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SEKOLAH MENENGAH ATAS NEGERI 12 SURABAYA
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Website : sman12sby.sch.id Email : admin@sman12sby.sch.id
PARAMASASTRA
Vol. 9 No. 1 - Maret 2022
p-ISSN 2355-4126 e-ISSN 2527-8754
http://journal.unesa.ac.id/index.php/paramasastra
PENERAPAN PERMAINAN INFO BERANTAI DAN KATA

MENGALIR PADA PEMBELAJARAN BERBICARA BAHASA
JERMAN KELAS X IPA 2 SEMESTER II SMAN 12
SURABAYA
Efi Sutrisnaningsih
SMAN 12 Surabaya, efisutrisnaningsih@gmail.com
ABSTRACT
This research focused on using of both game techniques: Information Chain and Flowing
Words in student’s speaking skills. This Information Chain and Flowing Word Learning
Technique were applied in German class, so that students have the courage to speak
German. This study examines two research problems: (1) How are the information chain
game technique and word flow used for the speaking skill of students of class X IPA 2
SMA Negeri 12 Surabaya? (2) How are the results of learning German speaking skills
through the usage of chained information learning techniques and words flowing in German
at SMA Negeri 12 Surabaya. This study used a chain of info and word flow to train
student’s speaking skill. This research is a descriptive research with a qualitative approach.
Based on this research, it can be concluded that these game techniques such as information
chain and word flow can be used in the teaching process of speaking skills. Because the
student learning outcomes are indicated by an increased score oft class average and from
the results of the Pre-Test and Post-Test the average of student learning outcomes in
speaking skills increase.
Keywords: Info chain game technique, word flow technique, speaking skill.
ABSTRAK
Penelitian ini mengkaji penerapan teknik pembelajaran Info Berantai dan Kata
Mengalir dalam keterampilan berbicara siswa dalam Bahasa Jerman. Teknik Pembelajaran
Info Berantai dan Kata Mengalir ini diterapkan supaya siswa mempunyai keberanian untuk
berbicara Bahasa Jerman. Penelitian ini mengkaji dua masalah penelitian yakni (1)
Bagaimana penerapan teknik Permainan info berantai dan kata mengalir pada keterampilan
berbicara Bahasa Jerman siswa kelas X IPA 2 SMA Negeri 12 Surabaya? (2) Bagaimana
hasil belajar keterampilan berbicara Bahasa Jerman melalui teknik penerapan teknik
pembelajaran info berantai dan kata mengalir berbicara Bahasa Jerman siswa SMA Negeri
12 Surabaya. Penelitian ini menggunakan teknik permainan info berantai dan kata mengalir
berbicara. Penelitian ini merupakan penelitian dekriptif dengan pendekatan kualitatif.
Berdasarkan penelitian ini dapat disimpulkan bahwa teknik permainan info berantai dan
kata mengalir dapat digunakan dalam proses pengajaran keterampilan berbicara. Hal ini
dibuktikan dengan adanya hasil belajar siswa yang ditunjukkan dengan rata – rata kelas
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yang meningkat, 2. Dari hasil Pre-Test dan Post-Test diketahui bahwa nilai rata-rata hasil
belajar siswa dalam keterampilan berbicara meningkat.
Kata kunci: Teknik permainan info berantai, teknik permainan kata mengalir, -
keterampilan berbicara.
PENDAHULUAN
Pada prinsipnya pembelajaran bahasa Jerman di indonesia bertujuan agar
para peserta didik memiliki kemampuan dasar dalam keterampilan mendengarkan,
berbicara, membaca, dan menulis untuk berkomunikasi secara sederhana. Salah
satu keterampilan yang penting adalah keterampilan berbicara. Keterampilan ini
bersifat produktif secara lisan atau berbicara sebagai tujuan. Siswa mampu
berbicara (melakukan dialog dengan teman) mengenai suatu benda di dalam kelas.
Faktor-faktor yang mempengaruhi siswa dalam kesulitan berbicara bahasa Jerman
seperti, kurangnya kosakata yang didapat, rasa malu untuk berbicara bahasa Jerman
dengan teman, kurangnya latihan berbicara secara intensif dan kurangnya motivasi
bagi siswa untuk berbicara bahasa Jerman.
Teknik pembelajaran dalam mempelajari bahasa juga sangat menentukan
keberhasilan siswa dalam menguasai keterampilan berbicara bahasa Jerman. Ada
beberapa permainan yang menarik untuk digunakan dalam pembelajaran berbicara
sederhana bahasa Jerman, di antaranya terdapat permainan info berantai dan kata
mengalir. Pada permainan-permainan ini, siswa bekerjasama dalam kelompok
masing-masing sehingga terjadi pembelajaran yang menarik, menyenangkan, dan
menantang. Dengan cara demikian siswa mampu memproduksi kalimat sebanyak-
banyaknya dengan kata-kata sendiri.
Sugiyanto (1998:25) menuliskan bahwa bermain merupakan suatu cara
untuk perkembangan aspek kognisi yaitu pengetahuan yang luas dan daya nalar
anak, kreativitas (daya cipta), kemampuan berbahasa, serta daya ingat. Berdasarkan
teori tersebut, dipilih dua permainan dalam penelitian ini, yaitu permainan ”info
berantai dan kata mengalir”. Pada permainan info berantai siswa dapat
menyampaikan informasi bahasa Jerman yang diperoleh dari guru kepada teman
dengan cara berbisik. Pada permainan ini siswa belum mampu menyampaikan
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informasi dengan kalimat sendiri. Lain halnya pada permainan kata mengalir, siswa
belajar membuat kalimat dengan kata-kata sendiri, sehingga mampu
menyampaikan informasi secara langsung kepada teman dengan kalimat-
kalimatnya sendiri. Semua siswa terlibat dalam dua permainan ini, tak terkecuali
yang pasif pun turut terlibat karena terbentuk oleh suasana kelas sehingga siswa
tampak senang, santai, tidak merasa disuruh membuat kalimat, dan merasa tidak
digurui. Penerapan permainan-permainan ini dilakukan pada siswa kelas X IPA 2
semester II SMAN 12 Surabaya dengan tema Schule (sekolah),sub tema
Gegenstände in der Klasse.
Penelitian ini mengkaji dua masalah berikut yakni (1) Bagaimana penerapan
teknik permainan info berantai dan kata mengalir pada keterampilan berbicara
bahasa Jerman siswa kelas X IPA 2 SMA Negeri 12 Surabaya? (2) Bagaimana hasil
belajar keterampilan berbicara bahasa Jerman melalui penerapan penerapan teknik
permainan info berantai dan kata mengalir siswa kelas X IPA 2 SMA Negeri 12
Surabaya? Kajian ini diharapkan dapat memberikan masukan bagi guru bahasa
jerman dalam usaha meningkatkan keterampilan mengajar berbicara siswa dan
membuat pembelajaran keterampilan berbicara yang menyenangkan dan
menantang.
Kajian Pustaka
Permainan
Bermain adalah suatu kegiatan yang serius, tetapi mengasyikkan
(Semiawan, 2008:20). Berbeda halnya dengan Goetz (2002:918) yang
menyebutkan pengertian bermain sebagai berikut : Spielen ist : ein (bestimmte)
Spiel machen. Definisi tersebut berarti bermain ialah melakukan sebuah permainan.
Belajar dengan bermain diharapkan mampu mengakrabkan guru dengan muridnya
dan murid dengan sesama murid di dalam proses belajar mengajar sehingga
menciptakan kondisi belajar yang menyenangkan dan berkesan. Selain itu,
pemahaman siswa tentang suatu konsep tertentu mudah diingat. Menurut Sugiyanto
(1998:25) bermain merupakan suatu cara untuk perkembangan aspek kognisi yaitu
pengetahuan yang luas dan daya nalar anak, kreativitas (daya cipta), kemampuan
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berbahasa, serta daya ingat. Maka metode permainan yang efektif dalam
pembelajaran dapat membantu siswa mencapai tujuan pembelajaran. Karena
dengan menggunakan metode permainan pembelajaran lebih efektif dan
menyenangkan sehingga dapat memotivasi siswa dan menumbuhkan semangat
dalam mempelajari dan menghafalkan kosakata baru (Sapani, 1997:17).
Permainan Info Berantai

Tujuan dari permainan info berantai ini menurut Suyatno (2004:120) adalah
siswa dapat mentransfer sebuah informasi dengan benar dan jelas. Siswa dibentuk
menjadi beberapa kelompok, yang masing-masing kelompok posisisnya berbaris
saling membelakangi. Barisan paling belakang diberi sebuah amplop yang berisi
informasi. Dengan cukup membaca dan menghafal, secara berantai informasi
dibisikkan ke barisan depannya, begitu seterusnya. Barisan terdepan
mempresentasikan informasi yang diperolehnya.
Permainan Kata Mengalir
Permainan ini menurut Suyatno (2004:42) dikatakan kata mengalir karena

dalam prosesnya kata yang diproduksi mengalir sampai membentuk sebuah
kalimat. Dalam penelitian ini, yang dalam prosesnya kata yang diproduksi terus
mengalir, mulai dari siswa paling kanan menyebutkan satu kata, kemudian
dilanjutkan oleh siswa di sebelah kirinya dan seterusnya. Tujuan yang ingin dicapai
dari permainan ini adalah cara pembelajaran yang menarik, menyenangkan, dan
menantang dapat tercapai. Dengan begitu, siswa mampu memproduksi kata
sebanyak-banyaknya dengan kata-kata sendiri.
Cara pelaksanaan permainan ini sebagai berikut. Siswa dalam satu
kelompok berjajar di depan kelas . satu orang siswa mengambil satu gambar dan
bertanya kepada kelompoknya ” was ist das?”. Kemudian siswa paling kanan dari
kelompoknya menyebutkan satu kata, dilanjutkan siswa disebelah kirinya
menyebutkan satu kata, dan seterusnya sehingga kata-kata yang dihasilkan dari satu
kelompok tersebut merupakan kalimat jawaban yang benar, misalnya ”das ist ein
Buch”.
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Keterampilan Berbicara
Keterampilan berbahasa mempunyai empat komponen yaitu menyimak,

berbicara, membaca, dan menulis. Salah satu keterampilan yang dianggap sulit oleh
pembelajar adalah berbicara. Goetz (2002:922) menyebutkan pengertian berbicara
yakni Sprechen ist: die Faehigkeit haben, aus einzelnen Lauten Woerter oder
Saetze zu bilden. Definisi tersebut menyebutkan bahwa berbicara adalah sebuah
keterampilan mengucapkan kata-kata atau kalimat.
Berbicara menurut Nurgiyantoro (1988:252) adalah aktivitas berbahasa
kedua yang dilakukan manusia dalam kehidupan berbahasa, yaitu setelah aktivitas
mendengarkan. Berdasarkan bunyi-bunyi yang didengarnya itulah kemudian
manusia belajar mengucapkan bunyi-bunyi yang didengarnya itulah kemudian
manusia belajar mengucapkan dan akhirnya mampu untuk berbicara dalam suatu
bahasa secara baik, pembicara harus menguasai lafal, struktur dan kosakata yang
bersangkutan. Disamping itu, diperlukan juga penguasaan masalah dan atau
gagasan yang disampaikan, serta kemampuan memahami bahasa lawan pembicara.
Berbicara menurut Tarigan (1984:15) adalah kemampuan mengucapkan bunyi-
bunyi artikulasi atau kata-kata untuk mengekspresikan, menyatakan, serta
menyampaikan pikiran, gagasan, dan perasaan.
Berdasarkan uraian di atas, dapat disimpulkan bahwa keterampilan
berbicara adalah bersifat produktif, di mana seorang pembicara atau dalam
kaitannya ini adalah pembelajar harus menguasai kosakata, struktur kalimat, dan
masalah yang dibicarakan agar mampu menyampaikan gagasan dan dapat diterima
dengan baik oleh pendengar.
Tes Kemampuan Berbicara

Dalam penelitian ini dilakukan tes kemampuan berbicara tingkat penerapan.
Tes tingkat ini menuntut siswa untuk mampu menerapkan kemampuan
berbahasanya untuk berbicara dalam situasi dan masalah tertentu untuk keperluan
berkomunikasi. Dalam pengajaran berbicara bahasa asing, cara untuk mengungkap
kemampuan berbicara siswa yaitu, setelah siswa diajar pola-pola struktur atau
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ungkapan-ungkapan yang biasa dipergunakan dalam situasi pembicaraan tertentu,

siswa diminta untuk mempraktikkannya dalam situasi yang konkret.
Metode
Dalam penelitian ini, instrumen yang digunakan yaitu non tes dan tes.
Instrument non tes yang digunakan dalam penelitian ini adalah lembar observsi
berupa checklist. Lembar observasi ini digunakan untuk mengetahui apakah proses
perencanaan sesuai dengan keterlaksaan yaitu penerapan permainan info berantai
dan kata mengalir pada pembelajaran berbicara bahasa Jerman kelas X. IPA 2
Surabaya. Observasi pada lembar observasi dengan memberikan tanda cek.
Dalam penelitian ini instrumen tes terdiri dari pre-test dan post-test. Bentuk
pre-test dan post test merupakan tes berbicara yaitu siswa berdialog sesuai tema
yang ditentukan yaitu Schule, subtema Gegenstände in der Klasse. Dialog yang
dilakukan direkam untuk dapat dicek pengecekan sesuai rubrik penilaian
berdasarkan rubrik penilaian keterampilan berbicara untuk Ujian tingkat bahasa A1,
kompetensi berbicara dinilai dengan berdasarkan kriteria pemenuhan tugas
(Erfüllung der Aufgabenstellung) dan pelafalan (Aussprache). Selain itu, dilakukan
pembandingan antara nilai pre-test dan post-test sehingga diketahui peningkatan
hasil belajar siswa dalam keterampilan berbicara bahasa Jerman.
PEMBAHASAN
Penelitian ini dilaksanakan selama empat minggu dengan pertemuan efektif
empat kali tatap muka. Pertemuan pertama dilaksanakan pada tanggal 10 Januari
2019 yaitu dengan dilaksanakannya pre-test dan pelaksanaan pembelajaran.
Kemudian pelaksanaan pembelajaran dilanjutkan pada pertemuan kedua sampai
dengan pertemuan keempat, yaitu pada tanggal 6, 13, dan 20 Februari 2019.
sedangkan post-test dilaksanakan pada pertemuan keempat setelah dilakukan
pelaksanaan pembelajaran. Dalam pelaksanaan penelitian ini digunakan teknik
permainan info berantai dua kali pada pertemuan pertama dan kedua. Selanjutnya
digunakan teknik permainan kata mengalir pada pertemuan ketiga dan keempat.
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Pertemuan Pertama (Pre-Test)

Pertemuan pertama dilaksanakan pada tanggal 10 Januari 2019. Sebelum
dilaksanakan pembelajaran dengan menggunakan teknik permainan info berantai
dan kata mengalir, pada pertemuan ini siswa terlebih dahulu melakukan pre-test
untuk mengetahui tingkat kemampuan siswa dalam keterampilan berbicara bahasa
jerman.
Setelah pemberian pretest, berlangsung 4 pertemuan pembelajaran yang
terdiri dari tahap pendahuluan, inti dan penutup. Pada tahap pendahuluan siswa
mendapatkan motivasi mengenai materi yang dipelajari yaitu berupa penyamaan
persepsi melalui Assoziogramm untuk mengumpulkan kosakata yang berhubungan
dengan tema Gegenstände in der Klasse.
Pada tahap inti siswa mulai mendapat pertanyaan was ist das?. Pertanyaan
ini disebutkan sambil menunjuk pada benda yang dimaksud, sehingga siswa mulai
menyebutkan kosakata benda-benda di dalam kelas yang telah diketahui
sebelumnya. Kemudian, siswa menjawab pertanyaan was ist das?dengan kalimat
lengkap, yang merupakan bentuk unbestimmter Artikel seperti das ist ein Tisch.
Kemudian, siswa melakukan permainan menyusun huruf menjadi sebuah
kata. Permainan ini diawali dengan membentuk 9 kelompok. Tugas siswa
menyusun huruf-huruf sehingga membentuk sebuah kata bahasa Jerman.
Permainan ini dilakukan dengan maksud siswa menghafal penulisan kosakata
benda-benda dalam bahasa Jerman. Setelah itu siswa memulai permainan info
berantai. Dalam permainan ini siswa melakukan keterampilan berbicara. Guru
memberikan tiga kalimat sederhana kepada masing-masing siswa yang berdiri
paling belakang dalam satu kelompok. Masing-masing kelompok mendapatkan
kalimat yang berbeda-beda. Siswa diberi waktu membaca dan menghafal teks
tersebut. Kemudian siswa paling belakang membisikan teks tersebut ke siswa
depannya dan seterusnya sampai paling depan. Selanjutnya dicocokkan kalimat dari
dua siswa tersebut. Guru memberikan balikan dan seluruh kelompok diminta
menyempurnakan jawabannya.
Pada tahap penutup siswa beserta guru melakukan refleksi dengan cara
tanya jawab mengenai kegiatan belajar mengajar yang telah dilakukan. Siswa
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berupaya mengingat kembali mengenai kosakata benda-benda di dalam kelas dan

cara menanyakan mengenai suatu benda yang ada di dalam kelas dan menjawabnya
dengan unbestimmte Artikel.
Pertemuan Kedua
Pertemuan kedua tanggal 15 Januari 2019 ini siswa bersama guru
mengevaluasi proses pembelajaran yang telah dilaksanakan pada pertemuan
sebelumnya. Materi yang diberikan pada pertemuan kedua ini adalah tentang
kehidupan sekolah dengan subtema Gegenstände in der Klasse yang berupa
Adjektiv.
Pada tahap pendahuluan siswa bersama guru membahas kembali materi
pada pertemuan sebelumnya yaitu subtema Gegenstände in der Klasse. Siswa
mendapat pertanyaan was gibt es an der Klasse?
Pada pertemuan inti ini materi yang disampaikan adalah adjektiv. Untuk
mengawali materi ini siswa mendapatkan tugas mengerjakan soal berbentuk
wacana tulis tanpa spasi, seperti DerStuhlistneu. Eristteuer dan Dasisteinetafel.
Setelah tugas ini, siswa menyebutkan kata sifat alt, billig, neu, teuer, sauber, lang,
schon, dick, kata bahasa Jerman yang mengantung ei, eu, ie, ß, ä, ü, ö, sch, spr.
Tugas selanjutnya yaitu siswa melakukan permainan info berantai dengan kalimat
seperti Was ist das? - Das ist ein Stuhl. 2. Wie ist der Stuhl? ss- Der Stuhl ist teuer.
Kemudian, siswa melakukan permainan info berantai dalam kelompok.
Siswa yang duduk paling belakang mulai membisikkan kalimat-kalimat tersebut ke
temannya sampai siswa yang duduk paling depan. Siswa paling depan dari masing-
masing kelompok bertugas mengulangi kalimat yang didengarnya di depan kelas
dan menulis kalimat tersebut di papan tulis. Kemudian jawaban tersebut dicocokkan
dengan siswa paling belakang dari kelompoknya.
Pada akhir pelajaran siswa beserta guru melakukan refleksi dengan cara
tanya jawab mengenai kegiatan belajar mengajar dan materi unbestimmter Artikel
dan adjektif yang digunakan dalam kalimat tentang benda-benda di dalam kelas dan
mampu menerapkannya dalam berdialog.
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Pertemuan Ketiga
Pertemuan ketiga tanggal 22 Januari 2019 ini siswa bersama guru
mengevaluasi proses pembelajaran yang telah dilaksanakan pada pertemuan
sebelumnya. Materi yang diberikan pada pertemuan ketiga ini adalah tentang
kehidupan sekolah dengan subtema Gegenstände in der Klasse yang berupa bentuk
singular dan plural dari benda-benda di dalam kelas. Pada pertemuan ini diterapkan
teknik permainan kata mengalir dalam pembelajaran.
Tugas siswa adalah mengklasifikasikan kata benda sesuai kolom singular
dan plural agar siswa lebih mudah mengenali bentuk kata benda singular dan
plural. Selanjutnya siswa belajar melafalkan kosakata baru di papan tulis yang
berupa kata benda singular dan plural. Selanjutnya siswa belajar melafalkan bunyi
kosa kata bahasa Jerman yang mengandung (ei, eu, ie, ß, ä, ü, ö, sch, spr). Setelah
itu siswa belajar sesuai dengan teknik permainan kata mengalir.
Pada tahap penutup siswa bersama guru merefleksi pelajaran yang telah
didapat hari ini. Siswa mengingat materi plural dan cara menerapkannya dalam
kalimat. Siswa mengetahui cara bertanya dan menjawab mengenai benda-benda di
dalam kelas.
Pertemuan Keempat
Pertemuan keempat tanggal 2 Februari 2019 ini bersama guru mengevaluasi
proses pembelajaran yang telah dilaksanakan pada pertemuan sebelumnya. Materi
yang diberikan pada pertemuan keempat ini adalah tentang kehidupan sekolah
dengan subtema Gegenstände in der Klasse yang berupa bentuk kata ganti berupa
er, sie, es dari benda-benda di dalam kelas yang berartikel der, die, das. Pada
pertemuan in terdapat dua bagian. Bagian pertama adalah kegiatan belajar mengajar
yang terdapat tiga tahap pembelajaran yaitu pendahuluan, inti dan penutup. Bagian
kedua yaitu post test. Teknik pembelajaran yang dipakai adalah teknik permainan
kata mengalir.
Pada tahap pendahuluan ini siswa mulai membahas kembali materi yang
telah diajarkan pada pertemuan sebelumnya yaitu kata benda bentuk singular dan
plural. Pada tahap inti siswa belajar penggunaan kata ganti er, sie, es pada benda
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berartikel der, die, das. Setelah itu siswa melafalkan kosakata di papan tulis dan
siswa belajar melafalkan bunyi kosakata bahasa Jerman yang mengandung (ei, eu,
ie, ß, ä, ü, ö, sch, spr).
Selanjutnya siswa melakukan permainan kata mengalir. Siswa
diorganisasikan ke dalam 6 kelompok belajar sesuai teknik permainan kata
mengalir dengan menggunakan kata ganti er, sie, es. Ketua kelompok bertugas
menanyakan tentang gambar tersebut dengan dialog seperti gambar 1.
Gambar 1. Contoh Dialog Siswa pada Teknik Permainan Kata Mengalir
Selanjutnya siswa dibimbing dan diberi waktu untuk menyelesaikan

permainan kata mengalir. Setelah permainan selesai guru memberikan balikan dan
seluruh kelompok diminta menyempurnakan jawabannya.
Pada tahap penutup, siswa bersama guru merefleksi pelajaran yang telah
didapat hari ini. Siswa mengingat materi kata ganti er, sie, es untuk kata benda
berartikel der, die, das dan cara menerapkannya dalam kalimat. Siswa mengetahui
cara bertanya dan menjawab mengenai benda-benda di dalam kelas. Tidak lupa
guru memberikan penghargaan kepada tiap kelompok yang sudah menjalankan
tugas dengan baik dan tertib walaupun masih terdapat beberapa siswa yang bingung
menerapkan penggunaan kata ganti er, sie, es pada kata benda beratikel der, die,
das.
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Post-Test
Pada bagian post test ini siswa melakukan dengan dialog berpasangan.
Masing-masing siswa mengambil satu gambar dari kotak suara dan secara
bergantian bertanya tentang benda seperti pada dialog yang dapat dilihat pada
gambar 2.
Gambar 2. Contoh Dialog Siswa
PEMBAHASAN
Berdasarkan penelitian yang telah dilakukan melalui pre-test dan post-test
dapat diketahui perbandingan hasil belajar dalam keterampilan berbicara dengan
menggunakan teknik permainan info berantai dan kata mengalir pada siswa kelas
X.IPA 2 semester 2 SMA Negeri 12 Surabaya adalah sebagai berikut.
Tabel 1. Perbandingan Pre-test dan Post-Test
NO. NAMA SISWA NILAI SISWA

PRE-TEST POST-TEST
1. Siswa 1 65 82
2. Siswa 2 65 82
3. Siswa 3 65 82
4. Siswa 4 75 90
5. Siswa 5 65 82
6. Siswa 6 65 82
7. Siswa 7 65 80
8. Siswa 8 65 80
9. Siswa 9 65 80
10. Siswa 10 65 82
11. Siswa 11 65 86
12. Siswa 12 65 82
13. Siswa 13 65 82
14. Siswa 14 70 82
15. Siswa 15 65 82
16. Siswa 16 80 90
17. Siswa 17 60 82
18. Siswa 18 60 82
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19. Siswa 19 65 82
20. Siswa 20 65 82
21. Siswa 21 65 82
22. Siswa 22 65 82
23. Siswa 23 65 82
24. Siswa 24 65 82
25. Siswa 25 65 90
26. Siswa 26 65 82
27. Siswa 27 65 76
28. Siswa 28 65 82
29. Siswa 29 65 82
30. Siswa 30 65 82
31. Siswa 31 65 84
32. Siswa 32 65 82
33. Siswa 33 65 88
34. Siswa 34 65 82
35. Siswa 35 65 86
36. Siswa 36 65 82
Total 2.340 2.952
Rata-rata kelas 65,00 82,00
Dari hasil data post-test diatas dapat dinyatakan bahwa siswa kelas X IPA 2
semester II SMA Negeri 12 Surabaya belum tuntas dalam belajar, karena beberapa
siswa masih mendapat nilai dibawah dari Kriteria Ketuntasan Minimal (KKM)
minta pelajaran Bahasa Jerman yang telah ditetapkan yaitu 70, khususnya
keterampilan berbicara. Selanjutnya dari kedua data nilai rata-rata pre-test dan post-
test tersebut dikomparasikan untuk dapat dinilai hasilnya. Dari data diatas diketahui
bahwa hasil belajar siswa mengalami peningkatan. Selanjutnya siswa dibimbing
dan diberi waktu untuk menyelesaikan permainan kata mengalir. Setelah permainan
selesai guru memberikan balikan dan seluruh kelompok diminta menyempurnakan
jawabannya.
Pada tahap penutup siswa bersama guru merefleksi pelajaran yang telah
didapat hari ini. Siswa mengingat materi kata ganti er, sie, es untuk kata benda
berartikel der, die, das dan cara menerapkannya dalam kalimat. Siswa mengetahui
cara bertanya dan menjawab mengenai benda-benda di dalam kelas. Tidak
Berdasarkan hasil tes siswa tersebut diatas, keterampilan berbicara siswa
kelas XI IPA-2 semester II SMA Negeri 12 Surabaya mengalami peningkatan
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walaupun ada beberapa siswa yang masih memperoleh nilai di bawah Kriteria
Ketuntasan Minimal (KKM). Peningkatan nilai ini disebabkan oleh bantuan teknik
pembelajaran yaitu teknik permainan info berantai dan kata mengalir. Dalam
penelitian ini dapat disimpulkan bahwa penerapan teknik permainan info berantai
dan kata mengalir dalam proses pembelajaran keterampilan berbicara memberikan
pengaruh positif terhadap peningkatan penguasaan materi pelajaran bahasa Jerman
khususnya pada keterampilan berbicara. Hal ini disebabkan sebagian dari siswa
mengetahui cara pelafalan dan struktur kalimat bahasa Jerman dengan baik. Apabila
dibandingkan dengan nilai hasil pre-test yang dilaksanakan tanpa perlakuan sama
sekali sebelumnya, sebagian besar dari siswa mengalami kesalahan pada pelafalan
dan struktur kalimat bahasa Jerman, terlihat ketika siswa melafalkan kata yang
mengandung (ei, eu, ie, ß, ä, ü, ö, sch, spr). Dengan teknik permainan info berantai
dan kata mengalir siswa terbiasa mendengar dan berbicara dengan pelafalan yang
benar sehingga kesalahan bisa diminimalisir dan dapat meningkatkan kemampuan
siswa pada mata pelajaran Bahasa Jerman khususnya nilai keterampilan berbicara.
Teknik permainan info berantai dan kata mengalir yang dilaksanakan dan
dimanfaatkan dengan baik dapat menambah minat dan kreatifitas siswa karena
dengan ini siswa mengikuti pelajaran dengans enang dan tidak merasa digurui.
Siswa menyukai kedua teknik permainan tersebut, karena mereka bisa belajar
sambil bermain di dalam kelas bersama teman-temannya sehingga siswa tidak saja
dapat menghilangkan kejenuhan, kebosanan, rasa malas, dan keruwetan pikiran
tetapi juga siswa merasa mendapat hiburan, kesenangan sekaligus pengetahuan
baru. Secara tidak langsung materi pelajaran yang diberikan lebih mengesankan dan
tidak mudah hilang atau terlupakan. Yang terpenting, tingkat keterampilan
berbicara bahasa Jerman siswa yang diajarkan melalui teknik permainan info
berantai dan kata mengalir tersebut dapat lebih meningkat.
SIMPULAN
Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa
1. Teknik permainan info berantai dan kata mengalir dapat digunakan dalam
proses pembelajaran bahasa Jerman, yaitu pada keterampilan berbicara. Hal ini
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dibuktikan dengan adanya kenaikan hasil belajar siswa yang ditunjukkan

dengan rata-rata kelas yang meningkat.
2. Dari hasil pre-test dan post-test rata-rata hasil belajar siswa dalam keterampilan
berbicara meningkat dari pre-test 65 menjadi 82 pada post-test
Melalui penelitian yang telah dilakukan, peneliti memberikan saran bagi
penelitian yang dapt dilakukan di waktu mendatang:
1. Dalam menyampaikan materi pelajaran seorang guru hendaknya lebih kreatif
dalam memanfaatkan berbagai teknik pembelajaran yakni teknik permainan
info berantai dan kata mengalir pada keterampilan berbicara. Melalui teknik
permainan ini siswa dapat bermain sambil belajar. Dengan pembelajaran
melalui permainan siswa menjadi terkesan, hal tersebut dapat berdampak pada
peningkatan keterampilan berbicara dan hasil belajar siswa pada mata pelajaran
bahasa Jerman.
2. Diharapkan kepada guru agar lebih tanggap terhadap apa yang dirasakan siswa,
apabila siswa terlihat jenuh sebaiknya guru segera mencari solusi agar siswa
kembali termotivasi dalam belajar. Salah satu solusinya adalah dengan
menggunakan teknik permainan info berantai dan kata mengalir.
DAFTAR PUSTAKA
Goetz, Dieter dkk.2002. Langenscheidts Grosswoerterbuch Deutsch als

Fremdsprache. Germany: Graphischer Grossbetrieb Poessenck.
Nurgiyantoro, Burhan. 1988. Penilaian dalam Pengajaran Bahasa dan Sastra.
Yogyakarta: BPFE
Sapani, H. Suwardi.dkk. 1997. Teori PembelajaranBahasa. Modul. Jakarta:
Depdikbud.
Semiawan, Conny R. 2008. Belajar dan Pembelajaran Prasekolah dan Sekolah
Dasar. Jakarta: PT Indeks
Sugiyanto T., Mayke. 1998. Bermain, Mainan dan Permainan. Jakarta: Depdikbud.
Suyatno. 2004. Teknik Pembelajaran Bahasa dan Sastra. Surabaya: SIC
Tarigan, H.G. 1984. Pengajaran Berbicara. Bandung: Angkasa.
83
No : 05/03/PJ/2022
Lampiran :-
Hal : Letter of Acceptance (Pemuatan Artikel)
Kepada Yth:
Efi Sutrisnaningsih, S.Pd.
NIP 197104211998022010
Terima kasih atas pengiriman artikel ilmiah untuk diterbitkan pada Jurnal Paramasastra
Volume 9 Nomor 1, Maret 2022, dengan judul:
“PENERAPAN PERMAINAN INFO BERANTAI DAN KATA MENGALIR

PADA PEMBELAJARAN BERBICARA BAHASA JERMAN KELAS X IPA 2
SEMESTER II SMAN 12 SURABAYA”
Berdasarkan hasil review, artikel tersebut dinyatakan DITERIMA untuk dipublikasikan di

Jurnal Paramasastra online Volume 9 Nomor 1, Maret 2022.
Demikian informasi ini disampaikan, atas kerjasamanya disampaikan terima kasih.
Hormat kami,
Masilva Raynox Mael, S.Pd., M.Pd.

