appositive found in the short story“clochette” by guy de
TRANSCRIPT
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APPOSITIVE FOUND IN THE SHORT STORY“CLOCHETTE”
BY GUY DE MAUPASSANT AND ITS CONTRIBUTION IN
ENGLISH LANGUAGE TEACHING
A THESIS
Submitted in Partial Fulfillment of the Requirements
to AcquireSarjana Pendidikan Degree in English Education Program
ofTeacher Training and Education Faculty
Muhammadiyah University of Purworejo
DIMAS SATRIAWAN
102120042
ENGLISH EDUCATION PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2014
APPROVAL SHEET
APPOSITIYE FOUND IN TI{E SHORT STORY "CLOCHETTE"
BY GTry DE MAUPASSANT AND ITS CONTPJBUTIOH
IN EIYGLISH LANGUAGE TEACHING
DIMAS SATRIAWAN
It2120842
This thesis has been approved to be defended in front of the team of
Thesis Ex*misers
Approved by:
Consultant I
'ffirh
Ismawati Ike N.. S.S., M. Hum.
NrP. 1 9790 6102005012042
Consultant II
wZulia Chasanah, S.S., M. Pd.
NIDN.06l61274AL
,4lY,caC1
7-
11
RATU'ICATION SIIEET
APPOSITIVE TOTND IN TITE SIIORT STORY "CLOCHETTE"BY GIIY DE MATIPASSANT AND ITS CONTRIBUTIOI{
I1\ EI{GLISH LAI\GUAGE TEACHING
DIMAS SATRL{WAIY
102120042
The thesis has been defended in front of the team of Thesis ExaminersTeacher Training and Education FacultyMuhammadiyah University of Purworejo
On the date of 9'hAugust 2014
The Board of Examiners
First Examiner
Second Examiner
Third Examiner
: Zulia Chasanah, S.S, M. Pd.
: Dr. Sudar, M. Pd.
: Ismawati Ike N., M.IIum.
Purworejo, August 2014
The Dean of the Teacher Training and Educatior Faculty
III
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MOTTO
Be bold and be brave, even when the fate writes ‘Hard and Difficult’ in
your life. (anonym)
Yesterday is a history, tomorrow is a mystery and we live between. (Justin
Timberlake)
Say it in silences Bissmillah, Trust me it Works! (The Writer)
DEDICATION
This thesis is whole-hearted dedicated to:
♥ Allah SWT
♥ My Parents
♥ My Brother
♥ My 4 years B Class (Andreas, Aninditha, Arif, Dedy, Desny, Dwi Siwi,
Endang, Fairuz, Fajarina, Herwin, Ichwan, Isti, Indah, Iris, Johan, Kartika,
Katrina, Linggar, Lissa, Nindya, Nurohman, Nur Faizah, Qultu, Rachma,
Retni Diana, Risma, Rizky, Syarif, Teguh, Ulil, Vima, Wahid, Yora,
Yulia + Adam, Anang, Afrida Jingga)
♥ My Best Friends
♥ My PPL Group
♥ My KKN Group
♥ Fair lady, a bewitching girl in bold, over there.
I who sig:r below
Name
Study Program
Title of thesis
STATEMENTS
: Dimas Satriawan
: English Education Program, Facnlty of Teacher
Training andEducation Faculty
: Appositive Found in The Short Stary "Clochette" by
Gq, {s Maupassant and lts Contribution in English
Language Teaching.
States that this thesis is absolutely my own work and the contents of the
thesis are not rvritten by someone else, as the requirement in accornplishing the
study in this university except in f-ew parts which is draw as the reference
according to the written rules and the written ethics of the thesis. If it is proven
that this statement is incorrect, tltis is entirely becomes my responsibility.
Purworcjo, 1 August 2014
The Researcher&-l)imas Satriawan
ACKNOWLEDGMENTS
AlhamdulillahiRobbil’alamin, praise to Allah SWT, the lord of the life,
who gives guidance and blessing to the researcher so he can complete his research
paper with title APPOSITIVE FOUND IN THE SHORT STORY “CLOCHETTE”
BY GUY DE MAUPASSANT AND ITS CONTRIBUTION IN ENGLISH
LANGUAGE TEACHING. He realizes that he was not able to finish it without the
participation of all great persons who have supported, guided, helped, advised, and
suggested him. Therefore, in this opportunity he would like to dedicate his special
gratitude and appreciation to:
1. Drs. H. Supriyono, M.Pd., as a rector of Muhammadiyah university of
Purworejo
2. Drs. H. Hartono, M. M., the dean of the faculty of teacher training and
educational sciences of Muhammadiyah University of purworejo.
3. Semi Sukarni, M.Pd., the Head of the English departement of
Muhammadiyah University of Purworejo.
4. Ismawati Ike Nugraheni, S.S., M. Hum., as a consultant who gave her
valuable advice, guidance to help him Sin writing the thesis.
5. All of the lecturers in English Departement.
T5e researcher admits that this thesis is still far from being perfect, so tht:
researcher would welcome any commeats, criticism, and correcticn for the take of
significant improvement. Finally, the researcher hopes that this thesis will be
useful and helpful for everyone.
Purworejo, 2 August 20l zt
The Rese?tcher
TABLE OF CONTENTS
Title ...................................................................................................................... i
Approval Sheet .................................................................................................... ii
Ratification Sheet................................................................................................ iii
Statements ......................................................................................................... iv
Acknowledgements ............................................................................................. v
Motto ................................................................................................................ vii
Dedication ....................................................................................................... viii
Table of Contents ................................................................................................ ix
Abstract .............................................................................................................. xi
CHAPTER I INTRODUCTION
A. Background of The Study ................................................... 1
B. Problem Identification ......................................................... 3
C. Problem Limitation ............................................................. 4
D. Problem Statement .............................................................. 5
E. Objective of The Study ........................................................ 5
F. Significance of The Study ................................................... 5
G. Definition of The Key Term ............................................... 6
H. The organization of The Study ............................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study ................................................................... 9
B. Grammar ........................................................................... 10
1. Traditional Grammar .......................................... 11
2. Formal Grammar ................................................ 11
3. Functional Grammar .......................................... 11
C. Appositive ....................................................................... 12
1. Definition of Appositive .............................................. 12
2. Formal Features of Apposition ..................................... 14
a. Full vs. Partial Apposition ..................................... 15
b. Strict vs. Weak Apposition .................................... 16
c. Restrictive vs. Non-Restrictive Apposition ............. 17
D. Short Story ....................................................................... 18
E. Clochette .......................................................................... 18
F. Biography of Guy de Maupassant ..................................... 19
G. Teaching English Using Literature .................................... 21
H. Synopsis of Clochette ....................................................... 23
I. English Language Teaching .............................................. 26
CHAPTER III RESEARCH METHODOLOGY
A. Types of Research ............................................................. 28
B. Object of The Research ..................................................... 29
C. Data and Data Sources....................................................... 29
D. Technique of Data Collection ............................................ 30
E. Technique of Analyzing Data ............................................ 30
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding .............................................................. 31
B. The Discussion .................................................................. 33
C. Application in English Language Teaching ........................ 61
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................... 88
B. Suggestion ........................................................................ 90
REFFERENCES
APPENDICES
ABSTRACT
Satriawan, Dimas. 2014. Appositives Found in The Short Story “Clochette” by
Guy de Maupassant and Its Contribution in English Language Teaching. A
Thesis. English Education Program, Teacher Training and Education Faculty,
Muhammadiyah University of Purworejo. Consultant: Ismawati Ike N., S.S.,
M.Hum.
Language is the media to convey our idea, our thought and our feeling.
Language is important in communication. Each nation has its own language. One
of them is English. English is very important because it is taught from primary up
to university. As every language, English also have same linguistic perception.
Grammar is included. Grammar is divided into spoken and written form. In the
written form, learners will find phrase or clause forming a grammatical unit which
has various functions where an apposition can occur.
The aim of the study is to analyze the appositive in the short story Clochette
by Guy de Maupassant and its contribution in English language teaching. The
researcher focuses on appositive found in the short story Clochette by Guy de
Maupassant and its contribution in English language teaching. The object of this
study was appositive found in the short story Clochette by Guy de Maupassant
and its contribution in English language teaching. Source of the data used in this
study was short story Clochette by Guy de Maupassant. The researcher used a
qualitative type of research to conduct this study and the researcher himself as the
key instrument. The researcher used descriptive qualitative research to explain
appositive found in the short story.
The result of this study showed that the researcher found 60
Englishappositives based on three major combinations in the sentence of the short
story Clochette by Guy de Maupassant. There are Full Apposition (15), Partial
Apposition (5), Strict Apposition (7), Weak Apposition (13), Nonrestrictive
Apposition (10), and Restrictive Apposition (10). Besides the result above, this
study also present the contribution of the use of short story in English language
teaching. The researcher puts the lesson plan in the chapter five in order to use the
short story as media in English language grammar teaching, especially appositive.
Finally, the researcher hopes that this thesis will support the learner in
learning English grammar and the teacher in teaching English grammar by using
written literature.
Key words: Appositive, Short Story, English language teaching
1
CHAPTER I
INTRODUCTION
This chapter provides eight subchapters. They are the background of the
study, problem identification, problem limitation, problem statement, objective of
the study, significant of the study, definition of the key term, and the organization
of the study.
A. Background of The Study
As a social creature, people cannot live alone. We need to interact with
our friends, our associates, our lovers, our teachers, our parents and the others.
Interaction itself consists of interaction through the behaviour and
communication. In communication, we need instrument as the media to
convey our ideas, our thought and our feeling. The media to convey our ideas,
our thought, and our feeling is called language. Pinker‟s The Language
Instinct in Brown state that:
Language is a complex, specialized skill, which develops in child
spontaneously, without conscious effect or formal construction, is
the same in every individual, and is distinct from more general
abilities to process information or behave intelligently (2007: 6)
As we know, language is very important in communication. Each
nation has its own language, which is different from others. English is one of
them. English is one of international languages, which is used throughout the
world. Therefore, English as a language in international communication is
clearly needed by many learners to deliver thought and interact in a variety of
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situation. The national education has decided that English as a foreign
language taught in Indonesian schools. It learned started from primary schools
up to university. People realize that teaching English at this level becomes
very important and need much concern.
All languages, not only English have same linguistics perception. Each
language has also components of languages that are related one another, those
all are: grammar, phonology, morphology, syntax, and often complemented by
phonetics and pragmatics. Grammar itself exists both in written and spoken
forms as language users need grammar to organize kind of structure in both
forms of language. In written form, learners will find phrase or clause forming
a grammatical unit which has various functions where an apposition can
occur.
Appositive is a noun or noun phrase that immediately follows and
renames another noun or noun phrase. An appositive can occur when 2 word,
phrase, or clause in sentence have the same reference (Longman Dictionary,
2002: 29). Appositive also often appears in some written literature, such as:
short story, novel, poem. Appositive is used as extra information for the
reader.
Short story is one of written literary types which not too long and there
is unity inside. According to Esenwein, A short story is a brief, imaginative
narrative, unfolding a single predominating incident and a single chief
character; it contains a plot, the details of which are so compressed, and the
whole treatment so organized, as to produce a single impression (1990: 51).
3
Commonly, appositive is not learned as primarily phrase as other phrase, but
in short story learners will find the exact usage of appositive and its kind.
Clochette by Guy de Maupassant was an old short story which contains
of appositive. Even it is an English version, but it‟s still show the identity of
the original story. Clochette‟s story took place in a village which Maupassant
describes as a large village but not too large to be called a town. This village
was a few hundred off and nestled round a black bridge church. Bellflower
tells about a life of a man and his memories about his childhood with a woman
named Mother Bellflower, the man even considered Mother Bellflower as his
second mother. But one day Mother Bellflower died and the story goes into
flashback.
Maupassant was a good writer. He wrote 300 short stories, six novels,
three travel books, and one volume of verse. Clochette was one of his
masterpieces. In Clochette, Maupassant proved his skill in creating pattern of
some certain plot.
Based on the statement above, the researcher is interested to conduct
the research entitled “Appositive Found in The Short Story „Clochette‟ By
Guy de Maupassant and Its Contribution in English Language Teaching”.
B. Problem Identification
The writer chooses the topic about appositives because it is still become
a problem for English teaching and learning process in Indonesia, especially
for teacher and students in Senior High School. Appositive belongs to
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grammar and skill which are not getting enough portions in the English class.
Learning appositives also limited on the same aid that is textbook that the
students usually have. Students only know how the appositives occur
theoretically but not in the real application.
Teaching English as foreign language in Indonesia is not easy. Teacher
needs to find effective way to deliver the material into the students‟
understanding level. Appropriate method will support the teaching process,
but suitable aid will make the students enjoy the lesson and easily understand
the material. The use of literature as an aid to raise the students‟ interest in
learning English and in this case is appositive.
Literature always becomes the source of any culture in the world. It
contains many models of language, everyone from various ages can learn by
read it, of course, after find the suitable stories. Teachers may forget and
discredit the literature as media in teaching language. The vocabulary and the
aspect inside the story sometimes are confusing the students. The researcher‟s
purpose is to make the teacher and students find new way in learning
appositive by another media that is by using literature.
C. Problem Limitation
The limitation, researcher will be focus on appositive found in the short
story Clochette by Guy de Maupassant and its contribution in English
language teaching.
5
D. Problem Statement
Based on Background of study the researcher formulates the problem
statement in question below:
1. Is there any appositive found in the short story Clochette by Guy de
Maupassant?
2. Is there any contribution of appositive found in the short story Clochette
by Guy de Maupassant in English language teaching?
E. Objective of The Study
1. To analyse appositive found in the short story Clochette by Guy de
Maupassant.
2. To find the appositive contribution found in the short story Clochette by
Guy de Maupassant in English Language Teaching.
F. Significant of The Study
The researcher hopes that this study will give great values for the
teachers and the students.
1. For The Teachers
The teachers can use various kind media in teaching English. In this thesis
researcher try to use short story as an alternative media in teaching writing
and sentence structure.
