want to do?
A. To go to the forest with his grandfather.
B. To be a strange bird in the jungle.
C. To look for woods in the jungle.
D. To walk slowly behind his grandfather.
26. From the story we know that Nando was a ... boy.
A. dishonest
B. cruel
C. selfish
D. disobeyed
27. "He was very excited." (paragraph 2)
The underlined word means ....
A. curious
B. glad
C. eager
D. relieve
28. What can we learn from the story?
A. Be an obedient boy.
B. Be a kindhearted boy.
C. Be a supportive boy.
D. Be a diligent boy.
40. PAGE 40
29. Arrange the following sentences into a good
narrative text.
1. The five-footed bear liked to help other animals. A
rabbit under a mahogany
2. One afternoon, when the five-footed bear went home,
he found a rabbit under a mahogany tree.
3. But all animals who lived with him didn’t feel strange.
4. Once upon a time there was a strange bear who lived in
a jungle.
5. Then, the five-footed bear brought him to his home.
6. His home was open for anyone who wanted to stay.
7. He had five feet.
8. The rabbit looked hungry.
A. 4 – 7 – 3 – 5 – 6 – 8 – 2 – 1
B. 4 – 7 – 1 – 3 – 8 – 6 – 5 – 2
C. 4 – 7 – 3 – 1 – 6 – 2 – 8 – 5
D. 4 – 7 – 3 – 1 – 5 – 2 – 6 – 8
Once there was an ant who lived with his colony
under the ground. He liked not only cheating his friends but
also being careless. His parents always 30…. Him but
he didn’t care about it. One day he was very hungry and
came to a little house there was a plate of delicious choco
late cake and ate it hungrily although he was so full, he still
wanted to tasted a glass of sweet orange juice near the
cake. But the juice was too deep to drink and the surface
was slippery. Poor ant, he fell down into the juice and time
by time the juice sank him down.
30. A. agreed with C. promoted
B. warned D. said
41. PAGE 2
Standar Kompetensi, Kompetensi Dasar,
Indikator, dan Tujuan Pembelajaran
READING ( MEMBACA )
A. Standar Kompetensi
11. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk narrative dan report untuk berinteraksi
dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari dalam teks
berbentuk narrative dan report
11.4 Membaca nyaring bermakna teks tulis fungsional dan esei
pendek sederhana berbentuk narrative dan report dengan
ucapan, tekanan dan intonasi yang berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
C. Indikator
mengidentifikasi berbagai informasi dari teks naratif/report
melafalkan kata, frasa dan kalimat dengan baik dan benar
membaca kata frasa dan kalimat dengan intonasi yang benar
membaca nyaring teks naratif/report dengan baik dan benar
42. PAGE 3
D. Tujuan Pembelajaran
Siswa dapat mengidentifikasi berbagai informasi dari teks
naratif/report
Siswa dapat melafalkan kata, frasa dan kalimat dengan baik
dan benar
Siswa dapat membaca kata frasa dan kalimat dengan
intonasi yang benar
Siswa dapat membaca nyaring teks naratif/report dengan
baik dan benar
WRITING ( MENULIS )
A. Standar Kompetensi
12. Mengung kapkan makna dalam teks tulis fungsional dan
esei pendek sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
12.2. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima untuk berinteraksi
dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative dan report
C. Indikator
Melengkapi teks naratif/report
Menyusun teks
Menulis teks berbentuk naratif/report
43. PAGE 4
D. Tujuan Pembelajaran
Siswa dapat melengkapi teks naratif/report
Siswa dapat menyusun teks
Siswa dapat menulis teks berbentuk naratif/report
44. PAGE 41
DAFTAR PUSTAKA
Akhmadi , Ali, SMP Kelas 9 SMArt Steps KTSP , Ganeca,
Bandung, 2007
http://desudjia.wordpress.com/2010/12/12/narrative-texts/
http://mmursyidpw.wordpress.com/download/
http://nurmanali.blogspot.com/2011/04/narrative-text.html
http/www.geocities.com/disneywonders/story4.html
http://www.learnerslink.com/journal_article.htmhttp://
understandingtext.blogspot.com/search/label/Narrative?max-
results=2
http://www.scribd.com/doc/79570122/What-is-Narrative-Text
Priyana, Jaka, BSE, Scaffolding English for Grade IX Students,Pusat
Perbukuan Departemen Pendidikan Nasional , Jakarta, 2008
45. PAGE 42
KUNCI JAWABAN
EXERCISES
Task 1
Orientation : Once upon time.....( par 1 )
Complication : One day Batara Guru got very angry ....( par 3 )
Resolution : The mother was very annoyed ..... ( par 4 )
Orientation : par 1
Complication : par 2
Resolution : par 3
Task 2
1. It is a fabel that tells about why a bear doesn’t have a long
tail.
2. The main characters are mouse deer, tiger and bear.
3. The setting of the story is in a jungle.
4. Because he thought the tiger was going to eat.
5. He made a loud noise of chewing nuts and saying “ Wow ,
how delicious is this tiger’s eye !” he repeated it for five
times.
6. Bear went into a panic, which also made Tiger panic
because they were tied together. Accidentally, Tiger stepped
on Bera’s tail, then jumped so bear was beaten on the
ground hard, and his tail was cut off.
7. Yes, there is. The moral value of the story is we must be
smart to escape from a danger.
Task 3
1. King 5. fairy 9. feast
2. honor 6. princess 10.spell
3. Knights 7. castle
4. Prince 8. witch
46. PAGE 43
Task 4.
1. To amuse the reader.
2. In the orientation
3. In the orientation
4. A bat and weasels
5. A bat
6. One evening
7. In a field
8. The bat fell to the ground and was caught by a weasel twice
9. The bat could escape from the weasel.
10. Smart think is needed to save a life.
Task 5
1. D
2. G
3. B
4. F
5. E
6. A
7. C
TEST
1. C 11. C 21. B
2. D 12. B 22. C
3. C 13. C 23. D
4. B 14. C 24. D
5. B 15. D 25. A
6. D 16. D 26. D
7. B 17. B 27. B
8. A 18. B 28. A
9. D 19. C 29. C
10. A 20. C 30. B