Editor in Chief Jurnal Paramasastra
BLOSSOM ENGLISH SUPPLEMENTARY BOOK
Bahasa & Sastra Inggris untuk SMA/MA
Kelas X
Sesuai Kurikulum 2013 Revisi Terbaru
Tim Penyusun Daftar Isi

Content ........................................ i
Penyusun
Preface ......................................... ii
Nasrul Ajib, S.Pd.
CHAPTER 1
Achmad Isa Ismail, S.Pd., M.Pd., Dip.Ed Please Fill Out This Forms .............. 3
Dyah Siswandari Pramaningrum, SE, S.Pd CHAPTER 2
Dra. Sri Wachju Embun Waty, M.Pd What Should I Do? ....................... 17
CHAPTER 3
What Will You Do This Week End? 28
CHAPTER 4
It Is Not Only…But Also… ............. 46
CHAPTER 5
Do You Know My Experince Of Life? 59
CHAPTER 6
The Tree Is Too High To Climb Up 76
CHAPTER 7
Do You Join This Event? ............... 90
CHAPTER 8
The Fact Is … .............................. 102
CHAPTER 9
Believe in Yourself ........................ 115
CHAPTER 10
Let‘s Learn English through Songs . 127
References ................................... 143
Diterbitkan pertama kali oleh :

MGMP BAHASA INGGRIS SMA KOTA SURABAYA
Percetakan & Pemasaran :
(c) Hak cipta dilindungi undang-undang

Dilarang mengutip atau memperbanyak seluruh isi atau sebagian buku ini
Tanpa izin tertulis dari Penerbit
Sastra Inggris SMA Kelas X i

Blossom, an English Literature Supplementary Book for Tenth Grade Students
of Senior High School, is compiled by several English teachers who are grouped in
Surabaya English Teachers Association. This book has been designed to meet
students expectations in learning a foreign language, i.e. to expect their feelings and
ideas. And it has been also basically made to encourage students do several
practices to assess the students competency and to measure their understanding of
English materials presented in class. This book provides various texts suggested by
Enhanced 2013 curriculum. Every chapter begins with a brief explanation of the
material then followed by various exercises which cover all language skills areas of
listening, reading, writing, and speaking.
This book is designed as the supplement of Students main book (Textbook
published by National Education Department). It means that the book tries to
support and add the materials provided in their main Textbook. At the ends of the
lessons , students are expected to achieve the information level of literacy, i.e. to be
able to get involved in communication using English, spoken as well as written, not
only for transactional and interpersonal purposes but also for accessing information
in this global information age.
We would like to express the deepest thanks to the teachers, supervisor and
anyone we can not mention one by one who have helped us giving their valuable
advice and constructive suggestions for the improvement of the book.
We do hope that the students will get a lot of benefits from this book and
obtain great result and flying color score in their examination. Besides, both Students
and Teachers have a productive and enjoyable time using Blossom. If you have any
suggestions or have any criticisms in improving the book, do not hesitate to contact
us.
Finally, the authors sincerely hope this book will be beneficial to all
Surabaya, July 2020
Author
ii Blossom English Supplementary Book

1 Please Fill Out This Forms
In this chapter we will learn how to :

 Distinguish various kinds of forms.
 Identify their function.
 Fill various kinds of forms.
 Complete forms based on contexts.
Adopted: https://bit.ly/2lOWygE
Look at the pictures above and discuss with your partner!
1. What do you call this kind of form?

......................................................................................................................
2. What institution issued this form?
......................................................................................................................
3. What is the function of this form?
......................................................................................................................
4. What would happen if people didn’t fill out this form?
......................................................................................................................
5. in what occasion do people commonly fill this form?
......................................................................................................................
Bahasa & Sastra Inggris SMA Kelas X 3

Listen to the dialogue and fill in the blank. Afterwards, fill in the
registration form based on your own data.
Adopted: https://bit.ly/2OpuBb0
A : Will you look at this 1) ______ ?

B : Are you having 2) ________ with it?
A : I don't understand some 3) _______.
B : Let me 4) _________ you.
A : What does "MI" 5) ________?
B : "MI" stands for 6) _____________.
A : What does "MM/DD/YY" mean?
B : That means 7) _____________. Use numbers.
A : I don't understand.
B : For example, if your birth date is January 12, 1987, write 8) ____.
A : Oh. That's simple 9) _________.
B : Always print clearly, and fill in the 10) ____________ completely.
Adopted: https://bit.ly/35eWLLV
4 Blossom English Supplementary Book

Registration Form
First Name : ………………………………………………………..
MI : ………………………………………………………..
Last name : ………………………………………………………..
Place of Bird : ………………………………………………………..
Date of Birth : ……………………………………………………….. (MM/DD/YY)
Gender : ……………………………………………………….. (M/F)
Address : ………………………………………………………..
City : ………………………………………………………..
State/ Region : ………………………………………………………..
Postal Code : ………………………………………………………..
Country : ………………………………………………………..
Phone : ………………………………………………………..
Fax : ………………………………………………………..
Email : ………………………………………………………..
LEARNING SUMMARY
1. Definition of the Form
A Form is a document (printed or electronic) with blank spaces in which we can
fill in information. Mostly forms ask us to fill in the personal details, such as full
name, address, contact number, date of birth (DOB), and signature. In all these
cases, we must complete the form accurately with our personal detail. Several
kinds of form that we should know as follows:
a. Transfer Forms / Bank Forms
b. Registration Forms
c. Purchase Order Forms
d. Reservation Forms
e. Job Application Forms
f. Medical forms
g. Flight booking forms, etc

2. Social Functions of Forms
All forms are issued for specific purpose. The following are some social functions
of forms
a. Record personal enquiry
b. Apply for something
c. Make a booking or reservation
d. Ask people for their opinion called questionnaires
3. Sucture of Forms
The following is general structure of forms
a. The name of organization and/or department. The address is normally
included only if the form will be outside the organization.
b. Instruction on how to complete the form.
c. The section to fill in.
d. Signature.
e. An additional line may ask for specific purpose.
4. How to Complete a form

a. Read the form through first.
b. Study all the instructions carefully.
c. Identify any questions where you may have difficulty and ask some one for
helping you.
d. Respond to every section.
e. Write neatly.
f. Check your form carefully at the end. Make sure you haven’t missed anything
out.
g. sign in (if necessary)
to learn more about Forms

please scan this QR Code
5. Vocubulary Corner
a. fill out / fɪl aʊt/
to complete a form by writing information on it
e.g. The doctor asked his patient to fill out the form.
b. fill in /fɪl ɪn/

to complete a form by writing information on it
e.g. She is filling in her application.

c. put down /pʊt daʊn/
to write something down
e.g. You need to put down your name and address.
d. complete /kəmˈpliːt/
to finish, to write the required information
e.g. He just completed his latest work.
e. stand for /stænd fɔːr/

(not used in progressive tenses) what an abbreviation or symbol of
something means
e.g. NYSE stands for the New York Stock Exchange.
f. abbreviation /əˌbriːviˈeɪʃ(ə)n/
a shortened version of a word or phrase
e.g. Instead of writing 'mister' I usually just use
the abbreviation 'Mr.'
Watch and learn the addition vocabulary

fill, fill up, fill in and fill up
Scand this QR Code
Read the dialogue aloud with your teacher and Check your understanding.
Daisuke is filling out a form at the doctor’s office

Adopted: https://bit.ly/2ARBoCw

1. What kind of form that Daisuke fill out?
……………………………………………………………………………………………………………..
2. Why did Daisuke have to fill out this form?
……………………………………………………………………………………………………………..
3. What was Daisuke having trouble with?
……………………………………………………………………………………………………………..
4. What didn’t Daisuke understand?
……………………………………………………………………………………………………………..
5. What is the function of form?
……………………………………………………………………………………………………………..
Role play the following situation with your group of two or four.
Sitution:
You are trying to fill out a form but you are unsure
what "Height (in cm)" and "Weight (in kg)" mean. Ask
your friend what these terms mean and ask for
advice on filling out forms.
Adopted: https://bit.ly/2Miaid0
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........
………………………………………………………………………………………………………………...........

This table gives you some more information about four people below.
ME
Eduardo Namoro Eremin Marry Smith

Scala Hitachi huctkinson …………
Marital married single married Single
status ………..
Number of 2 0 1 0
children ………..
Country of Italy Tokyo Adelaide American
birth ………..
Nationality Italian Japanese Australian American ………..
Languages Italian, Japanese English English,

spoken English, and English Spanish,
some Arabic Italian ………..
1. Use the information from the table to complete these forms for
Eduardo and Marry Smith
USE BLOCK LETTERS
Family name : _________________ first name : _________________
Marital status (tick box): Married single
Number of children : ______________
Country of birth : _________________ Nationality : _________________
Languages spoken : ______________

2. Here is form for Marry Smith, use the information to fill in the table
below
USE BLOCK LETTERS
3. Complete the table above of ME as the example .
Fill in this form about yourself
USE BLOCK LETTERS

COMPETENCE TEST
, plu
A. Choose the correct answer by crossing a, b, c, d, or e.
Questions no 1-10 based on the following form of fiel trip
Adopted: https://brainly.co.id/tugas/20995300
1. What is the occasion for the field trip to El Dorado County Petting Zoo?
A. National “Love your Animal Month!”
B. National “Love your Zoo Week!”
C. International “Love your Pet Week!”
D. Interational “Love your Zoo Month!”
E. Interational “Love your Animal Month!”

2. What ages are allowed to join this activity?
A. 1-4 years old
B. 6-10 years old
C. 1-6 years old
D. 6-12 years old
E. 10-12 years old
3. Who is writing the message to the parent or legal guardian?
A. Mrs. Henderson, Science Teacher
B. Mrs. Henderson, Social Teacher
C. Ms. Henderson, Science Teacher
D. Ms. Henderson, Social Teacher
E. Ms. Henderson, My Teacher
4. What should be filled in “Departure time” section?
A. Time the trip ends
B. Time during the trip
C. Time of preparation
D. Time the trip starts
E. Time for field trip
5. These places could be the options for meeting place, except…
A. School’s garden
B. School’s hall
C. School’s parking lot
D. Mrs. Henderson’s house
E. Parts of the School
6. What should be filled in “Arrival time” section?
A. Time of arriving in the venue
B. Time of leaving the venue
C. Time of playing in the venue
D. Time of preparation in the venue
E. Time of Departure in the venue
7. What is the synonym of entrance fee?
A. Snacks
B. Public transport
C. Ticket price
D. Schedule
E. Charge

8. “You are free to join the trip to chaperone your child.” What does the underlined
word mean?
A. Leave
B. Feed
C. Entertain
D. Accompany
E. Momorize
9. Whose contact details should be written in the form?

A. Parents of child
B. Teacher of child
C. Zoo keeper
D. Catering service
E. Close Friend
10. What to do if you don’t allow your child to join the field trip?
A. Fill the slip and give sign in the “I do not allow my child to join the field trip
on the said date” section
B. Just give guardian signature
C. Fill the slip and give sign in the “I allow my child to join the field trip on the
said date” section
D. Don’t come to the school
E. Make letter to the committee of field trip
11. There is DOB on Form. What does it stand for?

A. Date of Birth
B. Due Order Bill
C. Date of Block
D. Done Before
E. Destination of Bus
12. We can see forename on a form. The synonym of “forename” is ….

A. Full name
B. Nick name
C. First name
D. Middle name
E. Last name

13. Most form use capital letters because ….
A. they are easier to read
B. they can be used by many people
C. they easier to write
D. they have no difference
E. they have many different type of letters
14. A purchase order for usually contains …

A. title, author, and publication year
B. type quantities, and prices of orders
C. full name, account number, andchecks
D. personal details and interest
E. contact name, number of people, and booking date
15. Which of the following statement is false?

A. Medical form are used tokeep medical information about a patient.
B. Forms can be written manually or computerized.
C. Questionnaries can be used for conducting a research.
D. Forms always needed to be signed and dated.
E. option choices in fiil in forms are often given in kinds all of form.
B. Fill the form below according to the information given
Brazilia, September 17th 2020.
My name is Elena, Elena Sandra Sanchez. I am really interested in joining as a

participant in Masoura Summer English course in Masoura University which will be
held from May to June 2020.
I was born in June 3rd 2002. I live at Rua Sao Luis, 67678 Brazilia, Brazil. I
am curently studying in El Salvador Public High School in my third year.I am
interested in a conversational course as me and my family are going move to the US
by the end of the year. I had planned to enroll in an English Cultural and Literature
studies in a university in USA after i graduate from high school.
I could describe myself as being a very responsible person, mature, honest
and friendly, highly organised, hands on work and trustworthy.I'm confident taking
care of responsibilities given to me but moreover I am always ready to learn new
things.
Please consider my application, and would really appreciate it if you approve
my application. I am available for any information, so please contact me on my
mobile at: 073-8887-65, Home: 088-456-768 or E-mail me at: sanchez-
elena@gmail.co.brz. And thank you.
SOURCE : https://id.scribd.com/document/322961618/Soal-Filling-Form

PART A: PERSONAL DATA
Full Name:
Date of birth:
(d) (m) (y)
Postal Address:
E-mail Address:
Phone:
(Home) (Work) (Mobile)
Are you?: Still Stuying? /Working?
School: Job:
Faculty: Place of Work:
Specialization:
PART B: COURSE PREFERENCES

General: Conversational: TOEFL:
PART C: PARTICIPANT DECLARATION
 I hereby declare that the Signature:

information given above is true
to the best of my knowledge
and is to be verified when
applying.
Date:
( Day / Month / Year )

2 What Should I Do?
In this chapter we will learn how to:

- Understand the uses of ”should"
- Differentiate the uses of "should + present, should + continuous and
should + perfect"
- make a short dialog talking about obligation
- make a text talking about obligation
Listen to the conversation below and answer the following questions

individually.
1. What is the dialogue talking about?

......................................................................................................................
2. What will you say if you want to give advice to others?
......................................................................................................................
3. Can you guess what topic we are going to discuss?
......................................................................................................................

LEARNING SUMMARY
Modal verb ' should ' is used to talk about obligation, things that are necessary to do,
or to give suggestion or advice about things that are a good idea to do. It can also
be used to express probability when followed by " be + adjective"
Example: He should be there at the moment.
now, pay attention to the uses of " should " to state obligation.
1. Should + V- base
to talk about future obligation.
Example: a. You should call me.
b. We should study hard.
c. Your mother should visit my clients.
2. Should +be+V-ing
to talk about present obligation that needs to be done at the moment of
speaking.
Example: a. They should be cleaning their house at the moment.
b. She should be learning English now.
c. Mr. Ajib should be telling his writing to the principal.
3. Should + have +V-3

to talk about past obligation and to express regret due to the failure.
Example: a. I should have done my project first.
b. The children should have played at the school yard.
c. You should have called me if you need any helps.
The other uses of ‘should’

 Giving advice
You should speak to your teacher about it.
You look tired. You should take a rest.
She should see a doctor immediately.
“Should we invite Soni to the party?” “Yes, I think we should.”
 Giving opinion and recommendation

She should resign now.
We should do something about this terrible service.
 Personal Thought, usually preceded by ‘I think’

I think they should work so hard
I don’t think we should replace him.
 Expressing hope
She’s been studying hard for the test, so she should pass.

Change the sentences into each pattern to state past, future, and present
obligation based on the picture given.
1. They (practice) a lot to memorize the dance moves well.

Should + V-1..................................................................
Should + V-ing...............................................................
Should + have +V-3........................................................
2. The teachers (run) fast to get the champion for the race.
Should + V-1..................................................................
Should + V-ing...............................................................
Should + have +V-3........................................................
3. The students (study) harder to get the flying color score

for the test.
Should + V-1..................................................................
Should + V-ing...............................................................
Should + have +V-3........................................................
4. We (go) to Bali by plane.
Should + V-1..................................................................
Should + V-ing...............................................................
Should + have +V-3........................................................
5. Rifdah (sweep) the floor of her classroom.

Should + V-1..................................................................
Should + V-ing...............................................................
Should + have +V-3........................................................
Practice the dialogue below with your partner.
Zahra : Hi, Adita. I need your help. Could you be the moderator for next
presentations?
Adita : Hi Zahra. Um, actually I have never been a moderator before.
What should I do?
Zahra : You just need to lead the discussion section. First of all, you should be
introducing the presenters when the section begins.
Adita : Should I have studied the materials of the presentation before?
Zahra : No, you don`t need to, but I suggest you to pay attention to the
presenters well since you may need to summarize their presentations.
Adita : All right. What should I do after that?

Zahra : After the presentations end, you are the one who should invite the
audience to ask questions to open the discussions section. You should pay
attention well and list the names of the audience and their questions.
Adita : I don`t need to help answer those questions, do I?
Zahra : No, you don`t have to. So, will you be the moderator?
Adita : Okey I will do my best.
Zahra : Thank, Adita.
Adita : Don`t mention it, Zahra.
Answer the questions based on the dialogue above.
1. What does Zahra ask from Adita?

….…………………………………………........................................................................
2. What is moderator?
….…………………………………………........................................................................
3. What should the moderator do for a presentation?
….…………………………………………........................................................................
4. What should a moderator do to open the discussion section?
….…………………………………………........................................................................
5. Should moderator help the presenters to answer the questions from the
audience?
….…………………………………………........................................................................
Read the following letter and answer the questions.
Kinan has lots of problems at home.
Dear Doctor Haliza.
I have a problem I´m 15 years old. My mother works from Monday to Friday. My
father works from Monday to Saturday. I have two little brothers too. I always go
directly home after school. I´m a good student and always do my homework.
I can´t go out with my friends on school days because I take care of my brothers.
On Saturdays and Sundays, I usually help my mother with the housework. I
prepare dinner during the week too. I set the table before dinner and then I wash
the dishes. I fight with my brothers because they don´t help me. They don´t make
their beds or clean their rooms.
I can´t stand this! I want to leave home
What should I do?
Kinan

1. Where does Kinan go after school?
......................................................................................................................
2. Does she always do her homework?
......................................................................................................................
3. What does she do on weekends?
......................................................................................................................
4. Why does she fight with her brothers?
......................................................................................................................
5. Do Kinan´s brothers help her?
......................................................................................................................
Now imagine you are Doctor Haliza.

Kinan needs some advice
Write her a letter; give her some concrete ideas on how she solves her problems
using “Should” or “Shouldn´t”
Dear Kinan
Thank you for your letter. Here are some recommendations first, I think you should
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sincerely
Dr. Haliza.

Do it in pairs. Make a short dialogue talking about obligation based on
each picture below.
1. 2.
3.
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................
....................... : ...............................................................................................

Read the text carefully to answer the following questions.
My name is Daffa. I am a tenth grade student of Surabaya senior high school.

Next week, my classmates and I will have an English class after the second break.
Our teacher asked us to make some groups to perform some dramas last week. Each
group will have to perform the drama in turn: one group for one meeting. My group
is the first one to perform. We will perform a short a historical drama entitled
Surabaya Membara . Before the class begins, we should have assembled our set in
the school hall, as the leader, I should lead my team well. Each of us should have
memorized our lines.
During the second break, we should be preparing the properties and costumes
in the hall after having lunch together. We should also have double-checked the
background music of our drama before our performance begins. We have asked
some of our classmates to help us take care of the sound during the performance.
Yes, all of us should help each other when a group performs, whosever group it is.
1. Who is Daffa?
.………………………………………………………………………………………............................
2. What will the writer and his group do in English class next week?
.………………………………………………………………………………………............................
3. What should the group prepare for the performance?
.………………………………………………………………………………………............................
4. Rewrite the expressions of stating obligation you may find in the text?
.………………………………………………………………………………………............................
Match each question with the suitable expression of stating obligation.
1. What should we have done before sending our email?

2. What should we do after pouring some powdered coffee into our cup?
3. What should we be doing during sport lesson?
4. What should we do if we find wallet?
5. What should we do after eating our meal?
a. We should mix well until the powdered coffee is completely dissolved.

b. We should have double-checked the spelling and grammar.
c. We should take it to the police or return it to the addressed stated in the ID.
d. We should wash the dishes.
e. We should be exercising.
f. We should keep it well
g. We should drink it directly.
h. we should let it scattered on the table.

Watch the following video by scanning the QR code and then make a short
paragraph about What we should and shouldn`t do on the road.
..................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
COMPETENCE TEST
1. Theo : I want to have a healthier lifestyle.

What should I do?
Prapti : ……………………………………
a. Don't do it.
b. You should sleep better, eat healthier and do workout.
c. I don't like eating vegetables.
d. Just do it.
e. You should sleep all day, eat everything you want and no activities.
2. What do you think about my new shoes?

a. I think you should take a good care of it. It's expensive right?
b. It's so ugly.
c. Your shoes?
d. Thanks.
e. It`s not good.
3. Bayu : ............................................
Dinda : It might be a good idea to take train.
a. I hate taking train.
b. Why should I do it?
c. What transportation would you recommend?
d. I think train is fine.
e. I think train is not fine.

4. "I think I've gained some weight." What should be the response to this
statement?
a. I would suggest you to drink a lot.
b. I would suggest you to sleep earlier.
c. I would suggest you to go to the cinema.
d. I would suggest you to change your lifestyle.
e. I would suggest you to have a trip.
5. Nasrul is having cold. Doctor's advice below is correct, except...

a. You should take a bedrest
b. I suggest you to eat chicken soup
c. I advise you to eat ice cream more
d. My advice is to wear mask outside, to protect yourself and other people.
e. I advise you to consume medicine regularly
6. Roby is 10 years old kid from USA. He likes eating chips, juices and sweets.
He spends all day in front of TV watching his favorite shows.
What suggestion you would like to give to Roby?
a. Be more active, Rob!
b. Let's watch another movie, Rob!
c. Let's go for chips, Rob!
d. Just do whatever you want to do, Rob!
e. Let's play another game, Rob!
7. My neighbor is noisy. You should............

a. let them be.
b. Tell your neighbor to increase their voice
c. tell politely to neighbor to be silent for a while
d. I don't know, tell me!
e. keep silent.
8. Advice if your friend failed the exam?

a. It doesn't matter
b. I advise you to learn harder and smarter. I can help you with that.
c. I advise you to just forget about it.
d. What exam?
e. oh, You are stupid.
9. I have toothache. What should I do? The suggestion is proper, except...

a. If I were you, I would go to the dentist.
b. Why don't you go to the dentist?
c. I would suggest to take pain killer pills. Maybe it will help?
d. I'm sorry I never had toothache.
e. Brush your tooth regularly.

10. Diana : ......................................
Budi : I suggest you to go home earlier.
a. What should I do? It's late already.
b. Tell me if what I do is wrong.
c. I hate suggestions.
d. I want to go home.
e. Can I go to your home?
11. Ajib : What should we do as a student?

Zahra : …………………………………………….
a. We should obey the rules.
b. We should get enough rest.
c. We should go to school every day.
d. we should practice well.
e. We should study hard.
12. Dina : ………?

Andra : Yes, you should. It is carpeted room and we have to keep it clean.
a. Shouldn`t we be practicing now
b. What should I do
c. Should I take off my shoes
d. Do you think it is necessary to do that
e. Shouldn`t you take your shoes too
13. Girl : What should I do if my laptop is broken?

Boy : You should…..
a. take it to the repair shop.
b. take care of it well
c. not break it.
d. have bought the best quality laptop.
e. try to repair it by yourself.
14. Isa : ……..?
Dyah : Yes, I just take a rest just a moment. I am so tired.
a. Shouldn`t you call your dancing mentor
b. Shouldn`t you be having a rehearsal now
c. Should you be having a rehearsal now
d. Should we start the rehearsal now
e. Should I take you some water
15. “I should send the formal invitation to our school principal tomorrow.”
What does the sentence above express?
a. Asking about obligation.
b. Asking for suggestion.
c. Stating past obligation.
d. Stating present obligation.
e. Stating future obligation.

B. Imagine the situations below. You are giving advice to a friend.
Use should or shouldn’t.

Example:
Your friend is always coughing because he smokes too much. Advise him to
stop smoking.
You should stop smoking.
1. Your friend has a bad toothache. Advise him to see the dentist as soon as
possible.
You ……………………………………………………………………………..................................
2. Your friend rides a bike without lights at night. You think this is very dangerous.
Advise her not to do it.
……………………………………………………………………………………................................
3. Your friends are going to visit China. Advise them to be careful about corona
virus before he goes.
……………………………………………………………………………………................................
C. In this exercise, you need to give your opinion about something.
Use I think / I don’t think …………….

Example:
Nasrul has just been offered a job by his uncle. You think it would be a
good idea for him to accept it.
I think Nasrul should accept the job.
1. You think wearing seat-belts for all motorists is a very good idea.
I think …………………………………………………………………………………........................
2. You don’t think it would be a good idea for Andita and Briyan to get married.
I …………………………………………………………………………………………........................
3. Your friend has a bad cold. Tell him that you think it would be a good idea for
him to stay at home this evening.
……………………………………………………………………………………………........................

3 What Will You Do This Week End?
In this chapter you will learn about :

- The Future Simple Tense
- The Future Continuous Tense
- The Future Perfect Simple Tense
- The Future Perfect Continuoes Tense
Pay attention to the picture, then answer the following questions.

1. What are Jenny and Cindy talking about?
_________________________________________________________________
2. What are they going to do?
_________________________________________________________________

Listen to the text and fill in the blanks with the correct words you hear.
Daisy : Oliver’ll be back soon. Did he . . . you were coming?

Alfie : Yes, we spoke earlier. We’re going to do a bike race so we want to plan
. . . schedule.
Daisy : That sounds serious. When is it?
Alfie : In about a month. It’ll be hard, but we’re going to do loads of training –
long-distance rides at weekends and . . . during the week.
Daisy : Wow! But you won’t be training . . . , will you?
Alfie : That’s what we’re going to talk about now.
Daisy : In here. Want some tea? Do you . . . , Alfie?
Alfie : Yeah, please. No sugar for me – I’m in training!
Oliver : Right. I’m just going to get a pen so we can write our plan down.
Daisy : Amy’s . . . . We’re going to watch a film – want to join us?
Oliver : Yeah, maybe..
(Later ...)
Oliver : What are you going . . . ?
Daisy : We . . . decided. Maybe the new Matt Damon one … or a romcom.
Alfie : If you choose the Matt Damon, I’ll stay, but I won’t if it’s the romantic
one.
Oliver : What’s the . . . one about?
Daisy : The Second World War.
Oliver : A war film! Oh no.
Amy : Come on, it’ll . . . good. It’s had . . . .
Oliver : Ah, all right then.
Daisy : Mum’ll be phoning soon. Should we wait . . . after her call?
Amy : Good idea. Where is she?
Oliver : Egypt. In Alexandria, but she’s going south tomorrow. To . . . , I think.
Amy : Isn’t she . . . in Cairo?
Daisy : I think so, yeah. How’s the planning?
Oliver : Ah, well. We’re not going to . . . ! We won’t be ready. And Alfie wants to
put sugar in his tea again!
Daisy : That’ll be, Mum.
Oliver : I’ll get it.
Alfie : And we’ll get . . . ready, right Amy?
Amy : Let’s do it.

Fill in the blanks with the correct verbs from the text you hear.
1. I_____ ________ to you tomorrow.

2. Where ________ the meeting _________?
3. Who ________ _________ there?
4. She_______ ________ it later.
5. They_______ _________ all the way home.
6. We_______ _________ a good time.
7. ________ you ________ here tomorrow?
8. He________ __________ his homework tomorrow.
9. It_______ ________ until next week.
10. That________ _________ $21.89, please.
Fill in the blanks with the correct verbs from the text you here.
1. What ________ you ______ _________ later today?

2. I_____ ______ __________.
3. She______ ______ ___________ dinner.
4. They______ _______ ___________ soon.
5. What time ________ they _______ __________?
6. He ________ _______ _____________ there much longer. (negative)
7. Our friends ________ _______ _________ us later.
8. Where ________ you ______ __________ when you go to Chicago?
9. We ________ _______ ___________ this any longer. (negative)
10. Who ________ _______ __________ next to you?

LEARNING SUMMARY
1. The Future Simple Tense
A. The Functions :
The Future Simple Tense refers to a time later than now, and expresses facts or
certainty. In this case there is no 'attitude'. This tense is used:
1. To predict an event in the future.
It will rain tomorrow.
The flood will happen next week.
2. To express a spontaneous decision with I or We.
We'll pay for the tickets by credit card.
I will take a taxi to attend the meeting on time.
3. To express willingness.
You'll do the washing-up two days later.
Hendra will carry your bag for you.
4. To express unwillingness in the negative form.
The baby will not eat the hot soup.
Ilham will not (won’t) leave until he has seen the manager.
5. To make an offer with I in the interrogative form using "shall".
Shall I open the door and window?
Shall I go with you to the mall?
6. To make a suggestion with we in the interrogative form using "shall".
Shall we go to the Wedding party tonight?
Shall we tell the good news to her?
7. To ask for advice or instructions with I in the interrogative form using "shall".
What shall I tell the teacher about this mobile phone?
What shall I do in the first meeting of the School Council?
8. To give orders with You.
You will do exactly as I say.
You will tell the infprmation to the group.
9. To give an invitation with you in the interrogative form.
Will you come to the annual school party with me?
Will you get the invitation for me?
Note: In modern English will is preferred to shall. Shall is mainly used with I
and we to make an offer or suggestion, or to ask for advice (see examples
above). With the other persons (you, he, she, they) shall is only used in literary
or poetic situations, e.g. "With rings on her fingers and bells on her toes, She
shall have music wherever she goes."

B. How to form The Future Simple Tense.
Affirmative Negative Interrogative Interrogative

Negative
I will see I won't see Will I see? Won't I see?
*I shall see *Shall I see?
You will see You won't see Will you see? Won't you see?
He will see He won't see Will he see? Won't he see?
We will see We won't see Will we see? Won't we see?
*We shall see *Shall we see?
They will see They won't see Will they see? Won't they see?
Contractions : I will = I'll She will = she'll
We will = we'll They will = they'll
You will = you'll Will not = won’t
He will = he'll
The form "it will" is not normally shortened.*Shall is dated, but it is still
commonly used instead of "will" with the affirmative or interrogative forms of I
and we in certain cases (see above).
2. The Future Continuoes Tense.
A. The functions:
1. This tense is often used in English as a way to talk about something
happening at a given point in the future and can also be used to show
different purpose. .
This time next week Ilyasa will be sun-bathing in Bali.
By Christmas Hendra will be skiing like a pro.
Just think, next Month you will be working in your new job.
2. It can be used to predict an activity in the future.
He'll be coming to the meeting, I expect.
I guess you'll be feeling thirsty after working in the sun.
You'll be missing the sunshine once you're back in England.
3. In the form of interrogative, this tense can be used to ask information in the
future politely.
Will you be going to the pub with your friend tonight?
Will Jimmy be coming with us tomorrow afternoon?
Will Shella be going to the party by car tonight?
Will you be sleeping with the baby in this room this night?
4. To refer the ongoing activity which we expect happen in the future.
I'll be seeing Jenna at the conference next week.
When he is in Australia Teddy will be staying with friends.
I'll be eating with Joane this evening so I can tell her.
5. When it is used with “still”, it refers to an activity happening at the moment
and expected to continue in the future.
In half an hour I'll still be ironing my clothes.

Tomorrow morning Tonny will still be suffering from his cold.
Next year will Shinta still be wearing the shoes with six size?
Won't the stock prices still be falling in the next morning?
Unfortunately, the sea levels of the island will still be rising in 20 years
B. How to form The Future Continues Tense.
Affirmative Negative Interrogative Interrogative

Negative
I will be staying. I won't be Will I be staying? Won't I be
staying. staying?
You will be You won't be Will you be Won't you be
staying. staying. staying? staying?
He will be He won't be Will he be Won't he be
staying. staying. staying? staying?
She will be She won't be Will she be Won't she be
staying. staying staying? staying?
It will be staying. It won't be Will it be staying? Won't it be
staying. staying?
3. The Future Perfect Simple Tense.
A. The Function.
The Future Perfect Simple Tense is used for events that will be completed before
or at a certain time. It is very often used with a time expression beginning with
by: by then, by that time, by midnight, by the end of the year, by next week, by
this afternoon. The time signals can also be given by other time expressions (on
Monday, before 21 July) or other activities expressed in different future tenses.
I will have sent the project by Wednesday.
On 16 August this year we will have been married for five years.
The mountaineers will have been in the snow storm for three days when they get
back to the base.
We’ll have reached the top of the Merapi before afternoon.
How long will Shelly have worked here by the end of this year?
In all these examples, at a given time The Future Perfect Simple actions will be
in the past.

B. The Form.
Positive Negative Question Negative

statement statement Question
I will have I will not have Will I have Will I not have
painted the wall painted the wall painted the wall painted the wall
white white white? white?
You will have You will not have Will you have Will not you have
written written written? written?
(Won’t you ...)
She will have She will not have Will she have Will she not have
read read read? read?
He will have gone He will not have Will he have gone Will he not have
to London gone to London to London? gone to London
They will have They will not Will they have Will they not have
tried have tried tried tried
4. The Future Perfect Continuoes Tense.
A. The Function.

The Summary and Examples of the Types of Future Tense
The future tenses are categorized further depending on whether the action will
be in progress or will be completed. The four future tenses are:
The 4 Future Examples Uses

Tenses
The Future - You will go. The simple future tense is
Simple Tense - We will celebrate our used for an action that will
anniversary by flying to occur in the future, such as
New York tonight, tomorrow, next . . . .
, two days later, etc.
The Future - I will be going tonight. The future progressive tense
Continuoes Tense - The Moscow State is used for an ongoing action
Circus will be that will occur in the future.
performing in The time signals are: at this
Cheltenham for the next time tomorrow, at the time
2 weeks. tonight, when I see you, etc.
The Future - I will have gone. The future perfect tense is
Perfect Tense - By the time you arrive, used to describe an action
we will have finished that will have been
the meal and the completed at some point in
speeches. the future. The time signals:
By next week, by next two
years, by 2022, etc.
The Future - I will have been going. The future perfect
Perfect - In July next year, you progressive tense is used for
Continuoes Tense will have been studying an ongoing action that will be
for three years. completed at some specified
time in the future, for
example: for two years next
2021, for a moth next week,
etc.
Fill in the blanks with the correct words from the text you
hear.
1. By this time next year, John _______ _______ ________ at the

same company for over 20 years.
2. Long before Sue graduates, her family _______ _______ _________ all of their
savings on her tuition.
3. They _______ _______ _______ all of their work by the end of the day.
4. The garden _______ _______ _______ _________ long before summer begins.

5. Hopefully, we _______ _______ _________ enough money by the time we
retire.
6. I_______ _______ _______ a teacher for over 40 years in the year that I plan to
retire.
7. By the time you arrive, everything _______ _______ _______ _________.
8. God willing, the ebola virus _______ _______ _______ _________ by next year.
9. _______ the concrete _______ _________ enough time to harden before it's
driven upon?
10. _______ the boys _______ _________ enough practice by the time the season
begins?
Write the correct words to the blanks from the text you hear.
Heads I win, tails you

I always play by my own rules
And I don't believe in time
So long before we end this
I will have you
I will have kissed you
I will have claimed you
You will be mine
I will have you
Wrong or right
I will have your heart
You will be mine
An unwritten law says a girl should
Should let the man set his own pace
But a woman in love, she's above the
So long before this night is gone
I will have held you
I will have kissed you
I will have claimed you
You will be mine
I will have loved you
Wrong or
I will have your heart
You will be mine

Write the correct words from the text you hear to complete
the dialogue below.
Tamara : Hi,Mario. Do you want to go and watch a _______________?