6
2. For The Students
The students will find new ways in understanding the sentence building of
writing comprehension in English language learning. Short story will also
help the students get the exact example of appositive.
3. For The Other Researchers
The results of this thesis may have significant contribution for further
research conducting by another researcher.
G. Definition of The Key Term
1. Analysis
According to Hornby, “Analysis is the study of something by examining
its parts and their relationship.” (1995: 38)
2. Short Story
A short story is a brief, imaginative narrative, unfolding a single
predominating incident and a single chief character; it contains a plot, the
details of which are so compressed, and the whole treatment so organized,
as to produce a single impression (Esenwein, 1990: 51)
3. Appositive
Appositive is agrammatical construction in which two elements, normally
noun phrases, are placed side by side, with one element serving to define
or modify the other.Appositives, which rename nouns or pronouns within
a sentence, can also be either restrictive or nonrestrictive.
(Available at http://en.wikipedia.org/wiki/Appositiion)
7
4. Clochette
Clochette also known as Bellflower is a story written by Henry René
Albert Guy de Maupassant, the greatest French short story writer. The
story tells us about a man who remembered his early childhood with a lady
named Mother Bellflower.
(Available at http://www2.hn.psu.edu/faculty/jmanis/maupassant)
H. The Organization of The Study
This research is divided into five chapters. There are introduction,
review of related literature, research method, research finding and discussion
and the last conclusion and suggestion.
Chapter I: INTRODUCTION
The first chapter includes the background of the study, problem identification,
problem limitation, the statement of the problem, the objective of the study,
the significant of the study, the definition of the key term, and the organization
of the study.
Chapter II: REVIEW OF RELATED LITERATURE
The second chapter includes previous study, grammar, appositive, short story,
Clochette, biography of Guy de Maupassant, teaching English using literature,
synopsis of Clochette, and English language teaching.
8
Chapter III: RESEARCH METHOD
In this chapter the researcher discusses the research method. It presents types
of research, object of the research, data and data sources, technique of the data
collection, and technique of analysing data.
Chapter IV: RESEARCH FINDINGS AND DISCUSSION
This chapter tries to explain the research findings and to discuss it as possible.
Chapter V: CONCLUSION AND SUGGESTION
This chapter consist of two main parts namely conclusion and suggestion.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher explains theoretically the topics that
strengthen this research that can become a basic of the research. This chapter
provides ten subchapters. They are previous study, grammar, appositive, short
story, Clochette, biography of Guy de Maupassant, teaching English using
literature, synopsis of Clochette, English language teaching.
A. Previous Study
The analysis of appositive is done by some researchers. The researcher
took one of previous studies.The studies entitled “A Study of Appositive in
English in Comparison to Vietnamese” by Ninh Ti PuongLan (2006), a post
graduate student from Vietnam National University, Hanoi. This thesis
focused on the nature of appositive and finding the similarities and differences
between appositive phrase in both English and Vietnamese. The object of this
thesis is materials and document available to students in NhanChinh school
and the students errors those students may encounter in using English
appositive phrase in writing.
Based on the data analysis, this study concludes that there are
similarities of the usage the source and the structure, but not in forming noun.
Different with English, Vietnamese does not recognize gerund
form.Therefore, the result of errors analysis on students shows that the
10
students cannot apply the appositive phrase well enough because the length
they spend in learning appositive is really short.
B. Grammar
There are many different concepts of grammar. Many experts still
believe grammar only exist in written form and only partially contribute to
spoken form.George Yule (2010:81) state in his book about grammar
definition, “Grammar is the process of describing the structure of phrase and
sentences in such a way that we account for all the grammatical sequence in a
language and rule out the ungrammatical sequence”.
Almost the same definition state by Penny Ur (2009:75), “Grammar
sometimes defined as the way words put together to make some correct
sentences”. From those two definitions, simply there is a paradigm that
grammar contributing mostly in writing skill. Grammar takes part in whole
aspect in building phrase and sentence structure.
In modern grammar, grammar becomes the vital aspects in constructing
language and define a language to be a language which different one another.
Grammar is a complex system, the parts of which cannot be properly
explained in abstraction from the whole. (R. Quirk et, 1985:37)
Gerot (1995: 5) mention three grammars which have had a major
influence on shoots in this century. These are as follows:
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1. Traditional Grammar
Traditional grammar aims to describes the grammar of standard
English by comparing it with Latin. As such, it is prespective. Students
learn the names of parts of speech (noun, verb, and adverb).
Traditional grammar focuses on rules for producing correc
sentences. It has two main weaknesses. Firstly, the rules it perscribes are
based on the language of a very small group if middle class. Secondly, the
rules deal only with the most superficial aspect of writing.
2. Formal Grammar
Formal grammars are concerned to describes the structure of
individual sentences. Such grammars view language as a sett of rules
which allow or disallow certain sentence structure.
3. Functional Grammar
Functional grammar view language as a resource for making
meaning. These grammars attempt to describe the language in actual use
and so focus on text and their context. They are concerned not only with
the structures but also with how those structures construct meaning.
Longman dictionary of teaching and linguistic defines grammar as
follows, “Grammar is a description of a structure of a language and the way in
which linguistic units such as words and phrases are combined to produce
sentences in the language. It usually takes into account the meanings and
functions these sentences have in overall system of language. It may or may
12
not include the description of the sound of a language (J. C. Richards et,
2010:251)”.
Based on the statement above, the researcher assumed that grammar is a
system of rules to arrangement of sentence, that related with word, phrases
and clause and also including other linguistic units as the object of
grammar.Grammar is important for the students so that they will produce
sentence well and correctly, both written and spoken form. The Appositive
clearly belongs to grammar field because its function is related to sentence
building.
C. Appositive
1. Definition of Appositive
Sentence has its constituents and apposition is one of them.
Appositions appear in written text as well as in a spoken language. The
function of the apposition can be to emphasize a phrase or to add extra
information. The apposition usually post-modifies the foregoing noun
phrase.
The apposition is used frequently unwittingly. When people
converse or write a text we add other information to objects, things,
people, ideas, themes, and etc. this addition of extra additional information
for the reader or listener can sometimes be assumed as apposition,
especially in case the noun or the noun phrase is employed as descriptor
or identificator.
13
There are many opinions about clear definition of apposition, every
author have their own term in defining apposition meaning. Each of them
explains the matter in various ways. Moreover, some of them call
apposition with different terms of their own. According to Wikipedia.com
an online encyclopedia, “apposition is a grammatical construction in
which two elements, normally noun phrases, are placed side by side, with
one element serving to define or modify the other”. The most appropriate
definition for apposition is stated by Randolph Quirk:
“Apposition is primarily, and typically, a relation of noun phrase
… For linguistic units to be appositives, i.e. in apposition, they
must normally be identical in reference … Alternatively, the
reference of one must be included in the reference of other”
(Quirk et al 1985:1300-1301).
From the definitions above, one is able to describe the apposition.
It is a structurein the sentence, usually consisting of two members
(typically noun phrase) that are called appositives. They normally have the
same syntactic function. The appositives carry unique relationship of
shared reference. This means they have the same reference of one
appositives contains the reference of the other appositive. Two appositives
express almost the same thought/fact/thing by various words. As a rule one
of appositives carries more specific, concrete or particular meaning and the
second one is more general in meaning.
Several examples of apposition:
Famous Indonesian singer Krisdayanti has two more daughters
from her new marriage.
Have you met Ted, the architect?
How long have you been playing football, my favorite sport?
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2. Formal Features of Apposition
Several conditions must be met if a phrase or a part of a sentence is
allowed to be called an apposition. Grammarians vary widely in defining
and meeting the criteria. For example Eastwood writes in his book that one
appositive must follow the other (Eastwood, 1994:14). From the formal
point of view, the majority of grammarians agree that usually a noun or a
noun phrase stand in the apposition. However, a clause can also be in the
apposition to the noun. Such a clause is called content clause. The typical
example is: He told me of his fear that he might lose his job. These content
clauses resemble nominal clauses from the functional point of view.
Either nominal clause or content clause can behave similarly to
noun phrases in sentences if the head precedes them. However, the
nominal clauses are a type of subordinate clauses and can function as an
apposition whereas the apposition itself is closer to the coordination.
Secondly, from the functional point of view, the content clauses
have several features in common with relative clauses. Both of them can
post-modify a noun. Nevertheless, the relative clauses may have wider
scope of realization. In this thesis, researcher only analyze the noun and
the noun phrase as appositive found in Clochettea novel by Guy de
Maupassant and its contribution in teaching English.
3. Combinations of Appositional Types
According Quirk et al (1985:1305) there are three types of
distinction that made apply in combination, as illustrated bellow:
15
a. Full vs. Partial Apposition
Quirk explain the difference between a full and a partial
apposition. The apposition can be called “Full” only if it completely
follows three criteria.
a) Each of the appositives can be separately omitted without
affecting the acceptability of the sentence.
b) Each fulfils the same syntactic function in the resultant
sentences.
c) It can be assumed that there is no difference between the
original sentence and either of the resultant sentences in
extralinguistic reference.
Examples:
A neighbour, Fred Brick, is on the phone.
A neighbour is on the phone.
Fred Brick is on the phone.
If one of the conditions above does not come true, the particular
structure is called a “Partial” apposition (Quirk et al, 1985:1303).
Examples:
An Unusual present was given to him for his birthday, a book
on ethnics.
An unusual present was given to him for his birthday.
Was given to him for his birthday, a book on ethnics. (False)
A book on ethnics was given to him for his birthday.
When the second appositive is omitted, the sentence stays acceptable.
Deletion of the first appositive makes the sentence grammatically
16
incorrect. There arises a need of reposition of the second member to
initial position as in the fourth sentence.
b. Strict vs. Weak Apposition
To distinguish between the strict and the weak apposition it must be
focused on particular appositives, or better is to focus on the apposition
and its head, and their syntactic classes.
Quirk in his book gives clear system. Both member of the appositional
relationship must share the same general syntactic class (for example a
noun phrase). In this case the apposition can be called “strict”, if it is
of the same syntactic class as its head. Tourism, his passion, opened
him the whole world. Either word tourism or expression his passion
are nouns (1985:1303).
In weak apposition, the appositives come from different syntactic
classes. The optional indicator namelymay be used if the second
appositive is more specific, which is the case when the second
appositive is a clause (finite or nonfinite). The first appositive cannot
be omitted without producing an acceptable sentence. That is (to stay)
and namely are the (optional) indicators for this type of apposition. The
clause can be regarded as a reduced relative clause. In the following
example, the first appositive is a noun phrase while the appositive is an
–ing clause: His passion, that is to say going abroad, opened him the
whole world.
17
c. Restrictive vs. Non-Restrictive Apposition
Basically, these two types of apposition are acknowledged throughout
the literature and grammar books. The main difference between
restrictive and non-restrictive apposition is considered to be the
proximity of the members of the apposition relationship.
Appositive in the restrictive apposition are extremely close to each
other as in the example: “Famous actor Brad Pitt visited Bali”.
Quirk in his book believe that in spoken language, there is no interval;
between the two units. Additionally, he is said to be one tone unit. In
written language, no punctuation is provided (Quirk et al, 1985:1303-
04).
To compare the non-restrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units (Quirk et al,
1985:1303-04). The following sentence is the example: The husband
of Angelina Jolie, that is Brad Pitt, visited Bali.
Based on the definition and the classification of apposition above, the
researcher decide to analyze appositive found in Clochette a short story
by Guy de Maupassant. The research is aimed on teaching strategy of
using English literature to teach English grammar, in this thesis.
18
D. Short Story
Short story as the part of the prose fiction genres can be defined as the
prose works that may be read in a brief time. A short story is a brief,
imaginative narrative, unfolding a single predominating incident and a single
chief character; it contains a plot, the details of which are so compressed, and
the whole treatment so organized, as to produce a single impression
(Esenwein, 1990: 51).
The definition of short story based on the time of reading it, is still not
accurate enough to describe the short story. Edgar V. Robert in Literature:
Introduction to Reading and Writing defines short story,
“A compact, concentrated work of narrative fiction that may also
contain description, dialogue, and commentary. Poe used term
„brief prose tale‟ for the short story, and emphasized that is should
create a major, unified impact”. (1995: 1707)
Based on two definitions above the researcher concludes that short
story is a part from many kinds of written literary product. Short story has
similar element with novel, the only thing that differentiate both of them are
the length of the time when someone read them. Short story is rather brief than
novel. Short story usually uses 15.00 words or 50 pages but novel use
more,that is 30.00 words or about 1000 pages.
E. Clochette
Clochette or in English means‘bellflower‟ is one of Guy de
Maupassant masterpiece. Even Clochette was not Maupassant‟s only best
short story, but Clochette came with brilliant writing style that only
19
Maupassant could have done it perfectly. In Clochette Maupassant proved his
skill in creating a pattern of some certain plot. There are three stages of plot
found in Clochette; present, past, and the past of the past.
In Clochette, the reader can find exaggeration figure of speech. It is
one of Maupassant writing styles in writing his story. Sometimes, it seems
over which makes nobody would think it is true. However, Maupassant used
exaggeration figure of speech is his style to describe and emphasize the
emotion of the characters.
Clochette itself was clearly represented that its theme was the life of
Mother Clochette (or in English „Mother Bellflower‟). Maupassant told the
reader by using first person point of view about the main character closeness
with Mother Clochette and describes her, but at the end the main character
told us about the hidden side of Mother Clochette which was literally the
opposite of her visible side.
However, many things should be considered to read this short story
because the story is not purposed for children. The tragic side of bellflower is
not suitable for children. In the other side, Clochette shows the reader about
uniqueness of Maupassant short stories by its theme, plot, character, and
diction.
F. Biography of Guy de Maupassant
Henri René-Albert-Guy de Maupassant was born on August 5, 1850 in
France. He was the first son of Laure Le Poittevin and Gustave Maupassant,
20
both came from prosperous bourgeois families. In his 11, his mother risked
social disgrace to obtain a legal separation from her husband.
After the separation, Laure Le Poittevin kept her two sons. With the
father‟s absence, Maupassant‟s mother became the most influential figure in
his childhood life. His mother was an exceptionally well read woman and was
very fond of classical literature, especially Shakespeare.
The Franco-Prussian War broke out soon after his graduation from
college in 1870; he enlisted as volunteer. In 1871, he left Normandy and move
to Paris where he spent ten years as a clerk in the Navy Department.
Gustave Flaubert took Maupassant under his protection and acted as a
kind of literary guardian to him, guiding his debut in journalism and literature.
At Flaubert‟s home he met Emile Zola and the Russian novelist Ivan
Turgenev, as well as many of the proponents of the realist and naturalist
school.
In 1878, Maupassant was transferred to the Ministry of Public
Instruction and became a contributing editor to several leading newspapers
such as Le Figaro, Gil Blas, Le Gaulois, and l’Echo de Paris. He devoted his
spare time to writing novels and short stories.
In 1880 Maupassant published what is considered his first masterpiece,
Boule de Suil, which met with instant and tremendous success. Flaubert
characterized it as “a masterpiece that will endure”. This way Maupassant‟s
first fiction of short fiction set during the Franco-Prussian War, and was
followed by short stories such as Deux Amis, Mother Savage, and
21
Mademoiselle Fifi.The decade from 1880 to 1891 was the most fertile period
of Maupassant‟s life. Made famous by his first short story, he worked
methodically and produced two or sometimes four volumes annually. His
talent and practical business sense made him wealthy.
Maupassant‟s stories are characterized by economy of style and
efficient, effortless denouements (dramatic structure). Totally, he wrote some
300 short stories, six novels, three travel books, and one volume of verse.
(Available at en.wikipedia.org/wiki/Guy_de_Maupassant)
G. Teaching English Using Literature
Many critics put objections against using literature for language
teaching. But researchers have responded to those objections logically and
established the importance of using literary text in teaching English as foreign
language.
Literature is asolution from dealing with the need of the learners. A
literary piece is not an end in itself but the meaning of beginning a creative
process in the minds and emotions of the learners. Unlike the informational
text, the literary text provides fluid and dynamic reality. It introduces a
profound range of vocabulary, dialogues and prose that can be used to prepare
student-centered interesting activities in the language classroom.
Alam (2007: 381) said that literary text “stimulate the imagination,
offer learners specimens of real language use, allow for group discussions and
individual exploration, and are intrinsically more dialogic”. If learners learn
through the use of literature to control one moment of his thought processes,
22
they feel the power and possibility of contributing positively to a larger world
than just their own, just like Alam pointed out in his book. Canagarajah (1999:
176) emphasize that learners should learn “to use English not mechanically
and diffidently, but creatively and critically”.
Literature provides authentic material. The learners are exposed to
actual language sample from real life and literature acts as a beneficial
complement to such materials. Literature helps the learners develop
interpretative abilities. Literature enables learners to get familiar with
universal issues and thereby motivates them into reading.
The use of literary texts, from language teaching point of view, will be
useful, because these texts show how language works in contexts. Beside they
show how language should be used in which conditions and situation.
The use of literary text in language teaching can be summarized as
follows;
1. Literary text will help not only to improve reading but listening, speaking
and writing skills as well.
2. It is possible to understand and get the general information related with the
experiences and events in real life by using and analyzing literary texts.
3. Literary texts will help to realize the individual and societal developments.
They make the readers improve themselves and educationally in
accordance with their emotional features.
4. Literary texts make learners acquire analyzing and criticizing skills.
23
Needless to say using literary texts is very helpful for the learners
acquire, or learn, how language works in real contexts. But the following
criteria should be taken into consideration:
1. The texts should be chosen carefully, because it should not be forgotten
that in these texts there may be grammatical, linguistic, and literal
difficulties.
2. Literary texts should include the structures and vocabulary previously
learned. In that case, there should not be difficult and ambiguous
structures.
3. Teacher should deal with linguistic and grammatical sides as well and
avoid make the lesson as if the authors themselves taught.
To use literary texts in language teaching, especially English as foreign
language is noteasy. But it cannot be disregarded that to make use of easy and
understandable literary passage will make the teaching business easy,
effective, retainable, and beneficial.
H. Synopsis Of Clochette
Clochette took place in a village which Maupassant described as a
large village but not too large to be called a town. This village was a few
hundred off and nestled round a black bridge church. As what has been
mentioned in the previous paragraph, there were three stages of plot in this
story. This was what made it a bit complicated. The first stage was when the
mature writer described his feeling of being haunted by his own memory. The
second stage was when the writer retold his childhood memory about Mother
24
Bellflower. Then, the third stage was the when the writer retold the story he
heard from the medical man about the chronology of how Bellflower lost her
leg when she was young. Mostly, the setting of the story was in the writer‟s
house. Hearing the word house probably gives us the tone of warmness and
affection. When we are in our own house, we would get the happy feeling of
gathering with our family and friends. This was probably what Maupassant
tried to give which was the atmosphere of kinship. In the story, the closeness
of Mother Bellflower and the writer was stated clearly. The writer also
considered the lady as his second mother. This was the value of kinship. Then,
another tone was rigidity which Mother Bellflower showed throughout her
attitude. Sadness, astounding, and shocking tone appeared when the writer
found the lady dead in the linen room. It gives us the atmosphere of sorrow.
Beside the writer‟s house, Clohette also took place in a school building
where the young Bellflower worked. She worked as a sewing teacher which
signified that she was an educated girl. In this building, she had a drama with
her first love, Sigisbert, who caused her limped. There was romantic tone
when she and Sigisbert met up in the hayloft. This tone gave us the
atmosphere of happiness and passionate. But then, the romantic tone turned
into tragic and scary tone after Bellflower jumped out the window.
There are many conflicts in this story. The main conflict was between
the writer and his memory. In his memory, there are conflicts between the
writer and Mother Bellflower, the writer and the condition occurred at that
time, and Mother Bellflower and her past. These conflicts reached its rising
25
conflict when the writer retold the day he found the lady laid dead in the linen
room. It was such a shocking moment for him. Then, the climax was when the
writer retold what he heard from the medical man. He heard him tell about the
chronology of how Mother Bellflower lost her leg when she was young. It was
because the young lady wanted to save his first love‟s carrier. This story the
medical man retold made the writer more shocked than before. He was just a
child that he should not have heard this kind of thing. The resolution of these
conflicts was not obvious, actually. However, ordering from when the climax
occurred, the resolution was when the writer was remained alone in the
drawing room. He tried to calm down his childish heart, then, he heard the
noise of the people who were carrying Mother Bellflower‟s body.
The characters in this story are the writer, Mother Bellflower, the
medical man, the writer‟s parents, Sigisbert, and Old Grabu. The writer took a
role as the main character and as the narrator who drove the course of the
story. All of the interactions in this story occurred when the writer was just a
child. There are neither direct interactions between the writer and Sigisbert nor
the writer and Old Grabu. It was because Sigisbert and Old Grabu were in the
medical man‟s story. The writer only retold them without knowing them in the
real life.
By the way the writer described himself; we can tell that the writer was
known as one of Mother Bellflower‟s closest people. He was just an ordinary
child always looking for attentions from someone who could make him
comfortable; and Mother Bellflower was that someone. He usually came to the
26
linen room to see Mother Bellflower and to hear stories. He thought his
mother had none of the flavor and the fullness of the vigor of the peasant
woman's narratives. It was perhaps because he had already found someone
who could tell him stories in an enormous way, so he compared his mother
with her, then, decided that his mother was no better. From these, it was seen
clearly that the writer‟s characterization was just like the other children at his
age who had mood and feeling fluctuation inside him.
I. English Language Teaching
According to Harmer (2001:56) teaching is about transmission of
knowledge from teacher to student, or is it about creating condition in which,
somehow, students learn for themselves.
Hornby (2006:1518) said that teaching is derived from the word
“teach”. It means to show somebody how to do something. He also states that
teaching is an effort to present the knowledge which is done by somebody to
other persons.
Teaching is guiding and facilitating learning in enabling the learners to
learn, and sitting the conditions for learning. Teaching means showing or
helping someone to learn how to do something, providing with knowledge,
causing to know or understand (Brown, 2007: 7). It is relevant with Hornby
(2006:1518) stated that teaching means the work of teacher or the ideas of
particular persons or group that are taught to other people.
27
Hamalik (2011:44-52) stated that there are many interpretations about
term of teaching, there are as followed:
a. Teaching is transferring knowledge to the students in school
b. Teaching is developing culture to the young generation
through school institution
c. Teaching is an effort organization environment so that making
a good condition to student‟s learning
d. Teaching is giving study guidance to the students
e. Teaching is an activity to prepare the students to be good
citizens suitable with a public rules
f. Teaching is helping students to face a society in daily life.
Based on the definition above, English language teaching can be
conclude as transferring knowledge to the students or learner about English
language. English has become international language for decade. Transferring
knowledge about English as language means open the window of
communications across the nations. Teaching English not only limited on its
language but also all the culture contain in the language itself.
28
CHAPTER III
RESEARCH METHODS
This chapter will discuss about the research method. In conducting the
research, the research method is very important. By using appropriate research
methods, the subject matter being researched will be clear. Besides, it also helps
the researcher to solve the problem easier. In this chapter the researcher would
like to present the way how to carry out the research.
A. Types of Research
In conducting the research, the researcher uses a descriptive qualitative
method of research in analyzing the topic. Qualitative data is taken as much
detail possible from the short story entitled Clochette by Guy de Maupassant.
Bogdan and Biklen in Sugiyono (2011: 13) stated that qualitative
research has some characteristics, that is:
a. Qualitative research has the natural setting as the direct source of the data
and researcher is the key instrument,
b. Qualitative research is descriptive. The data collected is in form of words
of pictures rather than number,
c. Qualitative research are concerned with process rather than simply with
outcome or products,
d. Qualitative research tend to analyze their data inductively,
e. “Meaning” is essential to qualitative approaches.
29
The descriptive qualitative method is analyzing the data in the form of
words descriptively (Moelong, 2000: 17). The study is designed to get
information concerning with the appositive in the short story entitled
Clochette by Guy de Maupassant.
B. Object of The Research
The object of the research used in this research is the short story entitled
Clochette by Guy de Maupassant. The researcher chooses the short story that
mostly contain with apposition.
C. Data and Data Sources
The research was conducted by using a short story that becomes the
main source in collecting data, namely: a short story entitled Clochette by Guy
de Maupassant.
For this research, the researcher uses two kinds of source in collecting
data which are needed. They are:
a. Primary data
In this research, the data taken from a short story entitled Clochette by
Guy de Maupassant.
b. Secondary data
The data of this kind includes some information to support the primary
data. It is taken from other reference outside the short story, such as:
literary books, dictionaries, and internet data, etc.
30
D. Technique of the Data Collection
The technique used to collecting data in this research is observation.
The researcher uses this technique because observation is considered to be the
most relevant to the target of the research which is the short story.
The researcher conducts and observes the data source; the short story
entitled Clochette by Guy de Maupassant by reading carefully. Then the
researcher observes the data systematically. The researcher also uses note
technique that is making notes of the data which have been found in the note.
Besides that, the researcher uses defining manual technique that is using
written source to get the data.
E. Technique of Analyzing Data
After the data are collected, the researcher will be analyzed using the
following steps, they are:
1. Read Clochette short story several times to comprehend the whole of the
story.
2. Identifying the apposition found in the short story.
3. Collecting the data related to the aim of the study.
4. Analyzing and interpreting the data selected.
5. Drawing conclusion based on the data.
31
CHAPTER VI
RESEARCH FINDINGS AND DISCUSSION
This chapter explains the result of the research and its discussion.
Having collected the data, explanation and details are presented here. Firstly,
the researcher presents the research findings. Secondly, the researcher analysis
the appositive found in the short story. The description and data analysis are
presented as follows.
A. Research Findings
In completing this thesis, the researcher collects the data from the short
story entitled Clochetteas the object of the study to make the discussion
clearly and easy to understand.
1. The Data of the Usage of English Appositive in the Short
StoryClochette
The data are collected and there are many English appositives in
this short story. The researcher analyses these English appositives
found in this short story based on 6 types of appositives. They are Full
Apposition, Partial Apposition, Strict Apposition, Weak Apposition,
Nonrestrictive Apposition, and Restrictive Apposition. Based on the
data that collected in this study, the researcher obtains these categories
using table. According to the classification of Appositive types, the
table will presents the data which are collected.
32
Table 1.1
The Identification of the Total Types of English Appositives
Found in the Short Story Clochette
NO. Types Of Appositive Frequency
1. Full Apposition 15
2. Partial Apposition 5
3. Strict Apposition 7
4. Weak Apposition 13
5. Nonrestrictive Apposition 10
6. Restrictive Apposition 10
Total 60
Table 1.2
The Identification of the Types of English Appositives Found in
the Short Story Clochette
NO. Categories Paragraph Line
1. Full Apposition
1,2,3,4,11,13,
18,20,,26,,32,
33
5,3,12,13,18,5
7,65,67,68,86,
96,108,131,13
7
2. Partial Apposition 9,11,20 40,45,47,57,99
3. Strict Apposition 3,4,9,18,20,3 13,18,40,86,96
33
2,33 ,131,137
4. Weak Apposition
1,2,3,4,9,11,1
3,20,26
3,5,12,18,45,4
7,57,65,67,68,
99,108
5.
Nonrestrictive
Apposition
2,3,4,13,18,2
6,32
3,12,13,18,65,
68,86,108,131
6. Restrictive Apposition
1,9,11,13,20,
33
5,40,45,47,57,
67,96,99,137
B. The Discussion
The analysis of English appositives used in the short story Clochette,
the researcher finds 60 English appositives divided into six types of
appositive. They are Full Apposition, Partial Apposition, Strict Apposition,
Weak Apposition, Nonrestrictive Apposition, and Restrictive Apposition.