Mario : Hi,Tamara. Sure, what’s _______________?
Tamara : Well there are two action films, Mr. and Mrs. Jones and War Games,
and they’re both in_______________.
Mario : I’ve already seen Mr. and Mrs. Jones. I haven’t seen
War_______________ but I don’t really want to see an
_______________ film. What else is _______________?
Tamara : There’s that science fiction film, Robot 2075, but I’ve already
____________ it.
Mario : Is it _______________?
Tamara : Yes, it is, but I don’t want to see it _______________. There’s a
_______________comedy called Forever.
Mario : Mmm, I’m not sure. Are there any _______________ films on?
Tamara : Yes, there’s Midnight Moon. It’s got _______________ in it.
Mario : OK, sounds good. Let’s go and watch Midnight Moon. What
_______________ is it on?
Tamara : It’s on at 12 o’clock or at half past _______________.
Mario : Is it on this _______________?
Tamara : Yes, at 7.30.
Mario : Perfect. Let _______________at 7.30.
Tamara : OK, shall we _______________at the cinema at 7.00?
Mario : Great! See you _______________.
Tamara : Bye
Read the following text carefully, then write true or false after the
statements.
Study Abroad
Soon I will quit my job and move to Europe. I am very excited about it. I will be
an exchange student for one year in France and Spain. I will live in France first for
six months, and then I will move to Spain and I will live there for six months.
In both countries, I will study language at a local university. I do not know
French or Spanish now, so I will likely have trouble when I first move there. Still, I
will do my best!

I will live alone, and I am sure I will miss friends, but I hope I will make new
friends soon. My best friend will come out and visit me around New Year. We will
probably take a trip to Greece. We won’t know our plans until later.
I am sure I will have some problems when I first move there. I will have a hard
time buying food, and talking but I am sure I will be fine.
I will miss a lot of things about my country, and I will miss my boyfriend. He
will not have time to visit me, so I won’t see him until I return. I will write him every
week when I am there. I think we will stay together, but I am not sure. I hope we
will stay together!
I am sure my life will be different and I will change, but I hope I will change in
a good way, and I hope I won’t regret my decision. As we say, only time will tell!
1. I will resign from my job and move to Europe immediately. ________

2. I will live in Spain first for six months. _______
3. I will study language at a local university in France and Spain. _______
4. My best friend and Iwill probably take a trip to Greece. ______
5. I won’t have any problems when I first move there. _______
6. I will miss my boyfriend and a lot of things about my country. _______
7. My boyfriend will have time to visit me, so I will see him until I return. _______
8. My life will be the same and I will change, but I hope I will change in a good
way. ______
Read the following text carefully, then write true or false after the
statements.
Robots
When will we have robots? We already have many kinds of robots!

Industries use a variety of robots and now robots are becoming more common in
the home.
The Husqvarna company makes a lawn mowing robot called the Auto
Mower. The robot has sensors that detect where objects are in the yard and it
maneuvers around them. The robot can cut the grass while you relax on the patio
with a glass of lemonade! Also, Eureka now makes a robotic vacuum cleaner. Like
the robot lawn mower, the vacuum cleaner automatically detects where the
furniture is and vacuums around it.
Robotic Dog Cars are becoming robots now that many cars have GPS
(Global Positioning Systems) on them. A car with a GPS system can give you
directions on how to go somewhere, tell you where the closest gas station is, and,
some day in the future, will drive itself. You will take a nap or read while the car
drives itself to your destination.

We even have robotic pets now. The Sony company makes a robotic dog
named Aibo that can sit, stand, and walk like a regular dog but can also
communicate and take pictures! Aibo understands certain commands, like a dog
does, such as "Sit down", "Stand up", "Turn right", etc. If you ask Aibo a question
such as "How old are you?", its eyes will flash the number of years old it is. Aibo is
also a great guard dog. He can patrol the yard and take pictures with a built in
camera of anything suspicious.
Select "True" or "False" to answer each question.

1. We have many kinds of robots now. ( ____ )
2. The Auto Mower is a robot that vacuums. ( _____ )
3. The Auto Mower has sensors that detect where objects are. ( _____ )
4. Cars with GPS systems can give you directions. ( _____ )
5. In the future cars will drive themselves automatically. ( ______ )
Read the following text carefully, then answer the questions correctly.
To: Grace Yang

Date: 6 September
Subject: Invitation to job interview
Dear Grace,
Thank you for your application for the position of sales manager. We would like to
invite you for an interview at 10 a.m. on Monday 21 September at our offices at
The Shard, 32 London Bridge Street, London.
You will meet with our head of sales, Susan Park, and the interview will last for
about 45 minutes. During this time, you will have the opportunity to find out more
about the position and learn more about our company. Please bring your CV and
references to the interview. You will also need to show a form of ID at reception to
receive a visitor’s pass.
Please ask for me as soon as you arrive. If you have any questions or if you wish
to reschedule, please call me on 555-1234 or email me by 12 September. I look
forward to meeting you.
A. Circle the best answer.
1. What job did Grace apply for?

A. Head of sales
B. Sales manager
C. Sales assistant
D. Human resource assistant

2. When is the job interview?
A. 6 Septemberb
B. 12 September
C. 21 September
D. 22 September
3. How long will the interview take?
A. Under an hour
B. Just over an hour
C. Over two hours
D. A day
4. What does Grace need to bring to the interview?
A. Her CV
B. Her references
C. Her ID
D. All of the above
5. Who should Grace ask for at reception?
A. The reception manager
B. Susan Park
C. Anna Green
D. Grace Yang
6. What can Grace do if she wants to change the interview date?
A. Go to the reception on 12 September
B. Call Anna Green on 10 September
C. Email Anna Green on 15 September
D. Meet Susan Park for a coffee on 21 September
B. Complete the sentences with words from the box.
Sales last pass resources invites hard
1. The main purpose of the email is to .............................. Grace for a job

interview.
2. The interview will be at their offices at The ............................. .
3. Susan Park is their head of .................................... .
4. Anna Green is their human ............................ assistant.
5. The job interview will ............................. for about 45 minutes.
6. Grace needs to show her ID to receive a visitor’s ..........................
Work in groups of four.
Create a dialog contains Future Simple and Future Perfect Tense as well. Then after
that you have to present your dialog in front of the class or you can video it. To get
the better video you can show it to your friends.

Describe what you think the future will be like. What will the cars, houses,
schools, and jobs be like?
Example : Cars will fly. Do the next in the box below.

The cars 1.
2.
houses 1.
2.
schools 1.
2.
jobs 1.
2.
motoercycles 1.
2.
Mobile phones 1.
2.
COMPETENCE TEST
We use several different tense forms to talk about future. This grammar exercise
tests your ability to express futurity in English. Choose the correct answer of the
following numbers.
1. I . . . you if you say that word again.
A. will hit
B. will be hit
C. will have hit
D. will be hitting
E. will have been hitting
2. I think our team . . . .

A. will win
B. would win
C. will have won
D. will be winning
E. will have been winning
3. . . . I help you with the housework?

A. Will
B. Shall
C. Would
D. Will be
E. Have

4. This time tomorrow I . . . a discussion with my boss.
A. will have
B. will be having
C. am having
D. will have been
E. will have been being
5. By next November we . . . in this city for twenty-five years.

A. have lived
B. will have lived
C. will be living
D. will have been lived
E. will have been living
6. I . . . home late tonight.

A. am
B. will be
C. would be
D. will have been
E. will be being
7. She . . . before too long.

A. will arrive
B. is arriving
C. would arrive
D. would be arriving
E. will have been arriving
8. I will phone you when I . . . time.

A. have
B. will have
C. will be having
D. will have had
E. will have been having
9. I will discuss your situation with my boss when I . . . him tomorrow.

A. meet
B. will meet
C. would meet
D. will have met
E. will be meeting

10. I will follow you wherever you . . . .
A. go
B. will go
C. would go
D. will have gone
E. will have been going
11. You can take anything I . . . .

A. find
B. will find
C. am finding
D. will be finding
E. will have found
12. She . . . upset when she finds out what you have done.
A. is
B. will be
C. would be
D. will have been
E. will be being
13. By this time next year, Elena___ _______ _______ a lot about English.
A. learn
B. will learn
C. will be learning
D. will have learned
E. will have been learning
14. I . . . batminton with my brother by breakfast.

A. will play
B. will p[layed
C. will be playing
D. will have played
E. will have been playing
15. Always do your best. What you plant now, you . . . later.
A. will harvest
B. will be harvest
C. will have harvested
D. will had been harvesting
E. will have been hasvesting

16. Will you . . . by this time next year, Dina?
A. graduate
B. be graduating
C. have graduated
D. had graduated
E. have been graduating
17. He ... his way to the boxing championship at this time next month.
A. will fight
B. will be fighting
C. will had fought
D. will have fought
E. will have been fighting
18. Always be nice to those younger than you because they are the ones who . . .
about you.
A. will write
B. will be writing
C. will have writing
D. will have written
E. will have been writing
19. By next 2022 Mariam . . . Mandarin at the Oxford University for about two
years.
A. will study
B. will be studying
C. will have studied
D. will have been studied
E. will have been studying
20. I . . . chess with Donny for an hour when you come to my house at seven this
evening.
A. will play
B. will be playing
C. will have played
D. will have playing
E. will have been playing
Complete the following verbs in brackets of the numbers numbers with the
correct one.
1. By this time next year, Helena ______ _______ ______ a lot about English.
(learn)
2. Febio hopes he ______ _______ _______ around the world before he retires.
(travel)

3. When Gultom gets to be my age, she _______ ______ ______ many
friendships. (have)
4. Tonny is crossing his fingers that he ________ _______ ________ a lot of
honey from his bees by the end of the year. (get)
5. Pakpahan hopes she ______ ______ _____ the United States within the next
ten years. (visit)

4 IT IS NOT ONLY…BUT ALSO…

- Identify the sosial function, generic structures and language features of
Correlative Conjunctions
- comprehend the usage of Correlative Conjunctions
- write simple sentences using Correlative Conjunctions.
Look at the following pictures of Surabaya below!
Taken from : Instagram/@stm.ajeng- Taken from : https://bit.ly/2VVAFdi
1. What do you see from the first picture above? Mention!

......................................................................................................................
2. What do you see from the second picture above? Mention!
......................................................................................................................
3. How do you like for living in a this beautiful and clean city? Why?
......................................................................................................................

Listen to the short conversation by scanning the QR code.
https://www.youtube.com/watch?v=MkwCilhuXZU
1. What is the conversation about?

......................................................................................................................
2. Where do you think the dialog takes place?
......................................................................................................................
3. Why does the item’s cost so cheap?
......................................................................................................................
4. Have you noticed the conjunctions used in the dialog?
......................................................................................................................
5. What are they?
......................................................................................................................
Now, listen to the following conversation.
https://www.youtube.com/watch?v=UUubnyoMgFI
1. Who are the speakers?

......................................................................................................................
2. What are they talking about?
......................................................................................................................
3. Do you notice any conjunctions used in the dialog?
......................................................................................................................
4. What are they?
......................................................................................................................
5. Have you ever use them in your daily English conversation?
......................................................................................................................

Read the following text.
Erica is a lovely girl. She is not only so beautiful, but also so kind and
sociable. She likes to help other people. Although she is just a tenth grader, Erica
has been working actively in both her school’s student board organization and her
neighborhood youth association. She is the secretary of both organizations. When
she has some spare time to spend, she usually either reads some books or writes
some stories. She likes literature. Other than that, she chooses either to sleep or to
exercise. She will neither be hanging around for hours nor gossiping to waste her
time.
Erica has a pair of beautiful round eyes which reflect both her intelligence
and her pure heart. Her black hair is not only straight and smooth but also neatly
styled. Both the way she behaves and the way she gets dressed are respectable.
1. What is the text about?

......................................................................................................................
2. Who is she?
......................................................................................................................
3. Mention her organizational experiences!
......................................................................................................................
4. Based on the text, tell about Erica!
......................................................................................................................
5. What are her hobbies?
......................................................................................................................
Listen to the song and answer the questions in pair.
https://www.youtube.com/watch?v=YrOm_azYZo0

Correlative Conjunctions Through Song
By : Melissa Corbett
Corrrelative conjunctions are paired conjunctions that link balanced words, phrases,
and clauses.
When you’re comparing or contrasting, communicating what you know, you need
correlative conjunctions to sometimes help you with your flow
Correlative → to belong
↓
together
When you put the two together, you have the reason for this song
Reff : Neither..nor
Either..or
Both..and
Whether..or
Just as..so
Correlative conjunctions always work in pairs, to compare or to contrast the

thoughts you’dlike to share
Either eat your dinner or leave the table.

Neither yell nor scream at your aunt Marble.
Eat both you lima beams and your brussel sprouts.
Not only clean your plate, but also wipe your mouth.
Use them together

Do not separate them.
This forever is an ultimatum.
Don’t use one of them without the other.
If you don’t believe me, go and ask your mother
#Reff
Do both your homeworkand your chores.

Either clean the bathroom and scrub the floor.
Neither argue nor retaliate.
These correlative conjunctions are working great.
#Reff
Not only do I understand, but also see how correlative conjunctions can work for me.
Please give me both my allowance and my time to play.
Not only have I no homework, but it’s Saturday!
#Reff
Thanks Dad! Not only are you a great dad, but also an excellent teacher of
correlative conjunctions.

Answer the following questions basedon the song above.
1. What is the song about?

......................................................................................................................
2. Who is the singer?
......................................................................................................................
3. What are the conjunctions mentioned in the song?
......................................................................................................................
4. When do we use these conjunctios?
......................................................................................................................
5. How do we use them?
......................................................................................................................
Analyze the following sentences below.
1. Whales, dolphins, and walruses are ... fish ... mammals.

a. not ... but
b. not only ... but also
Your answer : _______________
2. Lia and I discussed ... to attend the meeting ... have a representative attend in
our place.
a. between ... or
b. whether ... or
Your answer : _______________
3. We arrived ... had hotel housekeeper left ... the guests entered the room.
a. hardly ... than
b. no sooner ... than
Your answer : _______________
4. The more you smile, ... you will get positive reactions from others.
a. the less
b. the more
Your answer : _______________
5. Neither the woman ... her daughter has a positive attitude.
a. nor
b. or
Your answer : _______________
6. I would like to try both the classic tiramisu ... creamy cheesecake recipes.
a. or
b. and
Your answer : _______________

7. She would rather wash clothes by hand ... use a dishwasher.
a. to
b. than
Your answer : _______________
8. Choosing between staying at home ... working full-time were not easy for her.
a. and
b. to
Your answer : _______________
9. Do you know the distance from Earth ... Mars?
a. and
b. to
Your answer : _______________
10. You can either wear open-toe sandals ... shoes to work at the office.
a. or
b. nor
Your answer : _______________
LEARNING SUMMARY
1. Definition of Report Text
Correlative conjunctions are sort of like tag-team conjunctions. They come in
pairs, and you have to use both of them in different places in a sentence to
make them work. They get their name from the fact that they work together (co)
and relate one sentence element to another. Correlative conjunctions include
pairs such as "both/and," "either/or," "neither/nor," "not/but" and "not only/but
also." For example:
 either/or : I want either the cheesecake or the chocolate cake.
 both/and : We'll have both the cheesecake and the chocolate
cake.
 whether/or : I didn't know whether you'd want the cheesecake or
the chocolate cake, so I got both.
 neither/nor : Oh, you want neither the cheesecake nor the
chocolate cake? No problem.
 not only/but also : I'll eat them both - not only the cheesecake but also
the chocolate cake.
 not/but : I see you're in the mood not for desserts but
appetizers. I'll help you with those, too.
Correlative Conjunctions Hook It Up

Correlative conjunctions are more similar to coordinating conjunctions than to
subordinating conjunctions because the sentence fragments they connect are
usually equal. Subordinating conjunctions connect independent clauses and

dependent clauses, which have very different functions. Coordinating
conjunctions and correlative conjunctions, on the other hand, connect words and
phrases that carry equal weight in the sentence.
For example, "both/and" connects either two subjects or two objects:
 Both Jon and Lauren enjoyed the movie. (subjects)
 Jon enjoyed both the movie and the company. (objects)
"As/as" compares nouns using an adjective or an adverb:

 Peter is as tall as Jeff.
 A lion can't run as fast as a cheetah.
"Not only/but also" can connect nouns or entire clauses:

 I'm not only going to the concert, but also meeting the band backstage!
 Not only will I see your $10, but also raise you $20.
Correlative Conjunctions List

There are many pairs of correlative conjunctions. This list contains many of the
most commonly used pairs.
 As / as  Not only / but also
 Both / and  No sooner / than
 Either / or  Not / but
 Hardly / when  Rather / than
 If / then  Scarcely / when
 Just as / so  What with / and
 Neither / nor  Whether / or
So, we use correlative conjunction to combine two or more sentences which

have parallel or similar grammatical structure.
1. Both….and….
It coordinates likeness or similarity (same word) in a sentence. When it is
used to combined two things which share one common feature or
characteristic, the verb and shared noun is changed into plural form.
Example :
Adam is here
Nicky is here
→ Both Adam and Nicky are here.
2. Not only……but also….

It also coordinates likeness or similarity.
When we use this pattern as a subject, unlike the ’both…and…’pattern, the
verb which follows in this pattern agrees with the second noun, if the noun is
singular, then the verb used is also in its singular form.
My mother is good at cooking
My aunt is good at cooking
→ Not only my mother but also my aunt is good at cooking.

3. Either…or…
It is used to indicate choices, possibility and uncertainty that there is only
one out of two things which will be choosen.
Example :
a. Andini can go to Mpu Tantular Museum.
Andini can go to Angkut Museum.
Andini can go to either Mpu Tantular Museum or Angkut Museum.
→ Means : Andini cannot go to both museums at the same time, but
she can go to one of them.
b. Mr. Setyanto will do the research in his own laboratory.
Mr. Andrew will do the research in his own laboratory.
Either Mr. Setyanto or Mr. Andrew will do the research in his own
laboratory.
→ Means : Both Mr. Setyanto and Mr. Andrew will do the research in
his own laboratory.
4. Neither…nor…
It is used to indicate that none or nothing of the two things is chosen or does
the activity.
Example :
a. Andini cannot go to Mpu Tantular Museum.
Andini cannot go to Angkut Museum.
Andini can go to neither Mpu Tantular Museum nor Angkut Museum.
→ Means : Andini cannot go to both museums.
b. Mr. Setyanto will not do the research in his own laboratory.

Mr. Andrew will not do the research in his own laboratory.
Neither Mr. Setyanto nor Mr. Andrew will do the research in his own
laboratory.
→ Means : Both Mr. Setyanto and Mr. Andrew will not do the
research in his own laboratory.
Read the Learning Summary above and discuss with your classmates the
following comprehension questions.
1. What do we learn from the topic above?

2. What is the function of correlative conjunction in common?
3. When do we use ‘both…and…’ and ‘not only…but also…’?
4. When do we use ‘either…or…’ and ‘neither…nor…’?
5. What are the differences among those correlative conjunctions?

Combine the following sentences using the suitable correlative
conjunctions!
1. Raka is a diligent student.

William is a diligent student.
2. Surabaya is beautiful.
Surabaya is clean.
3. Fardhan rides his bike to the city park.
Fardhan rides his bike to the city hall.
4. I didn’t do my Math homework last night.
I didn’t finish my Biology report last night.
5. Samantha doesn’t send the book to Marissa.
Timothy doesn’t send the book to Marissa.
Write 10 different sentences with correlative conjunction using your own

words
…………………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

COMPETENCE TEST
1. The students…….do some researches but also analyze the problem.

a. And
b. Both
c. Either
d. Neither
e. Not only
2. Yani likes…………….comedy and action movies.

a. Both
b. And
c. Not only
d. Either
e. Neither
3. That girl neither witnesses the accident……hears the story about it.
a. And
b. But also
c. Or
d. Nor
e. Either
4. Both the commander………his soldiers are ready to defend themselves.

a. And
b. Nor
c. Or
d. Do
e. But
5. Both Riska and Nugraha……watching E.T at XXI Cinema.

a. Is
b. Am
c. Are
d. Do
e. Does
6. Pamela enjoys both the movie and the novel. It means……..

a. She only enjoys the movie.
b. She only enjoys the novel.
c. She enjoys all of them.
d. She enjoys none of them.
e. She doesn’t like both.

7. Hendy wants to have….gado-gado or selat as lunch.
a. Both
b. So
c. Not only
d. Either
e. Neither
8. Anita studies……English grammar but also English literature.

a. Both
b. And
c. Not only
d. Either
e. Neither.
9. Neither Niken nor Santi liked the movie.

This sentences means:…
a. only Santi didn’t like the movie
b. Both Niken and Santi didn’t like the movie
c. Niken didn’t like the movie but Santi did
d. One of the two girls didn’t like the movie
e. not only Niken but also her mom like the movie
10. We can avoid using plastic bag by using … paper bag or shopping bag.
a. Both
b. And
c. Not only..but also..
d. Either
e. Neither
11. Tompi is … a singer but also dentist.

a. Not only
b. And
c. Both
d. Either
e. Neither
12. …. the government and the citizens should preserve the environmental
conservation.
a. Not only
b. And
c. Both
d. Either
e. Neither

13. Not only was the millionaire kidnapped, … he was murdered.
a. Both
b. And
c. But also..
d. Either
e. Neither
14. Jack owed some money not only to me … to my sister.

a. Either
b. Or
c. But also
d. Neither
e. Nor
15. Neither Mrs. Halliwel … Mrs.Anderson visited a famous dermatologist yesterday.

a. Or
b. Nor
c. But also
d. But
e. And
16. ….the teachers and the principal are having a meeting today.
a. Both
b. Either
c. Neither
d. Not only
e. Neither….nor….
17. Not only was the actress successful, … well-known.

a. But also
b. But also was
c. Both was she
d. But she was
e. But was she
18. Not only does Jimmy like swimming, … playing football.

a. But he also likes
b. But does he like
c. But also he likes
d. But he also is
e. But he is also

19. Neither will I see you again, … contact you.
a. Nor will I
b. Nor I will
c. Nor I won’t
d. I will nor
e. I will or
20. Both Mr Jones and Mr Smith are invited to dinner.

This sentence means that…
a. Only Mr. jones and Mr Smith are invited
b. Neither Mr.Jones nor Mr. Ali is invited
c. Either Mr Jones or Mr Smith is invited
d. Mr Jones and Mr Smith are invited
e. Both of them are not invited
B. Read the following text and then answer questions
Reading is a useful activity. For some people, if not all, reading can not
only be addictive but also confronting since any reading materials is literary works.
A good literature satisfies its readers with both the pleasure and the
knowledge. It is not only entertaining but also educating. A good literature comes
out not only of its author’s imagination but also some facts, and a fact in literature
can be either shared as it is or twisted. That, and also because an author might be
inspired by either something or someone, or both, the readers can be always
interconnect two or more reading materials to better understand the work and to
be better informed.

......................................................................................................................
2. What does a good literature offer for the readers?
......................................................................................................................
3. Can the readers interconnect two or more reading materials?
......................................................................................................................
4. Why do we need to interconnect two or more reading materials?
......................................................................................................................
5. “…but also confronting since any reading materials is literary
works.”(Paragraph.1) What does the underlined word mean?
......................................................................................................................

5 Do You Know My Experince Of Life?
Do you know whose picture is that one? Try to answer :

A. Abraham Lincoln
B. Graham Bell
C. Albert Einstein
D. Avicenna
E. Avenzoor
The answer is C. Albert einstein.
Match the following pictures with the background experience or carrier of

the paragraph, then write his name below each of them.
A. B. C.
________________ _______________ _______________

D. E. F.
_______________ ________________ ________________
1. He was born on March 3, 1847, Edinburgh, Scotland. He died on August 2, 1922,

Beinn Bhreagh, Cape Breton Island, Nova Scotia, Canada. He is Scottish-born
American inventor, scientist, and teacher of the deaf whose foremost
accomplishments were the invention of the telephone (1876) and the refinement
of the phonograph .
2. He was a German mathematician and physicist who developed the special and
general theories of relativity. In 1921, he won the Nobel Prize for physics for his
explanation of the photoelectric effect. In the following decade, he immigrated to
the U.S. after being targeted by the German Nazi Party. Apr 2, 2014
3. General of the Army of Indonesia (He was born on 24 January 1916 and passed
away on 29 January 1950) was a high-ranking Indonesian military officer during
the Indonesian National Revolution. He was born in Purbalingga, Dutch East
Indies, he moved to Cilacap in 1916 and was raised by his uncle.
4. He was born in 980, near Bukhara, Iran [now in Uzbekistan]—died 1037,

Hamadan, Iran, Muslim physician, the most famous and influential of the
philosopher-scientists of the medieval Islamic world. He was particularly noted
for his contributions in the fields of phylosophy and medicine. He composed the
Kitāb al-shifāʾ (Book of the Cure), a vast philosophical and scientific
encyclopedia, and Al-Qānūn fī al-ṭibb (The Canon of Medicine), which is among
the most famous books in the history of medicine.
5. He was by name Honest Abe, the Rail-Splitter, or the Great Emancipator, born
February 12, 1809, near Hodgenville, Kentucky, U.S. He died April 15, 1865,
Washington, D.C., and he was the 16th president of the United States (1861–65),
who preserved the Union during the American Civil War and brought about the
emancipation of Feb 8, 2020.

6. He was an English poet, playwright, and actor. He was born on 26 April 1564 in
Stratford-upon-Avon. He is widely regarded as the greatest writer in the English
language and the world's pre-eminent dramatist. He is often called England's
national poet and nicknamed the Bard of Avon. One of his famous novels is
Romeo and Juliet.
Complete the following paragraph with the correct words you hear from
the audio speech from Martin Luther King you hear.
https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
I am happy to join with you today in what will (1) . . . in history as the
greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose (2) . . . shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro (3) . . . who had been seared in the
flames of withering injustice. It came as a joyous daybreak to end the long night of
their (4) . . . But one hundred years later, the Negro still is not free. One hundred
years later, the life of the Negro is still (5) . . . crippled by the manacles of (6) . . .
and the chains of discrimination. One hundred years later, the Negro lives on a lonely
island of poverty in the midst of a vast ocean of material (7) . . . . One hundred
years later, the Negro is still languished in the corners of American society and finds
himself an (8) . . . in his own land. And so we've come here today to dramatize a
shameful condition.
In a sense we've come to our nation's capital to cash (9) . . . . When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a (10) . . . . to which every
American was to fall heir. This note was a promise that all men, yes, black men as
well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty
and the pursuit of Happiness." It is obvious today that America has defaulted on this
promissory note, insofar as her citizens of color are concerned. Instead of honoring
this sacred obligation, America has given the Negro people a bad check, a check
which has come back marked "insufficient funds."

Complete the following paragraph with the correct words you hear from
https://www.learnoutloud.com/Audio-Books/Biography/Business-Leaders/Steve-
Jobs/45303
From the author of the bestselling biographies of Benjamin Franklin and

Albert Einstein, this is the exclusive biography of Steve Jobs.
Based on more than forty (1) . . . with Jobs conducted over two years—as
well as interviews with more than a hundred family members, friends, adversaries,
(2) . . . , and colleagues—Walter Isaacson has written a riveting story of the roller-
coaster life and searingly intense personality of a (3) . . . entrepreneur whose
passion for perfection and ferocious (4) . . . revolutionized six industries: personal
computers, animated movies, music, phones, tablet computing, and digital
publishing.
At a time when America is (5) . . . ways to sustain its innovative edge, and
when societies around the world are (6) . . . to build digital-age economies, Jobs
stands as the (7) . . . icon of inventiveness and applied imagination. He knew that
the best way to create value in the twenty-first century was to connect creativity
with technology. He built a company where leaps of the imagination were combined
with remarkable feats of engineering.
Although Jobs (8) . . . with this book, he asked for no control over what was
written nor even the right to read it before it was published. He put nothing off-
limits. He encouraged the people he knew to speak honestly. And Jobs speaks
candidly, sometimes brutally so, about the people he worked with and competed
against. His friends, foes, and colleagues provide an unvarnished view of the
passions, perfectionism, obsessions, artistry, devilry, and compulsion for (9) . . . that
shaped his approach to business and the innovative products that resulted.
Driven by demons, Jobs could (10) . . . those around him to fury and despair.
But his personality and products were interrelated, just as Apple's hardware and
software tended to be, as if part of an integrated system. His tale is instructive and
cautionary, filled with lessons about innovation, character, leadership, and values.

Answer the following questions based on the above text.
Michael Joseph Jackson was born on August 29, 1958 in Gary, Indiana, and
entertained audiences nearly his entire life. His father, Joe Jackson (no relation to
Joe Jackson, also a musician), had been a guitarist, but was forced to give up his
musical ambitions following his marriage to Michael's mother Katherine Jackson (née
Katherine Esther Scruse). Together, they prodded their growing family's musical
interests at home. By the early 1960s, the older boys Jackie, Tito and Jermaine had
begun performing around the city; by 1964, Michael and Marlon had joined in.
A musical prodigy, Michael's singing and dancing talents were amazingly
mature, and he soon became the dominant voice and focus of the Jackson 5. An
opening act for such soul groups as the O-Jays and James Brown, it was Gladys
Knight (not Diana Ross) who officially brought the group to Berry Gordy's attention,
and by 1969, the boys were producing back-to-back chart-busting hits as Motown
artists ("I Want You Back," "ABC," "Never Can Say Goodbye," "Got to Be There,"
etc.). As a product of the 1970s, the boys emerged as one of the most accomplished
black pop / soul vocal groups in music history, successfully evolving from a group like
The Temptations to a disco phenomenon.
Solo success for Michael was inevitable, and by the 1980s, he had become
infinitely more popular than his brotherly group. Record sales consistently orbited,
culminating in the biggest-selling album of all time, "Thriller" in 1982. A TV natural,
he ventured rather uneasily into films, such as playing the Scarecrow in The Wiz
(1978), but had much better luck with elaborate music videos.
In the 1990s, the downside as an 1980s pop phenomenon began to rear itself.
Michael grew terribly child-like and introverted by his peerless celebrity. A rather
timorous, androgynous figure to begin with, his physical appearance began to
change drastically, and his behavior grew alarmingly bizarre, making him a consistent
target for scandal-making, despite his numerous charitable acts. Two brief marriages
-- one to Elvis Presley's daughter Lisa Marie Presley -- were forged and two children
produced by his second wife during that time, but the purposes behind them
appeared image-oriented.
(https://www.imdb.com/name/nm0001391/bio#mini_bio)
1. What does paragraph 1 tell you about?

_________________________________________________________________
2. When had the older boys Jackie, Tito, and Jermaine begun performing around
the city?
_________________________________________________________________
3. When did Jackson become the dominant voice and focus of the Jackson 5?
_________________________________________________________________
4. When were the boys producing back-to-back chart-busting hits as Motown
artists?
_________________________________________________________________

5. Solo success for Michael was inevitable, and by the 1980s, he had become
infinitely more popular than his brotherly group. ( par 3).
The closest in meaning of the word in bold is?
_________________________________________________________________
6. Paragraph 4 focuses on
_________________________________________________________________
7. ‘’ . . . but the purposes behind them appeared image-oriented’’ (the last
sentence). The word in bold is the opposite of
_________________________________________________________________
8. Paragraph 2 focuses on
_________________________________________________________________
LEARNING MATERIALS
A biography is simply an account or detailed description about the life of a person.
It entails basic facts, such as childhood, education, career, relationships, family, and
death. Biography is a literary genre that portrays the experiences of all these events
occurring in the life of a person, mostly in a chronological order. Different from a
resume or profile, a biography provides a life story of a subject, highlighting different
aspects of someone’s life. Someone who writes biographies is called as a
“biographer’’
Types of Biography
1. Autobiography
An autobiography tells the story of a person’s own life. While that person writes
his own account, he or she may take guidance from a ghostwriter or
collaborator.
2. Biography
A biography narrates the life story of a person, as written by another person or
writer. It is further divided into five categories:
a. Popular biography
b. Historical biography
c. Literary biography
d. Reference biography
e. Fictional biography
3. Memoir
This is a more focused writing than an autobiography or a biography. In a
memoir, a writer narrates the details of a particular event or situation that
occurred in his or her lifetime.
The Function of Biography

The function of writing biographies is to provide details regarding the life of a person
or a thing in an entertaining but informative manner. By the end of a biography,
readers feel like they are well-acquainted with the subject. Biographies are often

non-fictional, but many biographers also use novel-like format, because a story line
would be more entertaining with the inclusion of strong exposition, rising conflict,
and then climax. Besides, the most inspirational life stories could motivate and put
confidence into the readers.
Some examples of Biography.