Besides divide into different types, the application of the three major types of
appositives (Full vs. Partial, Strict vs. Weak and Nonrestrictive vs. Restrictive)
leads to a set of specific appositives.
1. “… , that I am astonished at not being able to pass a single day
without the faceof Mother Bellflowerrecurring to my mind’s eye, …”
(Par 1, Line 5).
The sentence above is formed bythree types of apposition. The
sentence above belongs to Full, Weak, Restrictive Apposition.
34
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) „that I am astonished at not being able to pass a single
day without the face recurring to my mind‟s eye‟
(ii) „that I am astonished at not being able to pass a single
day without Mother Bellflower recurring to my
mind‟s eye‟
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“that I am astonished at not being able to pass a single
day without the faceof Mother Bellflower recurring to
my mind‟s eye”
In this case, boththe face and Mother Bellflowerare Noun Phrase
(NP + NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
35
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“that I am astonished at not being able to pass a single
day without the face of Mother Bellflower recurring to
my mind‟s eye”
2. “She was an old seamstress who came to my parents’ house once a
week, every Thursday, to mend the linen” (Par 2, Line 3).
The sentence above isformedby three types of apposition. The
sentence above belongs to Full, Weak, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “She was an old seamstress who came to my parents‟
house once a week to mend the linen”
(ii) “She was an old seamstress who came to my parents‟
house every Thursday, to mend the linen”
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
36
“She was an old seamstress who came to my parents‟
house once a week, every Thursday, to mend the
linen”
In this case, once a week is an Adverbial Phrase and Every
Thursday is a Noun Phrase (Adv-P + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“She was an old seamstress who came to my parents‟
house once a week, every Thursday, to mend the
linen”
3. “The village,a large village, almost a small market town,…” (Par 3,
Line 12).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
37
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “The village, almost a small market town, …”
(ii) “A large village, almost a small market town, …”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“The village, a large village, almost a small market
town, …”
In this case, boththe village and a large villageare Noun
Phrase(NP + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“The village, a large village, almost a small market
town, …”
4. “… ,was a few hundred yards off and nestled round the church,a red
brick church, which had become black with age.” (Par 3, Line 13).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict,Nonrestrictive Apposition.
38
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “… ,was a few hundred yards off and nestled round
the church which had become black with age.”
(ii) “… ,was a few hundred yards off and nestled round a
red brick church which had become black with age.”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… ,was a few hundred yards off and nestled round
the church, a red brick church, which had become
black with age.”
In this case, bothThe Church anda red brick churchare Noun
Phrase (NP + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
39
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“… ,was a few hundred yards off and nestled round
the church, a red brick church, which had become
black with age.”
5. “… , for she had a beard all over her face, a surprising, an unexpected
beard, growing in improbable tufts, …” (Par 4, Line 18).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak,Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “… , for she had a beard all over her face, an
unexpected beard, growing in improbable tufts, …”
(ii) “… , for she had a beard, a surprising, an unexpected
beard, growing in improbable tufts, …”
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
40
“… , for she had a beard all over her face, a
surprising, an unexpected beard, growing in
improbable tufts, …”
In this case, all over her face is an Adverbial Phrase and a
surprising is a Noun Phrase (Adv-P + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“… , for she had a beard all over her face, a
surprising, an unexpected beard, growing in
improbable tufts, …”
6. “… , for she had a beard all over her face, a surprising,an unexpected
beard, growing in improbable tufts, …” (Par 4, Line 18).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
41
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “… , for she had a beard all over her face, a
surprising, growing in improbable tufts, …”
(ii) “… , for she had a beard all over her face, an
unexpected beard, growing in improbable tufts, …”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… , for she had a beard all over her face, a
surprising, an unexpected beard, growing in
improbable tufts, …”
In this case, both a surprising and an unexpected beardare Noun
Phrase (NP + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“… , for she had a beard all over her face, a
surprising, an unexpected beard, growing in
improbable tufts, …”
42
7. “…, she had the large heart of a poor woman.” (Par 9, Line 40).
The sentence above is formed by three types of apposition. The
sentence above belongs to Partial, Strict, Restrictive Apposition.
An appositive is named to be Partial Apposition if it cannot
fulfill the three conditions which Full Apposition has. On the other
word, the sentence cannot be rearranged because its new dependent
sentences are not acceptable and the reference of the two new
dependent sentences is different.
(i) “…, she had the large heart.” (The structure is
acceptable and the meaning in the whole sentence is
still acceptable)
(ii) “…, she had a poor woman.” (The structure is
acceptable but the meaning in the whole sentence is
unacceptable)
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“…, she had the large heartof a poor woman.”
In this case, boththe large heart and a poor womanare Noun
Phrase (NP + NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
43
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“…, she had the large heart of a poor woman.”
8. “… , or the queer story of Jean Pila’s dog who had gone ten leagues to
bring back his master’s breeches which a tramp had stolen while they
were hanging up to dry out of doors after he had been caught in the
rain.” (Par 9, Line 45).
The sentence above is formed by three types of apposition. The
sentence above belongs to Partial, Weak, Restrictive Apposition.
An appositive is named to be Partial Apposition if it cannot
fulfill the three conditions which Full Apposition has. On the other
word, the sentence cannot be rearranged because its new dependent
sentences are not acceptable and the reference of the two new
dependent sentences is different.
(i) “… , or the queer story who had gone ten leagues to
bring back his master‟s breeches which a tramp had
stolen while they were hanging up to dry out of doors
after he had been caught in the rain.” (The structure is
unacceptable, „who‟ should replace by „which‟)
(ii) “… , or Jean Pila’s dog who had gone ten leagues to
bring back his master‟s breeches which a tramp had
stolen while they were hanging up to dry out of doors
44
after he had been caught in the rain.” (The structure is
acceptable and the whole meaning is still acceptable)
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… , or the queer storyof Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
to dry out of doors after he had been caught in the
rain.”
In this case, boththe queer story and jean Pila’s dogare Noun
Phrase (NP + NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“… , or the queer storyof Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
to dry out of doors after he had been caught in the
rain.”
45
9. “… , or the queer story of Jean Pila’s dog who had gone ten leagues to
bring back his master’s breeches which a tramp had stolen while they
were hanging up to dry out of doors after he had been caught in the
rain.” (Par 9, Line 47).
The sentence above is formed by three types of apposition. The
sentence above belongs to Partial, Weak, Restrictive Apposition.
An appositive is named to be Partial Apposition if it cannot
fulfill the three conditions which Full Apposition has. On the other
word, the sentence cannot be rearranged because its new dependent
sentences are not acceptable and the reference of the two new
dependent sentences is different.
(i) “… , or the queer story of Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
to dry out after he had been caught in the rain.” (The
structure is acceptable and the whole meaning is still
acceptable)
(ii) “… , or the queer story of Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
doors after he had been caught in the rain.” (Both
structure and the whole meaning is not acceptable)
46
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“… , or the queer story of Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
to dry outof doors after he had been caught in the
rain.”
In this case, todry outis Verbal Phrase and doorsis Noun (VP +
N).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“… , or the queer story of Jean Pila‟s dog who had
gone ten leagues to bring back his master‟s breeches
which a tramp had stolen while they were hanging up
to dry out of doors after he had been caught in the
rain.”
10. “On opening the door of the linen room I saw the old seamstress lying
on the floor by the side of her chair, …” (Par 11, Line 57).
The sentence above is formed by three types of apposition. The
sentence above belongs to Partial, Weak, Restrictive Apposition.
47
An appositive is named to be Partial Apposition if it cannot
fulfill the three conditions which Full Apposition has. On the other
word, the sentence cannot be rearranged because its new dependent
sentences are not acceptable and the reference of the two new
dependent sentences is different.
(i) “On opening of the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…” (The structure is acceptable and the whole
meaning is still acceptable)
(ii) “the door of the linen room I saw the old seamstress
lying on the floor by the side of her chair, …” (The
structure is unacceptable, there should be a modifier
before „the door‟)
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“On openingthe door of the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…”
In this case, on opening is an Adverbial Phrase and the door is a
Noun Phrase (Adv-P + NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
48
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“On opening the door of the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…”
11. “On opening the doorof the linen room I saw the old seamstress lying
on the floor by the side of her chair, …” (Par 11, Line 57).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak, Restrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “On openingthe doorI saw the old seamstress lying on
the floor by the side of her chair, …”
(ii) “On opening of the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…”
49
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“On openingthe doorof the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…”
In this case, both the door and the linen roomare Noun Phrase
(NP + NP)
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“On opening the door of the linen room I saw the old
seamstress lying on the floor by the side of her chair,
…”
12. “I cannot describe the profound, poignant, terrible emotion which
stirred my childish heart.” (Par 13, Line 65).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak,Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
50
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “I cannot describe the profound, poignant,which
stirred my childish heart.”
(ii) “I cannot describe the profound, terrible emotion
which stirred my childish heart.”
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“I cannot describe the profound, poignant, terrible
emotion which stirred my childish heart.”
In this case, poignant is an Adjective and terrible emotion is a
Noun Phrase (Adj + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“I cannot describe the profound, poignant, terrible
emotion which stirred my childish heart.”
51
13. “I went slowly down into the drawing room and hid myself in a dark
corner in the depths of great old armchair.” (Par 13, Line 67).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak, Restrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “I went slowly down into the drawing room and hid
myself in a dark corner in the depths.”
(ii) “I went slowly down into the drawing room and hid
myself in a dark corner of great old armchair.”
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“I went slowly down into the drawing room and hid
myself in a dark corner in the depthsof great old
armchair.”
In this case, in the depths is an Adverbial Phrase and great old
armchair is a Noun Phrase (Adv-P + NP).
52
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“I went slowly down into the drawing room and hid
myself in a dark corner in the depths of great old
armchair.”
14. “I remained there for a long time, no doubt, for night came on.” (Par
13, Line 68).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “I remained there for a long time, no doubt.”
(ii) “I remained there for a long time, for night came on.”
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
53
“I remained there for a long time, no doubt, for night
came on.”
In this case, no doubt is a Noun Phrase and for night came on is
an Adverbial Phrase (NP + Adv-P).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“I remained there for a long time, no doubt, for night
came on.”
15. “… ,the schoolmaster, old Grabu, who occasionally got out of bed the
wrong foot first.” (Par 18, Line 86).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict,Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
54
(i) “… ,the schoolmaster who occasionally got out of bed
the wrong foot first.”
(ii) “… , old Grabu, who occasionally got out of bed the
wrong foot first.”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… ,the schoolmaster, old Grabu, who occasionally
got out of bed the wrong foot first.”
In this case, both the schoolmaster and old Grabuare Noun
Phrase (NP + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“… ,the schoolmaster, old Grabu, who occasionally
got out of bed the wrong foot first.”
16. “… , when the door of the hayloft opened and the schoolmaster
appeared and asked …” (Par 20, Line 96).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict, Restrictive Apposition.
55
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “… , when the door opened and the schoolmaster
appeared and asked …”
(ii) “… , when the hayloft opened and the schoolmaster
appeared and asked …”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… , when the doorof the hayloft opened and the
schoolmaster appeared and asked …”
In this case, both the door and the hayloft are Noun Phrase (NP
+ NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
56
“… , when the door of the hayloft opened and the
schoolmaster appeared and asked …”
17. “I came up here to rest a little among the bundles of hay, Monsieur
Grabu.” (Par 20, Line 99).
The sentence above is formed by three types of apposition. The
sentence above belongs to Partial, Weak, Restrictive Apposition.
An appositive is named to be Partial Apposition if it cannot
fulfill the three conditions which Full Apposition has. On the other
word, the sentence cannot be rearranged because its new dependent
sentences are not acceptable and the reference of the two new
dependent sentences is different.
(i) “I came up here to rest a little among the bundles,
Monsieur Grabu.” (The structure is acceptable but the
meaning is unclear)
(ii) “I came up here to rest a little among hay, Monsieur
Grabu.” (The structure is acceptable but the whole
meaning is unacceptable)
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“I came up here to rest a little among the bundlesof
hay, Monsieur Grabu.”
57
In this case, the bundles is Noun Phrase and hay is Noun (NP +
NP).
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit (Quirk et al, 1985: 1303-04).
“I came up here to rest a little among the bundles of
hay, Monsieur Grabu.”
18. “’I will soon find out,’ the old man replied and, double-locking the
door, he went down to get a light.” (Par 26, Line 108).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Weak, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “‟I will soon find out,‟ the old man replied and,
double-locking the door.”
(ii) “‟I will soon find out,‟ the old man replied and he
went down to get a light.”
58
The apposition in the sentence above also categorized into Weak
Apposition. Weak Apposition formed if the appositives had different
syntactic classes.
“‟I will soon find out,‟ the old man replied and,
double-locking the door, he went down to get a light.”
In this case, double-locking the door is a Noun Phrase and he
went down to get a light is a Verbal Sentence (NP + VS).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“‟I will soon find out,‟ the old man replied and,
double-locking the door, he went down to get a light.”
19. “She was a martyr, a noble soul, a sublimely devoted woman!” (Par 32,
Line 131).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict, Nonrestrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
59
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “She was a martyr, a sublimely devoted woman!”
(ii) “She was a noble soul, a sublimely devoted woman!”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“She was a martyr, a noble soul, a sublimely devoted
woman!”
In this case, both a martyr and a noble soul are Noun Phrase
(NP + NP).
The last, the sentence above is categorized into Nonrestrictive
Apposition. In the nonrestrictive apposition, the two member of the
relationship are two separate units with different information value. In
spoken language, the hearable marker should be an interruption
between two unique tone units. In written language, the punctuation,
for example commas, denotes two separate units.
“She was a martyr, a noble soul, a sublimely devoted
woman!”
60
20. “… , while I heard a strange noise of heavy footsteps and something
knocking against the side of the staircase.” (Par 33, Line 137).
The sentence above is formed by three types of apposition. The
sentence above belongs to Full, Strict, Restrictive Apposition.
It is categorized into Full Apposition because each of the
appositives can be separately omitted without affecting the
acceptability of the sentence; each fulfils the same syntactic function in
the new dependent sentences; it can be assumed that there is no
difference between the original sentence and either of the new
dependent sentences in extralinguistic reference. In the other word, the
sentence can be rearranged as bellow:
(i) “… , while I heard a strange noise and something
knocking against the side of the staircase.”
(ii) “… , while I heard heavy footsteps and something
knocking against the side of the staircase.”
The apposition in the sentence above also categorized into Strict
Apposition. Strict Apposition formed if the appositives had similar
syntactic classes.
“… , while I heard a strange noiseof heavy footsteps
and something knocking against the side of the
staircase.”
In this case, a strange noise and heavy footsteps are Noun
Phrase (NP + NP).
61
The last, the sentence categorized into Restrictive Apposition.
Restrictive Apposition formed because there is no need punctuation to
separate the two units. It is usually happened in spoken language. It is
should be one tone in one unit.
“… , while I heard a strange noise of heavy footsteps
and something knocking against the side of the
staircase.”
Based on the research findings and discussion above, the
researcher concludes that there are many examples of appositive in the
written literature, especially short story. From the research above, the
researcher also conclude that teacher can use short story to teach
grammar skill by using literature.
C. Application in English Language Teaching
Based on the research findings above, it is known that in the
short story Clochette contain many English Appositives.The
application of this research would be suitable for Senior High School
students in the grade X semester 1. The new curriculum included to
help the teacher apply the material. From the short story, students can
learn more about appositive and appositive phrase. Indirectly, they will
notice the structure of the appositives by reading the short story.
The application of short story in teaching appositive, as follows:
1. Teacher gives the student the example of narrative text.
62
2. The students read and understand the text carefully.
3. The students try to identify the social function, schematic
structure, and the linguistic feature.
4. Teacher adds the information of appositive by using several
examples inside the text.
5. The students are lead to find appositive in the narrative text.
6. The students identify the appositive and how appositive
formed.
7. The students practice themselves to make appositive based
the example they‟ve found in the text.
The lesson plan is presented in the next page.
63
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA Negeri 7 Purworejo
Kelas/ Semester : X/1
Mata Pelajaran : Bahasa Inggris
Topik : Naratif
Alokasi Waktu : 2 Pertemuan - 4 JP x 45 Menit
A. Tujuan Pembelajaran
1. Selama dan setelah pembelajaran melalui model pembelajaran scientific
approach dan discovery learning siswa dapat mensyukuri kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
internasional yang diwujudkan dalam semangat belajar.
2. Selama dan setelah pembelajaran melalui model pembelajaran scientific
approach dan discovery learning siswa dapat menunjukkan perilaku
tanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan
komunikasi fungsional.
3. Selama dan setelah pembelajaran melalui model pembelajaran scientific
approach dan discovery learning siswa dapat menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks naratif berbentuk cerita
pendek sederhana sesuai dengan konteks penggunaannya.
4. Selamadan setelah pembelajaran melalui model pembelajaran scientific
approach dan discovery learning siswa dapat menangkap makna dalam
64
teks naratif berbentuk cerita pendek, lisan dan tulis, sederhana sesuai
dengan konteks penggunaannya.
B. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan
proaktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kemanusiaan, kebangsaan, kenegaran, dan peradaban terkait
fenomena dan kejadian, serta menerapkan pengetahuan procedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
65
C. Kompetensi Dasar
1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai
dalam melaksanakan komunikasi fungsional.
3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
naratif berbentuk cerita pendek sederhana sesuai dengan konteks
penggunaannya.
4. Menangkap makna dalam teks naratif berbentuk cerita pendek sederhana
sesuai dengan konteks penggunaannya.
D. Indikator Pencapaian Kompetensi
1. Menunjukkan perilaku tanggungjawab, peduli, kerja sama, dan cinta
damai dalam melaksanakan komunikasi fungsional
2. Mengetahui tujuan komunikatif teks naratif
3. Mengetahui struktur teks naratif
4. Memproduksi teks naratif secara tulisan
5. Memproduksi teks naratif secara lisan
6. Mengetahui salah satu struktur frasa kata benda yang ada di dalam teks
naratif
66
E. Materi Pembelajaran
a. Penjelasan konsep tentang teks naratif
b. Contoh Teks naratif
c. Lingusitic features/tata bahasa dalam teks naratif
d. Kosa kata adjectif dan frasa kata benda
F. Alokasi waktu
4 x 45 Menit
G. Metode Pembelajaran
Metode discovery learning
H. Kegiatan Pembelajaran
a. Kegiatan Pendahuluan
1) Guru menyapa siswa. Kemudian, guru menjelaskan tema dan tujuan
pembelajaran yang akan dicapai dalam materi Pelajaran I. Pada
Pelajaran I akan dibahas teks deskripsi dengan memperhatikan
struktur teks deskripsi yang benar. Guru mengarahkan siswa agar
menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta
damai dalam melaksanakan komunikasi fungsional
2) Guru melakukan persepsi sesuai dengan tujuan pembelajaran yang
akan dicapai dalam teks deskripsi. Guru membangun konteks dan
pemahaman siswa bagaimana menunjukkan perilaku tanggungjawab,
67
peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi
fungsional. Konteks yang dibangun bertujuan agar siswa merasa
berada dalam situasi yang akan dipelajari. Guru juga membangkitkan
minat baca siswa dengan memberikan tugas tambahan membaca buku
tentang topik pelajaran ini. Guru meminta siswa untuk mencari buku
yang berisi tentang teks naratif.
b. Kegiatan Inti
1) Guru memberikan beberapa contohteks/cerpen.
2) Siswa menirukan contoh secara terbimbing.
3) Siswa belajar menemukan gagasan pokok, informasi rinci dan
informasi tertentu dari teks.
4) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara
lain perbedaan antar berbagai teks narasi yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia.
5) Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi
tertentu dari teks naratif.
6) Siswa secara kelompok membacakan teks narasi lain dari berbagai
sumber dengan pengucapan, tekanan kata dan intonasi yang tepat
7) Siswa berpasangan menemukan gagasan pokok, informasi rinci dan
informasi tertentu serta fungsi sosial dari teks naratif yang
dibaca/didengar.
68
8) Siswa menyunting teks narasi yang diberikan guru dari segi struktur
dan kebahasaan.
9) Berkelompok, siswa menggambarkan tempat wisata lain dalam
konteks penyampaian informasi yang wajar terkait dengan tujuan yang
hendak dicapai dari model yang dipelajari.
10) Dalam kerja kelompok terbimbing siswa menganalisis dengan
membandingkan berbagai teks yang menggambarkan orang, tempat
wisata, bangunan bersejarah terkenal dengan fokus pada struktur teks,
dan unsur kebahasaan.
11) Siswa mengelompokkan teks naratif sesuai dengan fungsi sosialnya.
12) Siswa memperoleh balikan (feedback) dari guru dan teman tentang
setiap yang dia sampaikan dalam kerja kelompok.
13) Berkelompok, siswa menyusun teks naratif fiksional.
14) Siswa menyunting naratif yang dibuat teman.
15) Siswa menyampaikan naratif di depan guru dan teman dan
mempublikasikannya di mading.
16) Siswa membuat cerita pendek fiksional kreasi siswa satu persatu.
17) Siswa membuat laporan evaluasi diri secara tertulis tentang
pengalaman dalam mempelajari termasuk menyebutkan dukungan dan
kendala yang dialami.
18) Siswa dapat menggunakan ‘learning journal’.
19) Siswa mendengarkan umpan balik dan penguatan dari guru.
69
c. Kegiatan Penutup
1) Siswa bersama guru menyimpulkan pembelajaran
2) Siswa melakukan refleksi terhadap kegiatan yang sudah dilakukan
3) Siswa menjawab pertanyaan yang diberikan oleh guru
4) Siswa menyimak informasi mengenai rencana tindak lanjut
pembelajaran
d. Penilaian proses
No Aspek yang dinilai Teknik
Penilaian
Waktu
Penilaian
Instrumen
Penilaian Keterangan
1. Religius Pengamatan Proses
Lembar
Pengamatan
Hasil penilaian
nomor 1 dan 2
untuk masukan
pembinaan dan
informasi bagi
Guru Agama dan
Guru PKn
2. Tanggung jawab
3. Peduli
4. Responsif
5. Santun
e. PenilaianHasil
Indikator
Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Penilaian
Instrumen
Mengetahui tujuan
komunikatif teks
naratif
Tes tertulis Isian 1. Jelaskan tujuan fungsional
teks naratif
Mengetahui Tes tertulis Isian 1. Sebutkan struktur teks
70
struktur teks
naratif
naratif
Memproduksi teks
narasi secara
tulisan
Unjuk
kerja
Keterampilan
tertulis
2. Pilihlah salah satu tema
berikut ini (dongeng,
legenda, dan cerpen)
tulislah teks naratif
berdasarkan tema yang
Anda pilih!
3. Temukanlah frasa kata
benda Appositif yang
terdapat dalam teks naratif
yang telah Anda pelajari
dan tirukanlah strukturya
untuk memproduksi frasa
kata benda yang baru!
Memproduksi teks
naratifsecara lisan
Unjuk
kerja
Keterampilan
lisan
4. Sampaikanlah teks naratif
yang telah Anda tulis
secara lisan dengan
mengunakan bahasa
Inggris sesuai kaidah dan
konteks!
71
Kunci Jawaban
1 Tujuan fungsioanl teks naratif :
2 Generic structure teks naratif :
3 Struktur frasa appositif :
Pedoman Penskoran
1. Soal nomor 1
Aspek Skor
Siswa menjawab benar semua 6
Siswa menjawab benar 6 5
Siswa menjawab benar 5 4
Siswa menjawab benar 4 3
Siswa menjawab benar 3 2
Siswa menjawab benar 2 1
SKOR MAKSIMAL 6
2. Soal nomor 2
Sistem Penskoran
Content:
1. 4-6 Not clear. Little elaboration, many digressions
2. 7-8 Clear ideas but not elaborated and some digressions
3. 9-10 Focus on central ideas with elaboration
72
Organizational:
1. 4-6 Not clear in purpose, not orderly organized from
beginning, middle and end
2. 7-8 Clear in purpose but not orderly organized from beginning,
middle and end
3. 9-10 Clear in purpose and orderly organized from beginning,
middle and end
Vocabulary:
1. 4-6 Not controlled, sentences halted and choppy
2. 7-8 Vocabulary basic and not purposefully selected.
3. 9-10 Vocabulary less precise and information chosen
purposeful
Grammar:
1. 4-6 Shifts from one tense to another, errors in convention
2. 7-8 Some errors with inflections, agreement and word meaning
3. 9-10 Mostly standard inflections, agreement and word meaning
Mechanics:
1. 4-6 Misspells even simple words, little formatting evident
2. 7-8 Some errors with spelling and punctuation that detract
meaning
3. 9-10 Mostly effective use of mechanics, errors do not detract
from meaning
73
3. Soal nomor 3
Sistem penskoran
Content:
1. students are able to begin to communicate as the purpose in simple
way, still make some mistakes
2. students are able to speak with sustained and connected discourse;
any errors do not interfere with meaning
3. students are able to communicate competently in social and class
room settings
Fluency:
1. students speak in single word utterances and short patterns
2. students speak hesitantly and stop sometimes to find words
3. students speak with nearly native fluency, any hesitations do not
interfere with communication
Vocabulary:
1. students use limited vocabulary and still make inappropriate word
choice
2. students use adequate vocabulary and some word usage irregularities
3. students use varied vocabulary
74
Grammar:
1. Students use predominantly present tense verbs and demonstrate
errors of omission
2. Students use complex sentences, apply rules of grammar, but lack
control of irregular forms
3. Students use a variety of structures with an occasional grammatical
error
Performance:
1. Students are not self confident, hesitant and not prepared
2. Students are self confident, hesitant occasionally and generally
prepared
3. Students are self confident, not hesitant and prepared
f. Sumber Belajar
Buku Paket
Purworejo, Juli 2014
Kepala SMA Negeri 7 Purworejo
____________________________________
Guru Mata Pelajaran Bahasa Inggris
___________________________________
75
Lampiran 1 Lembar Pengamatan
LEMBAR PENGAMATAN SIKAP
Mata Pelajaran :....................................................................................
Kelas/Semester :....................................................................................
Tahun Ajaran :....................................................................................
Waktu Pengamatan : ...................................................................................
Indikator perkembangan sikapreligius,tanggungjawab,peduli,responsif, dansantun
1. BT (belum tampak) jika sama sekali tidak menunjukkan usaha sungguh-
sungguh dalam menyelesaikan tugas
2. MT (mulai tampak) jika menunjukkan sudah ada usaha sungguh-sungguh
dalam menyelesaikan tugas tetapi masih sedikit dan belum ajeg/konsisten
3. MB (mulai berkembang) jika menunjukkan ada usaha sungguh-sungguh
dalam menyelesaikan tugas yang cukup sering dan mulai ajeg/konsisten
4. MK (membudaya) jika menunjukkan adanya usaha sungguh-sungguh dalam
menyelesaikan tugas secara terus-menerus dan ajeg/konsisten
76
Lampiran 2 Lembar Bahan Ajar
Tapescript
MALIN KUNDANG
This is story about Malin Kundang. He was a boy from a very poor family
who live with his mom. His father is a sailor but he had already died. Malin was
smart boy but a bit naughty. He always chased a chicken and hit it with broom,
until one day he slipped off and hurt himself. The wound left a scar on his hand.
When Malin grew up, he decided to go to the city, so one day he would become
rich by the time he went back to the village. Malin’s mother disagreed with his
decision because he was the only one she had. But Malin had already made up his
mind, his mother had no other choice but to let her only child go. Malin was
travelling by sea, so he came along with one rich merchant. He was hoping to
become one of his crew and learn from that merchant. Malin went to anyplace
wherever the winds took him. Soon he will become a great successful man.