1. Shakespeare: A Life (By Park Honan)
This biography is the most accurate, up-to-date, and complete narrative ever
written about the life of William Shakespeare. Park Honan has used rich and
fresh information about Shakespeare in order to change the perceptions of
readers for the playwright, and his role as a poet and actor.
This book completely differs from other biographies that imagine different roles
for him, commenting on his sexual relationships and colorful intrigues. Though
detailed psychological theories and imaginative reforms about the famous
playwright could be amusing, in fact, they damage the credibility of the sources.
Therefore, many attempts have been made to know about Shakespeare, but this
one is a unique example.
2. Arthur Miller: Attention Must Be Paid (By James Campbell)

This biography is written in the form of a drama, presented in just two acts. In
the first act, the author shows the famous dramatist, Arthur Miller, in his early
success, having the love of the most beloved woman in the world, and resisting
tyranny. However, in the second act of this biography, the author shows that the
hero was badly assaulted and ridiculed by a rowdy mob called critics, who are
expelled from the conventional theater. He ends his book with rhetorical details
related to a revitalization in the fortunes of the playwright.
3. The Life of Samuel Johnson (By James Boswell)

This biography is frequently hyped as a perfect example of modern biography,
and all-time best example in the English language. This masterpiece of James
Boswell has covered the whole life of the ubiquitous literary writer Samuel
Johnson, with whom Boswell was well-acquainted. The unique quality of this
book is that it shows Johnson as a walking intellectual amongst us.
(https://literarydevices.net/biography/)
Answer the following questions based on the text below.
Steve Jobs co-founded Apple Computers with Steve Wozniak. Under Jobs'
guidance, the company pioneered a series of revolutionary technologies, including
the iPhone and iPad. Steven Paul Jobs was an American inventor, designer and
entrepreneur who was the co-founder, chief executive and chairman of Apple
Computer. Apple's revolutionary products, which include the iPod, iPhone and iPad,
are now seen as dictating the evolution of modern technology.

Born in 1955 to two University of Wisconsin graduate students who gave him
up for adoption, Jobs was smart but directionless, dropping out of college and
experimenting with different pursuits before co-founding Apple with Steve Wozniak in
1976. Jobs left the company in 1985, launching Pixar Animation Studios, then
returned to Apple more than a decade later. Jobs died in 2011 following a long battle
with pancreatic cancer.
Jobs was born to Joanne Schieble (later Joanne Simpson) and Abdulfattah
"John" Jandali, two University of Wisconsin graduate students. The couple gave up
their unnamed son for adoption.
Jobs’ father, Jandali, was a Syrian political science professor. His mother,
Schieble, worked as a speech therapist. Shortly after Jobs was placed for adoption,
his biological parents married and had another child, Mona Simpson. It was not until
Jobs was 27 that he was able to uncover information on his biological parents.
As an infant, Jobs was adopted by Clara and Paul Jobs and named Steven Paul
Jobs. Clara worked as an accountant and Paul was a Coast Guard veteran and
machinist. Jobs was born on February 24, 1955, in San Francisco, California. He lived
with his adoptive family in Mountain View, California, within the area that would later
become known as Silicon Valley. As a boy, Jobs and his father worked on electronics
in the family garage. Paul showed his son how to take apart and reconstruct
electronics, a hobby that instilled confidence, tenacity and mechanical process in
young Jobs.
1. Why do you think Steve Jobs is very popular?

_________________________________________________________________
2. Besides an American inventer, what were Steven Paul Jobs’s position in Apple
Computer Company?
_________________________________________________________________
3. When did Jobs leave Apple Computers Company?
_________________________________________________________________
4. When did Jobs pass away?
_________________________________________________________________
5. What kind of desease Jobs suffer from?
_________________________________________________________________
6. What are now seen as dictating the evolution of modern technology?
_________________________________________________________________
7. When did Steve Jobs co-found Apple with Steve Worniak?
_________________________________________________________________
8. Who is Steve Jobs’ real parents?
_________________________________________________________________
9. What did Steve Jobs launch before he returned to Apple more than a decade
later?
_________________________________________________________________

TASK 6. Fill in the blanks of the following passage with the correct words
in the box.
A biography is a (1) . . . of a real person’s life, including factual details as well as

stories from the person’s life. Biographies usually (2) . . . information about the
subject’s personality and (4) . . . , and other kinds of intimate details excluded in a
general overview or profile of a person’s life. The vast (5). . . of biography examples
are(6) . . . about people who are or were famous, such as politicians,(7) . . . ,
athletes, and so on. However, some (8) . . . can be written about people who lived
incredible lives, but were not (9) . . . well-known. A biography can be labelled
“authorized” if the person being written about, or his or her family (10) . . . , have
given permission for a certain author to write the biography.
actors majority members description

written include motivation majority
biographies nacessarily
Write True or False after the statements below the following text.
The difference Between Biography and Autobiography

A biography is a description of a life that is not the author’s own, while an
autobiography is the description of a writer’s own life. There can be some gray area,
however, in the definition of biography when a ghostwriter is employed. A
ghostwriter is an author who helps in the creation of a book, either collaborating with
someone else or doing all of the writing him - or herself. Some famous people ask for
the help of a ghostwriter to create their own autobiographies if they are not
particularly gifted at writing but want the story to sound like it’s coming from their
own mouths. In the case of a ghostwritten autobiography, the writer is not actually
writing about his or her own life, but has enough input from the subject to create a
work that is very close to the person’s experience.
1. Biography is a description of a life that is the author’s own. _____

2. Autobiography is the description of a writer’s own life. _____.
3. There can be some green area, in the definition of biography when a ghostwriter
is employed. ______
4. A ghostwriter is an author who helps in the creation of a book. ______
5. Some famous people ask for the help of a ghostwriter to create their own
autobiographie. _______
6. If the people are not particularly gifted at writing but they want the story to
sound like it’s coming from themselves, they need a ghostwriter.
_________________________________________________________________

Work in pairs. Find the biography of an Indonesian hero or heroine.
Present the biography in front of the class. You cfan also provide it with
some pictures of him or her, his or her activities, her family, and so on. You
can select one of the followings:
- Cut Nyak Din
- Prince Diponegoro
- Martha Tiahahu
- Muhammad Husni Thamrin
- Fatahillah
- R.A. Kartini
- Dewi Sartika
- Sultan Hasanudin
- Etc
Put the verbs in brackets into the correct forms of Past tense.
Albert Einstein Biography (1879–1955)

Albert Einstein (be) . . . a physicist who (develop) . . . the general theory of
relativity. He is (consider) . . . one of the most influential scientists of the 20th
century.
Albert Einstein was a German mathematician and physicist who developed the
special and general theories of relativity. In 1921, he (win) . . . the Nobel Prize for
physics for his explanation of the photoelectric effect.
In the following decade, he (immigrate) . . . to the U.S. after being targeted by the
German Nazi Party. His work also (have) . . . a major impact on the development of
atomic energy. In his later years, Einstein (focus) . . . on unified field theory. With
his passion for inquiry, Einstein is generally considered the most influential physicist
of the 20th century.
Einstein was born on March 14, 1879, in Ulm, Württemberg, Germany.
Einstein (grow) . . . up in a secular Jewish family. His father, Hermann Einstein,
was a salesman and engineer who, with his brother, (found) . . . Elektrotechnische
Fabrik J. Einstein & Cie, a Munich-based company that mass-produced electrical
equipment.
Einstein’s mother, the former Pauline Koch, (run) . . . the family household.
Einstein had one sister, Maja, born two years after him. Einstein (attend) . . .
elementary school at the Luitpold Gymnasium in Munich. However, he (feel) . . .
alienated there and (struggle) . . . with the institution's rigid pedagogical style.
He also had what were considered speech challenges, though he developed a
passion for classical music and playing the violin, which would stay with him into his
later years. Most significantly, Einstein's youth was (mark) . . . by deep
inquisitiveness and inquiry.

Towards the end of the 1880s, Max Talmud, a Polish medical student who
sometimes dined with the Einstein family, (become) . . . an informal tutor to
young Einstein. Talmud had (introduce) . . . his pupil to a children’s science text
that (inspire) . . . Einstein to dream about the nature of light.
Thus, during his teens, Einstein penned what would be seen as his first major
paper, "The Investigation of the State of Aether in Magnetic Fields."Hermann Einstein
(relocate) . . . the family to Milan, Italy, in the mid-1890s after his business lost out
on a major contract. Einstein was (leave) . . . at a relative's boarding house in
Munich to complete his schooling at the Luitpold Gymnasium.
Faced with military duty when he (turn) . . . of age, Einstein allegedly
(withdraw) . . . from classes, using a doctor’s note to excuse himself and claim
nervous exhaustion. With their son rejoining them in Italy, his parents (understand)
. . . Einstein's perspective but were (concern) . . . about his future prospects as a
school dropout and draft dodger.
COMPETENCE TEST
A. Choose the correct answer.
The following text is for questgions 1 to 5.

Albert Einstein was born at Ulm, in Württemberg, Germany, on March 14,
1879. Six weeks later the family moved to Munich, where he later on began his
schooling at the Luitpold Gymnasium. Later, they moved to Italy and Albert
continued his education at Aarau, Switzerland and in 1896 he entered the Swiss
Federal Polytechnic School in Zurich to be trained as a teacher in physics and
mathematics. In 1901, the year he gained his diploma, he acquired Swiss
citizenship and, as he was unable to find a teaching post, he accepted a position as
technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor’s
degree.
During his stay at the Patent Office, and in his spare time, he produced
much of his remarkable work and in 1908 he was appointed Privatdozent in Berne.
In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of
Theoretical Physics at Prague, returning to Zurich in the following year to fill a
similar post. In 1914 he was appointed Director of the Kaiser Wilhelm Physical
Institute and Professor in the University of Berlin. He became a German citizen in
1914 and remained in Berlin until 1933 when he renounced his citizenship for
political reasons and emigrated to America to take the position of Professor of
Theoretical Physics at Princeton. He became a United States citizen in 1940 and
retired from his post in 1945.
After World War II, Einstein was a leading figure in the World Government
Movement, he was offered the Presidency of the State of Israel, which he declined,
and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew
University of Jerusalem.

1. Based on the above text, which statement is correct?
A. Albert Einstein was born at Ulm, in Württemberg, Germany, on March 14,
1878.
B. Albert Einstein obtained his doctor’s degree in 1905.
C. In 1911 Albert Einstein became Professor Extraordinary at Zurich.
D. In 1909 Albert Einstein became Professor of Theoretical Physics at Prague.
E. In 1910 Albert Einstein returned to Zurich to fill a similar post.
2. During his stay at the Patent Office, and in his spare time, he produced much of
his remarkable work and in 1908 he was appointed . . . in Berne.
A. best student
B. Patent officer
C. Privatdozent
D. Professor
E. technical assistant
3. In 1905 he obtained his doctor’s degree. The closest in meaning of the word in bold
is . . . .
A. contained
B. sustained
C. proclaimed
D. changed
E. got
4. Albert Einstein was appointed Director of the Kaiser Wilhelm Physical Institute
and Professor in the University of Berlin in . . . .
A. 1913
B. 1914
C. 1915
D. 1916
E. 1917
5. During his stay at the Patent Office, and in his spare time, he produced much
of his remarkable work and in 1908 he was appointed Privatdozent in Berne.
The similar meaning of the word in bold is . . . .
A. live
B. sleep
C. work
D. time
E. week
6. Einstein family moved to Italy and Albert continued his education at Aarau,
Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in
Zurich, because he needed the . . . . as a teacher in Physics and Mathematics.
A. speech
B. lecture
C. training

D. learning
E. teaching
7. Albert Einstein gained his diploma, he acquired Swiss citizenship and, as he was unable
to find a teaching post, he accepted a position as technical assistant in the Swiss
Patent Office . . . he obtained his doctor’s degree.
A. after
B. before
C. at the time
D. as soon as
E. not long after
The following text is for questgions 8 to 11.

General Sudirman (January 24, 1916 - January 29, 1950; also spelled
Soedirman) was the military commander of Indonesian forces during the country's
fight for independence from the Dutch in the 1940s.
Sudirman was born in Bodas Karangjati village, Rembang, Purbalingga,
Central Java, 24 January 1916. He studied at the Dutch Native School in
Purwokerto, and then at a Muhammadiyah teacher training college in Surakarta.
He worked as a teacher at the Muhammadiyah school in Cilacap.
During the Japanese occupation of Indonesia during World War II, Sudirman
trained to become a battalion commander in PETA, the "homeland defense" army
promoted by the Japanese. When Japan surrendered and Sukarno proclaimed
Indonesian independence, he organized his PETA battalion into a Banyumas-based
regiment of the Republican army to resist Dutch reoccupation of its former colony.
The first major battle that he led was the Battle of Ambarawa against the British
and the Dutch (November-December 1945). On 12 December he led a
"coordinated attack" against British positions in Ambarawa, driving the British all
the way to Semarang. The battle ended on 16 December.
On 12 November 1945 he was elected Commander-in-chief of the Army, a
position he held until his death. During much of the next five years he was sick
with tuberculosis, but led several guerrilla actions against the Dutch. He led the
resistance to the Dutch attack on Yogyakarta, then the Republic of Indonesia's
headquarters, in December 1948. Theodore Friend (2003) describes him as having
"...a strangely blended samurai discipline, Marxist disposition, and raw courage."
Sudirman died in Magelang, 29 January 1950 at the age of 35. He was
buried in Heroes' Cemetery in Semaki, Yogyakarta. He received the title of National
Hero of Indonesia as an Independence Defender Hero. Sudirman was the first and
the youngest General in Indonesia.
8. How old was Sudirman when he passed away?

A. 50 years old
B. 35 years old
C. 20 years old
D. 16 years old
E. 40 years old

9. What did Sudirman do at PETA?
A. He became the leader of the PETA
B. He became the soilder of PETA
C He organized PETA became The Republican Army .
D. He changed the organization of PETA
E. He became the youngest general in Indonesia.
10. The first major battle that he led was the Battle of Ambarawa against the
British and the Dutch (November-December 1945). The word in bold is the
closest in meaning to . . . .
A. called
B. taught
C. asked for
D. managed
E. commanded
11. On 12 November 1945 he was elected Commander-in-chief of the Army,

a position he held until his death. The words in bold can be also say . . . .
A. The government was elected him Commander-in-chief of the Army.
B. General Sudirman elected Commander-in-chief of the Army.
C. The government elected general Sudirman Commander-in-chief of the Army.
D. The government was elected Commander-in-chief of the Army by Sudirman.
E. General Sudirman was elected Commander-in-chief of the Army by himself.
The following text is for question number 12 to 14.

Picasso was one of the most outstanding and important artists of the
1990’s. He is known for his paintings. Almost every style in modern art is
represented in Picasso’s works. He was born in 1881 in Malaga, Spain as the son of
an art teacher. He studied painting with his father in Madrid.
From about 1895 to 1901 he painted realistic work in a traditional style.
Then he entered what was called the blue period. During this time he only used
shades of blue in his paintings to show poverty he saw in Barcelona.
After 1907, he entered into the style of cubism. Among his well known
cubist paintings are “The Three Musicians” and “The man with a guitar” which
depict the destruction of a Spanish town. Picasso died in France in 1973.
(Adapted from: Golden Home encyclopedia. p. 4751)
12. Why was Piccasso’s work called the blue bird?

A. To show poverty he saw in Barcelona
B. He painted realistic paintings
C. He studied painting with his father in Madrid
D. He painted realistic work in a traditional style
E. He saw poverty in Barcelona

13. Based on the above text, which information is correct?
A. Picasso entered into the style of cubism before 1907.
B. Almost each style in modern art is represented in Picasso’s works.
C. From about 1895 to 1901 he painted realistic work in a modern style
D. Picasso was the only one of the most outstanding and important artists of
the 1990’s
E. During this time he never used shades of blue in his paintings to show
poverty he saw in Barcelona.
14. Picasso was one of the most outstanding and important artists of the 1990’s.
The word in bold is the closest in meaning to . . . .
A. understanding
B. necessary
C. popular
D. happy
E. poor
The following text is for question number 15 and 16.

Dave Morin, is CEO and co-founder of social networking, Path. Dave sits on
the board of directors at Eventbrite, United States ski and Snowboard Association
and the San Francisco Museum of Modern Art. He often speaks at universities,
conferences and appears on panels.
Dave attended the University of Colorado at Boulder and graduated with a
degree in economics. He spent several years working at Apple, where he learnt
design thinking and marketing. He was one of the early team members at
Facebook and co-created Facebook Platform and Facebook Connect. Dave left the
Facebook team in 2010 to develop Path.
He has received several awards of his work and entrepreneurship. These
include being named by Fast Company as one of the 100 most creative people in
business in 2009 and being awarded the Tech Fellow award in 2010, by Tech
Crunch and the Founders Fund.
Adopted from: http://www.worldofceos.com/dossiers/dave-morin (2nd December 2015)
15. Based on the above text, Dave Morin is . . . .

A. the CEO of Facebook
B. the director of Apple
C. one of the founders of Path
D. marketing manager of Eventbrite
E. a lecturer at the University of Colorado
16. Dave Morin started his carrier in . . . .

A. Path
B. Apple
C. Facebook
D. San Francisco Museum of Modern Art
E. United States Ski and Snowboard Association

The following text is for question number 17 to 20.
Jackie Chan, born in 1954 Chinese actor and director of action motion
pictures, whose death-defying stunt work, comic manner, and elaborately
choreographed figure sequences have won him an enthusiastic worldwide
following. Born Chang Kwong Sang in Hongkong, his Chinese screen name is Sing
Lung, which translates as “becoming the dragon.”
He is known as Jackie Chan outside Asia. At the age of seven Chan enrolled
in the Chinese Opera Research Institute, a training center for the form of musical
theater known as Peking opera. For ten years, Chan studied dance, martial arts,
music, and acrobatics in an atmosphere of extreme discipline, acquiring skills that
he would later adapt for his performances in films.
During the early 1970s Chan worked as a stuntman and fight choreographer
in Hongkong’s expanding film industry, which achieved global success with a
distinctive genre of action films, mixing martial arts with spectacular stunts and
often startling violence.
After the death of Chinese American actor Bruce Lee in 1973, film studios
searched for a new martial-arts superstar, and Chan was among several young
actors who were groomed as potential successors. His first major film role was in
Xin Ching-Wu Men (New fist of fury, 1976), a sequel to an internationally popular
Bruce Lee film, Fist of Fury (also known as the Chinese Connection or the Iron
Hand, 1972). After New Fist of Fury failed to achieve commercial or popular
success, Chan introduced changes to the martial-arts film style developed by Lee,
adding elements of playful misadventure and slapstick comedy. The result,
Drunken Monkey in the Tiger’s eye (also known as Drunken Master, 1978), was a
major hit throughout East Asia.
17. What is the communicative purpose of this text?

A. to inform about American Actor
B. to describe about Chan’s performance.
C. to present to point of views about an issue.
D. to tell about the biography of Chinese actor
E. to retell the result of Drunken Monkey in the Tiger’s eye
18. Based on the text above, which information is correct?

A. Jackie was not studying other kinds of art such as music and dance beside
martial art.
B. Jackie Chan got his fortune before the death of the previous actor, Bruce
Lee.
C. At the age of seven Chan enrolled in the Chinese Opera Research Institute.
D. Beside the actor Jackie Chan is also an inventor.
E. Jackie Chan moved and now lived in England.
19. . . . with spectacular stunts and often startling violence (par. 4) The word in
bold has the same meaning as . . . .
A. making
B. surprising

C. unlimited
D. looking after
E. disappointing
20. His first major film role was in . . . .

A. 1972
B. 1973
C. 1974
D. 1975
E. 1976
B. Write the answers of the following questions below the text.
Mira Lesmana, born on 8th August 1964, is an Indonesian songwriter, film

director and producer.
The daughter of musician Jack Lesmana and sister of jazz pianist Indra
Lesmana. Mira Lesmana wrote her first song at 16, which helped secure her
brother a scholarship to study in Australia. In 1979 she and her family moved to
Australia and enrolled in school there. During the time, Mira Lesmana became
interested in film and began watching films regularly.
On returning to Indonesia, she continued her studies at the Jakarta Art
Institute in 1983 and graduated in 1985. After graduating, she made her first film,
a public service announcement. On 14th February 1990 she married former teen
idols Mathias Muchus and they now have three children.
After a period of song writing in the 1990s, as well as directing a
documentary serial in 1996, she made her feature film debut as co-director of
Kuldesak in 1999. Since then, she has produced several critically and commercially
successful films, including Petualangan Sherina (2000), Ada Apa dengan Cinta?
(2002), Gie (2005) and Laskar Pelangi (2008). Many of her works have been in
collaboration with director Riri Reza, who also co-manages her production company
Miles Production.
1. What is the purpose of the writer to write the above text?

________________________________________________________________
2. What was Mira Lesmana’s contribution to her brother’s earliest music career?
________________________________________________________________
3. What is the main idea of the last paragraph?
________________________________________________________________
4. Write the films produced by Mira Lesmana.
________________________________________________________________
5. What is the type of her first film?
________________________________________________________________

6 The Tree Is Too High To Climb Up
In this chapter, you will learn about :

- The use of ‘’too’’
- The use of ‘’enough’’
Pay attention to the following pictures .
Which statement is suitable for the above picture?

A. The motorcycle is small enough for the man to ride.
B. The man is suitable to ride on the small motorcycle.
C. The man is not too big for the small motorcycle.
D. The motorcycle is so well for the man to ride.
E. The motorcycle is too small for the man to ride.

This picture is for the following statement. Which one is suitable with this?
A. The action of the boy is not too attractive.

B. The action is too dangerous for him.
C. The action is good enough for him.
D. The boy is too brave to do the action
E. The boy is not too be afraid to do the action.
Complete The Following Text With The Words You Hear.
Finn : Hello and welcome to 6 Minute Grammar with me, Finn.

Rob : Sorry I'm (1) . . . , Finn.
Finn : Oh Rob… OK.
Rob : There was such a long queue at the coffee machine.
Finn : Ah so late…such a long queue – great examples for today's topic,
Rob.
Rob : Yes. Thank you very much. Yes, we’re talking about so, such, too and
enough.
Finn : When Rob said he was so late, he (2) . . . he was very late. Now Helen
has some more examples using so.
Helen : This coffee is so good. Finn speaks English so well.

Finn : So it's so before an (3) . . . – This coffee is so good… so strong… so
hot…
Rob : Sounds good. Or before an adverb: He speaks English so well… so
fluently… so fast.
Finn : And we use such with a noun. Rob said there was such a long
queue, meaning the queue was very long. Here are more examples.
Helen : My (4) . . . was such fun! My holiday was such a disaster!
Rob : We say such fun without the indefinite article a because fun is
uncountable.
Finn : But it's such a (5) . . . with the article because disaster is countable.
Rob : Now we often use such with an adjective and a noun together. Listen
to this.
Helen : Adele has such an amazing voice. We had such good (6) . . . in Greece.
Rob : So it's such good weather… such an (7) . . . voice. Remember: with
countable nouns put the a or an after 'such' not before.
Finn : Nowadays, you sometimes hear people use so with a noun or verb for
emphasis. Like this.
Helen : That dress is so last year. I'm so going (8) . . . her when I see her.
Finn : So if you say 'so last year' it means (9) . . . not fashionable any
more. So going to hug her means really going to give her a really
good hug.
Rob : We can use so and such with a that clause to describe cause and
effect. Like this.
Helen : It was so hot that they had to go indoors. It was such a hot day that
they had to stay (10) . . . .
Finn : And we can leave that out, so we could say: It was so hot they had
to go indoors.
Rob : We also use so with many or much and a noun to (11) . . . a lot of
something. It's so much with uncountable nouns and so many with
countable nouns.
Helen : What a great party! I had so much fun. We visited so many places.
Finn : So that's so and such. Now for too and enough.
Rob : Yes. Now we use enough with an adjective or adverb to say something
is or isn't the right degree. So, if I ask Finn: Are you warm enough,
Finn?
Finn : I am, thanks.
Rob : I'm asking if it's the right (12) . . . for you.
Finn : Notice enough comes after the adjective or adverb. We can also use
enough after a verb.
Helen : He doesn't sleep enough. He's always tired.
Rob : When we use enough with a noun, it goes before the noun. We have
enough food, enough time.
Finn : And sentences with enough are sometimes followed by to and a verb.
Helen : She's (13) . . . smart enough to become director.
Finn : You know Rob, I think that's enough about enough!

Rob : Indeed. Now to say there's more than (14) . . . , we use too with an
adjective or adverb. So we could say this office is too crowded, too
noisy, too busy.
Finn : And I could say Rob that you're working too hard.
Rob : Thank you very much.
Finn : You work very hard.
Rob : We can use too much or too many with a noun to say we have more
than we need.
Helen : Ugh! You've put too much (15) . . . in my tea! I ate too many
biscuits.
Do The Followings As The Example Given.
The volume is not loud. → "The volume is not loud enough." or "The volume is too
soft."
1. The plot is very confusing. ___________________________________________
2. The characters speak very quickly. _____________________________________
3. The characters speak very softly. ______________________________________
4. There are lots of characters. __________________________________________
5. The subtitles are not good. ___________________________________________
6. The character uses a lot of slang. ______________________________________
7. The story is very complicated. _________________________________________
TASK 3. COMPLETE THE FOLLOWING TEXT WITH THE WORDS YOU HEAR.
Everyone wants a good (1) . . . . I do too. I want a good job that is quite near my
house – I don’t want to spend a long time on (2) . . . and buses. I also want a (3) . .
. house where I can relax. I like decorating and (4) . . . for furniture. I also want
lots of friends so I can do (5) . . . with them. My idea of a good lifestyle is being
happy at work, going to the (6) . . . or going out for a meal after work, and spending
the (7) . . . with friends doing things or going places. Of course I have to have a
holiday every year in (8) . . . country. I haven’t got that lifestyle yet because I
haven’t got (9) . . . money. I’m a little (10) . . . of my friend’s lifestyle. She has
everything and is always going out and having fun.

LEARNING SUMMARY
Too and enough are used with adjectives, adverbs and nouns.
- Too means more than what is necessary.
- Enough means as much as necessary.
Examples:
1. Too + adjective:
He is too short to play basketball.
2. Too + adverb:
You are driving too fast.
3. Adjective + enough:
They aren’t rich enough to buy a big house.
She’s old enough to get married.
4. Adverb + enough:
Hurry up, we aren’t walking quickly enough.
5. Enough + noun:
We have got enough eggs to make a cake.
You’ve got enough time to revise your lessons.
6. Too much + uncountable nouns:
I can’t sleep at night because they make too much noise.
7. Too many + countable nouns:
Too many people came to the party yesterday. We didn’t have enough plates.

Complete the following text with too and enough.
1. Shinta is clever ........................ to pass the test.

2. The red skirt is ........................ long for you.
3. Katty is .............. young to drive a car.
4. There is ......................... meat in the fridge for the whole week.
5. Indy didn’t work hard ........................ to pass the exam.
6. We can’t buy the car because it is ................ expensive.
7. He can’t sleep because he drinks ................... much coffee.
8. Are you tall ...................... to reach that shelf?
9. They often take the bus to school because it’s .............. far to walk.
10. She isn’t fast ...................... to win the race.
11. There’s ................. food for everyone to eat.
12. She isn’t speaking clearly ................. I can’t understand her. You’ve got
enough time to revise your lesson
Circle the correct word which is suitable with the sentences.
1. I can't work today. It's (enough, too) hot.

2. I'd like to buy those shoes, but they are (enough, too) expensive.
3. We need another ladder. This one isn't long (enough, too).
4. Inna can't do this exercise because it's (enough, too) difficult.
5. Noone bought my bike because it's (enough, too) old.
6. Wendy had to change her room because it wasn't big (enough, too).
7. Johny didn't win the race because his car wasn't fast (enough, too).
8. Don't play near the railway line. It's (enough, too) dangerous.
9. Pamela couldn't reach the top shelf because she wasn't tall (enough, too).
10. I'm sorry, but your work isn't good (enough, too).

Observe the pictures below, then based on each ,write sentences using”
too’ or” enough’
1. __________________________ 2. __________________________
3. __________________________ 4. __________________________
5. __________________________ 6. __________________________

7. __________________________ 8. __________________________
9. ____________________________ 10. __________________________
Complete The Sentences With ‘Too’ Or ‘(Not) Enough And Match Them To
The Pictures
1. I think that apple is _____ (good) for any of us.

2. The house is ____ (small) for my family.
3. Look! The kid is _____ (tired) to go to sleep. Perhaps he is hungry.
4. The cook is ____ (busy) preparing the food at the restaurant. There are _____
(people) in the kitchen.
5. The poor man is sweating. He is _____ (strong) to do that hard work. It is
_____ (hard) for him.
6. The secretary can’t understand the man on the phone. The line is _____ (clear)
to follow the conversation.
7. Mary’s school is _____ (near) her house so she goes on foot.
8. I think this dog’s house isn’t ______ (big) for your doggy.
9. Julieta is _____ (young). She is _____ (old) to work at an office.

10. Lucy is wearing red shoes which are ____ (high) for her and the dress is ____
(tight).
11. They are very naughty kids. They are _____ (irresponsible) children.
12. The day is ______ (cold) and (wet) to go out.
13. Please, wait a few minutes. The coffee is _____ (hot)
14. Noeliana is ______ (tall) to become a model.
A. B.
C. D.
E. F. G.

H. I.
J. K.
L. M. N.
Write too or enough to complete the following sentences.
1. This glass isn’t (big) ......................... Give me another one.

2. We haven’t got ................... chairs. Go and get another one.
3. The wine was (cold) ...................I couldn’t drink it.
4. That cheese is very expensive. I haven’t got .................... money to buy it.

5. I didn’t find an empty seat. There were ....................... people on the bus.
6. There’s a lot of food. It’s ................................. food for two people.
7. This coat isn’t (warm) ........................... I need a thicker one.
8. We haven’t got .................................... tables for fifty people to have dinner.
9. This tea is (hot) ....................... I can’t drink it.
10. This floor is (dirty) ......................... I can’t clean it.
11. It was (cold) ..............................we couldn’t go out.
12. Our teacher asks us to do .................................. exercises.
13. We’ve got ............................... homework everyday. We’ve got no free time.
14. You are (old) ......................... to learn English.
15. The books were (heavy) .................................. for me to carry.
16. His words are (clear).......................... for everybody to understand.
17. The bedroom was (small) ............................... for five people.
18. He’s (clever) ......................... to do that exercise.
19. Our house is small. You mustn’t invite ............................... people.
20. You have to drive. You mustn’t drink .................. whisky.
Fill in the blanks with the correct word (too or enough).
1. Iffah left the coffee for a minute to cool because it was . . . hot to drink.
2. Hendar wasn't strong . . . to lift that heavy box.
3. There aren't . . . policemen in our town.
4. Do you have . . . information to help me with this problem, Linda?
5. Putting the TV on is . . . difficult to do for a little child.
6. I do not have . . . much time to prepare dinner, so I just buy it at the Grand
Cafe.
7. Idam didn't buy the car because it was . . . expensive.
8. Hendri didn't work hard . . . to pass the exam, because of her good intelligence.
9. My sister can't sleep because she drinks . . . much coffee during the party.
10. Shesha isn't old . . . to start driving.
Combine the following sentences using ‘’too’’ or ‘’enough’’ correctly.
1. There were a lot of trees. I couldn’t ride my bike easily.

There were ________________________________________________________
2. Anthony’s got a lot of records. You can spend a whole day listening to them.
He got ____________________________________________________________
3. My father’s got a lot of work during the month. He can’t pay any attention to me.
My father’s got _____________________________________________________

4. I’ve got very little money. I can’t go out.
I haven’t got _______________________________________________________
5. She’s very clever. She can’t have done such a stupid thing.
She’s _____________________________________________________________
6. You’ve got quite a lot of toys. You can enjoy yourself.
You’ve got enough __________________________________________________
7. This exercise is quite easy. I think I can do it.
This exercise is _____________________________________________________
8. My suitcase is quite light. I think the child can carry it.
My suitcase is ______________________________________________________
9. I’m very excited. I can’t think I’m ______________________________________
10. Those cups are very little. You can’t put coffee in them.
Those cups are _____________________________________________________
Work in pairs. Create a DIALOG contains sentences using ‘’too’’ and

‘’enough’’. After that, present it in front of the class.
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
Write a short paragraph using too and enough. You can select one of the
following topics.
1. My new shoes.
2. The fun game.
3. Our new house.
4. A new friend from Sydney.
5. A new bag from my aunty.
Here is an example for you.

My new friend came from Medan last two months. His name is Yulidar. She is very
nice, friendly, and helpful. She is also pretty and tall. She is taller than me. I am
almost half of her. Sometimes I feel that she is too tall for me when I talk to her. I
like her because she is clever enough to help me in solving my Math problem.

COMPETENCE TEST
Choose the correct answers of the following numbers.
1. The boys are .................. hungy to eat the watermelon.

A. very B. too C. enough D. much E. so
2. Shania is ......................... tired to study.

A. too B. very C. much D. so E. enough
3. It’s ....................windy to open the umbrella.

A. so B. too C. very D. much E. enogh
4. Pamela isn’t .................. well to go to work.

A. so B. too C. enough D. very E. much
5. Jimmy is ........................ busy to have a break.

A. very B. much C. too D. enough E. so
6. He’s tall .............................. to play basketball.

A. too B. so C.very D. enough E. much
7. Tommy wasn’t lucky .................. to find gold.

A. too B. so C. very D. much E. enough
8. The boys aren’t ........................... honest to be good citizens.

A. too B. so C. very D. much E. enough
9. The girls were good ........................... to win a medal.

10. He’s .................... brave to fight a bull.

A. too B. so C. enough D. very E. much
11. The bank is ....................far for her.

12. Tony hasn’t got .........................money to buy some new jeans.

13. Dan is ...........................young to eat himself.

14. Sam isn’t ........................clever to read the map.


15. The air is .......................polluted today.
16. Tim is ........................adventurous to try parachuting.

17. John is .........................clumsy to drive well.

18. There aren’t ....................computers for them.

19. The exercise is ..................complicated for me.

20. It’s ..........................hot to work today. I just want to stay at home.

Complete the following sentences using ‘’too’’ or ‘’enough’’ correctly.
1. This handwriting is very bad and I can’t understand it.

This handwriting is __________________________________________________
2. I’m very fat and I can’t wear this dress any longer.
I’m ______________________________________________________________
3. I’ve only got a little money. I won’t be able to buy him the present I’d like.
I haven’t got ______________________________________________________
4. There’re only a few beds there. Some people won’t be able to sleep here.
There aren’t _______________________________________________________
5. These students are very clever and always get the highest marks at school.
They are __________________________________________________________

7 Do You Join This Event?

- Understand the advertisement.
- practice retelling an advertisement.
- create an advertisement of the event.
Watch the video below and answer the following questions individually.
1. What is the video about?