Many years has passed since then….Malin has become a rich merchant
because of his hard work and marry the most beautiful girl in the world and he
had forgotten his mother as well as the village. On the other hand, Malin’s mother
was getting older. She missed her child so so much that she had always wait for
Malin’s return at the harbour everyday until one day there was a merchant who
stopped by the village. She knew it was Malin the moment she saw. What makes
her so sure is because of the scar on his hand.But Malin denied her as his mother
77
because Malin’s felt ashame to his wife and the crew, then he was gone. Malin’s
mother was really upset then she started to curse him. On his journey Malin’s ship
begin to shaking and soon it turned in to a stone………..until now.
Exercise 1
Match the words in column A (taken from the video) and their meanings in
column B. Each word in column B is used only once.
A B
A. merchant
B. travelling
C. harbour
D. deny
E. upset
A. a person whose job is to buy
and sell products in large
amounts, especially by trading
with other countries
B. to make a journey
C. a journey for pleasure during
which various places.
D. to make somebody/oneself
unhappy or worried
E. an area of water protected from
the open sea by land or walls in
which ships can shelter.
78
F. to say that something is not
true.
Exercise 2
Retell the story “Malin Kundang” with your own words. Write it down in a
piece of paper. 1 group 1 task.
Exercise 3
Make your own folktale story from your birth place, try to find and write it
with your own words
Kunci Jawaban
Exercise 1
• A, b, e, f, d
79
Lembar 3 Bahan Ajar Materi Appositive
80
81
82
83
84
Clochette
Guy de Maupassant
How strange those old recollections are which haunt us, without our being able to
get rid of them.
This one is so very old that I cannot understand how it has clung so vividly and
tenaciously to my memory. Since then I have seen so many sinister things, which
were either affecting or terrible, that I am astonished at not being able to pass a
single day without the face of Mother Bellflower recurring to my mind's eye, just
as I knew her formerly, now so long ago, when I was ten or twelve years old.
She was an old seamstress who came to my parents' house once a week, every
Thursday, to mend the linen. My parents lived in one of those country houses
called chateaux, which are merely old houses with gable roofs, to which are
attached three or four farms lying around them.
The village, a large village, almost a market town, was a few hundred yards away,
closely circling the church, a red brick church, black with age.
Well, every Thursday Mother Clochette came between half-past six and seven in
the morning, and went immediately into the linen-room and began to work. She
was a tall, thin, bearded or rather hairy woman, for she had a beard all over her
face, a surprising, an unexpected beard, growing in improbable tufts, in curly
bunches which looked as if they had been sown by a madman over that great face
of a gendarme in petticoats. She had them on her nose, under her nose, round her
85
nose, on her chin, on her cheeks; and her eyebrows, which were extraordinarily
thick and long, and quite gray, bushy and bristling, looked exactly like a pair of
mustaches stuck on there by mistake.
She limped, not as lame people generally do, but like a ship at anchor. When she
planted her great, bony, swerving body on her sound leg, she seemed to be
preparing to mount some enormous wave, and then suddenly she dipped as if to
disappear in an abyss, and buried herself in the ground. Her walk reminded one of
a storm, as she swayed about, and her head, which was always covered with an
enormous white cap, whose ribbons fluttered down her back, seemed to traverse
the horizon from north to south and from south to north, at each step.
……
(taken from http://www2.hn.psu.edu/faculty/jmanis/maupassant)
a. Find some appositive in the text above!
b. Make 5 restrictive appositives and 5 nonrestrictive appositives!
Bubuhkan tanda √ pada kolom-kolom sesuai hasil pengamatan.
No. Nama
Siswa
Religius Tanggug jawab Peduli Responsif Santun
BT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK
1.
2.
3.
4.
5.
...
Keterangan
1 = kurang
2 = sedang
3 = baik
4 = sangat baik
86
87
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the analysis of data at the previous chapter, this
conclusion presents two subjects according to the problems formulated
in Chapter I. First, there are English appositives in the short story
Clochetteby guy de Maupassant. Second, there is contribution of
appositives found in the short story Clochette by Guy de Maupassant
in English language teaching.
A. Conclusion
In the short story Clochette, there are 30 English appositives. In
this short story appositives are help the writer to rename and expand a
noun into specific noun that understandable to read.
There are six types of apposition based according to Quirk
(1985: 1305) found in the short story. They are Full Apposition, Partial
Apposition, Strict Apposition, Weak Apposition, Nonrestrictive
Apposition, and Restrictive Apposition.
The researcher also took conclusion the function of the each
types of apposition, as follows:
88
1. Full vs. Partial Apposition
Full and Partial Apposition distinguish the appositive used in
the sentence. Full apposition allows the appositive to change
the position, either to rename the appositive in general into
specific one or vice versa. In the other hand, Partial
apposition cannot allow those conditions because the
appositive renames into specific one.
2. Strict vs. Weak Apposition
Strict and weak apposition distinguishes the appositive based
on the syntactic class. Strict apposition occurs when the head
and the appositives belongs to same syntactic classes.
However, weak apposition occurs when the both member of
appositives belongs to different syntactic classes.
3. Nonrestrictive vs. Restrictive Apposition
Nonrestrictive and restrictive apposition distinguishes the
sentence whether it is possible as spoken utterances or
written utterances. Quirk in his book stated that the
differences between those two appositives depend on the
interval on the utterance. Restrictive is not using punctuation
to mark an interval in the utterance, but norestrictive is
usually use coma to separate the appositives in the sentence.
89
Based on chapter four, it is known that in the short story
Clochette contain many English Appositives. This research also gives
an alternative aid for the teacher in teaching writing and grammar skill.
The application of this research would be suitable for Senior
High School students in the grade X semester 1. The new curriculum
also supports the material. In the language class they will learn more
literature than another class, so learning writing and grammar skill by
using short story as media would be useful for both teacher and
students.
B. Suggestion
Based on the research finding, the researcher tries to give some
suggestion after finishing this study. The suggestions are listed below.
1. For The English Teacher
a. As the teacher, they have to understand what the
students’ need, especially in writing. They must also
know their difficulties and the way to solve it.
b. The use of various kind of aid can motivate the student’s
desire in learning English.
c. Teachers don’t need to hesitate to use another kind of
text, grammar can be found in any kind of written
literature not only in the genre-based text or language
journal/article.
90
2. For The Students
a. Students need to explore their self with many kind of
text. From reading, they will get many advantages such
as grammatical structure, vocabularies, cultural
understanding, etc.
b. Reading should become habit for students. We learn
more and remember more when we are always reading a
book.
3. For The Other Researcher
It is recommended to be able to conduct research using
the factors that influence teaching learning English in the
similar topics. Hopefully, with more researches, the result
will be more useful to improve the English teaching
learning process.
BIBLIOGRAPHY
Alam, F. 2007. Imperial Entanglements and Literature in English: Using
Postcolonial Literature in ELT. Dhaka: Writers ink.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching, Fifth
Edition. New York: Pearson Education, Inc.
Canagarajah, A. S. 1999. Resisting Linguistic Imperialism in English Teaching.
Oxford: Oxford University Pers.
Eastwood, John. 1994. Oxford Guide to English Grammar. Oxford: Oxford
University Pers.
Esenwein, Berg. 1961. ‘What is a Short Story,, in Current-Garcia and W. R.
Patrick (eds). What is the Short Story? Chicago: Scott, Foresman.
Gerot, Linda and Peter Wignell. 1995. Making Sense of Functional Grammar.
Sidney: GerdStabler.
Hamalik, Oemar, Prof. Dr. 2011. Prose Belajar Mengajar. Jakarta: Bumi Aksara.
Harmer, Jeremy. 2001. How to Teach English. Malaysia: Pearson Education
Limited.
Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary. England: Oxford
University Press.
Hornby, A. S. 2006. Oxford Advenced Learner’s Dictionary of Current English.
England: Oxford University Press.
Moelong, L. J. 2000. Metodology Penelitian Kualitatif. Bandung: Remaja
Rosdakarya.
Quirk, Randolph et. al. 1985. A Comprehensive Grammar of the English
Language, First Edition. New York: Longman Inc.
Richard, Jack, C. and Schimdt, R. 2010. Longman Dictionary of Language
Teaching and Applied Linguistic. Great Britain: Perason Education
Limited.
Robert, Edgar V. 1995. Literature: Introduction to Writing and Reading. England:
Longman Publishing Group.
Sugiyono, Prof. Dr. 2011.Metode Penelitian Kuantitatif Kualitatif dan R&D.
Bandung: CV. Alfabeta.
Ur, Penny. 2009. A Course in Language Teaching, Practice and Theory. United
Kingdom: Cambridge University Press.
Yule, George. 2010. The Study of Language, Fourth Edition. United Kingdom:
Cambridge University Press.
http://en.wikipedia.org/wiki/Apposition accessed on June 20, 2014 at 10.34 pm
http://www2.hn.psu.edu/faculty/jmanis/maupassant accessed on June 21, 2014 at
9.15 pm
http://en.wikipedia.org/wiki/Guy_de_Maupassant accessed on June 27, 2014 at
7.53 pm
APPENDICES
ffiUNIVERSITAS MUHAMMADIYAI{ PURWOREJO
FAKULTAS KEGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.II.A.Ilahlan No.3 Telepon/Tax (0275) 321494
PURWOREJO 54111
SURAT KEPUTUS$T PEIYETAP{N DOSEN PEMBIIV-IBING SKRIPSINomor: 13 17 8 I A.4O/FKIPruMP NlIlz0l 4
Berdasarkan usulan Ketua Program Studi Pendidikan Bahasa Inggris tentang Pembimbing Skripsi,
Dekan FKIP Universitas Muhammadiyah Purworejo menetapkan:
1. Nama
.NIP/NIBMA{IDN'Jabatan Akademik$gbagai Pembimbing I,
2. NamaNIPA'IBMA{IDN
. Jabatan AkademikSebagai Pembimbing II,
Dalam penyusunan skripsi mahasiswa:
Nama
NIM
Judul skripsi 'r''
Ismawati Ike N,. S.S., M. Hum19790610200501 2002Asisten Ahli
Zalia Chasanah, S.S., M. Pd0616127401Asisten AhIi
Contribution in English Language Teaching
Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.
Purworejo, 24luli20t4kan,
.-H. Hartono, M.M19540105 198103 I
Dimas Satriawan
t0 2r2 0042
Pendidikan Bahasa Inggris
Appositive Found in the Sort Story Clochette and Its
002ffi
SILABUS SMA/MA Mata Pelajaran : BAHASA INGGRIS - WAJIB Kelas : X Kompetensi Inti : KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks
Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparanjati diri
Fungsi sosial
Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan
My name is... I’m ... I live in ... I have … I like …. dan semacamnya
Unsur kebahasaan:
Mengamati
Siswa mendengarkan/membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.
Siswa mencoba menirukan pengucapannyadan menuliskan pemaparan jati diri yang digunakan.
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan pengucapan dan
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teksmemaparkan dan menanyakan jati diri
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
Unjuk kerja
Melakukan monolog yang menyebutkan jati diri didepan
2 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
penggunaannya.
4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan,menanyakan, dan merespon pemaparanjati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
(1) Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, hobi.
(2) Kata kerja dalam simple present tense: be, have dalam simple present tense
(3) Kata tanya What? Who? Which?
(4) Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
(5) Rujukan kata
Topik
Keteladanan tentang perilaku terbuka, menghargai perbedaan, perdamaian.
isi teks yang memaparkan jati diri
Mengeksplorasi
Siswa mencari pemaparan jati diri dari berbagai sumber.
Siswa berlatih memaparkan jati diri dengan teman melalui simulasi.
Siswa berlatih memaparkanjati diri melalui
tulisan
Mengasosiasi
Siswa menganalisis ungkapan memaparkan jati diri dengan mengelompokannya berdasarkan penggunaan.
Secara berkelompok siswa mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru
Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan dan tertulis di kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks
Siswa menuliskan permasalahan dalam
kelas
Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyebutkan jati diri
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Portofolio
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman penggunaan ungkapan dan skrip percakapan
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya.
Penilaian Diri dan Penilaian Sejawat
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
menggunakan bahasa Inggris untuk memaparkanjati diri dalam jurnal belajar (learning journal).
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasiinterpersonal dengan guru dan teman.
3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memujibersayapserta responnya, sesuai dengan konteks penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Teks lisan dan tulis untuk memujibersayap (extended) serta responnya
Fungsi sosial
Menjaga hubungan interpersonal dengan guru, teman dan orang lain.
Ungkapan
“Excellent! You really did it well, Tina.” “That’s nice, Anisa. I really like it.”“It was great. I like it, thank you,”
Unsur kebahasaan:
Ucapan, tekanan kata, intonasi
Mengamati
Siswa mendengarkan/menonton interaksi memuji bersayap.
Siswa mengikuti interaksi memuji bersayap.
Siswa menirukan model interaksi memuji bersayap
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi memuji bersayap (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan
antara berbagai ungkapan memuji bersayap
dalam bahasa Inggris, perbedaan ungkapan
dengan yang ada dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain,
dsb.
Mengeksplorasi
Siswa memuji bersayap dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapanmemuji bersayap yang telah dipelajari dengan
KRITERIA PENILAIAN:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teksmemuji bersayap
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan pujian dan responnya .
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan pujian serta responnya
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Upaya menggunakan bahasa Inggris untuk
1 x 2 JP
Audio CD/
SUARA GURU
Koran/ majalah ber
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa memuji dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji dalam jurnal belajar (learning journal).
menyatakan pujian dan responnya ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Kesantunandan
kepedulian dalam melaksanakan Komunikasi
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasiinterpersonal dengan guru dan teman.
3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menunjukan perhatian (care), serta responnya, sesuai dengan konteks penggunaannya.
4.3. Menyusun teks lisan dan tulis untuk mengucapkan
Teks lisan dan tulis untuk menunjukkan perhatian (care)
Fungsi sosial
Menjaga hubungan interpersonal dengan guru, teman dan orang lain.
Ungkapan
Ungkapan untuk memberi perhatian dan cara meresponnya: You look pale . Are you OK? Not, really. I’ve got a headache.
Unsur kebahasaan:
Ucapan, tekanan kata, intonasi
Mengamati
Siswa mendengarkan/menonton interaksi menunjukkan perhatian.
Siswa mengikuti interaksi menunjukkan perhatian.
Siswa menirukan model interaksi menunjukkan perhatian.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menunjukkan perhatian. (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain
perbedaan antara berbagai ungkapan
menunjukan perhatian dalam bahasa
Inggris, perbedaan ungkapan dengan
yang ada dalam bahasa Indonesia,
KRITERIA PENILAIAN:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teksmenunjukkan perhatian
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
CARA PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan untuk menunjukkan perhatian
1 x 2 JP Audio CD/
SUARA GURU
Koran/ majalah ber
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
kemungkinan menggunakan ungkapan
lain, dsb.
Mengeksplorasi
Siswa menunjukan perhatiandengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan menunjukan perhatian yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa menunjukan perhatian dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menunjukan perhatian dalam jurnal belajar (learning journal).
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ungkapan untuk menunjukkan perhatian
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Upaya menggunakan bahasa Inggris untuk menunjukkan perhatian (care) ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Kesantunan dan
kepedulian dalam melaksanakan Komunikasi
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri,
Teks lisan dan tulis pernyataan dan pertanyaan tentang niat melakukan sesuatu
Fungsi Sosial
Menyatakan rencana
Struktur Teks
‘I’d like to tell my name,’I
Mengamati
Siswa mendengarkan dan membaca banyak kalimat menyatakan dan menanyakantentang niat melakukan sesuatu dalam berbagai konteks
Siswa mengikuti interaksi tentang pernyataan dan pertanyaan tentang menyatakan dan menanyakantentang niat melakukan sesuatu dengan bimbingan
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks pernyataan dan pertanyaan tentang niat melakukan sesuatu
Ketepatan unsur kebahasaan: tata bahasa, kosa kata,
2 x 2 JP Audio CD/
VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya
4.4. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
will tell him about my job, I’m going to introduce my friend
Unsur Kebahasaan
Kata kerja I’d like to .., I will .., I’m going to ...; tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.
guru
Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu
Dengan bimbingan dan arahan guru siswa mengidentifikasi ciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan menyatakan dan menanyakantentang niat melakukan sesuatudalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain dsb.
Mengekslorasi
Siswa menyatakan dan menanyakan
tentang niat melakukan sesuatudalam
konteks simulasi, role-play dan kegiatan
lain yang terstuktur
Siswa berusaha menyatakan dan bertanya
tentang niat melakukan sesuatu
Mengasosiasi
Siswa membandingkan antara ungkapan niat melakukan sesuatu dalam bahasa Inggris yang telah dipelajaridengan yang ada dari berbagai sumber lain.
Siswa membandingkan
ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
Cara Penilaian:
Pengamatan (observasi)
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
Upaya menggunakan Bahasa Inggris untuk menyatakan dan menanyakan tentang niat melakukan sesuatuketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
ungkapanmenyatakan dan menanyakantentang niat melakukan sesuatu dalam bahasa inggris dan dalam bahasa Indonesia
Mengkomunikasikan
Setiap menyatakan dan menanyakan ungkapan tentang niat melakukan sesuatudalam bahasa Inggris didalam dan diluar kelas
Siswa menuliskan permasalahan dalam jurnal belajar (learning journal)
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar
2.3 Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi fungsional
3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan selamat bersayap, sesuai dengan konteks penggunaannya.
4.5. Menyusun teks lisan dan tulis untuk mengucapkan
Teks lisan dan tulisuntuk mengucapkan dan meresponucapan selamat bersayap (extended)
Fungsi Sosial
Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.
Struktur text
Ungkapan baku dari sumber-sumber otentik.
Unsur kebahasaan
(1) Kata dan tata bahasa baku
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
Mengamati
Siswa memperhatikan beberapa pesan yang berisi ucapan selamat dari berbagai sumber (a.l. film, tape, surat kabar, majalah).
Siswa membacakan contoh-contoh teks pesan berisi ucapan selamat tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan(questioning)
Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain
perbedaan antar berbagai pesan yang
berisi ucapan selamat dalam bahasa
Inggris, perbedaan ungkapan dengan
yang ada dalam bahasa Indonesia,
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks ucapan selamat bersayap
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian Cara Penilaian:
Unjuk kerja
Melakukan role-play (bermain peran) menggunakan ungkapan berbentuk pesan berisi ucapan selamat serta responnya dalam situasi nyata
2 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan merespon ucapan selamatbersayap (extended), dengan memperhatikan tujuan, struktur teks, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Keteladanan tentang perilaku peduli dan cinta damai.
kemungkinan menggunakan ungkapan
lain, dsb.
Mengeksplorasi
Siswa secara mandiri dan dalam
kelompok mencari ucapan selamat yang
lain dari berbagai sumber
Siswa bergantian membacakan ucapan
selamat dengan unsur kebahasaan yang
tepat
Siswa mengucapkan dan merespon
ucapan selamat yang disampaikan teman
dan guru.
Mengasosiasi
Siswa membandingkan berbagai ucapan
selamat terkait dengan tujuan, struktur
teks, dan unsur kebahasaan, dilihat dari
segi ketepatan, efisiensi, efektivitasnya.
Siswa memperoleh balikan (feedback)
dari guru dan teman tentang hasil analisis
yang disampaikan dalamkerja kelompok.
Mengkomunikasikan
Siswa berkreasi membuat teks-teks ucapan selamat dan menyampaikannya di depan guru dan teman untuk mendapat feedback.
Siswa membuat kartu ucapan selamat
Siswa memperoleh feedback dari guru
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ucapan selamat bersayap serta responnya
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog.
Kumpulan karya siswa yang mendukung proses penulisan teks ucapan selamat berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
dan teman sejawat Catatan atau rekaman
penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.
4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
Tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
(Past Simple dan Present Perfect Tense)
Fungsi sosial
Menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya
Struktur teks
I had plowed into a big green Buick. I hollered farewells to my friends and poured myself into the car
My friend has prepared everything before we
Mengamati
Siswa mendengarkan dan membaca banyak kalimat Past Simpledan Present perfect tense, dalam berbagai konteks.
Siswa berinteraksi menggunakankalimat Past Simple dan Present perfect tense selama proses pembelajaran, dengan bimbingan guru.
Siswa menirukan contoh-contoh kalimat PastSimple dan Present Perfect tense,
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat PastSimple dan Present Perfect tense, (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai past simple dan present perfect yang ada dalam bahasa Inggris, dan perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Mengeksplorasi
Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris
Kriteria penilaian:
Pencapaian fungsi sosial
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kelengkapan dan keruntutan struktur teks
Kesesuaian format
penulisan/ penyampaian
Cara Penilaian:
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
2 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
left
Unsur kebahasaan
(1) Past Simple, Present Perfect
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.
Topik
Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas.
dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris selama proses pembelajaran.
Mengasosiasi
Siswa membandingkan kalimat PastSimple dan Present Perfect tenseyang telah dipelajari dengan ungkapan-ungkapan lainnya.
Siswa membandingkan antara kalimat PastSimple dan Present Perfect tensedalam bahasa Inggris dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa Indonesia.
Mengkomunikasikan
Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di
Portofolio
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar
Kumpulan hasil tes dan latihan.
Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar
2.3Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempatwisata, danbangunanbersejarahte
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal
Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.
Struktur text
(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah
Mengamati
Siswa memperhatikan/ menonton beberapa contohteks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah.
Siswa menirukan contoh secara terbimbing.
Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia
Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks deskriptif
Mengeksplorasi
Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat
Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks deskriptif
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian formatpenulisan/ penyampaian
Unjuk kerja
Melakukan monolog tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal didepan kelas / berpasangan
Ketepatan dan kesesuaian dalammenggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian
Perilaku tanggung jawab, peduli, kerjasama, dan cinta
9 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
rkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
.
terkenal.
yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Unsur kebahasaan
(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
(5) Rujukan kata
Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.
deskripsi yang dibaca/didengar.
Siswa menyunting teks deskripsi yang diberikan guru dari segi struktur dan kebahasaan
Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari
Mengasosiasi
Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan.
Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.
Mengkomunikasikan
Berkelompok, siswa menyusun teks deskripsi tentang orang/ tempat wisata/ bangunan bersejarah sesuai dengan fungsi sosial tujuan, struktur dan unsur kebahasaannya
Siswa menyunting deskripsi yang dibuat teman.
Siswa menyampaikan deskripsinya
damai, dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks deskriptif.
Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
didepan guru dan temandan mempublikasikannya di mading.
Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai.
Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami.
Siswadapat menggunakan ‘learning journal’
khusus, komentar, atau bentuk penilaian lain
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya.
Teks tulis berbentuk announcement (pemberitahuan)
Fungsi sosial
Memberikan informasi dengan atau tanpa perintah atau petunjuk yang harus diikuti, untuk memperlancar informasi antara guru, siswa, kepala sekolah, dan staf administrasi
Struktur Teks
Ungkapan yang lazim digunakan dalam teks announcement di media massa maupun di internet, secara urut dan runtut.
Mengamati
Siswa mendengarkan/membaca teks announcement dari berbagai sumber dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.
Siswa mencoba menirukan pengucapannya dan menuliskan teks yang digunakan.
Siswa belajar membaca cepat untuk mendapat gambaran umum dari teks melalui proses skimming dan scanning untuk mendapatkan informasi khusus.
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai tekspemberitahuan dalam bahasa Inggris, perbedaan teks pemberitahuan dengan yang ada dalam bahasa Indonesia,
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teksannouncement
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
Cara Penilaian
Unjuk kerja
Melakukan monolog dalam bentuk pemberitahuan (announcement)didepan kelas
Ketepatan dan kesesuaian
2 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
4.11. Menangkap makna pemberitahuan (announcement).
4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Unsur kebahasaan
Kosa kata , tata bahasa, ucapan, rujukan kata, tekanan kata, intonasi, ejaan, dan tanda baca yang tepat, dengan pengucapan yang lancar dan penulisan dengan tulisan tangan atau cetak yang jelas dan rapi
Multimedia:
Layout, dekorasi, yang membuat tampilan teks lebih menarik
kemungkinan menggunakan ungkapan lain, dsb.
Mengeksplorasi
Siswa mencari teks lain untuk mendengarkan/membaca teks announcement dengan strategi yang digunakan dari berbagai sumber.
Siswa berlatih membaca teks announcement dengan strategi yang digunakan bersama teman
Mengasosiasi
Siswa menganalisis teks announcement dengan memperhatikan format penulisannya melalui strategi yang digunakan.
Siswa membandingkan teks announcement yang didengar/dibacakan dari guru dengan yang dipelajari dari berbagai sumber lain.
Secara berkelompok siswa mendiskusikan teks announcementyang mereka temukan dari sumber lain.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa membuat teks announcementdalam kerja kelompok
Siswa menyampaikan pemberitahuan
dalam menggunakan struktur teks dan unsur kebahasaan dalam teks pemberitahuan (announcement)
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
- kesantunan saat melakukan tindakan komunikasi
- perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
- Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks pemberitahuan
Kumpulan karya siswa yang
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
secara tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks
Membuat jurnal belajar (learning journal)
mendukung proses penulisan teks pemberitahuan berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya.
4.13.Menangkap makna dalam
Teks recount lisan dan tulis, sederhana, tentang pengalaman /kegiatan/ kejadian/peristiwa.
Fungsi sosial
Meneladani, membanggakan, bertindak teratur, teliti dan disiplin, melaporkan.
Struktur
a. Menyebutkan tindakan/ peristiwa/kejadian secara umum
b. Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut
Mengamati
Siswa menyimak berbagai contoh teks recount tentang pengalaman/kegiatan/kejadianb/peristiwa yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa belajar menentukan gagasan pokok, informasi rinci dan informasi tertentu dari teks recount
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai teks tentang pengalaman/kejadian/peristiwa yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia,.
Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks recount
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian formatpenulisan/ penyampaian
Cara Penilaian
Unjuk kerja
Melakukan monolog dalam bentuk recount dalam kelompok / berpasangan/ didepan kelas
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur
7 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
teks recount lisan dan tulis sederhana.
4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
c. Jika perlu, ada kesimpulan umum.
Unsur kebahasaan
(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.
(2) Penyebutan kata benda
(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
(5) Rujukan kata
Topik
Keteladanan tentang perilaku kewirausahaan, daya juang, percaya diri, tanggung jawab, disiplin.
informasi tertentu dalam recount
Mengeksplorasi
Siswa mencari beberapa text recount dari berbagai sumber.
Siswa berlatih menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat
Siswa berlatih menysun kalimat-kalimat yang diberikan menjadi text recount.
Siswa secara berkelompok menuliskan
/menyalin teks recount lisan dan tulis,
sederhana, tentang pengalaman/kegiatan/
kejadian/peristiwa dengan memperhatikan
fungsi sosial, struktur, dan unsur
kebahasaan dengan runtut
Mengasosiasi
Secara berpasangan siswa saling menganalisis teksrecounttulis dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.
Siswa mendiskusikan gagasan pokok, informasi rinci dan informasi tertentu dari teks.
Siswa memperoleh balikan (feedback) dari
guru dan teman tentang hasil analisis
kebahasaan dalam teks recount
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
- kesantunan saat melakukan tindakan
- perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalammelaksanakan komunikasi
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
- Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks recount.
Kumpulan karya siswa yang mendukung proses penulisan teks recount berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
yang disampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa membuat teks recount sederhana tentang keteladanan dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa mempresentasikannya di kelas
Siswa membuat kliping teks recount dengan menyalin dari beberapa sumber.
Siswa membuat jurnal belajar (learning journal)
atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Siswa diberikan pelatihan sebelum dituntut untuk melaksanakannya.