2. Do you think that advertisement is important?
3. Where do you usually see it?
4. What is the purpose of advertisement?

LEARNING SUMMARY
Advertisement
Advertisement is a public announcement in a newspaper, television or internet
advertising to promote for example product for sale, services offered or an event.
In order to have truly effective marketing for your product or service, you need a
carefully crafted message catering to the medium you choose. Luckily, with the
explosion of digital media, there are even more different types of advertisements.
1. Display advertisements
This includes digital and newspaper advertising. Digital ads are the updated
version of newspaper advertising; it’s the same concept but in 21st-century
form. It means buying ad space on sites that are of interest to your target
demographic. You can create text ads, which essentially look just like traditional
print media ads, the floating banner above the site’s contact and even
wallpaper with your product or service on the site background.
2. Social Media advertisements

Pinterest, Instagram, Facebook and pretty much all social media sites offer
relatively inexpensive advertising. Paid social media ads are the kind of
advertisement that focuses on reaching your target audience with how much
you pay adjusted to how many see it and engage with it. Organic social media
ads are the kind of advertisement that generates lots of word-of-mouth. Say
you post something to your business Facebook page that offers a free product
if followers click Like and tag a friend — that is the type of advertisement that
is free to post and makes people aware of what you have to offer.
3. Newspapers and Magazines

These kinds of advertisements are traditional yet no less effective. Combining
this type of advertisement between local, statewide and national print media is
a great marketing campaign strategy. Plenty of people still reach for their
morning newspaper or love to settle down with a hard copy of a magazine.
Also, most print media now has a digital presence and can combine these types
of advertisements with its virtual version.
Why are advertisements important?

Advertisements are a guaranteed method of reaching an audience. By creating an
engaging ad, and spending enough to reach many users, advertisements can have
an immediate impact on business. This effect could be seen in improved trade or
boosted brand recognition, among many different metrics.

listen to the advertisement and fill in the blanks.
What is advertising? Is it ____________ truth or is it making

things look better than they really are? ____________ lying?
Companies pay a lot of money for adverts. Some of the ads
you see ____________ magazines look like art. The
commercials on TV look like mini movies. Do they really
change our ____________ ? Do adverts make you buy
things? I think some advertising is a form of lying. Is BMW
really “The ____________ driving ____________ ” like they
say in their ads? British Airways used to say they were “The
world’s ____________ airline,” but had to stop saying it
because it wasn’t true. Personally, I get ____________ watching ads on television.
They always ____________ a good programme. I like ads in magazines. They’re
usually ____________ interesting.
Practice the dialogue below with your seatmate in front of the class.
Dita : Take a look at this advertisement!

Dion : What is it about?
Dita : It is drum competition.
Dion : wow. Really?
Dita : You should join the competition. Here is the newspaper. Read it in detail!
Dion : It`s for teenager like me.
Dita : Yes it is free too.
Dion : It will be held on Wednesday, April 15th , 2020.
Dita : So, you will join it, won`t you?
Dion : But Wednesday is school day. Is is impossible for me to join the competition.
Dita : Read again, please. It is at 3 p.m to finish.
Dion : Oh yes. You are right.
Dita : You can come to the place after school.
Dion : it will be held at Pakuwon Mall. It is not far from our school.
Dita : I will come there to support you.
Dion : That is very kind of you. I will practice playing drum more today.
Dita : Good! Let`s register yourself at www.drumcompetition.com.
Dion : Okey. You can use my smart phone to register.

Answer the questions based on the dialogue verbally.
1. What are Dita and Dion talking about?

……………………………………………………................................................................
2. Where do they find the advertisement?
……………………………………………………................................................................
3. Should Dion pay the competition?
……………………………………………………................................................................
4. When and where will the competition be held?
……………………………………………………................................................................
5. Where does Dion register for the competition?
……………………………………………………................................................................
Task 4
Create an advertisement of an event Based on task 2 in the box creatively.

Choose one of the advertisements below and announce it in front of the
class confidently.
Read the following text to answer questions.
Breakfast is provided free of charge. We also have special discounts on food and
drinks at our restaurant for all registered guests. On top of that, there's a fifty
percent discount for children below 12 at our restaurant. We are located close to
the apple garden and butterfly farm. You can also see the sunset and sunrise from
your room. Children would also be entitled to free horse riding lesson every
morning.
Rp 430,000 per / night
COOL HEAVEN, BATU HIGHLANDS, MALANG
Reservation: (0341) 7689980
Email: coolheaven@yahoo.com
1. Which is free of charge in the hotel?

A. Having food and drinks in the restaurant
B. Having breakfast and horse riding lesson
C. Entering the apple garden
D. Staying for nights
E. Having dinner
2. Who is the fifty percent discount given to?

A. All registered guests
B. 14 year old children
C. 11 year old children
D. Adult people
E. Married woman

3. "On top of that, there's a fifty percent discount for children below 12 at our
restaurant."
The underlined word means ....
A. Over
B. Between
C. After
D. Under
E. In the ace of
Read the following text to answer questions number 4 to 6.
COMPANY ACCOUNTANT
Expanding wholesaler satisfactory and office equipment requires:
A responsible accountant for director to run smoothly the company finance with
good salary and good working condition for good applicant
Apply with curriculum vitae to:
Mrs. Barton
Office Equipment World and Efficiency Work
PO Box 36 Whistle Woods UK
4. In which section would you likely read the ad?

A. Company for sale
B. Office equipment
C. Job vacancy
D. Entertainment Guide
E. Stationary and office
5. What position is offered in the advertisement?

A. Salesman
B. Wholesaler
C. Accountant
D. Office staff
E. Director assistant
6. Apply with curriculum vitae to Mrs. Barton. What information should the
applicant include in it?
A. Experience in managing a company
B. A statement of salary wanted
C. A prove of knowing about stationary
D. A statement of responsibility
E. A statement of education and work experience

Read the following text to answer questions number 7 and 8.
Using best teaching method by qualified teachers,

You have found the right place to learn English.
Join us right now: Let's speak English!
100% money back if you cannot speak English.
Interested?
Find us on Jalan Botania Jati 11, Nagoya, Batam.
For more details, visit us on www.iTapuih.com
7. What is the focus of the study at the course?

A. Teaching
B. Reading
C. Speaking
D. Writing
E. Listening
8. What does the advertisement offer?

A. We will get our money back if we can’t speak English
B. We will learn the best method to teach English
C. We will find Jalan Botania Jati 11 as the right place
D. We would be a qualified English teacher in this place
E. We will find the right place to learn English.
Read the following text to answer questions number 9 and 10.Bottom of

FormBottom of Form
Book Signing and Sharing Session

Divergent Trilogy
By Veronica Roth
Matraman Bookstore
November 27, 2015 at 01.00 p.m
Buy the Divergent Trilogy
Before November 1, 2015 in Matraman Bookstore
And get free tickets for this event

9. What should we do to get into the event?
A. Pay for entry
B. Contact Veronica
C. Buy Veronica’s trilogy book
D. Visit Matraman Bookstore
E. Visit Veronica
10. “Buy the Divergent Trilogy” The underlined word means ….

Top of Form
A. Having three sides
B. A group of three related things
C. A thing shaped like a triangle
D. Speaking three language fluently
E. Creating three languange groups
read the advertisement and complete the table using information from it.
book fair sale dates are on Saturday 1st, from 10 a.m to 6 p.m
and Sunday, February 2nd, from 11 a.m to 6 p.m
buy new books at half price and help thousand of kids, senior citizens and
homeless people live better lives at the 19th, Annual Book Fair to Benefit Goddard
Riverside Community Centre at Hibiscus Building, 213 Frangipani Street.
for more information call 212 873 4448.
Event:
Time/Date/Venue:
Purpose of the action:
Phone number of the organizer:

Competence Test
A. Read the following Advertisement to answer questions number 1 to 3.
BALI'S NEWEST APARTMENT DEVELOPMENT A DREAM BECOMES REALITY
Sunwel Beach Residences Ketewel - Bali Prime Property - Prime Location - Prime
Investment Only 5 minutes away from Sanur, directly at the beach All apatments
with view to the sea, full hotel amenities Large pools, spa, fitness, sauna &
steam, Parking, Restaurant
For complete infromation please visit our website www.balihotels.com

invitation - stimulation - temptation
Where: Hotel Mulia Senayan, Jakarta (Leatris Room)
When: 15th and 16th of January 2010 (15.00 - 21.00 WIB)
For reservation: PT. Umadamai Phone +62 361 759 958 or email:
For every purchase prior to 31.01.2010 we will invite the buyer for the Ground
Breaking-Ceremony
**Flight from Jakarta to Bali and a night in a luxury villa FREE
1. The text talks about ....

A. Sunwel Beach Residences Ketewel
B. Bali's apartment development
C. A dream becomes reality
D. Hotel Mulia Senayan
E. Prime property
2. Which of the following is not found in the advertisement?

A. Large pools
B. Restaurant
C. Website
D. Fitness
E. Supermarket
3. "... full hotel amenities Large pools, spa, ..." What is the synonym of the
underlined word?
A. Inabilities
B. Facilities
C. Difficulties
D. Complexities
E. Clumsiness

Read the following Advertisement to answer questions number 4 to 6.
ROOM FACILITIES
The hotel provides 82 comfortable guest rooms that consist of Supeior Rooms,
Superior Seaview Rooms and 22 Deluxe Cottages with modern Balinese style
architecture, private balcony and international standard facilities. Each room has a
private balcony, fully air conditioned, a telephone, a mini bar, radio/music,
intrenational TV channels, in house movie, tea and coffee making facilities, a hair
drier, slippers, an umbrella, a bath/showre with hot and cold running water and a
safe deposit box.
FOR INFORMATION, PLEASE FEEL FREE TO CONTACT US ON :

Phone : +62 361 751961, Fax : +62 361 751962
e-mail : reservation@kutaseaviewhotel.com or sale@kutaseaviewhotel.com
website : www.kutaseaviewhotel.com
4. What does the advertisement promote ?

A. The location of the hotel
B. The hotel rooms
C. The cottage
D. The seaview
E. The facilities
5. How many rooms does the hotel provide?

A. Twenty two
B. Thirty six
C. Sixty two
D. Eighty two
E. Ninety six
6. The guest can enjoy watching movies since the hotel offers
A. A cinema
B. A mini bar
C. TV Bar
D. In house movie
E. Private balcony
I LOVE YOUR SMILING

Whitens your teeth safely and effectively, helping to remove plague and tartar too.
Just use daily instead of your normal toothpaste and you will see and feel the
difference within days.
Available at pharmacies and department store

7. What is being advertised?
A. Dental Clinic
B. Shampoo
C. Tooth paste
D. Face wash
E. Soap
8. The word “to remove” means ....

A. To repair
B. To clean up
C. To wash
D. To rinse
E. To scramble
9. Based on the text we can get it in…., except.

A. Market
B. Dispensary
C. Drugstore
D. Department store
E. Pharmacy
This new and unusual building in the downtown business district offers unique
opportunities for small to midsized tenants to occupy an entire floor.
OFFICE SUITES
From 1,600 to 6,000 square feet are available for immediate occupancy.
Commuting is easy, with the subway stop only one block away. It’s convenient to
shops, restaurants, hotels, and business services.
For leasing information call
303-572-5947
10. What is this advertisement about?

A. A new office building
B. Office suites to rent
C. The unusual building downtown
D. Office suites to sell
E. A building in the business district
11. The good point about the office suits is ….

A. Furnished
B. Available in one type size
C. Far from public places
D. Several blocks away from subway stop
E. Easy to reach for commuters

B. Read the following Advertisement to answer questions number 12 to
15.
CASSANOVA’S ANNUAL SALE

This week only
SAVE 25%
Men’s and women’s clothing
Shoes, coats and sweaters, swimwears, jeans.
Jewelry: watches, rings, earrings, necklaces
SAVE 40%
Furniture: leather sofas, dining tables and chairs, bookcases.
Luggage: bags and briefcases
12. Who is the writer of the advertisement?

……………………………………………………………......................................................
13. What is the purpose of the text above?
……………………………………………………………......................................................
14. What kind of advertisement is it?
……………………………………………………………......................................................
15. What goods get 25% off?
……………………………………………………………......................................................

8 THE FACT IS ……

- identify the sosial function, generic structures and language features from
report texts.
- understand Simple Present Tense
- tell and write a simple summary of facts based on the structures of report
text.
1. What do you see from the pictures above? Mention!

......................................................................................................................
2. Where can you see them?
......................................................................................................................
3. What do you know about them?
......................................................................................................................

Listen to the monolog about Anaconda by scanning the QR code and
complete the following text.
https://www.youtube.com/watch?v=yCTlXE4rRTY
The Anancondas is the …………………….(1) snake in the world. Also known as

the Water Boa. This giant meat-eater lives in swampy areas of ………………….(2)
South America. It spends a lot of …………….(3) in shallow, hidden from unsuspecting
prey.
Anacondas are ………………(4) to Boa constrictors. They give birth to 20 to 40
baby snakes at one time.
Like all snakes, Anacondas are ……………(5)-blooded; they have the same
temperatures as the ………………………….(6)
They continue to ………………..(7) all their lives, getting bigger and bigger each
year. The longest anaconda ever …………………(8) was 11.4 long, there are probably
even bigger anaconda that have not been seen.
Anacondas are greenish-brown with a …………………..(9) row of black oval
spots on the back and smaller white …………………….(10) on the side.
Read the following text.
The Peach
The peach is known as a species of Prunus. It is a kind of edible juicy fruit.
It is native to China. The peach tree grows to 4-10 m tall. It is a deciduous tree so
it will fall its leaves in certain seasons. It belongs to the subfamily Prunoideae of
the family Rosaceae.
The leaves are 7-16 em long and 2-3 em broad. The flowers are produced in
early spring before the leaves. They are solitary or paired with about 2,5-3 cm in
diameter. The color of the flower is pink.
Peach fruit is very nice. Its aroma smells good. The color of the flesh is
yellow or white. The skin of the peach is smooth or velvety. The flesh is soft and
juicy. It is delicious. It is a little bit harder when it is unripe. Inside the flesh, there
is a large single seed. The seed is oval in shape. Its color is red-brown. Its length is

about 1,3-2 cm. A wood–like husk surrounds this seed.
Most people know peaches as 'persicas'. It is related to the belief that
peaches were native to Persia (now Iran). The modern botanical consensus is that
they originate in China, and were introduced to Persia and the Mediterranean
region along the Silk Road before Christian times.
Source : https://bit.ly/3at0icm
Answer the following questions.
1. What does the text tell about?

……………………………………………………………………………………………………………........
2. Where can Peach likely to grow?
……………………………………………………………………………………………………………........
3. What is the main idea of the first paragraph?
……………………………………………………………………………………………………………........
4. What is the main idea of the third paragraph?
……………………………………………………………………………………………………………........
5. Why do Peaches called deciduous tree?
……………………………………………………………………………………………………………........
A. Pay attention to the story and answer the questions in pair.
A Kangaroo is an animal found only in Australia,

although it has a smaller relative, called a wallaby, which
lives on the Australian island and also in New Guinea.
Kangaroos eat grass and plants. They have short front
legs, but very long, and very strong back legs and a tail.
These are used for sitting up and for jumping. Kangaroos
have known to make forward jumps of over 45 kilometres
per hour.
The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo.
Adult grow to a length of 1.60 metres and weigh over 90 kilos.
Kangaroos are marsupials. This means that the female kangaroo has an
extreme pouch on the front of of her body. A baby kangaroo is very tiny when it is
born, and it crawls at once into this pouch where it spends its first five months of
life.
Taken from : Peter Haddock Ltd, Ref.083

…………………………………………………………………………………………………………….. ......
7. What do you know about kangaroo?
…………………………………………………………………………………………………………….. ......

8. What do people call the largest kangaroos?
…………………………………………………………………………………………………………….. ......
9. What do you call the first paragraph in the text above?
…………………………………………………………………………………………………………….. ......
10. Mention paragraphs that contains descriptions!
……………………………………………………………………………………………………………........
B. Analyze the text on Task 3 and Task 4 then answer the questions.
Title General Descriptions Languange

Classification Features
LEARNING SUMMARY
1. Definition of Report Text
Report text is a text which describes the way things are, with reference to a
range of natural, manmade, and social phenomena in our environment. Its social
purpose is presenting information about something. They generally describe an
entire class of things, whether natural or made: mammals, the planets, rocks,
plants, countries or region, culture, transportation, and so on.
2. Generic Structures of Report Text
Generic structures which construct Report text, as follows.
a. General Classification
It is an opening, for example : Sparrows are birds.
b. Description
It is a description of phenomena, including terms of parts, qualities, habits,
or behaviors.
3. Purpose of Report Text
The social function, communicative purpose, is presenting information about
something. They generally describe an entire class of things, whether natural or
made.”
4. Language Features of Narrative Text
There are several language features that can be found in a narrative text, as
follows.
a. Use of general nouns.
Example : rabbits, rather than particular nouns, e.g. our rabbit.
b. Use of relating verse to describe features.
Example : Molecules are tiny particles.
c. Use some of action verbs when describing behavior.
Example : Emus cannot fly.

d. Use of timeless present tense to indicate facts or habits.
The use of Simple Present Tense is to state a fact. The pattern is :
S+V 1/s/es +O
Example : Tropical cyclones always begin over the sea.

e. Use of technical terms.
Example : Isobars are lines drawn on a weather map.
f. Use of paragraphs with topic sentences to organize bundles of information :
repeated naming of the topic as the beginning focus of the clause.
5. Report text analysis
Identify the generic structures by completing the table.
NO Cats Generic Structures

1 Cats also called the domestic cat or house cat (with
its scientific name: Felis silvestris catus or Felis catus)
is a type of carnivorous mammal of the family …………..
Felidae. The word "cat" generally refers to a "cat"
that has been tamed, but can also refer to the "big
cats" such as lions and tigers.
2 Cats are considered as "perfect carnivore" with teeth
and particular digestive tract. The first premolar and
molar teeth form a pair of fangs on each side of the …………..
mouth that works effectively as a pair of scissors to
tear the meat. Although these features also exist in

the Canidae or dog, but these traits are better
developed in cats. Unlike other carnivores, cats eat
almost non vegetable substance. Bears and dogs
sometimes eat berries, roots, or honey as a
supplement, while cats only eat meat, usually freshly
killed prey. In captivity, cats can not adapt to a
vegetarian diet because they can not synthesize all
the amino acids they need from plant material; it is in
contrast with domesticated dogs, which commonly
are fed a mixture of meat and vegetables and
sometimes it can adapt to a completely vegetarian
meal.
3 Cats have mingled with human life since at least
6000 BC, from the skeleton of the cat found on the
island of Cyprus. The ancient Egyptians of 3500 BC …………..
have used cats to keep away the rats or other
rodents from the barn where the crops were
saved.Currently, the cat is one of the most popular
pet in the world. Cats that his lines are recorded
officially as a cat breeds or pure breed are Persian,
Siamese, Manx, and the sphinx. These kinds of cat
are usually bred in official captivity animal. The
number of purebred cat is only 1% of all cats in the
world; the rest is a cat with mixed ancestry such as
wild cats or domestic cats.
Rearrange the jumbled paragraph below into correct order and discuss
with your classmates the following comprehension questions.
(1) Japan has a wide variety of cherry blossoms or sakura; well over 200 cultivars
can be found there.The most popular variety of cherry blossom in Japan is the
Somei Yoshino. Its flowers are nearly pure white,tinged with the palest
pink,especially near the stem. They bloom and usually fall within a week, before
the leaves come out. Therefore, the trees look nearly white from top to bottom.
(2) Prior to the flowers' opening, their buds are soft pink, and in full bloom, they're
almost entirely white. When they fall from the tree, however, they turn a pale
ashen color, hence the name.
(3) Cherry blossom has scientific name as genus prenus. It has been called as
Sakura in Japan. Cherry blossom belongs to the Rosacea family. In Japan,
cherry blossoms also symbolize clouds due to their nature of blooming in
masse.

(4) The Sakura, or cherry blossom, is small flower that blooms in the spring. For
several countries, Sakura has different meanings. In China, the blossom
symbolizes feminine beauty, the feminine principle, or love in the language of
herbs and plants. However, in Japan, the flower represents the transient nature
of life,because of their short blooming times.
Adopted: https://bit.ly/364o4aZ
A. The correct order of the jumbled paragraph above is …………………….........
B. Answer the following questions

1. What is the suitable title of the paragraph above?
…………………………………………………………………………………………………………………
2. In what countries we can find Sakura?
…………………………………………………………………………………………………………………
3. Mention the structure of a Report text?
…………………………………………………………………………………………………………………
4. What is the main idea of the first paragraph?
…………………………………………………………………………………………………………………
5. What is the tense do we use in a Report text?
…………………………………………………………………………………………………………………
Read and pay attention to the text below, then analyze the Simple Present
Tense that you can find in it.
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters
and its weight about 1360 pounds. Giraffe has a unique characteristic. They have a
very long neck and two small horns on its head. Giraffes have big brown eyes and
protected by thick and long eyebrows. Her body is covered with a unique pattern
that is attached by brown spots all over their body.
Just like camels, giraffes can survive without drinking for long time because
giraffes can rely on the water contained in leaves they eat. Giraffes are very
selective in choosing food. They always eat young leaves that grow in the tree
tops. Their tongue shaped like a knife help them to cut branches which are very
hard.
Female giraffes can start pregnant at the age of five years, with a gestation period
of 15 months. Commonly female giraffe bear one baby, but sometimes two babies
at once. Giraffes bear its baby with a standing position. When the baby is about to
be born, they just drop it to the ground from a 1.5 meter of height. Baby giraffe
can stand with about 20 minutes since being born, and begin breastfeeding within
an hour of birth.
Source : https://bit.ly/37ky1Cs

Pay attention to the example below!
Example : Giraffe has a unique characteristic.

S V O
Let’s change into negative and interrogative form :

 Giraffe does not have a unique characteristic.
 Does Giraffe have a unique characteristic?
Now, find out more sentences of Simple Present Tense from the text above, then
change them into different form of sentences.
1. .....................................................................................................................
2. .....................................................................................................................
3. …………………………………………………………………………………………………………………
4. .....................................................................................................................
5. .....................................................................................................................
Write a paragraph using your own words based on your outline on task 7
on the space below.
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..

COMPETENCE TEST
The following text is for number 1-6.
Seagulls live on the beach. They eat small fish, bread, and seaweed. Seagulls run
quickly on the sand and fly quickly in the sky. Seagulls will run or fly if you try to
catch them. There are many seagulls o the beach.
Crabs also live on the beach. They eat shrimp, ocean plants, and small fish. Crabs
crawl quickly on the sand and in the ocean. Crabs will always crawl away if you try to
catch them. There are many crabs on the beach, but it is not always easy to see
them.
Starfish live on the beach, too. They eat clams, oysters, and small fish. Starfish
move slowly on the sand and in the ocean. Starfish will not move away if you try to
catch them. There are few starfish on the beach.
1. Seagulls, crabs and starfish all eat……

A. Clams
B. Bread
C. Small fish
D. Oysters
E. Seaweed
2. Which animal does not move quickly?
A. Starfish
B. Seagulls
C. Crabs
D. Small fish
E. Shrimp
3. Based on the information in the passage, which sentence is false?
A. Starfish are hard to catch.
B. Crabs eat shrimp and ocean plants.
C. Seagulls move quickly on the sand and in the air.
D. There aren’t so easy to find starfish on the beach.
E. Shrimp does not live on the beach.
4. The passage talks about…..
A. What starfish eat.
B. How crabs catch food.
C. How fast animlas move.
D. What animals live on the beach.
E. Why you cant’t catch crabs easily.
5. Based on the information in the passage, which animal would you be most likely
to see on the beach?
A. Crabs
B. Seagulls
C. Starfish

D. Shrimp
E. Small fish
6. Based on information in the passage, we can understand that…..
A. The beach is not as nice as the mountain.
B. The beach is a good place to have vacation.
C. Many animals live at the beach.
D. Starfish can run fast.
E. Seagulls don’t live near the ocean.
The platypus is a semi-aquatic mammal endemic to East toNort Australia,

including Tazmania. It is one of the five extreme species of mono-dreams. The only
mammal that lay eggs instead of giving birth to live young.
The body and the broad flat tail of these animals are covered with dense
brown fur, that traps a lay including ear to keep the animals warm.
It uses its tail for story joy fact. It has webbed feet and the large robbery’s
net. These are species that are be closer to those of ducks, then to these any known
mammals.
Weight are varies considerably from 0.7 to 2.4 kg with males being larger than
the females. And males averages 50cm total length while the female major
approximately 45 cm.
The platypus has an average temperature of 32 degree Celcius rather than 37
degeree Celcius that is typical of placental mammals.
7. What animal is being described in the monologue?

A. Octopus.
B. Rhinoceros.
C. Platypus
D. Mosquitos.
E. Hippopotamus.
8. How much does the Platypus weigh?
A. 0.7 to 2.4 kg
B. 0.7 to 2.5 kg.
C. 0.7 to 2.6 kg.
D. 0.7 to 2.7 kg.
E. 0.7 to 2.8 kg.
9. The male Platypus has average length of….
A. 40 cm.
B. 45 cm.
C. 50 cm.
D. 55 cm.
E. 60 cm.

Napoleon is a favorite fish for divers in many regions of the world. The fish
can instantly be recognized by its size, color and shape. It is one of the largest reef
fish in the world. They can grow up to 230 cm and weigh 190 kg. They have fleshy
lips and a hump over the head that is similar to a napoleon hat. The Hump becomes
more prominent with age.
Colors vary with age and sex. Males range from a bright electric blue to green
or purplish blue. Mature males develop a black stripe along the sides, blue spots on
their body scales, and blue scribbles on the head. Juveniles can be identified by their
pale greenish color and two black lines running behind the eye. Females, both old
and young, are red-orange on the upper parts of their bodies and red-orange to
white yellow.
Napoleon fish are carnivorous and eat during the day. They can be seen
feasting on shellfish, other fish, sea stars, sea urchins and crabs, crushing the shells
to get the animal within. They also crush large chunks of dead coral rubble with peg-
like teeth to feed on the burrowing mussels and worms.
Pairs spawn together as part of a larger mating group that may consist of over
100 individuals. The planktonic eggs are released into the water, and once the larvae
have hatched they will settle out on the substrate. Adult females are able to change
sex but the triggers for this development are not yet known.
The Napoleon is mainly found on coral reef edges and drop-offs. They move
into shallow bays during the day to feed, and tend to move into deeper waters as
they grow older and large. Adults, therefore, are more common offshore than
inshore.

A. The description of Napoleon fish
B. The physical characteristics of carnivorous fish
C. The divers’ favorite animals
D. Napoleon’s family
E. The development of Napoleon fish
11. Where do Napoleon fish move during the day to feed?
A. Offshore
B. Onshore
C. Deeper water
D. Shallow bays
E. Coral reef edges
12. Which of the following statements is mentioned in the text?
A. Napoleon fish tend to move into shallow waters as they grow older and large
B. Napoleon fish move into deep bays during the day to feed
C. Adult females are not able to change sex
D. Napoleon fish are not carnivorous
E. The male has more attractive colours than the females

The polar bear is a bear native to the Arctic Ocean and its surrounding seas. An adult
male weighs about four hundred to six hundred and eighty kilograms, while an adult
female is about half that size. Although it is closely relted to the brown bear, it has
paws to occupy a narrow ecological niche with many bony characteristics adapted to
for cold temperatures, for moving across the snow, ice, open water, and for hunting
seals which make up most of its diets.
Although most of polarbears are born on land, it spends most of its time at sea,
hence its name meaning maritime bear and can huntconsistently only from sea ice. It
spends much of the year on frozen sea.
13. What does the adult male bear weigh?

A. 400 – 480 kg
B. 400 – 680 kg
C. 480 – 600 kg
D. 680 – 880 kg
E. 880 – 1500 kg
14. What does the adult female bear weigh?
A. 200 – 240 kg
B. 200 – 340 kg
C. 240 – 300 kg
D. 340 – 440 kg
E. 440 – 750 kg
15. Where did the animal live?
A. In the Arctic Ocean
B. In the Indian Ocean.
C. In the Pacific Ocean.
D. In the North Atlantic Ocean.
E. In the South Atlantic Ocean.
B. Read the following text and then answer questions
Indonesian Textiles
Indonesia possess the greatest diversity of traditional textiles in the world,

from the colorful bark clothes of Kalimantan, Irian Jaya and Sulawesi, the plain
weaves Songket Silk of Sumatra; the beautiful Batik from Java and renowed Ikat of
eastern islands. For Indonesia, textiles reconfirm and maintain many old and
hallowed associations, and also symbolizes wealth, status and religious beliefs.
This is about the symbolism of producing textiles in Java. The spinning and
weaving of yarn were traditionally regarded as symbolic of the process of creation,
and human birth in particular. Weaving was generally an exclusively female activity.
Men were permitted to participate only in the dyeing of certain colors of the thread,
analogous with their role in human conception. Pregnant, menstruating or sick
women were excluded from the work. If a death occurred in thevillage, the weaving

would stop at once, otherwise, the spirit of the departed would do an extra
vengeance, bringing sickness upon the weaver and causing the threads to loose their
strength.
An entire language of ttextiles develop. For example, the brown and white
rahidup (pattern of life) clothes of Batakswere represent to a woman of seven-month
pregnant with her first child, as ulos ni tondi(a soul cloth) the sacred maa clothes of
the Torajans of Southern Sulawesi are carefully kept in special baskets, and still
considered necessary for all major rituals. Some maa are considered effective for the
population of fertility spirits and opening a powerful cloth is said to bring
intermediate rainfall.
Certain cloths, colours and motives were set aside for the exclusive use of
Kings and nobles and certainly, the all-purposes-useful cloth is sarung or body wrap
which is worn by the majority-men and women, children and old, the poor and the
haves, throughout Indonesia at any seasons.
Taken from : Indonesia, Insight Guides.
Answer these questions based on the text above!
1. In what regions can you find the colorful bark cloths?

…………………………………………………………………………………………………………..........
2. Mention 4 kinds of cloths told in paragraph 1?
…………………………………………………………………………………………………………..........
3. What is the special meaning of textiles for Indonesia?
…………………………………………………………………………………………………………..........
4. What do spinning and weaving of yarn symbolize?
…………………………………………………………………………………………………………..........
5. Who generally weaves yarn, women or men?
…………………………………………………………………………………………………………..........
6. Who generally dyes thread, women or men?
…………………………………………………………………………………………………………..........
7. What does dyeing symbolize?
…………………………………………………………………………………………………………..........
8. Who were excluded from spinning and weaving yarn?
…………………………………………………………………………………………………………..........
9. Why would the weaving stop when a death occurred?
…………………………………………………………………………………………………………..........
10. What kind of vengeance would the dead do to the weavers?
…………………………………………………………………………………………………………..........

9 Believe in Yourself
3.9. Menafsirkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
khusus dalam bentuk proverb dan riddle, dengan memberi dan meminta
informasi terkait kehidupan remaja sesuai dengan konteks
penggunaannya
4.9 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks khusus proverb dan riddle terkait kehidupan
remaja
https://images.app.goo.gl/S6x9jGi1TZ5shy
1. Who is the character in the picture above?

......................................................................................................................
2. What did He say?
......................................................................................................................
3. Do you believe what he said? Yes.
......................................................................................................................

Look at The Pictures below. Pay attention to the dialogue.
A.
https://images.app.goo.gl/pLFza8fsf5zKhkBD6
Now Make a dialogue like in the picture A but you must use the proverb in
the picture B, C, D and E.
B. C.
https://images.app.goo.gl/Tqyjms2mGGs21Mjv8 https://images.app.goo.gl/d9Ce2iRpsYw9zZtS9

D. E.
https://images.app.goo.gl/qduCZsadkmzv8UmH8 https://images.app.goo.gl/sXZAQ6aizoAHEGxy5
Write your dialogue script here:
Let’s watch this video to get better understanding about daily proverb.
https://sites.google.com/site/idiomsandproverbs/introduccion

Write here all the proverb you have seen in the video completed with the
meaning.
THE PROVERB THE MEANING
Have you ever heard or read about these famous proverbs?
https://images.app.goo.gl/FRwuzKCVYTiRPH9Y7

E.
https://images.app.goo.gl/XyTYPXNhHEpWpqEf7
Based on the picture of D and E for the famous proverbs, make a dialog with your
partner and used 3 – 4 famous proverbs in your dialog, then perform it in front of
the class.
Write here the proverb and riddle that you will use in your dialogue:
1. ......................................................................................................................
2. ......................................................................................................................
3. ......................................................................................................................
4. ......................................................................................................................
Look At This Pictures Of Riddle…
A. What is the answer of the Riddle below?

ANSWER :
1. ..................................................
2. ..................................................
3. ..................................................
4. ..................................................
5. ..................................................
6. ..................................................
7. ..................................................
8. ..................................................
9. ..................................................
https://images.app.goo.gl/wEYtC6NcWbZAg8kJA

B. C.
https://images.app.goo.gl/icwUWVaLTghGnHMi6 https://images.app.goo.gl/zLihMrBTjfHZFJUj6
LEARNING MATERIAL
Proverb is a brief, simple, and popular saying, or a phrase that gives advice and
effectively embodies a commonplace truth based on practical experience or
common sense. A proverb may have an allegorical message behind its odd
appearance. The reason of popularity is due to its usage in spoken language, as
well as in folk literature. (https://literarydevices.net/proverb/)
Riddle is a question, a puzzle, a phrase, or a statement devised to get unexpected

or clever answers. It is a folklore genre as well as rhetorical device, often having
veiled or double meanings. When someone uses it as a puzzle or a question, it
could be a thought-provoking challenge for the audience to figure it out
themselves, or it could be a funny comment intended to make the audience laugh.
(https://literarydevices.net/riddle/)
Let’s watch this video to get better understanding about famous riddles for
kids in usa..
https://www.youtube.com/watch?v=xZ9-wfNw6to

Write Here All The Riddles You Have Seen In The Video Completed With
The Answers
THE RIDDLES THE ANSWER
Now let’s answer these riddles…
1. What type of cheese is made backwards?