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat,
Teks naratif lisan dan tulis berbentuk legenda sederhana.
Fungsi sosial
Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.
Struktur
a. Pengenalan tokoh dan setting
b. Komplikasi terhadap tokoh utama
c. Solusi dan akhir cerita
Mengamati
Siswa menyimak berbagai contoh teks legenda yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa mengamati keteladanan dari cerita legenda
Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris,
Kriteria penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks naratif
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format
penulisan/ penyampaian
Unjuk kerja
Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/
6 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
sesuai dengan konteks penggunaannya.
4.15.Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana
Unsur kebahasaan
(3) Kata-kata terkait karakter, watak, dan setting dalam legenda
(4) Modal auxiliary verbs.
(4) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(5) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
(6) Rujukan kata
Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu
Mengeksplorasi
Siswa membaca beberapa text legenda
dari berbagai sumber.
Siswa berlatih menemukangagasan utama, informasi rinci dan informasi tertentu
Siswa melengkapi rumpang dari beeberapa teks legenda sederhana
Siswa secara berkelompok menuliskan
/menyalin teks recount dengan
memperhatikan fungsi sosial, struktur, dan
unsur kebahasaan dengan runtut
Siswa membacakan teks recount kepada
teman dengan menggunakan unsur
kebahasaan yang tepat
Mengasosiasi
Secara berpasangan siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Siswa memperoleh balikan (feedback) dari
guru dan teman tentang hasil analisis
yang disampaikan dalam kerja kelompok.
didepan kelas
Menggunakan struktur teks dan unsur kebahasaan dalam teks naratif
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif
Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
Mengkomunikasikan
Siswa menyampaikan informasi fungsi social, struktur, dan unsure kebahasanyang ditemukan setelah membaca teks legenda.
Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.
Siswa membuat ‘learning journal’
latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar
2.3Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.11. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4.16. Menangkap makna lagusederhana.
Lagu sederhana
Fungsi sosial
Menghibur, mengungkapkan perasaan, mengajarkan pesan moral
Unsur kebahasaan
(1) Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Mengamati
Siswa mendengarkan/membaca beberapa lirik lagu berbahasa Inggris dan menyalinnya
Siswa menirukan penguncapan dengan
menyanyikan sesuai dengan lagu yang
didengar
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan pesan yang ada dalam lagu bahasa Inggris, perbedaan lagu dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Siswa memperoleh pengetahuan tambahan tentang kosa kata dan pesan dalam lagu
Mengeksplorasi
Siswa membacakan lirik lagu yang disalin
Pengamatan (observations):
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:
- Perilaku tanggung jawab, peduli, kerjasama dan cinta damai dalam melaksanakan Komunikasi
- Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu
- Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Portofolio
Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan
2 x 2 JP Audio CD/ VCD/DVD
www.youtube
SUARA GURU
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar
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Keteladanan tentang perilaku yang menginspirasi.
kepada teman sebangku
Siswa menyanyikan lagu yang disalin dengan pengucapan dan tekanan kata yang tepat
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beserta kesan terhadap lagu
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Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
How strange those old recollections are which haunt us, without our being able to get rid of
them.
This one is so very old that I cannot understand how it has clung so vividly and tenaciously to
my memory. Since then I have seen so many sinister things, which were either affecting or
terrible, that I am astonished at not being able to pass a single day without the face of Mother 5 Bellflower recurring to my mind's eye, just as I knew her formerly, now so long ago, when I
was ten or twelve years old.
She was an old seamstress who came to my parents' house once a week, every Thursday, to
mend the linen. My parents lived in one of those country houses called chateaux, which are
merely old houses with gable roofs, to which are attached three or four farms lying around 10 them.
The village, a large village, almost a market town, was a few hundred yards away, closely
circling the church, a red brick church, black with age.
Well, every Thursday Mother Clochette came between half-past six and seven in the
morning, and went immediately into the linen-room and began to work. She was a tall, thin, 15 bearded or rather hairy woman, for she had a beard all over her face, a surprising, an
unexpected beard, growing in improbable tufts, in curly bunches which looked as if they had
been sown by a madman over that great face of a gendarme in petticoats. She had them on
her nose, under her nose, round her nose, on her chin, on her cheeks; and her eyebrows,
which were extraordinarily thick and long, and quite gray, bushy and bristling, looked exactly 20
like a pair of mustaches stuck on there by mistake.
She limped, not as lame people generally do, but like a ship at anchor. When she planted her
great, bony, swerving body on her sound leg, she seemed to be preparing to mount some
enormous wave, and then suddenly she dipped as if to disappear in an abyss, and buried
herself in the ground. Her walk reminded one of a storm, as she swayed about, and her head, 25
which was always covered with an enormous white cap, whose ribbons fluttered down her
back, seemed to traverse the horizon from north to south and from south to north, at each
step.
I adored Mother Clochette. As soon as I was up I went into the linen- room where I found her
installed at work, with a foot-warmer under her feet. As soon as I arrived, she made me take 30 the foot-warmer and sit upon it, so that I might not catch cold in that large, chilly room under
the roof.
"That draws the blood from your throat," she said to me.
Clochette
by Guy de Maupassant
(1850-1893)
Translators: Albert M.C. McMaster, A.E. Henderson, Mme. Quesada, & others.
She told me stories, whilst mending the linen with her long crooked nimble fingers; her eyes
behind her magnifying spectacles, for age had impaired her sight, appeared enormous to me, 35
strangely profound, double.
She had, as far as I can remember the things which she told me and by which my childish
heart was moved, the large heart of a poor woman. She told me what had happened in the
village, how a cow had escaped from the cow-house and had been found the next morning in
front of Prosper Malet's windmill, looking at the sails turning, or about a hen's egg which had 40
been found in the church belfry without any one being able to understand what creature had
been there to lay it, or the story of Jean-Jean Pila's dog, who had been ten leagues to bring
back his master's breeches which a tramp had stolen whilst they were hanging up to dry out
of doors, after he had been in the rain. She told me these simple adventures in such a manner,
that in my mind they assumed the proportions of never-to-be -forgotten dramas, of grand and 45 mysterious poems; and the ingenious stories invented by the poets which my mother told me
in the evening, had none of the flavor, none of the breadth or vigor of the peasant woman's
narratives.
Well, one Tuesday, when I had spent all the morning in listening to Mother Clochette, I
wanted to go upstairs to her again during the day after picking hazelnuts with the manservant 50 in the wood behind the farm. I remember it all as clearly as what happened only yesterday.
On opening the door of the linen-room, I saw the old seamstress lying on the ground by the
side of her chair, with her face to the ground and her arms stretched out, but still holding her
needle in one hand and one of my shirts in the other. One of her legs in a blue stocking, the
longer one, no doubt, was extended under her chair, and her spectacles glistened against the 55
wall, as they had rolled away from her.
I ran away uttering shrill cries. They all came running, and in a few minutes I was told that
Mother Clochette was dead.
I cannot describe the profound, poignant, terrible emotion which stirred my childish heart. I
went slowly down into the drawing-room and hid myself in a dark corner, in the depths of an 60 immense old armchair, where I knelt down and wept. I remained there a long time, no doubt,
for night came on. Suddenly somebody came in with a lamp, without seeing me, however,
and I heard my father and mother talking with the medical man, whose voice I recognized.
He had been sent for immediately, and he was explaining the causes of the accident, of which
I understood nothing, however. Then he sat down and had a glass of liqueur and a biscuit. 65
He went on talking, and what he then said will remain engraved on my mind until I die! I
think that I can give the exact words which he used.
"Ah!" said he, "the poor woman! She broke her leg the day of my arrival here, and I had not
even had time to wash my hands after getting off the diligence before I was sent for in all
haste, for it was a bad case, very bad. 70
"She was seventeen, and a pretty girl, very pretty! Would any one believe it? I have never
told her story before, and nobody except myself and one other person who is no longer living
in this part of the country ever knew it. Now that she is dead, I may be less discreet.
"Just then a young assistant-teacher came to live in the village; he was a handsome, well-
made fellow, and looked like a non-commissioned officer. All the girls ran after him, but he 75
paid no attention to them, partly because he was very much afraid of his superior, the
schoolmaster, old Grabu, who occasionally got out of bed the wrong foot first.
"Old Grabu already employed pretty Hortense who has just died here, and who was
afterwards nicknamed Clochette. The assistant master singled out the pretty young girl, who
was, no doubt, flattered at being chosen by this impregnable conqueror; at any rate, she fell in 80
love with him, and he succeeded in persuading her to give him a first meeting in the hay- loft
behind the school, at night, after she had done her day's sewing.
"She pretended to go home, but instead of going downstairs when she left the Grabus' she
went upstairs and hid among the hay, to wait for her lover. He soon joined her, and was
beginning to say pretty things to her, when the door of the hay-loft opened and the 85
schoolmaster appeared, and asked: 'What are you doing up there, Sigisbert?' Feeling sure that
he would be caught, the young schoolmaster lost his presence of mind and replied stupidly: 'I
came up here to rest a little amongst the bundles of hay, Monsieur Grabu.'
"The loft was very large and absolutely dark, and Sigisbert pushed the frightened girl to the
further end and said: 'Go over there and hide yourself. I shall lose my position, so get away 90 and hide yourself.'
"When the schoolmaster heard the whispering, he continued: 'Why, you are not by yourself?'
'Yes, I am, Monsieur Grabu!' 'But you are not, for you are talking.' 'I swear I am, Monsieur
Grabu.' 'I will soon find out,' the old man replied, and double locking the door, he went down
to get a light. 95
"Then the young man, who was a coward such as one frequently meets, lost his head, and
becoming furious all of a sudden, he repeated: 'Hide yourself, so that he may not find you.
You will keep me from making a living for the rest of my life; you will ruin my whole career.
Do hide yourself!' They could hear the key turning in the lock again, and Hortense ran to the
window which looked out on the street, opened it quickly, and then said in a low and 100 determined voice: 'You will come and pick me up when he is gone,' and she jumped out.
"Old Grabu found nobody, and went down again in great surprise, and a quarter of an hour
later, Monsieur Sigisbert came to me and related his adventure. The girl had remained at the
foot of the wall unable to get up, as she had fallen from the second story, and I went with him
to fetch her. It was raining in torrents, and I brought the unfortunate girl home with me, for 105
the right leg was broken in three places, and the bones had come trough the flesh. She did not
complain, and merely said, with admirable resignation: 'I am punished, well punished!'
"I sent for assistance and for the work-girl's relatives and told them a, made-up story of a
runaway carriage which had knocked her down and lamed her outside my door. They
believed me, and the gendarmes for a whole month tried in vain to find the author of this 110
accident.
"That is all! And I say that this woman was a heroine and belonged to the race of those who
accomplish the grandest deeds of history.
"That was her only love affair, and she died a virgin. She was a martyr, a noble soul, a
sublimely devoted woman! And if I did not absolutely admire her, I should not have told you 115
this story, which I would never tell any one during her life; you understand why."
The doctor ceased. Mamma cried and papa said some words which I did not catch; then they
left the room and I remained on my knees in the armchair and sobbed, whilst I heard a
strange noise of heavy footsteps and something knocking against the side of the staircase.
They were carrying away Clochette's body. 120
UNIVERSITAS MUHANIMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKANA I a ma t : J al a n K. H. A. D att,J.:L*ldtJs;r?3 $ el ep o n/F ax (027 5) 321 49 4
PURWORT,JO 54111
Nama
NIM
Program Studi
Judul Skripsi
KARTU BIMBINGAN SI(RIPSI
: Dimas Satriawan
:102120042
: Pendidikan Bahasa Inggris
: Appositive Found in The Short Story "Clochette" by Guy
De Maupassant and Its Contribution in English Language
Teaching.
The Consultant,
4{xAIsmawati Ike N.. M. Hum.
NrP. 197906102005012002
No. DateThe Material of
ConsultationThe Result ofConsultation
Initialsof the
Consultant
Initialsof the
Student1 5 Maret 201.1 Title, Proposal Revised Llt -, 'at!.2. 14Maret2014 Title, Proposal Accepted (& JiqJ. 16 Apnl2014 Bab 1 Revised t0r -,44g3A+. 7 Mei 2014 Bab 2,3 Reviserl u }nW5. 18 Juni 2014 Bab 1,4 Revised tI^
-AnuJ6. 20 Juni2014 Bab 1, 2, 3 Accepted t-1. J;ue7. 25 luni2014 Bab 4,5 Rei'iseci r-[, }reE. 11 Juli 2014 Bab 4 Rer.ised & ii,.,9. 18 Juli 2014 Bab 4, 5 Accepted Ur - 'i'810. 24 Juni2011 Subrnit all Accepted u eAwq
UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.H.A. Dahlan No. 3 Telepon/Fax (0275'S 321494
PURWOREJO 54II1
Nama
NIM
Program Studi
Judul Skripsi
KARTU BIMBINGAN SKRIPSI
Dimas Satriawan
t02120042
Pendidikan Bahasa Inggris
Appositive Found in The Short Story "Clochette" by Guy
De Maupassant and Its Contribution in English Language
Teaching.
No. DateThe Material of
ConsultationThe Result ofConsultation
Initialsof the
Consultant
Initialsof the
Student1 7 Maret2014 Proposai Revised +q "iulrjl
2. 19 Maret2014 Proposal Accepted (M-Arfuu
J. 15 April2014 Bab 1,2,3 Revised q),,Q /kiiltsAf. 9 Mei2014 Bab 1,2 Revise<i w@ Aute5. 20 Juni2014 Bab 2,3 Revised @@ - 'ir*6. 23 Juni2014 Bab 1,2,3 Accepted W1. 28 Juni2014 Bab 4 Revised Q@ 't"s8. l7 Juli2014 Bab 5 Revised w cArq9. 20 Juli2014 Pab 4,5 Accepted I tL -Aaag10. 24 luni2014 Submit all Accepted Ldn@ 'l ,,' I
Zulia Chasanah. S.S.. M. Pd.
NIDN.061612740l
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