2. What five-letter word becomes shorter when you add two letters to it?
3. Why did the boy bury his flashlight?
4. Which letter of the alphabet has the most water?
5. What starts with a P, ends with an E and has thousands of letters?
6. Why would a man living in New York not be buried in Chicago?
7. What begins with T ends with T and has T in it?
8. How many letters are there in the English alphabet?
9. Three men were in a boat. It capsized, but only two got their hair wet. Why?
10. If everyone bought a white car, what would we have?
11. How many letters are there in the alphabet?
12. Where does Friday come before Thursday?
13. What is the difference between a jeweller and a jailer?
14. What ship has two mates, but no captain?
15. When is a door not a door?
16. Bobby throws a ball as hard as he can. It comes back to him, even though
nothing and nobody touches it. How?
17. Mary’s father has five daughters – Nana, Nene, Nini, Nono. What is the fifth
daughter’s name?
18. What occurs once in a minute, twice in a moment, and never in one thousand
years?
19. What is so delicate that saying its name breaks it?
20. What kind of tree can you carry in your hand?
21. If an electric train is travelling south, which way is the smoke going?
22. You draw a line. Without touching it, how do you make the line longer?
23. They come out at night without being called, and are lost in the day without
being stolen. What are they?
24. What is next in this sequence? JFMAMJJASON . . .
25. What word begins and ends with an E but only has one letter?

COMPETENCE TEST
1. What does the proverb "Two heads are better than one" mean?
a. When two people cooperate with each other, they come up with better ideas.
b. People tend to want whatever they don't have.
c. Don't lie.
d. Don't judge people based on its appearance.
e. Don’t waste your time
2. I am white and cold. I fall from the sky. I will melt when I get warm. What am I?
a. Ice cube d. Snow
b. Hailstones e. Storm
c. Rain
3. A bad workman always blames his tools.
a. A person with deficiencies finds excuses for his lack of skill.
b. Steady progress is better in the long run than inconsistent speed.
c. One should not assume success prior to actually achieving it.
d. There are often early indications of future happenings.
e. Someone who is too clever to something
4. All roads lead to Rome.
a. There are often early indications of future happenings.
b. People can arrive at the same conclusion by different means.
c. People with similar interests and tastes tend to group.
d. Once a decision has been made, it cannot be reversed.
e. No one get lost when they ask google
5. All that glitters is not gold.
a. Be blunt and say plainly what you mean.
b. Family ties are stronger than other relationships.
c. A satisfactory conclusion makes up for earlier disappointments.
d. Everything that is attractive on the outside may not be really valuable inside.
e. No diamond that is more expensive than a lot of fake golden jewelleries.
6. The early _____ catches the worm.
a. chicken d. eagle
b. bird e. duck
c. fish
7. Better late than never.
a. Everything that is not attractive on the outside may not be really valuable
inside.
b. A satisfactory conclusion makes up for earlier disappointments.
c. It is preferable to do a job even if it is delayed than not do it at all.
d. One's actions whether good or bad determine one's rewards or punishments.
e. Everything that is attractive on the outside may not be really valuable inside.
8. Don't change horses in mid-stream.
a. Plans must not be altered at the wrong time.
b. Nothing can go on forever as all things change.
c. It is preferable to be cautious than be rash and get into trouble.

d. One's actions whether good or bad determine one's rewards or punishments.
e. Everything that is not attractive on the outside may not be really valuable
inside
9. Read this short story and choose the best proverb for the story…
Andy was a cheerful boy. He looked so happy every day. All of his classmates
liked him, so did the teachers. One day, Andy didn't come to school for a few
days. His teachers and classmates worried about him. They decided to visit
Andy's home. Apparently, Andy was a broken home child. HIs father and mother
divorced since he was little. His father was a drunkard. His father didn't care
about him and liked to treat him badly. He had many scars all over his body. But
he still smiled when he met his teachers and friends. His teachers reported this
situation to police. Eventually, Andy's father was put in a rehabilitation centre
and Andy was adopted by one of his teachers.
a. Don’t waste your time
b. Don't change horses in mid-stream
c. Two heads are better than one
d. A bad workman always blames his tools
e. Don’t judge a book by its cover.
10. Something bad or unpleasant today may bring good things in the future, it is the
meaning of one of the proverbs below…
a. April showers bring May flowers.
b. Ask me no question, I'll tell you no lies.
c. An ounce of prevention is worth a pound of cure.
d. An onion a day keeps everyone away
e. Any time means no time.
11. Someone who helps you when you are in trouble is a real friend is the meaning
of one of the proverbs below…
a. A friend to all is a friend to none.
b. A friend's eye is a good mirror.
c. A friend in need is a friend indeed
d. A flower blooms more than once.
e. A good beginning makes a good end
12. I fly forever and never rest. Who am I?
a. A mosquito d. A bird
b. A fly e. duck
c. The wind
13. I will always follow you whenever and wherever you go. Who am i?
a. a shadow d. a bird
b. a dog e. a fly
c. a cat
14. There’s no such thing as free lunch means …
a. Everything in life is free
b. Don’t pay your lunch because it is free
c. There’s something hidden behind the free gift.
d. You give free lunch for others
e. Nothing is free in my life.

15. You reap what you saw, means …
a. you are a farmer
b. you are a gardener
c. you are a carpenter
d. you will harvest what you planted
e. you planted then you saw the rice.
16. Memory is the treasure of the mind, means…
a. Remember every lesson!
b. Do forget what you have learned
c. A good memory is very precious
d. Study many times so you will remember it
e. Remembering the lesson is the hard thing
17. Money doesn’t grow on trees, it means …
a. People work every day to make money
b. Growing trees is the best effort to make money
c. Trees in the park cannot result a lot of money
d. Planting trees in the farm and garden will give you a lot of money
e. You should not waste money because it is not plentiful or obtained easily
18. Never put off till tomorrow what can be done today.
a. Don’t postpone until later something you can do now
b. Never go to market if you don’t like shopping
c. Today is the life tomorrow is the dream
d. tomorrow is not a dream when you are not sleeping tonight.
d. Some thing you can do now will determine the result tomorrow
19. What is the answer of this riddle:
“They have not flesh, nor feathers, nor scales, nor bone. Yet they have fingers
and thumbs of their own.” ?
a. a shoe d. a coat
b. a glove e. a jacket
c. a sock
20. What has many keys, but can’t even open a single door?
a. a drum d. clock
b. a piano e. a violin
c. a guitar
21. Can you guess what I am? Tall I am young. Short I am old. While with life I
glow, wind is my foe. What am I?
a. candy d. a lamp
b. a basket e. a knife
c. a candle
22. Can you name three consecutive days without using the words Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, or Sunday?
a. today, tomorrow and yesterday
b. tomorrow, tonight, and this morning
c. tonight, today, and tomorrow
d. tomorrow, tonight, too late
e. too early, tonight, and yesterday

23. The more you take, the more you leave behind. What am I?
a. food d. film
b. drink e. frozen
c. footstep
24. What room do ghosts avoid?
a. kitchen d. backyard
b. bed room e. attic
c. living room
25. What is something you will never see again?
a. yesterday d. the day after tomorrow
b. tomorrow e. morning
c. tonight
26. What has a ring, but no finger?
a. door bell d. boot
b. phone e. door
c. clock
27. What has four legs, but can’t walk?
a. table d. carriage
b. car e. horse
c. bike
28. I love to dance and twist and prance, I shake my tail, as away I sail, wingless I
fly into the sky. What am I?
a. a rainbow d. a plane
b. a star e. a butterfly
c. a kite
29. What flies forever and never rests?
a. wing d. rain
b. wind e. thunder
c. clouds
30. Which letter of the alphabet has the most water?
a. A d. C
b. G e. M
c. H
31. What type of cheese is made backwards?
a. edam d. milk
b. cheese e. butter
c. cedar
32. What starts with a P, ends with an E and has thousands of letters?
a. school d. market
b. office e. bank
c. post office
33. How many letters are there in the English alphabet?
a. There are 18: 3 in the, 7 in English, and 8 in alphabet.
b. There are 16: 3 in the, 7 in English, and 6 in alphabet.
c. There are 28: 13 in the, 7 in English, and 8 in alphabet

d. There are 38: 3 in the, 7 in English, and 8 in alphabet
e. There are 28: 3 in the, 17 in English, and 8 in alphabet
34. Three men were in a boat. It capsized, but only two got their hair wet. Why?
a. because all of them are bald
b. because two of them are bald
c. because all of them cannot swim
d. because one of them is bald
e. because one cannot swim
35. Mary’s father has five daughters – Nana, Nene, Nini, Nono. What is the fifth
daughter’s name?
a. Nunu d. Nina
b. Mary e. Neni
c. Neni
36. What kind of tree can you carry in your hand?
a. palm d. mango
b. pine e. grass
c. coconut
37. They come out at night without being called, and are lost in the day without
being stolen. What are they?
a. cold d. sun
b. snow e. rain
c. stars
38. Give it food and it will live, give it water and it will die. What is it?
a. fire d. wind
b. cat e. snow
c. gas
39. What has to be broken before you can use it?
a. coconut d. pumpkin
b. mango e. lettuce
c. egg
40. What travels all around the world and stays in a corner?
a. envelope d. wire
b. stamp e. plane
c. paper

1O Let‘s Learn English through Songs
In this chapter we will learn how to:

 Identify the generic structure and language features of the song
 Identify the meaning and the content of the song
 Take the message and moral value of the song
Source: http://bit.ly/2TCDCi3
Look at the picture
1. Who is the girl?

…………………………………………………………………………………………………………………..
2. Do you know her?
…………………………………………………………………………………………………………………..
3. Write one stanza taken from her song?
…………………………………………………………………………………………………………………..
4. What is the title of the song?
…………………………………………………………………………………………………………………..
5. Do you know her other songs? What are they?
…………………………………………………………………………………………………………………..

Listen to the song “Don’t Say Sorry” by scanning the QR
code and answer the following questions.
1. What is the title of the song?

…………………………………………..………………………………………………………………………
2. Who sings the song?
…………………………………………..………………………………………………………………………
3. How does the singer feel expressed in the lyrics?
…………………………………………..………………………………………………………………………
4. Who is the song address to?
…………………………………………..………………………………………………………………………
5. “Picking up my heart then drop it back on the floor”
What does the word ‘it’ refer to?
…………………………………………..………………………………………………………………………
Work in group of four. Discuss the message of song in task 2 and share your
work with the class
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
……………………………………………………………….
.........................………………………………………
Source: http://bit.ly/39jDfzz
LEARNING SUMMARY
A. Definition:
Song is a short piece of music, ussually with words. The words of song are
called lyric. Lyric can include a series of verse – the longer sections of the song
that tell the story and a refrain – a short phrase repeated at the end of every
verse.

B. Social function :
1) To entertain the listeners.
2) To teach moral value through the lyrics of the songs.
3) To provide a way of managing the realitionship between our public and
private emotional life.
4) To express personal feeling and cultural values.
5) To give someone to shares their emotions with others
C. The Generic Structure of song:

1) Intro
The introduction establishes melodic, harmonic, and/or rhythmic
related to the main body of song.
2) Verse
It is the section of the song structure that tells the story or describe the
scene or the person, or an emotion.
3) Chorus of Refrain
A chorus is the most repeated section, so it’s the easiest remembered. A
chorus is the summary of the song’s story. A chorus can come at the
beginning of the song structure; it can also start in the middle, or come at
the end. In fact, some songs don’t have choruses at all. Some people are
usually confused to differentiate between choruses and refrain.
A refrain is any line that repeats in the song lyric, while a chorus is any group
of lines that repeat.
4) Break :
A break is actually a brief “rest” or “pause” for the core melody
within a song used to add further dimension and excitement. It may include
a quick instrumental solo or drum interlude or it may be a brief moment of
silence, or a combination of each of these elements.
5) Bridge
This is the part of the song that shifts. It can suddenly change tempo, or
volume, or instrumentation. The bridge is the section that gives the audience
time to reflect on the story, or gives them the “climax” or conclusion of the
story through verses and chorus. Bridges can be used to give the singer a
break.
6) Out`ro or Coda
This is the end of the road for the song. It can repeat the intro, chorus or a
refrain as an outro, or a bridge with an instrumental solo.
D. Language Features
1) Rhyme is a repetition of similar sounds (not letters)
For examples:
o Well, you done done me and you bet I felt it.
o I tried to be chill but you’re so hot that I melted.
o I fell right through the crack.
o Now I’m trying to get back.

2) Figurative language is the use of words, phrase, or sentence to beautify or
sometimes hide the meaning.
For example:
o I tried to be chill but you’re so hot that I melted.
o Denotation and Connotation – Denotative is the real or the literal
(dictionary definition). Connotation is the hidden meaning.
Read the song lyrics
What do the words in bold mean? What are the synonyms of those words?
I Will Fly
(By Ten 2 Five)
You know all the things I've said
You know all the things that we have done
And things I gave to you
There's a chance for me to say
How precious you are in my life
And you know that it's true
To be with you is all that I need
'Cause with you
My life seems brighter and these
Are all the things
I wanna say...
I will fly into your arms
And be with you
Till the end of time
Why are you so far away
You know it's very hard for me
To get myself close to you
You're the reason why I stay
You're the one who cannot believe
Our Love will never end
Is it only in my dream?
You're the one who cannot see this
How could you be so blind?
To be with you is all that I need
'Cause with you
My life seems brighter and these
Are all the things
I wanna say...
I will fly into your arms
And be…
Adopted from: http://bit.ly/2wqqnJo

NO WORD MEANING SYNONYM
1
2
3
4
5
6
7
8
9
10
Make sentences using the synonym in task 4. Read your word loud, in turn
1. …………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………
3. …………………………………………………………………………………………………………………
4. …………………………………………………………………………………………………………………
5. …………………………………………………………………………………………………………………
6. …………………………………………………………………………………………………………………
7. …………………………………………………………………………………………………………………
8. …………………………………………………………………………………………………………………
9. …………………………………………………………………………………………………………………
10. …………………………………………………………………………………………………………………
Make a group of four! Discuss and compare songs that know
Title
Singer
Theme
Mood

Message
Language
Opinion
COMPETENCE TEST
For number 1–5, fill in the blanks with the right words.
“When I Need You”

(By: Celine Dion)
When I need you

Just close my eyes and I’m …… (1) you
And all that I so want to give you
It’s only a heartbeat away
When I need love

I hold out my hand ……. (2) I touch love
I never knew there was so much love
Keeping me warm night and day
Miles and miles of empty space in …… (3) us

A telephone can’t take the place of your smile
But you know I won’t be traveling forever

It’s cold out, but hold out and do like I do
When I need you

Just close my eyes and I’m with you
And all that I so want to give you babe

It’s …….(4) a heartbeat away
It’s not easy when the road is your driver

Honey, that’s a heavy load that we bear
But you know I won’t be traveling a lifetime
It’s cold out but hold out and do like I do

Oh I need you
When I need you

I hold out my hands and I …… (5) love
I never knew there was so much love
Keeping me warm night and day

When I need you
Just close my eyes and I’m with you
And all that I so want to give you
It’s only a heartbeat away
1. A. on B. at C. of D. under E. with
2. A. or B. so C. and D. at E. because
3. A. between B. upon C. besides D. towards E. under
4. A. just B. get C. only D. make E. take
5. A. touch B. sending C. bring D. sent E. buy
The following song lyric is for number 6 – 10.
In My Place
(Coldplay)
In my place, in my place
Were lines that I couldn’t change
I was lost, oh yeah
I was lost, I was lost
Crossed lines I shouldn’t have crossed I was lost, oh yeah
How long must you wait for it?

How long must you pay for it?
Oh for it
I was scared, I was scared

Tired and under prepared
But I’ll wait for it
If you go, if you go
And leave me down here on my own Then I’ll wait for you, yeah!

How long must you pay for it?
Oh for it
Singing ooh, ooh

Please, please, please
Come back and sing to me, to me, me
Come on and sing it out now, now
Come on and sing it out to me, me
Come back and sing
In my place, in my place
Were lines that I couldn’t change I was lost oh yeah
Oh yeah

6. Who is the singer?
A. Cold Playd.
B. One Direction
C. Muse
D. Dream Theatre
E. Simple Plan
7. What thing that could not change?
A. love
B. lines
C. money
D. destiny
E. opportunity
8. Where did the song lyrics refer to?
A. somewhere else
B. the reader’s place
C. the writer’s place
D. hidden place
E. the reader’s place
9. “I was lost oh yeah.” What is the antonym of the word underlined?
A. cast
B. found out
C. mislaid
D. threw
E. bewildered
10. “Were lines that I couldn’t change.”
What is the definition of the underlined word?
A. Be in the same place.
B. State for an extended period of time.
C. Undertake a journey or trip.
D. Make different or cause a transformation.
E. Despite anything to the contrary.
The following song lyric is for questions number 11–18.
Frank D. Fixer
(Jason Mraz)
Frank D. Fixer was a handyman

He could handle everything; he was my granddad
He grew his own food and fixed his own car
I watched it all happen in our backyard He’d reinvent the part to fix the broken home
He restored the heart
I wish I was a fixer
I would fix you up inside
I would build you a town if the world fell down

I wish I was that guy
If Frank D. Fixer were alive today

Well he may laugh at me and he may have a lot to say
Well he might ask that I keep working for the family
To keep the bills all paid and be his protégé What happened to the ground right where
we are?
What happened to the family farm?

Every evening breaking bread
He showed us who a real man is
No matter what my grandma says
He would never lose his head
I wish I was a farmer
I would grow you a Garden of Eden
I would bless the family with the gifts that granddad handed me
How wonderful that would be Baby I’ll make that guy by me
11. What is Frank D. Fixer like?

A. He could learn anything easily.
B. He was very responsible to the family.
C. He was strong.
D. He was honest.
E. He could be very upset easily.
12. Why does the writer of the song admire him?
A. He lived a simple live.
B. He was a real man.
C. He could make a garden.
D. He could build the world.
E. He could fix the heart.
13. What does the writer wish? He wants to, ....
A. have a car.
B. run a family farm.
C. fix the heart.
D. have a farm.
E. be like his granddad.
14. “... and be his protege.” What does the underlined words mean?
A. a trainee
B. a mentor
C. an experienced person
D. a skillful person
E. an instructor

15. “... with the gifts that granddad handed me .....” What does the underlined word
mean?
A. to remark
B. to give
C. to send
D. to advice
E. to be capable
16. “and I would bless our family”. The word underlined has the closest meaning with ….
A. cruddy
B. hallow
C. filthy
D. cheating
E. Begrime
17. What can we learn from the song?
A. We have to help our grandparents.
B. We have to fix our own car.
C. A real man should be responsible to his family.
D. People should live in a wonderful world.
E. We have to build a town like an Eden.
18. “He would never lose his head”. What does the idiom mean?
A. He was an autonomous man.
B. He was a very patient man.
C. He was tough man.
D. He was a strict man.
E. He was very generous.
Big Yellow Taxi”
(Counting Crows feat. Vanessa Carlton) [Adam Duri ]
They … (19) paradise and put up a parking lot

With a pink hotel, a boutique, and a swingin’ hot spot
Don’t it always … (20) to go
That you don’t know what you got ‘til it’s gone
They paved paradise and put up a parking lot
[Vanessa Carlton]
Ooooh, bop bopbop
Ooooh, bop bopbop
[Adam]
They took all the trees, and put em…(21) a tree museum
And they … (22) the people a dollar and
a half to see them
No, no, no
Don’t it always seem to go
They paved paradise, and put up a parking lot

[Vanessa]
Ooooh, bop bopbop
Ooooh, bop bopbop
[Adam]
Hey farmer, farmer, put away … (23) DDT I don’t care about spots on my apples, Leave me
the birds and the bees Please
Don’t it always seem to go

Hey now, they paved paradise … (24)
put up a parking lot
Why not?
[Vanessa]
Ooooh, bop bopbop
Ooooh, bop bopbop
[Adam]
Listen, late last night, I heard the screen door slam
And a big yellow taxi took my girl away Don’t it always seem to go
That you don’t know what you got ‘til
it’s gone

Well, don’t it always seem to go
They paved paradise to put up a parking lot

Why not?
They paved paradise and put up a
parking lot
Hey heyhey
Paved paradise and put up a parking lot
[Vanessa]
Ooooh, bop bopbop
Ooooh, bop bopbop
[Adam, Vanessa]
I don’t wanna give it
Why you wanna give it
Why you wanna giving it all away Hey, hey, hey

Now you wanna give it
I should wanna give it
Now you wanna giving it all away
I don’t wanna give it

Why you wanna give it

Why you wanna giving it all away Hey, hey, hey
Now you wanna give it I should wanna give it Cos you giving it all away Hey, hey, givin it all,
givin it all....away
[Vanessa]
… (25) do you want me? [Adam]
Cos’ you’re givin it all away,

Hey, paved paradise to put up a parking lot
19. A. pave B. paving C. paves D. pavement E. paved

20. A. see B. seeing C. sees D. seem E. seen
21. A. in B. under C. on D. as E. at
22. A. their B. their C. you D. them E. yours
23. A. charge B. charging C. charges D. to charge E. charged
24. A. to B. in C. from D. at E. for
25. A. why B. what C. where D. for E. when
The following song lyric is for number 26-30
“Because You Loved Me”

(By: Celine Dion)
For all those times you stood by me

For all the truth that you made me see
For all the joy you brought to my life
For all the wrong that you made right
For every dream you made come true
For all the love I found in you
I’ll be forever thankful baby
You’re the one who held me up
Never let me fall
You’re the one who saw me through it all

You were my strength when I was weak
You were my voice when I couldn’t speak
You were my eyes when I couldn’t see
You saw the best there was in me
Lifted me up when I couldn’t reach
You gave me faith ‘coz you believed
I’m everything I am
Because you loved me
You gave me wings and made me fly

You touched my hand I could touch the sky
I lost my faith, you gave it back to me
You said no star was out of reach
You stood by me and I stood tall

I had your love I had it all
I’m grateful for each day you gave me

Maybe I don’t know that much
But I know this much is true
I was blessed because I was loved by you

You were always there for me

The tender wind that carried me
A light in the dark shining your love into my life

You’ve been my inspiration
Through the lies you were the truth
My world is a better place because of you


26. How does the singer feel with her lover?

....................................................................................................................
27. What did her lover do for the singer?
....................................................................................................................
28. What was her lover when she was weak?
....................................................................................................................
29. What was her lover when she could not speak or see?
....................................................................................................................
30. What made the singer thankful to her lover?
....................................................................................................................

REFERENCES
Anderson, M. and Kathy Anderson. 1998. Text Types in English 3. MacMillan,
South Yarra.
Baxter, Nicola. 2000. My Treasury of Five Minute Stories. Leicester: Armadillo
Books.
Taylor, E.K. 2000. Using Folktales. Cambridge: CUP
Frank, Steven. 2000. Public Speaking. Massachuse s: Adams Media Corporation.
Abbs, Brian, et al. 2001. Take Off. Essex: Pearson Education Limited.
Cain, Joyce S.. 2002. Eye on Editing 1. New York: Pearson Education.
Blanchard, Karen and Christine Root. 2003. Ready to Write. New York: Pearson
Education.
Cunningham, Sarah and Peter Moor. 2003. Cu ing Edge. Essex: Pierson Books.
Davis, Colin. Exploring Poetry: Workbook 2. Singapore: Federal Publication.
Duff, Allan and Maley Alan. 2003. Literature. New York: Oxford University Press.
Douglas, N. 2010. Reading Explorer 3. Boston: Heinle, Cengage Learning
https://www.ef.co.id/panduan-bahasa-inggris/tata-bahasa-inggris/present-
perfect-vs-simple-past.html
https://www.perfect-english-grammar.com/present-perfect-or-past-simple.html
http://britishcourse.com/recount-text-definition-purposes-generic-structures-
language features.php
https://blog.ruangguru.com/bahasa-inggris-kelas-10-apa-saja-aspects-of-
recounttext.html
http://britishcourse.com/narrative-text-definition-purposes-generic-structures-
language-features.php

BIODATA PENULIS
Nama Lengkap : Nasrul Ajib, S.Pd.

Telp Kantor/HP : 031-7405420/085731162383
Email : ajibnasrul@ymail.com
Akun Facebook : ajibnasrul
Alamat Kantor : Jl. Perumnas Tandes I
Manukan Kulon Tandes Surabaya
Bidang Keahlian : Guru Bahasa Inggris
Riwayat pekerjaan/profesi (10 Tahun Terakhir):

2006 – 2019 : Guru Bahasa Inggris SMAN 11 Surabaya.
Riwayat Pendidikan Tinggi dan Tahun Belajar:

S1 : Pendidikan Bahasa dan Sastra Inggris UNIPA Surabaya (1994-1999)
Buku yang Pernah ditelaah, direvisi, dibuat ilustrasi, dan/atau dinilai

1. Blossom English Supplement Bahasa Inggris untuk SMA/MA KELAS X WAJIB
2. Semester genap 2018 tim MGMP SURABAYA (2018)
4. Semester ganjil 2018 tim MGMP SURABAYA (2018)
6. Semester genap 2019 tim MGMP SURABAYA (2019)
Informasi Lain dari Penulis

Lahir di Sidoarjo, 01 Agustus 1973. Menikah dan dikaruniai 2 anak. Saat ini menetap
di Sidoarjo. Aktif di organisasi profesi Guru. Terlibat di berbagai kegiatan dibidang
pendidikan.

BIODATA PENULIS
Nama Lengkap : Achmad Isa Ismail, S.Pd., M.Pd., Dip.Ed
Telp Kantor/HP : 031-7406368/085331135781
Email : aisasmile11@gmail.com
Akun Facebook : Isa Ismail
Alamat Kantor : Jl. Sememi Benowo Surabaya 60169.
Riwayat pekerjaan/profesi (10 Tahun Terakhir):

2012 – Sekarang : Guru Bahasa Inggris SMAN 12 Surabaya.
2008 – 2012 : Guru Bahasa Inggris SMAN 11 Surabaya.

S2 : Universitas Negeri Malang (2013 - 2015)
S2 : Angeles University Foundation, Philippines (December, 2014)
S-1 : Fak. Pendidikan Bahasa Inggris Univ. Adi Buana (1996 - 2000)
Judul Buku dan Tahun Terbit

Blossom English Supplement Bahasa Inggris untuk SMA/MA KELAS X WAJIB
Semester genap 2018 tim MGMP SURABAYA (2018)
Semester ganjil 2018 tim MGMP SURABAYA (2018)
Semester genap 2019 tim MGMP SURABAYA (2019)
Semester ganjil 2019 tim MGMP SURABAYA (2019)
Judul Penelitian dan Tahun Terbit (10 tahun terakhir):

IMPROVING SPEAKING ABILITY OF THE ELEVENTH GRADERS OF SMAN 12
SURABAYA THROUGH A SMALL GROUP DISCUSSION (2014)
(http://mulok.library.um.ac.id/index3.php/68175.html)
Buku yang Pernah ditelaah, direviu, dibuat ilustrasi, dan/atau dinilai

Semester Ganjil dan Genap 2019 tim MGMP SURABAYA (2018)

Lahir di Surabaya, 27 April 1977. Menikah dan dikaruniai 3 anak. Saat ini menetap di
Surabaya. Aktif di organisasi profesi Guru.

BIODATA PENULIS
Nama Lengkap : Dyah Siswandari Pramaningrum, SE, S.Pd

Telp Kantor/HP : 031-8415273/081230040449
Email : dyahsp78@gmail.com
Alamat Kantor : Jl. Jemursari I No 28 Surabaya.
Riwayat pekerjaan/profesi
1. 2015 – Sekarang : Guru Bahasa Inggris SMAN 10 Surabaya.
2. 2003 – 2015 : Guru Bahasa Inggris SMAN 18 Surabaya.

1. S1 : IKIP Widya Darma Surabaya Fak. Bahasa dan Seni (2002-2005)
2. S1 : Fak. Ekonomi-Manajemen Univ. Jember (1997 - 2001)
Judul Buku dan Tahun Terbit (10 Tahun Terakhir):

Blossom English Supplement Bahasa dan Sastra Inggris untuk SMA/MA KELAS X
Tim MGMP SURABAYA (2020)

 Lahir di Surabaya, 23 Oktober 1978. Menikah dan dikaruniai 2 anak.
Saat ini menetap di Sidoarjo.
 Aktif di organisasi profesi Guru.

BIO DATA PENULIS
Nama : Dra. Sri Wachju Embun Waty, M.Pd

Tempat & Tgl lahir : Bangkalan, 20 April 1960
Alamat : Jl. Gading Indah Utara VI / NO 8 Surabaya
Unit kerja : SMA 5 Surabaya
Riwayat pekerjaan/profesi
1. Mengajar Bahasa Inggris di SMA 3 Surabaya. (1984 – 2013)
2. Mengajar Bahasa Inggris di SMA 5 Surabaya. (2013 – sekarang)
3. Mengajar Bahasa Inghgris di Univ. Muhammadiyah Surabaya ( 2004- 2013)
Riwayat PendidikanTinggi dan Tahun Belajar:

1. IKIP NEGERI Surabaya. S1 Bahasa Inggris (lulus 1984)
2. UNESA. S2 Pendidikan Bahasa dan Sastra (lulus 2001)
Judul Buku dan Tahun Terbit

1. Menulis buku Antologi Puisi Bersama KEMARAU PANJANG. Di Ujung Kegelisahan.
(2020)
2. Menulis buku Antologi Puisi Bersama ANTOLOGI PUISI IBU. (2020)

MENGALIR PADA PEMBELAJARAN BERBICARA
BAHASA JERMAN KELAS X IPA 2
SEMESTER II SMAN 12 SURABAYA
OLEH
EFI SUTRISNANINGSIH, S. Pd
NIP. 197104211998022010
Untuk Syarat kenaikan Pangkat IVb ke IVc
SMAN 12 SURABAYA
2019
i
HALAMAN PENGESAHAN
Judul : Penerapan Permainan Info Berantai Dan Kata Mengalir Pada
Pembelajaran Berbicara Bahasa Jerman Kelas X IPA 2 Semester
II SMAN 12 Surabaya
Penyusun Penelitian Tindakan Kelas
Nama : EFI SUTRISNANINGSIH, S. Pd
NIP : 197104211998022010
Penulisan Tindakan Kelas / PTK
Disusun pada tanggal 6 Desember 2019
Mengetahui
Kepala Sekolah SMAN 12 Surabaya Penyusun
Drs. Jonny Sucahyono, M. Pd Efi Sutrisnaningsih,S. Pd

NIP 196009101986111001 NIP 197104211998022010
ii
LEMBAR KETERANGAN PERPUSTAKAAN
Yang bertanda tangan di bawah ini menerangkan sebenarnya, bahwa :
Penelitian Tindakan Kelas yang berjudul
Nama : EFI SUTRISNANINGSIH, S. Pd
NIP : 197104211998022010
Jabatan : Guru Bahasa Jerman
Judul : Penerapan Permainan Info Berantai Dan Kata Mengalir
Pada Pembelajaran Berbicara Bahasa Jerman Kelas X
IPA2 Semester II SMAN 12 Surabaya
Dibuat Tahun : 2019
Telah di dokumentasikan di Perpustakaan Sekolah dengan Nomor Induk :
……………………………... dan No. Klasifikasi ……………………….…
Demikian surat ini dibuat agar digunakan seperlunya.
Mengetahui Surabaya 6 Desember 2019

Kepala Sekolah SMAN 12 Surabaya Koordinator Perpustakaan
Drs. Jonny Sucahyono, M.Pd. Efi Sutrisnaningsih,S.Pd

Nip:196009101986111001 Nip:197104211998022010
iii
KATA PENGANTAR
Syukur Alhamdulillah kepada Allah SWT, karena atas berkat Rahmadnya,
PTK yang berjudul PENERAPAN PERMAINAN INFO BERANTAI DAN
KATA MENGALIR PADA PEMBELAJARAN BERBICARA BAHASA
JERMAN KELAS X IPA 2 SEMESTER II SMAN 12 Surabaya telah
terselesaikan. Peneliti dalam proses penelitian ini menemui hambatan dan
rintangan, namun berkat bantuan dari berbagai pihak semua hambatan dapat
diatasi dengan lancar dan Penelitian Kelas ini dapat terselesaikan dengan baik.
Untuk itu peneliti mengucapkan terima kasih yang tak terhingga kepada Kepala
Sekolah SMAN 12 Surabaya. Tidak lupa terima kasih kepada Ibu Primula, teman
sejawat di SMAN 12 Surabaya.
Akhirnya penulis menyampaikan terima kasih kepada Siswa – Siswi
SMAN 12 Surabaya dan semua pihak yang membantu Proses Penelitian Tindak
Kelas. Semoga Allah membalas segala kebaikan Bapak, Ibu dan semuanya.
Penulis dengan senang hati menerima saran dari pembaca. Semoga skripsi ini
bermanfaat bagi pembaca.
Surabaya, Desember 2019
Peneliti
iv
MENGALIR PADA PEMBELAJARAN BERBICARA
BAHASA JERMAN KELAS X IPA 2
SEMESTER II SMAN 12 SURABAYA
ABSTRAK
Dalam Penelitian ini dikaji tentang penerapan Teknik Pembelajaran Info Berantai
dan Kata Mengalir dalam Keterampilan Berbicara Bahasa Jerman. Teknik
Pembelajaran Info Berantai dan Kata Mengalir iini diterapkan supaya siswa
mempunyai keberanian untuk berbicara Bahasa Jerman. Rumusan Masalah : 1.
Bagaimaan penerapan teknik Permainan info berantai dan kata mengalir pada
keterampilan berbicara Bahasa Jerman siswa kelas X IPA 2 SMA Negeri 12
Surabaya? 2. Bagaimana hasil belajar keterampilan berbicara Bahasa Jerman
melalui teknik penerapan teknik pembelajaran info berantai dan kata mengalir
berbicara Bahasa Jerman siswa kelas X IPA 2 SMA Negeri 12 Surabaya. 2.
Mengetahui hasil belajar keterampilan berbicara Bahasa Jerman melalui
penerapan teknik pembelajaran info berantai dan kata mengalir berbicara Bahasa
Jerman siswa kelas X IPA 2 SMA Negeri 12 Surabaya.. Penelitian ini merupakan
penelitian dekriptif dengan pendekatan kualitatif. Hasil Penelitian :1. Teknik
permainan berantai dan kata mengalir dapat digunakan dalam proses belajar
mengajar Bahasa Jerman, yaitu pada keterampilan berbicara. Hal ini dibuktikan
dengan adanya hasil belajar siswa yang ditunjukkan dengan rata – rata kelas yang
meningkat, 2. Dari hasil Pre Test dan Post Test rata – rata hasil belajar siswa
dalam keterampilan berbicara meningkat dari Pre Test 65 menjadi 82 pada Post
Test.
Kata kunci : Teknik permainan info berantai, teknik permainan kata mengalir,
keterampilan berbicara.
v
DAFTAR ISI
Halaman Judul............................................................................................................ii
Halaman Persetujuan ..................................................................................................iii
Halaman pengesahan ..................................................................................................iv
Kata Pengantar ...........................................................................................................v
Abstrak Bahasa Indonesia ..........................................................................................vi
Daftar Isi................................................................................................................... vii
Daftar Lampiran .........................................................................................................viii
BAB I PENDAHULUAN .........................................................................................1

1.1 Latar Belakang ....................................................................................................1
1.2 Batasan Masalah...................................................................................................2
1.3 Rumusan Masalah ................................................................................................2
1.4 Tujuan Penelitian .................................................................................................3
1.5 Manfaat Penelitian ...............................................................................................3
1.6 Definisi Operasinal...............................................................................................4
BAB II KAJIAN PUSTAKA ...................................................................................6

2.1 Metode Permainan ...............................................................................................6
2.2 Permainan Info berantai .......................................................................................7
2.3 Permainan Kata Mengalir ....................................................................................8
2.4 Keterampilan Berbicara .......................................................................................9
2.5 Tes Kemampuan Berbicara ..................................................................................10
BAB III METODE PENELITIAN .........................................................................12

3.1 Jenis Penelitian .....................................................................................................12
3.2 Subyek Penelitian .................................................................................................12
3.3 Instrumen Penelitian.............................................................................................12
3.4 Teknik Pengumpulan Data ...................................................................................15
3.5 Teknik Analisis Data ............................................................................................15
BAB IV PEMBAHASAN.........................................................................................16
4.1 Penerapan Teknik Permainan Info Berantai Dan Kata Mengalir.........................16
4.1.1 Pertemuan Pertama .....................................................................................16
4.1.1.1 pre-test ...............................................................................................17
4.1.1.2 Kegiatan Belajar Mengajar ................................................................17
4.1.2 Pertemuan Kedua .......................................................................................19
4.1.3 Pertemuan Ketiga .......................................................................................24
4.1.4 Pertemuan Keempat ...................................................................................28
4.1.4.1 Kegiatan Belajar Mengajar ............................................................................34
4.1.4.2 Post-Tet ..........................................................................................................38
4.2 Hasil Penelitian Dan Pembahasan ........................................................................41
vi
4.3 Analisis Hasil Penelitian ......................................................................................43
BAB V SIMPULAN DAN SARAN

5.1 Simpulan ..............................................................................................................45
5.2 Saran .....................................................................................................................45
DAFTAR PUSTAKA ...............................................................................................47
LAMPIRAN ..............................................................................................................
vii
DAFTAR LAMPIRAN
1. Surat Ijin Penelitian
2. Instrumen Pendidikan (Bentuk Soal Pre Test dan Post Test)
3. Transkipsi Rekaman Suara (Hasil Pre Test dan Post Test)
4. Dokumentasi Pelaksanaan Penilaian
5. Susunan Panitia
6. Surat Undangan
7. Daftar Hadir
8. Berita Acara
9. Foto Banner Kegiatan Seminar
10. Foto Kegiatan PTK Siswa
11. Foto Kegiatan Seminar Guru
viii
BAB I
PENDAHULUAN
1.1 Latar Belakang

Pada prinsipnya pembelajaran bahasa Jerman di indonesia bertujuan agar
para peserta didik memiliki kemampuan dasar dalam keterampilan
mendengarkan, berbicara, membaca, dan menulis untuk berkomunikasi secara
sederhana. Salah satu keterampilan yang penting adalah keterampilan
berbicara. Keterampilan ini bersifat produktif secara lisan. Berbicara yang
dimaksudkan disini ialah berbicara sebagai tujuan. Siswa mampu berbicara
(melakukan dialog dengan teman) mengenai suatu benda di dalam kelas.
Faktor-faktor yang mempengaruhi siswa dalam kesulitan berbicara bahasa
Jerman seperti, kurangnya kosakata yang didapat, rasa malu untuk berbicara
bahasa Jerman dengan teman, kurangnya latihan berbicara secara intensif dan
kurangnya motivasi bagi siswa untuk berbicara bahasa Jerman.
Teknik pembelajaran dalam mempelajari bahasa juga sangat menentukan
keberhasilan siswa dalam menguasai keterampilan berbicara bahasa Jerman.
Ada beberapa permainan yang menarik untuk digunakan dalam pembelajaran
berbicara sederhana bahasa Jerman, di antaranya terdapat permainan info
berantai dan kata mengalir. Pada permainan-permainan ini, siswa bekerjasama
dalam kelompok masing-masing sehingga terjadi pembelajaran yang menarik,
menyenangkan, dan menantang. Dengan cara demikian siswa mampu
memproduksi kalimat sebanyak-banyaknya dengan kata-kata sendiri.
Sugiyanto (1955:25) menuliskan bahwa bermain merupakan suatu cara
untuk perkembangan aspek kognisi yaitu pengetahuan yang luas dan daya
nalar anak, kreativitas (daya cipta), kemampuan berbahasa, serta daya ingat.
Berdasarkan teori tersebut, dipilih dua permainan dalam penelitian ini, yaitu
permainan ”info berantai dan kata mengalir”. Pada permainan info berantai
siswa dapat menyampaikan informasi bahasa Jerman yang diperoleh dari guru
kepada teman dengan cara berbisik. Pada permainan ini siswa belum mampu
menyampaikan informasi dengan kalimat sendiri. Lain halnya pada permainan
kata mengalir, siswa belajar membuat kalimat dengan kata-kata sendiri,
sehingga mampu menyampaikan informasi secara langsung kepada teman
dengan kalimat-kalimatnya sendiri. Semua siswa terlibat dalam dua permainan
1
ini, tak terkecuali yang pasif pun turut terlibat karena terbentuk oleh suasana
kelas sehingga siswa tampak senang, santai, tidak merasa disuruh membuat
kalimat, dan merasa tidak digurui. Penerapan permainan-permainan ini akan
dilakukan pada siswa kelas X IPA 2 semester II SMAN 12 Surabaya dengan
tema Schule (sekolah),sub tema Gegenstände in der Klasse.
1.2 Batasan Masalah
Menghindari terjadinya pembahasan yang terlalu melebar penelitian ini di
batasi hanya pada tema Schule,sub tema Gegenstände in der Klasse pada
siswa kelas X IPA2 semester II SMA Negeri 12 Surabaya.
1.3 Rumusan Masalah

Dua permasalahan yang dirumuskan berkenaan dengan penelitian meliputi:
1. Bagaimanapenerapan teknik permainan info berantai dan kata mengalir
pada keterampilan berbicara bahasa Jerman siswa kelas X IPA 2 SMA
Negeri 12 Surabaya?
2. Bagaimana hasil belajar keterampilan berbicara bahasa Jerman melalui
penerapan penerapan teknik permainan info berantai dan kata mengalir
siswa kelas X IPA 2 SMA Negeri 12 Surabaya?
1.4 Tujuan Penelitian

1. Mengetahui bagaimana penerapan teknik permainan info berantai dan
kata mengalir pada keterampilan berbicara bahasa Jerman siswa kelas X
IPA2 Negeri 12 Surabaya
2. Mengetahui hasil belajar keterampilan berbicara bahasa Jerman melalui
penerapan teknik permainan info berantai dan kata mengalir siswa kelas
X IPA2 SMA Negeri 12 Surabaya
1.5 Manfaat Penelitian

a. Bagi guru
Dapat memberikan masukan bagi guru bahasa jerman dalam usaha
meningkatkan keterampilan mengajar berbicara dengan penerapan
permainan ‘’info berantai dan kata mengalir’’ sehingga diharapkan,
dapat memberikan alternatif pengajaran
b. Bagi siswa
- Siswa dapat belajar sambil bermain sehingga diharapkan pembelajaran
tidak membosankan .
2
- Hasil penelitian ini diharapkan mampu meningkatkan keterampilan
berbahasa, khususnya berbicara bahasa Jerman menggunakan kata-kata
sendiri dengan teknik pembelajaran yang menarik, menyenangkan, dan
menantang
c. Bagi sekolah
Dapat membantu menyelesaikan masalah yang terjadi selama proses
pembelajaran bahasa jerman berlangsung, terutama masalah peningkatan
kemampuan keterampilan berbicara bahasa Jerman.
1.6 Definisi Operasional
1. Berbicara adalah aktivitas berbahasa kedua yang dilakukan manusia

dalam kehidupan berbahasa, yaitu setelah aktivitas mendengarkan.
Berdasarkan bunyi-bunyi yang didengarnya itulah kemudian manusia
belajar mengucapkan dan akhirnya mampu untuk berbicara dalam suatu
bahasa secara baik, pembicaraan harus menguasai lafal, struktur dan
kosakata yang bersangkutan. Disamping itu diperlukan juga penguasaan
masalah dan atau gagasan yang akan disampaikan serta kemampuan
memahami bahasa lawan pembicara (Nurgiyantoro, 1988:252)
2. Permainan info berantai yaitu pembelajaran yang dalam prosesnya siswa
dapat
mentransfer sebuah informasi dengan benar dan jelas (Suyatno,
2004:120)
3. Permainan kata mengalir yaitu teknik pembelajaran kalimat yang dalam
prosesnya kata yang diproduksi mengalir sampai membentuk sebuah
kalimat (Suyatno, 2004:42) tema Schule (sekolah), sub tema
Gegenstände in der Klasse.
3
BAB II
KAJIAN PUSTAKA
1.1 Metode Permainan

Salah satu metode yang dapat diterapkan dalam pembelajaran berbahasa
adalah metode permainan. Menurut Suryobroto (2002:149) arti metode adalah
sebuah cara, yang dalam fungsinya merupakan alat untuk mencapai tujuan.
Metode permainan merupakan metode yang menggunakan permainan dalam
proses belajar mengajar untuk mencapai tujuan yaitu meningkatkan
kemampuan siswa.
Bermain adalah suatu kegiatan yang serius, tetapi mengasyikkan
(Semiawan, 2008:20). Berbeda halnya dengan Goetz (2002:918) yang
menyebutkan pengertian bermain sebagai berikut : Spielen ist : ein
(bestimmte) Spiel machen.
Definisi di atas berarti bermain ialah melakukan sebuah permainan.
Belajar dengan bermain diharapkan mampu mengakrabkan guru dengan
muridnya dan murid dengan sesama murid di dalam proses belajar mengajar
sehingga menciptakan kondisi belajar yang menyenangkan dan berkesan,
selain itu pemahaman siswa tentang suatu konsep tertentu akan muda diingat.
Menurut Sugiyanto (1955:25) bermain merupakan suatu cara untuk
perkembangan aspek kognisi yaitu pengetahuan yang luas dan daya nalar anak,
kreativitas (daya cipta), kemampuan berbahasa, serta daya ingat. Maka metode
permainan yang efektif dalam pembelajaran dapat membantu siswa mencapai
tujuan pembelajaran. Karena dengan menggunakan metode permainan
pembelajaran akan lebih efektif dan menyenangkan sehingga dapat
memotivasi siswa dan menumbuhkan semangat dalam mempelajari dan
menghafalkan kosakata baru (Sapani, 1997:17).
1.2 Permainan Info Berantai

Tujuan dari permainan info berantai ini menurut Suyatno (2004:120)
adalah siswa dapat mentransfer sebuah informasi dengan benar dan jelas.
Siswa dibentuk menjadi beberapa kelompok, yang masing-masing kelompok
posisisnya berbaris saling membelakangi. Barisan paling belakang diberi
4
sebuah amplop yang berisi informasi. Dengan cukup membaca dan menghafal,
secara berantai informasi dibisikkan ke barisan depannya, begitu seterusnya.
Barisan terdepan mempresentasikan informasi yang diperolehnya.
Dalam permainan ini diperlukan beberapa alat yaitu amplop, lembar
informasi, dapat berupa berita singkat yang tidak terlalu singkat atau terlalu
panjang. Cara menerapkannya yaitu : (1) guru memberikan penjelasan singkat
tentang kegiatan hari itu, (2) guru membagi siswa ke dalam kelompok, (3)
kelompok berbaris ke belakang, (4) guru menunjukkan kartu informasi kepada
siswa dibarisan paling belakang, (5) dalam waktu satu menit siswa paling
belakang menghafalkan informasi kemudian kartu informasi diminta lagi oleh
guru, (6) siswa paling belakang menginformasikan berita tersebut dengan
jalan membisikkan pada barisan di depannya, (7) barisan terdepan
mempresentasikan informasi yang diperolehnya, (8) guru merefleksikan hasil
pembelajaran hari itu.
1.3 Permainan Kata Mengalir

Permainan ini menurut Suyatno (2004:42) dikatakan kata mengalir karena
dalam prosesnya kata yang diproduksi mengalir sampai membentuk sebuah
kalimat. Dalam penelitian ini, yang dalam prosesnya kata yang diproduksi
terus mengalir, mulai dari siswa paling kanan menyebutkan satu kata,
kemudian dilanjutkan oleh siswa di sebelah kirinya dan seterusnya. Tujuan
yang ingin dicapai dari permainan ini adalah cara pembelajaran yang menarik,
menyenangkan, dan menantang dapat tercapai. Dengan begitu, siswa mampu
memproduksi kata sebanyak-banyaknya dengan kata-kata sendiri.
Cara pelaksanaan permainan ini sebagai berikut. Siswa dalam satu
kelompok berjajar di depan kelas . satu orang siswa mengambil satu gambar
dan bertanya kepada kelompoknya ” was ist das?”. Kemudian siswa paling
kanan dari kelompoknya menyebutkan satu kata, dilanjutkan siswa disebelah
kirinya menyebutkan satu kata, dan seterusnya sehingga kata-kata yang
dihasilkan dari satu kelompok tersebut merupakan kalimat jawaban yang
benar, misalnya ”das ist ein Buch”.
Guru berfungsi sebagai fasilitator. Guru memberikan penjelasan tentang
aturan permainan. Setelah penjelasan dipandang cukup, guru dapat
memberikan aba-aba pertanda permainan dimulai. Guru melihat alat pengukur
5
waktu dan menyampaikan ke siswa waktu yang disediakan 5 menit atau lebih.
Setelah dimulai guru melakukan pengamatan sambil menjaga irama
permainan. Siswa dimotivasi agar dapat cepat mengungkapkan sebuah kata.
Setelah waktu yang tersedia habis, guru perlu memberitahukan dan
menghentikan permainan. Guru bersama siswa mereviu tiap kata yang
dihasilkan siswa.
1.4 Keterampilan Berbicara

Keterampilan berbahasa mempunyai empat komponen yaitu menyimak,
berbicara, membaca, dan menulis. Salah satu keterampilan yang dianggap sulit
oleh pembelajar adalah berbicara. Goetz (2002:922) menyebutkan pengertian
berbicara sebagai berikut :
Sprechen ist: die Faehigkeit haben, aus einzelnen Lauten Woerter oder
Saetze zu bilden.
Definisi tersebut menyebutkan bahwa berbicara adalah sebuah keterampilan
mengucapkan kata-kata atau kalimat. Sedangkan berbicara menurut
Nurgiyantoro (1988:252) adalah aktivitas berbahasa kedua yang dilakukan
manusia dalam kehidupan berbahasa, yaitu setelah aktivitas mendengarkan.
Berdasarkan bunyi-bunyi yang didengarnya itulah kemudian manusia belajar
mengucapkan bunyi-bunyi yang didengarnya itulah kemudian manusia belajar
mengucapkan dan akhirnya mampu untuk berbicara dalam suatu bahasa secara
baik, pembicara harus menguasai lafal, struktur dan kosakata yang
bersangkutan. Disamping itu, diperlukan juga penguasaan masalah dan atau
gagasan yang akan disampaikan, serta kemampuan memahami bahasa lawan
pembicara. Berbicara menurut Tarigan (1984:15) adalah kemampuan
mengucapkan bunyi-bunyi artikulasi atau kata-kata untuk mengekspresikan,
menyatakan, serta menyampaikan pikiran, gagasan, dan perasaan.
Berdasarkan uraian di atas, dapat disimpulkan bahwa keterampilan
berbicara adalah bersifat produktif, di mana seorang pembicara atau dalam
kaitannya ini adalah pembelajar harus menguasai kosakata, struktur kalimat,
dan masalah yang dibicarakan agar mampu menyampaikan gagasan dan dapat
diterima dengan baik oleh pendengar.
6
1.5 Tes Kemampuan Berbicara
Dikemukakan oleh Nurgiyantoro (1988 : 253) bahwa dalam situasi yang
normal, orang melakukan kegiatan berbicara dengan motivasi ingin
mengemukanan sesuatu kepada orang lain, atau karena ingin memberikan
reaksi terhadap sesuatu yang didengarnya. Pembicaraan dalam situasi yang
demikian, kejelasan penuturan tidak semata-mata ditentukan oleh ketepatan
bahasa (verbal) yang dipergunakan saja, melainkan amat dibantu oleh unsur
paralinguistik seperti gerak-gerakan tertentu, ekspresi wajah, nada suara, dan
sebagainya, suatu hal yang tidak ditemui dalam komunikasi tertulis. Hal lain
yang memengaruhi keadaan pembicaraan adalah masalah apa yang menjadi
topik pembicaraan dan lawan bicara. Kedua hal tersebut merupakan hal yang
esensial, dan karenanya harus diperhitungkan dalam tes kemampuan berbicara
siswa dalam suatu bahasa.
Dalam hal ini kegiatan berbicara yang bertujuan sebagai motivasi ingin
mengungkapkan sesuatu kepada orang lain ataupun memberikan reaksi
terhadap sesuatu memerlukan bantuan pula oleh unsur-unsur paralinguistik
yaitu gerak-gerakan tertentu, ekspresi wajah, nada suara, dan sebagainya.
Selain itu hal yang tak kalah diperhitungkan dalam tes ini adalah masalah
topik pembicaraan dan lawan bicara.
Dalam penelitian ini dilakukan tes kemampuan berbicara tingkat
penerapan. Tes kemampuan berbicara pada tingkat ini tidak lagi bersifat
teoretis, melainkan menghendaki siswa untuk praktik berbicara. Tes tingkat ini
menuntut siswa untuk mampu menerapkan kemampuan berbahasanya untuk
berbicara dalam situasi dan masalah tertentu untuk keperluan berkomunikasi.
Dalam pengajaran berbicara bahasa asing, cara untuk mengungkap
kemampuan berbicara siswa yaitu, setelah siswa diajar pola-pola struktur atau
ungkapan-ungkapan yang biasa dipergunakan dalam situasi pembicaraan
tertentu, siswa diminta untuk mempraktikkannya dalam situasi yang konkret.
7
BAB III
METODE PENELITIAN
3.1 Jenis Penelitian
Berdasarkan permasalahan yang ada, maka penelitian dengan judul

‘’Penerapan Permainan Info Berantai dan Kata Mengalir pada
pembelajaran Berbicara Bahasa Jerman Kelas X IPA 2 semester II
SMAN 12 Surabaya’’ ini merupakan penelitian dengan menggunakan
pendekatan kualitatif yang akan diuraikan secara deskriptif. Menurut
McMillan dan Schumacher (dalam Syamsuddin dkk.2007:73)
penelitian kualitatif adalah suatu pendekatan yang juga disebut
investigasi karena biasanya peneliti mengumpulkan data dengan cara
bertatap muka langsung dan berinteraksi dengan orang-orang ditempat
penelitian. Pada taraf deskriptif, penelitian hanya semata-mata
melukiskan keadaan objek atau peristiwa tanpa bermaksud untuk
mengambil kesimpulan-kesimpulan yang berlaku secara umum
(Afifuddin, 2009:43)
3.2 Subyek Penelitian
Subyek dalam penelitian ini adalah siswa kelas X IPA 2 SMAN 12

Surabaya. Dalam kelas ini berjumlah 36 siswa .
3.3 Instrumen Penelitian

Menentukan dan menyusun instrumen merupakan salah satu
langkah dalam pola prosedur penelitian instrumen penelitian menurut
Arikunto (2006:160) adalah alat atau fasilitas yang digunakan oleh
peneliti dalam mengumpulkan data agar pekerjaan lebih mudah dan
hasilnya lebih baik, dalam arti lebih cermat, lengkap dan sistematis
sehingga lebih mudah diolah.
Dalam penelitian ini, instrument yang digunakan yaitu non tes dan
tes. Instrument non tes yang digunakan dalam penelitian ini adalah
lembar observsi berupa checklist. Lembar observasi ini digunakan
untuk mengetahui apakah proses perencanaan sesuai dengan
keterlaksaan yaitu penerapan permainan info berantai dan kata
mengalir pada pembelajaran berbicara bahasa Jerman kelas X. IPA 2
Surabaya. Observasi pada lembar observasi dengan memberikan tanda
cek.
Dalam penelitian ini instrument tes terdiri dari pre-test dan post-
test. Pre-test bertujuan untuk mengetahui kemampuan siswa sebelum
8
diberi perlakuan pembelajaran dengan menggunakan teknik permainan
info berantai dan kata mengalir, sedangkan post-test bertujuan untuk
mengetahui adanya peningkatan hasil belajar siswa sesudah perlakuan
dengan menggunakan teknik permainan info berantai dan kata
mengalir. Bentuk pre-test dan post test merupakan tes tes berbicara
yaitu siswa berdialog sesuai tema yang ditentukan yaitu Schule,
subtema Gegenstaenäe in der Klasse. Dialog yang dilakukan direkam,
sehingga dapat dilakukanpengecekan dalam penelitian level A1 yang
ditetapkan oleh Goethe Institut Indonesia.
Standar penelitian berbicara level A1 adalah sebagai berikut :
Kriterium 2 Punkte 1 Punkte 0 Punkte
1. Erfillung Aufgabe Macht Macht
der gut Fehler, viele Fehler,
die Aufgabe
Aufgabenstellung erfüllt, dennoch ist
ist dadurch
macht die
nicht erfüllt.
fast Aufgabe erfüllt
keine
Fehler
2. Aussprache sehr Starke wegen
gut muttersprachliche schlechter
verstandlich
Färbung, Aussprache
aber noch Kaum
verständlich
Verständlich
Table 2.1 : standar penilaian berbicara level A1
Kriteria 1:
 Nilai 2 diperoleh jika point yang telah ditentukan telah terpenuhi dan
hampir tidak ada kesalahan
 Nilai 1 diperoleh jika terdapat kesalahan, tetapi point yang ditentukan

masih terpenuhi
 Nilai 0 diperoleh jika terdapat banyak kesalahan dan point yang sudah
ditentukan tidak terpenuhi
Kriteria 2:
 Nilai 2 diperoleh jika pelafalan sangat dimengerti
 Nilai 1 diperoleh jika terdapat pelafalan bahasa ibu yang sangat mencolok,
tetapi masih dapat dimengerti
 Nilai 0 diperoleh jika pelafalan sangat buruk dan tidak dapat dimengerti
9
3.4 Teknik Pengumpulan data
Pengumpulan data dilakukan untuk memperoleh data yang diperlukan
dalam rangka mencapai tujuan penelitian. Teknik pengumpulan data yang
digunakan adalah observasi dan dokumentasi. Observasi dilakukan untuk
mendapatkan gambaran mengenai penerapan permainan info berantai dan kata
mengalir teknik dokumentasi di gunakan untuk mendapatkan gambaran mengenai
peningkatan hasil belajar siswa.
3.5 Teknik Analisis Data

Data yang di peroleh setelah penelitian merupakan data mentah yang
harus diolah agar dapat memberikan gambaran nyata mengenai permasalahan
yang di teliti untuk mengetahui keterlaksankan penerapan permainan info berntai
dan kata mengalir selanjutnya di lakukan pendeskripsian hasil observasi yang di
lakukan selama penelitian.untuk mendukung penerapan info berantai dan kata
mengalir, di lakukan pembandingan antara nilai pre-test dan post-test sehingga
di ketahui peningkatan hasil belajar siswa dalam keterampilan berbicara bahasa
jerman.
10
BAB IV
HASIL DAN PEMBAHASAN
Pada bab ini akan dijawab rumusan masalah penilitian. Adapun rumusan
masalah dari penelitian ini yaitu: 1. Bagaimana penerapan teknik permainan info
berantai dan kata mengalir pada keterampilan berbicara bahasa Jerman siswa
kelas X IPA 2 SMA Negeri 12 Surabaya?, 2. Bagaimana hasil belajar
keterampilan berbicara bahasa Jerman melalui penerapan teknik permainan info
berantai dan kata mengalir siswa kelas X IPA-2 SMA Negeri 12 Surabaya?”.
untuk menjawab rumusan masalah tersebut digunakan instrument penelitian
berupa tes, yang terdiri atas pre-test dan post-test.
4.1 Penerapan Teknik Permainan Info Berantai dan Kata Mengalir
Penelitian ini dilaksanakan selama empat minggu dengan pertemuan
efektif empat kali tatap muka. Pertemuan pertama dilaksanakan pada tanggal 10
Januari 2019 yaitu dengan dilaksanakannya pre-test dan pelaksanaan
pembelajaran. Kemudian pelaksanaan pembelajaran dilanjutkan pada pertemuan
kedua sampai dengan pertemuan keempat, yaitu pada tanggal 6,13, dan 20
Februari 2019. sedangkan post-test dilaksanakan apda pertemuan keempat setelah
dilakukan pelaksanaan pembelajaran. Dalam pelaksanaan penelitian ini digunakan
teknik permainan info berantai dua kali pada pertemuan pertama dan kedua.
Selanjutnya digunakan teknik permainan kata mengalir pada pertemuan ketiga dan
keempat. Dalam penelitian ini dilakukan pula pre-test dan post-test yang berbeda.
Hal ini dilakukan untuk mengetahui hasil belajar siswa yang mengalami
peningkatan positif, karena setelah mendapat perlakuan dengan suatu teknik
pembelajaran muncullah perbedaan hasil belajar.
4.1.1 Pertemuan Pertama ( Siklus 1)
4.1.1.1 pre-test
Pertemuan pertama dilaksanakan pada tanggal 10 Januari 2019. Sebelum
dilaksanakan pembelajaran dengan menggunakan teknik permainan info berantai
dan kata mengalir, pada pertemuan ini siswa terlebih dahulu melakukan pre-test.
Tes ini dilakukan tanpa adanya perlakuan sama sekali sebelumnya dari guru. Tes
ini bertujuan untuk mengetahui tingkat kemampuan siswa dalam keterampilan
11
berbicara bahasa jerman. Berikut ini hasil pre-test siswa kelas X IPA-2 semester II
SMA Negeri 12 Surabaya pada tanggal 4 Januari 2019.
Siswa melakukan pre-test tentang benda-benda di dalam kelas. Siswa maju
satu per satu, masing-masing mengambil satu gambar. Siswa mendapatkan
pertanyaan ”Was ist das?” dan ”Wie ist der/die/das .....?” mengenai benda pada
gambar tersebut.
Guru = X, siswa = Y
X= Was ist das?
Y= Das ist ein Radiergummi?
X= Wie ist der Radiergummi?
Y= Der Radiergummi ist klein?
12
Table 4.1 Hasil Pre-Test
NO NAMA SISWA NILAI PRE-TEST

1. ALIF SEKAR GALIH 65
2. ALVINA ERDIANSYAH PUTRI 65
3. AMELIA SALWA AZZARAH 65
4. AMIRAH ABIDATURRAHMA 75
5. ANDI AKHSANUL 65
6. ANINDA AYU 65
7. ARCHEL DANU PRATAMA 65
8. ATH THAARIQ AGUNG DARMAWAN 65
9. DEO AJI WINANTO 65
10. DEVI AMANDA SASABILLA 65
11. ERVINA IZZATUL LAILI 65
12. FARDIA ANUGRA MUNIKA PUTRI 65
13. FARREL PARVES SYAILENDRA 65
14. HERVIN WIJI ANGGARDA PUTRI 70
15. ILHAM KURNIAWAN YUSRIANTO 65
16. IVAN SAPUTRA 75
17. JULIO IDAM KHIYAR 65
18. LINTANG FADHILA PUTRI 65
19. LUQMANUL MUSHODDAQ 60
20. MUHAMMAD AKBAR SUNARDIYAN 65
21. NABILA IMKA MAHARANI 65
22 NABILA MUSYAROFAH 65
23. NABILA WAHYUNI 65
24. NAJWA ALIAH AZ ZAHRAH 65
25.. NATASHA ALYA RAHMADI 75
26. NOVANDINO RAMADHAN 65
27. OCTA BERLIAN 55
28 REVANO MALIQ REYNANDA 65
29.. REYHAN HARRY SAPUTRA 65
30. RIO NUR FERDIAN 65
13
31. RISKY DWI PUTRA 65
32. RIZKA AYU PUSPITASARY 65
33. SAFRIYA MURNI PUSPITA 65
34. SYAIDATUL KHUMAIROH 65
35. TIARA TIMUR 65
36. YESITA PRAMESWARI PUTRI 65
Total 2340
Rata-Rat kelas 65
14
4.1.1.2 Kegiatan Belajar Mengajar
Setelah diberikan pre-test, tahap selanjutnya hádala memberikan perlakuan
satu pada siswa yang terdiri dari tahap pendahuluan, inti dan penutup. Dalam hal
ini akan digunakan teknik permainan info berantai.
Materi yang akan diberikan pada pertemuan ini hádala tentang kehidupan
sekolah dengan sub tema Gegenstände in der Klasse berupa macam-macam benda
yang ada di dalam kelas. Materi diambil dari buku Deutsch ist einfach 1, karena
buku inilah yang dipakai dalam pembelajaran bahasa Jerman di SMA Negeri 12
Surabaya.
a. Pendahuluan
Pada tahap pendahuluan siswa mendapatkan motivasi mengenai materi
yang akan dipelajari yaitu berupa penyamaan persepsi melalui
Assoziogramm untuk mengumpulkan kosakata yang berhubungan
dengan tema Gegenstände in der Klasse. Siswa mulai menjawab
pertanyaan Was gibt es an der Klasse? Untuk mengumpulkan kosakata
benda-benda yang ada di dalam kelas. Dari Assoziogramm tersebut
akan diketahui sejauh mana pemahaman siswa mengenai sub tema
tersebut. Apabila siswa menyebutkan statu kosakata menggunakan
bahasa indonesia, maka guru akan menulis kosakata tersebut dengan
bahasa Jerman di papan tulis. Dengan demikian secara langsung siswa
akan mengetahui bentuk baahsa Jerman dari kosakata bahasa Indonesia
yang telah disebutkan.
b. Inti
Pada tahap inti siswa mulai mendapat pertanyaan was ist das?. Dari
pertanyaan ini siswa tahu bahwa untuk menanyakan suatu benda dalam
bahasa Jerman memakai kalimat tanya was ist das?. Pertanyaan ini
disebutkan sambil menunjuk pada benda yang dimaksud, sehingga
siswa mulai menyebutkan kosakata benda-benda di dalam kelas yang
telah diketahui sebelumnya. Siswa relajar mengidentifikasi bunyi
kosakata bahasa Jerman yaitu die Klasse, die Tafel, der Tisch, der
Stuhl, die Tasche, der Schwamm, der Kuli, der Bleistift, das Buch, die
Blume, die Schuhe, der Radiergummi, die Lampe, der Schrank, die
Wanduhr, die Tȕr, das Fenster, das Lineal, das Heft, das Kabel, das
Tischtuch, die Abbildung, die Armbahnuhr, der Bucherschrank, das
15
Mappschen. Kemudian siswa mulai relajar melafalkan bunyi kosa kata
bahasa Jerman yang mempunyai susunan huruf ei, eu, ie, ß, ä, ü, ö, sch,
spr.
Kemudian siswa relajar menjawab pertanyaan was ist das?dengan
kalimat lengkap, yang merupakan bentuk unbestimmter Artiikel. Jika
benda yang ditunjuk hádala meja dan pertanyaannya was ist das? maka
siswa menjawabnya dengan das ist ein Tisch. Selanjutnya siswa
mengetahui jika benda tersebut berartikel der dan das maka
menggunakan ein dan jika benda tersebut berartikel die maka
menggunakan eine.
Kemudian dilakukan permainan menyusun huruf menjadi sebuah kata.
Permainan ini diawali dengan membentuk 9 kelompok. Masing-
masing kelompok mendapat beberapa lembar kertas yang berisi huruf.
Tugas siswa menyusun huruf-huruf sehingga membentuk sebuah kata
bahasa Jerman. Permainan dilakukan empat tahap, masing-masing 2
kelompok. Kata yang digunakan dalam permainan ini yaitu die Klasse,
die Tafel, der Tisch, der Stuhl, die Tasche, der Schwamm, die Blume,
die Schuhe. Jika susunannya benar akan tampak seperti di bawah ini.
1.
K L A S S E
2.
T A F E L
3.
T I S C H
4.
S T U H L
5.
T A S C H E
6.
S C H W A M
7.
B L U M E
8.
S C H U H E
16
Permainan ini dilakukan dengan maksud siswa menghafal penulisan
kosakata benda-benda dalam bahasa Jerman.
1. Setelah itu siswa memulai permainan info berantai. Dalam
permainan ini siswa melakukan keterampilan berbicara. Siswa
mulai melafalkan kalimat bahasa Jerman yang didengar dari teman.
Permainan ini diawali dengan mengorganisasikan siswa ke dalam 9
kelompok belajar sesuai teknik permainan info berantai dengan
cara memberi kesempatan menyebutkan angka 1-4 dengan bahasa
Jerman. Siswa yang mempunyai angka yang sama berkumpul
menjadi satu kelompok. Guru memberikan tiga kalimat sederhana
kepada masing-masing siswa yang berdiri paling belakang dalam
satu kelompok. Masing-masing kelompok mendapatkan kalimat
yang berbeda-beda. Tiga kalimat tersebut terdiri dari bentuk
unbestimmter Artikel dari artikel der, die, das, yaitu :
1.
Das ist ein Tisch. Das ist eine Tafel. Das ist ein Bild
2.
Das ist ein Stuhl. Das ist eine Blume. Das ist ein Buch
3.
Das ist ein Schwamm. Das ist eine Tasche. Das ist ein Fenster
4. Das ist ein Kuli. Das ist eine Tur. Das ist ein Kabel
5. Das ist ein Radiergummi. Das ist eine Wanduhr. Das ist ein Lineal
6. Das ist ein Bleistift. Das ist eine Armbahnuhr. Das ist ein Heft
Siswa diberi waktu membaca dan menghafal teks tersebut. Kemudian

siswa paling belakang membisikan teks tersebut ke siswa depannya
dan seterusnya sampai paling depan. Siswa dibimbing dan diberi
waktu untuk menyelesaikan permainan info berantai. Kemudian siswa
paling depan dari masing-masing kelompok mengulangi kalimat yang
didengarnya dan menulisnya di papan tulis. Selanjutnya siswa paling
17
belakangpun mengulangi kalimatnya dan menulisnya di papan tulis.
Selanjutnya dicocokkan kalimat dari dua siswa tersebut. Guru
memberikan balikan dan seluruh kelompok diminta menyempurnakan
jawabannya.
c. Penutup
Pada akhir pelajaran siswa beserta guru melakukan refleksi dengan
cara tanya jawab mengenai kegiatan belajar mengajar yang telah
dilakukan. Siswa mengingat kembali mengenai kosakata benda-benda
di dalam kelas. Siswa mengetahui bagaimana cara menanyakan
mengenai suatu benda yang ada di dalam kelas dan menjawabnya
dengan unbestimmte Artikel. Tidak lupa diberikan pula penghargaan
kepada tiap kelompok yang telah menyelesaikan tugas dengan baik dan
tertib. Kelebihan dari peenrapan teknik permainan info berantai pada
pertemuan pertama ini, siswa mampu melafalkan kata benda dalam
bahasa Jerman dengan baik, namun masih terdapat kesalahan pada
beberapa siswa. Mereka mengucapkan unbestimmte Artikel sesuai
dengan tulisannya. Misalnya, ein yang seharusnya dibaca (ain), tetap
dibaca (ein).
4.1.2 Pertemuan Kedua (Siklus 1)

Pertemuan kedua tanggal 15 Januari 2019 ini siswa bersama guru
mengevaluasi proses pembelajaran yang telah dilaksanakan pada
(pertemuan sebelumnya. Materi yang diberikan pada pertemuan kedua ini
adalah tentang kehidupan sekolah dengan subtema Gegenstände in der
Klasse yang berupa Adjektiv. Pada pertemuan ini terdapat tiga tahap
pembelajaran yaitu pendahuluan, inti dan penutup. Teknik pembelajaran
yang dipakai adalah teknik permainan info berantai.
a. Pendahuluan
Pada tahap pendahuluan siswa bersama guru membahas kembali
materi pada pertemuan sebelumnya yaitu subtema Gegenstände in der
Klasse. Siswa mendapat pertanyaan was gibt es an der Klasse?
Kemudian siswa menjawab dengan kosakata benda-benda yang ada di
dalam kelas. Hal ini dilakukan agar siswa mampu mengingat kembali
kosakata-kosakata tersebut.
18
Setelah itu siswa diberi pertanyaan was ist das? dengan menunjuk
pada satu per satu benda-benda di dalam kelas. Pertanyaan ini akan
dijawab siswa dengan kalimat yang menggunakan unbestimmter
Artikel.
b. Inti
Pada pertemuan kedua ini materi yang akan disampaikan adalah
adjektiv. Untuk mengawali materi ini siswa mendapatkan tugas
mengerjakan soal berbentuk wacana tulis tanpa spasi. Soal tersebut
yaitu :
DasisteinTisch. DerTischistalt. Eristbillig. DasisteinStuhl.
DerStuhlistneu. Eristteuer. Dasisteinetafel. DieTafelistsauber.
Sieistlang. dasisteineBlume. DieBlumeistschn. Sieistteuer.
DasisteinBuch. DasBuchistdick. Esistschlecht. DasisteinBild.
DasBildistklein. Esistdunn.
Dari teks ini siswa mempelajari kalimat yang mengandung adjektiv

beserta cara penulisannya. Untuk mencocokkan hasil latihan soal
wacana tulis tanpa spasi ini dilakukan dengan cara menukarkan
jawaban dengan teman sebangku. Dari tugas ini siswa mengenali
penulisan kata benda, kata kerja dan kata sifat bahasa Jerman yaitu
kata benda harus diawali huruf besar, kata kerja dan kata sifat harus
diawali dengan huruf kecil.
Selanjutnya siswa menyebutkan kosakata baru yang terdapat dalam
teks tulis yaitu berupa kata sifat alt, billig, neu, teuer, sauber, lang,
schon, dick, kata bahasa Jerman yang mengantung ei, eu, ie, ß, ä, ü, ö,
sch, spr.
Tugas selanjutnya yaitu siswa melakukan permainan info berantai.
Permainan ini diawali dengan mengorganisasikan siswa ke dalam 9
kelompok belajar sesuai teknik permainan info berantai dengan cara
memberi kesempatan memilih satu permen dari macam-macam
permen. Siswa yang mempunyai permen yang sama berkumpul
menjadi satu kelompok. Guru memberikan kalimat sederhana kepada
masing-masing siswa yang berdiri paling belakang dalam satu
kelompok. Masing-masing kelompok mendapatkan dua kalimat.
19
Permainan info berantai pada pertemuan ini dilakukan sebanyak tiga
tahap. Masing-masing tahap terdiri dari dua kelompok. Dua kelompok
yang maju pertama yaitu kelompok A dan B. Kelompok A
mendapatkan kertas warna merah yang berisi 2 kalimat tanya yaitu :
1. Was ist das? 2. Der Stuhl ist teuer
2. Wie ist der Stuhl? 1. Das ist ein Stuhl
Kelompok B mendapatkan kertas warna biru merupakan 2 kalimat

jawaban dari kelompok A yaitu :
Sebelum siswa mulai membisikkan kalimat-kalimat tersebut ke
temannya, siswa diberi waktu membaca dan menghafal kalimat
tersebut. Kemudian siswa paling belakang mulai membisikkan kalimat
tersebut ke siswa depannya dan seterusnya sampai paling depan.
Setelah permainan ini selesai siswa paling depan dari masing-masing
kelompok bertugas mengulangi kalimat yang didengarnya di depan
kelas dan menulis kalimat tersebut di papan tulis. Kemudian jawaban
tersebut dicocokkan dengan siswa paling belakang dari kelompoknya.
Permainan info berantai ini bertujuan membiasakan siswa melafalkan
kalimat bahasa Jerman. Setelah mampu melafalkan kalimat bahasa
Jerman siswa diharapkan mampu menerapkannya dalam berdialog
dengan teman.
Dari permainan info berantai dilanjutkan dengan siswa dari kelompok
A dan B tersebut saling berhadapan dan melakukan dialog berpasangan
sesuai kalimat yang didapat dari permainan info berantai yaitu siswa
dari kelompok A yang bertanya dan kelompok B yang menjawab.
1. Das ist das? 1. Das ist ein Stuhl
1. Wie ist der Stuhl? 2. Der Stuhl ist teuer
20
Setelah semua siswa menyelesaikan permainan kemudian siswa
bersama guru menyempurnakan kekurangan-kekurangan siswa dalam
melakukan dialog tersebut.
c. Penutup
Pada akhir pelajaran siswa beserta guru melakukan refleksi dengan
cara tanya jawab mengenai kegiatan belajar mengajar yang telah
dilakukan. Siswa mengingat kembali mengenai kosakata benda-benda
di dalam kelas. Siswa mengetahui bagaimana cara menanyakan
mengenai suatu benda yang ada di dalam kelas dan menjawabnya
dengan unbestimmter Artiel. Siswa mengetahui macam-macam adjektif
yang digunakan dalam kalimat tentang benda-benda di dalam kelas dan
mampu menerapkannya dalam berdialog. Tidak lupa diberikan pula
penghargaan kepada tiap kelompok yang telah menyelesaikan tugas
dengan baik dan tertib. Kekurangan dari penerapan teknik permainan
info berantai pada pertemuan kedua ini adalah pelafalan beberapa
siswa yang masih kurang tepat dalam mengucapkan kata adjektif.
Misalnya, teuer dibaca ( teur), schön dibaca (skon).
4.1.3 Pertemuan Ketiga(siklus 2)

Pertemuan ketiga tanggal 22 Januari 2019 ini siswa bersama guru
pertemuan sebelumnya. Materi yang diberikan pada pertemuan ketiga ini
adalah tentang kehidupan sekolah dengan subtema Gegenstände in der
Klasse yang berupa bentuk singular dan plural dari benda-benda di dalam
kelas. Pada pertemuan ini terdapat tiga tahap pembelajaran yaitu
pendahuluan, inti dan penutup. Teknik pembelajaran yang dipakai adalah
teknik permainan kata mengalir.
a. Pendahuluan
Pada tahap pendahuluan ini siswa mulai membahas kembali materi
yang telah diajarkan pada pertemuan sebelumnya yaitu adjektiv. Agar
siswa mengingat kembali bagaimana penggunaan adjektiv dalam
kalimat dan penulisan adjektiv dalam bahasa Jerman maka siswa diberi
pertanyaan was ist das? dan wie ist das Fenster? Sambil menunjuk
pada benda aslinya yang ada di dalam kelas. Jika siswa membaca groß
21
maka akan diberi perintah untuk mengejanya, bitte buchstabieren Sie!,
maka siswa akan menjawab groß maka akan diberi perintah untuk
mengejanya, bitte buchstabieren Sie!, maka siswa akan menjawab
groß.
b. Inti
Pada tahap inti siswa akan mulai mempelajari bentuk singular dan
plural dari benda-benda di dalam kelas. Siswa mendapat pertanyaan
was ist das? untuk benda singular dan wie viele Bucher haben
Sie?untuk benda plural.
Dalam mempelajari kata benda bentuk singular dan plural siswa
dibagi menjadi 9 kelompok. Pembagian kelompok diatur dengan
masing-masing siswa mendapatkan sebuah kertas bertuliskan sebuah
nomor dan dibaliknya terdapat sebuah kata benda. Siswa yang
mendapatkan nomor yang sama berkumpul menjadi satu kelompok.
Tugas dari masing-masing kelompok adalah menentukan kata benda
yang tertulis di kertas masing-masing siswa dalam satu kelompok. Jika
yang didapat adalah kata benda singular maka tugas siswa adalah
mencari bentuk pluralnya dan sebaliknya. Siswa diperbolehkan melihat
kamus. Contoh kertas pembagian kelompok sebagai berikut :
Tampak Depan Tampak Belakang
Die
1. 1 Tafel
Die
2. 2 Tasche
22
Tugas siswa adalah menempelkan kata benda dipapan tulis sesuai
kolom singular dan plural. Kolom tampak seperti dibawah ini :
Singular Plural
Die Tafeln
Die Tafel Die Bilder
Das Bild Die Stuhle
Der Stuhl Die Taschen
Die Tasche
Dari kolom ini siswa akan lebih mudah mengenali bentuk kata benda
singular dan plural. Selanjutnya siswa belajar melafalkan kosakata
baru di papan tulis yang berupa kata benda singular dan plural.
Berikut contoh kata benda singular dan plural.
(singular) die Klasse, die Tafel, der Projektor, der Tisch, der Stuhl, die
Tasche, der Schwamm, der Kuli, das Buch, die Blume, der Schuh, der
Lehrer, die Lampe, der Schuler, die Schulerin, der Schrank, die
Sporttasche, die Wanduhr, die Tȕr, das Lineal, das Heft, die Abbidung,
die Armbahnuhr, der Bucherschrank, die Landkarte, das Bild, die Vase.
(plural) die Klassen, die Tafeln, die Projektoren, die Tische, die Stȕhle,
die Taschen, die Schwämme, die Kulis, die Bȕcher, die Blumen, die
Schuhe, die Lehrer, die Lampen, die Schȕler, die Schȕlerinnen, die
Schränke, die Sporttaschen, die Wanduhren, die Turen, die Lineale,
die Hefte, die Abbildungen, die Armbahnuhren, die Bucherschränke,
die Landkarten, die Bilder, die Vasen.
Selanjutnya siswa belajar melafalkan bunyi kosa kata bahasa Jerman
yang mengandung (ei, eu, ie, ß, ä, ü, ö, sch, spr). Setelah itu siswa akan
belajar sesuai dengan teknik permainan kata mengalir. Permainan ini
dimulai dengan mengorganisasikan siswa ke dalam 6 kelompok belajar
sesuai teknik permainan kata mengalir dengan cara memberi
kesempatan memilih satu permen dari macam-macam permen. Siswa
yang mempunyai permen yang sama berkumpul menjadi satu
kelompok.
23
Masing-masing kelompok mendapatkan dua gambar. Masing-masing
anggota kelompok menyebutkan satu kata dimulai dari siswa paling
kanan sehingga menjadi kalimat yang benar sesuai masing-masing
gambar Ketua kelompok bertugas memegang gambar dan bertanya
sesuai gambar tersebut.
1. Gambar 1
 Ketua kelompok =X
 Anggota kelompok =Y
X Was ist das?
Y Das ist ein Tafel
X Wie ist die Tafel?
Y
Die Tafel ist klein
2. Gambar 2.
X= Was ist das?
Y= Das ist die Blumen
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X= Wie ist die Blumen?
Y= Die Blumen ist schön
Dalam hal ini siswa dibimbing dan diberi waktu untuk menyelesaikan
permainan kata mengalir. Setelah permainan selesai guru memberikan
balikan dan seluruh kelompok diminta menyempurnakan jawabannya.
c. Penutup
Pada tahap penutup, siswa bersama guru merefleksi pelajaran yang
telah didapat hari ini. Siswa mengingat materi plural dan cara
menerapkannya dalam kalimat. Siswa mengetahui cara bertanya dan
menjawab mengenai benda-benda di dalam kelas. Tidak lupa guru
memberikan penghargaan kepada tiap kelompok yang sudah
menjalankan tugas dengan baik dan tertib. Kendala pada pertemuan ini
adalah banyaknya siswa yang tidak mempunyai kamus bahasa Jerman
sehingga mereka kesulitan dalam menentukan kata benda singular dan
Plural.
4.1.4 Pertemuan Keempat (siklus 2)

Pertemuan keempat tanggal 2 Februari 2019 ini bersama guru
pertemuan sebelumnya. Materi yang diberikan pada pertemuan keempat
ini adalah tentang kehidupan sekolah dengan subtema Gegenstände in der
Klasse yang berupa bentuk kata ganti berupa er, sie, es dari benda-benda
di dalam kelas yang berartikel der, die, das. Pada pertemuan in terdapat
dua bagian. Bagian pertama adalah kegiatan belajar mengajar yang
terdapat tiga tahap pembelajaran yaitu pendahuluan, inti dan penutup.
Bagian kedua yaitu post test. Teknik pembelajaran yang dipakai adalah
teknik permainan kata mengalir.
25
4.1.4.1 Kegiatan Belajar Mengajar
a. Pendahuluan
Pada tahap pendahuluan ini siswa mulai membahas kembali
materi yang telah diajarkan pada pertemuan sebelumnya yaitu
kata benda bentuk singular dan plural. Agar siswa mengingat
kembali bagaimana penggunaan singular dan plural dalam
bahasa Jerman maka siswa diberi pertanyaan was ist das? dan
wie viele die Kulis haben Sie? sambil menunjuk pada benda
aslinya. Jika siswa menjawab 4 Kulis maka akan diberi perintah
untuk mengejanya, bitte buchstabieren Sie!, maka siswa akan
menjawab K u l i s.
b. Inti
Pada tahap inti siswa belajar penggunaan kata ganti er, sie, es
pada benda berartikel der, die, das.
 Das ist ein Tisch
Der Schrank ist alt
Er ist teuer
 Das ist eine Tafel
Die Tafel ist sauber
Sie ist groβ
 Das ist ein Bild
Das Bild ist schön
Es ist klein
 Das sind Schränke
Die schränke sind alt
Sie sind billig
Setelah itu siswa melafalkan kosakata di papan tulis dan siswa

belajar melafalkan bunyi kosakata bahasa Jerman yang
mengandung (ei, eu, ie, ß, ä, ü, ö, sch, spr).
Selanjutnya siswa akan melakukan permainan kata mengalir.
Siswa diorganisasikan ke dalam 6 kelompok belajar sesuai
teknik permainan kata mengalir dengan cara memberi
26
kesempatan menyebutkan angka 1-6. siswa yang mempunyai
nomor sama berkumpul menjadi satu kelompok. Masing-
masing kelompok mendapatkan dua gambar. Masing-masing
anggota kelompok menyebutkan satu kata dimulai dari siswa
paling kanan sehingga menjadi kalimat yang benar sesuai
gambar. Dengan menggunakan kata ganti er, sie, es. Ketua
kelompok bertugas menanyakan tentang gambar tersebut.
1. Gambar 1.
X= ketua kelompok
Y= anggota kelompok
X=
Was ist das?
Y=
Das ist ein Bleistift
X=
Wie ist der Bleistift?
Y=
Der Bleistift ist kurz
Er ist billig
27
2. Gambar 2.
X=
Was ist das?
Y=
Das sind Bȕcher
X=
Wie sind die Bȕcher?
Y=
Die Bữcher sind dick
Sie sind teuer
Selanjutnya siswa dibimbing dan diberi waktu untuk menyelesaikan permainan

kata mengalir. Setelah permainan selesai guru memberikan balikan dan seluruh
kelompok diminta menyempurnakan jawabannya.
c. Penutup
Pada tahap penupup, siswa bersama guru merefleksi pelajaran yang telah didapat
hari ini. Siswa mengingat materi kata ganti er, sie, es untuk kata benda berartikel
der, die, das dan cara menerapkannya dalam kalimat. Siswa mengetahui cara
bertanya dan menjawab mengenai benda-benda di dalam kelas. Tidak lupa guru
memberikan penghargaan kepada tiap kelompok yang sudah menjalankan tugas
dengan baik dan tertib walaupun masih terdapat beberapa siswa yang bingung
menerapkan penggunaan kata ganti er, sie, es pada kata benda beratikel der, die,
das.
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4.1.4.2 post test
Pada bagian post test ini siswa melakukan dengan dialog berpasangan. Masing-
masing siswa mengambil satu gambar dari kotak suara dan secara bergantian
bertanya tentang benda pada gambar tersebut.
Siswa 1=X, Siswa 2=Y
1. Gambar siswa 1
Y
Was ist das?
X Das ist ein Kuli
Y Wie ist der Kuli?
X Der Kuli ist neu
Er ist schön
2. Gambar siswa 2
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X= Was ist das?
Y= Das ist eine

Wanduhr?
X=
Wie ist die
Wanduhr?
Y= Die Wanduhr ist

grop
Sie ist teuer
Table 4.2 Hasil post-test

NO NAMA SISWA NILAI POST-TEST
1. Alif Sekar Galuh 75
2. Alvina Erdiansyah Putri 82
3 Amelia Salwa 82
4.. Amirah 85
5. Andi Akhsanul 80
6. Aninda Ayu 82
7. Archel Danu 82
8. Ath Thaariq 80
9. Deo Aji. 84
10. Devi Amanda 80
11. Ervina Izzatul 84
12. Fardia Anugra 82
13. Farrel Parves 82
14. Hervin Wiji 82
15. Ilham Kurniawan 80
16. Ivan 88
17. Julio Idam 75
18. Lintang Fadhila 82
19. Luqmanul Mushoddaq. 82
30
20. Muhammad Akbar 82
21. Nabila Imka. 82
22. Nabila Musyarofah 82
23. Nabila Wahyuni 82
24. Najwa Aliah 82
25.. Natasha Alya 90
26. Novandino Ramadhan 80
27. Okta Berlian 75
28. Revano Maliq 80
29.. Reyhan Harry 82
30. Rio Nur 82
31. Risky Dwi 82
32. Rizka Ayu 80
33. Safriya Murni 82
34. Syaidatul Khumairah 80
35. Tiara Timur 84
36. Yesta Prameswari 82
Total 2952
Rata-rata kelas 82
4.2 Hasil Penelitian dan Pembahasan

Berdasarkan penelitian yang telah dilakukan melalui pre test dan post test
dapat diketahui perbandingan hasil belajar dalam keterampilan berbicara dengan
menggunakan teknik permainan info berantai dan kata mengalir pada siswa kelas
X.IPA 2 semester 2 SMA Negeri 12 Surabaya adalah sebagai berikut :
31
Table 4.3 Perbandingan Hasil pre-test dan post-test
NO. NAMA SISWA NILAI SISWA

PRE-TEST POST-TEST
1. Alif Sekar 65 82
2. Alvina Erdiansyah 65 82
3. Amelia Salwa 65 82
4. Amirah Abinda 75 90
5. Andi Akhsanul 65 82
6. Aninda Ayu 65 82
7. Archel Danu 65 80
8. Ath Thaariq 65 80
9. Deo Aji 65 80
10. Devi Amanda 65 82
11. Ervina Izzatul 65 86
12. Fardia Anugra 65 82
13. Farrel Parves 65 82
14. Hervin Wiji 70 82
15. Ilham Kurniawan 65 82
16. Ivan saputra 80 90
17. Julio Idam 60 82
18. Lintang F 60 82
19. Luqmanul M 65 82
20. Muhammad Akbar 65 82
21. Nabila Imka 65 82
22. Nabila Musyarofah 65 82
23. Nabila Wahyuni 65 82
24. Najwa Aliah 65 82
25. Natasha Alya 65 90
26. Novandino R 65 82
27. Okta Berlian 65 76
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28. Revano Maliq 65 82
29. Reyhan Harry 65 82
30. Rio Nur 65 82
31. Risky Dwi 65 84
32. Rizka Ayu 65 82
33. Safriya Murni 65 88
34. Syaidatul K 65 82
35. Tiara Timur 65 86
36. Yesita Prameswari 65 82
Total 2.340 2.952
Rata-rata kelas 65.00 82.00
Dari hasil data post-test diatas dapat dinyatakan bahwa siswa kelas X IPA
2 semester II SMA Negeri 12 Surabaya belum tuntas dalam belajar, karena
beberapa siswa masih mendapat nilai dibawah dari Kriteria Ketuntasan Minimal
(KKM) minta pelajaran Bahasa Jerman yang telah ditetapkan yaitu 70, khususnya
keterampilan berbicara. Selanjutnya dari kedua data nilai rata-rata pre-test dan
post-test tersebut dikomparasikan untuk dapat dinilai hasilnya. Dari data diatas
diketahui bahwa hasil belajar siswa mengalami peningkatan.
4.2 Analisis Hasil Penelitian

Dari daftar nilai tes siswa tersebut diatas, dinyatakan bahwa keterampilan
berbicara siswa kelas X IPA-2 semester II SMA Negeri 12 Surabaya mengalami
peningkatan walaupun ada beberapa siswa yang masih memperoleh nilai di bawah
Kriteria Ketuntasan Minimal (KKM). Peningkatan nilai ini disebabkan oleh
bantuan teknik pembelajaran yaitu teknik permainan info berantai dan kata
mengalir. Dalam penelitian ini dapat disimpulkan bahwa penerapan teknik
permainan info berantai dan kata mengalir dalam proses pembelajaran
keterampilan berbicara memberikan pengaruh positif terhadap peningkatan
penguasaan materi pelajaran bahasa Jerman khususnya pada keterampilan
berbicara. Hal ini disebabkan sebagian dari siswa mengetahui cara pelafalan dan
struktur kalimat bahasa Jerman dengan baik. Apabila dibandingkan dengan nilai
hasil pre-test yang dilaksanakan tanpa perlakuan sama sekali sebelumnya,
33
sebagian besar dari siswa mengalami kesalahan pada pelafalan dan struktur
kalimat bahasa Jerman, terlihat ketika siswa melafalkan kata yang mengandung
(ei, eu, ie, ß, ä, ü, ö, sch, spr). Dengan teknik permainan info berantai dan kata
mengalir siswa terbiasa mendengar dan berbicara dengan pelafalan yang benar
sehingga kesalahan bisa diminimalisir dan dapat meningkatkan kemampuan siswa
pada mata pelajaran Bahasa Jerman khususnya nilai keterampilan berbicara.
Teknik permainan info berantai dan kata mengalir yang dilaksanakan dan
dimanfaatkan dengan baik dapat menambah minat dan kreatifitas siswa karena
dengan ini siswa mengikuti pelajaran dengans enang dan tidak merasa digurui.
Permainan info berantai dan kata mengalir ini disukai siswa karena mereka bisa
belajar sambil bermain di dalam kelas bersama teman-temannya sehingga siswa
tidak saja dapat menghilangkan kejenuhan, kebosanan, rasa malas, dan keruwetan
pikiran tetapi juga siswa merasa mendapat hiburan, kesenangan sekaligus
pengetahuan baru. Secara tidak langsung materi pelajaran yang diberikan akan
lebih mengesankan dan tidak mudah hilang atau terlupakan. Akhirnyapun tingkat
keterampilan berbicara bahasa Jerman siswa yang diajarkan melalui teknik
permainan info berantai dan kata mengalir tersebut dapat lebih meningkat.
34
BAB V
SIMPULAN DAN SARAN
5.1 Simpulan
Berdasarkan hasil pembahasan pada bab IV, dapat diambil simpulan
1. Teknik permainan info berantai dan kata mengalir dapat digunakan dalam
proses pembelajaran bahasa Jerman, yaitu pada keterampilan berbicara.
Hal ini dibuktikan dengan adanya kenaikan hasil belajar siswa yang
ditunjukkan dengan rata-rata kelas yang meningkat.
2. Dari hasil pre-test dan post-test rata-rata hasil belajar siswa dalam
keterampilan berbicara meningkat dari pre-test 65 menjadi 82 pada post-
test.
5.2 Saran
Melalui penelitian yang telah dilakukan, dapat disarankan bahwa :
1. Dalam menyampaikan materi pelajaran seorang guru hendaknya lebih
kreatif dalam memanfaatkan berbagai teknik pembelajaran yang tidak
hanya menarik tetapi juga menunjang. Salah satunya dengan teknik
permainan info berantai dan kata mengalir pada keterampilan berbicara.
Melalui teknik permainan ini siswa dapat bermain sambil belajar. Dengan
pembelajaran melalui permainan siswa menjadi terkesan, hal tersebut
dapat berdampak pada peningkatan keterampilan berbicara dan hasil
belajar siswa pada mata pelajaran bahasa Jerman.
2. Diharapkan kepada guru agar lebih tanggap terhadap apa yang dirasakan
siswa, apabila siswa terlihat jenuh sebaiknya guru segera mencari solusi
agar siswa kembali termotivasi dalam belajar. Salah satu solusinya adalah
dengan menggunakan teknik permainan info berantai dan kata mengalir.
35
Silabus ( p.1 )
Rencana Pelaksanaan Pembelajaran Bahasa Jerman
Gegenstände in der Klasse
Nama sekolah : SMAN 12 Surabaya

Kelas/semester : X / genap
Standart kompetensi : mengungkapkan informasi sederhana secara lisan dalam bentuk paparan atau dialog tentang Kehidupan Sekolah
Kompetensi dasar : 1.1 menyampaikan informasi secara lisan dalam kalimat sederhana sesuai konteks yang mencerminkan kecakapan berbahasa yang santun dan tepat
2.1 melakukan dialog sederhana dengan lancar yang mencerminkan kecakapan berkomunikasi dengan santun dan tepat
Alokasi Waktu : 2 x 45 Menit
Materi pokok / Materi Kegiatan Pembelajaran / indikator Penilaian Alokasi Sumber Belajar
Pembelajaran Pengalaman Belajar Siswa Waktu
Redemittel ◦Melakukan pre test dengan Berbicara 1. Lembar 2 x 45 Deutsch ist einfach
Menanyakan dan menjawab tema Schule 1. Kognitif produk penilaian menit 1. Almaya Unesa 1
barang barang yang ada dikelas ◦Memahami bentuk dan ◦ Menentukan bunyi, obyektif 2. Lembar soal
tema wacana lisan ujaran dari wacana 3. Media kotak suara
- Was ist das ? ◦Menentukan informasi lisan berisi lembar gambar
- Das ist eine Tafel umum dari wacana lisan ◦ Mengidentifikasi
- Das ist ein Tisch ◦Menentukan informasi bunyi, ujaran dari
- Das ist ein Bild tertentu wacana lisan
Wortschatz ◦Menentukan kata kunci
- Nomen ( singular ) die dari wacana lisan
Klasse, die Tafel, der Tisch, der ◦Menafsirkan makna
Stuhl, die Tasche, der Schwamm, kata/ungkapan sesuai
der Kuli, der Bleistift, das Buch, konteks
die Blume, die Schuhe, der ◦Melakukan teknik
Radiergummi, die Lampe, der permainan info berantai
Schrank, die Wanduhr, die Tür,
das Fenster, das Lineal, das Heft,
das Kabel, das Tischtuch, die
36
Abbildung, die Armbahnuhr, der -Menjawab teknik
Bücherschrank, das Mappschen ( permainan info berantai ◦ Menentukan tema
plural ) , die Projektoren, die - Menjawab pertanyaan wacana lisan
Tafeln, die Bucher, die Lehrer, die mengenai informasi tertentu ◦ Menentukan
Schüler, die Schülerinnen, die dari wacana lisan informasi umum/tema
Sporttaschen, die Landkarten, die -Menjawab pertanyaan dari wacana lisan
Poster, die Hefte, die Bilder, die mengenai informasi rinci ◦ Menentukan
Schränke, die Taschen, die Vasen, dari wacana informasi tertentu/kata
die Stühie, die Lampen kunci dari wacana lisan
- Verben : ist ( sein ) ◦ Menafsirkan makna
- Adjektiv : schön, schlect, kata / ungkapan sesuai
kurz, lang, groβ, klein, dick, dünn, konteks
sauber, schmutzig, teuer, billig, ◦ Menjawab pertanyaan
alt, neu tentang informasi rinci
dari wacana lisan
B Proses:
Mengenal
bunyi,ujaran dari
wacana lisan
Menafsirkan makna
kata/ungkapan sesuai
konteks
Menjawab pertanyaan
mengenai informasi
tertentu dari wacana
lisan
2. Afektif
- Karakter
◦ Mampu melakukan
komunikasi dengan
teman sejawat sesuai
tema
3. Psikomotor
37
◦ Mampu
menyampaikan
informasi secara lisan
dalam kalimat
sederhana bahasa
jerman sesuai tema
38
Rencana Pelaksanaan Pembelajaran ( p.1)
Sekolah : SMA Negeri 12 Surabaya

Kelas / semester : X / II
Mata Pelajaran : Bahasa Jerman
Alokasi Waktu : 2 x 45 menit
Standar Kompetensi : mengungkapkan informasi sederhana secara lisan dalam bentuk
paparan atau dialog tentang kehidupan sekolah
Kompetensi Dasar ; 1.1 menyampaikan informasi secara lisan dalam kalimat sederhana
sesuai konteks yang mencerminkan kecakapan berbahasa yang santun
dan tepat
A. Indikator
Berbicara
1. Kognitif
a. Produk :
▪ Menentukan bunyi, ujaran dari wacana lisan
▪ Mengidentifikasi bunyi, ujaran dari wacana lisan
▪ Menentukan tema wacana lisan
▪ Menentukan informasi umum/tema dari wacana lisan
▪ Menentukan informasi tertentu/kata kunci dari wacana lisan
▪ Menjawab pertanyaan tentang informasi rinci dari wacana lisan
b. Proses :
‫ ־‬Mengenal bunyi, ujaran dari wacana lisan
▪ Menafsirkan makna kata / ungkapan sesuai konteks
▪ Menjawab pertanyaan mengenai informasi tertentu dari wacana lisan
2. Afektif
a. Karakter
Mampu melakukan komunikasi dengan teman sejawat sesuai tema
3. Psikomotor
▪ Mampu menyampaikan informasi secara lisan dalam kalimat sederhana bahasa
jerman
sesuai tema
B. Tujuan Pembelajaran :
1. Siswa mampu mengidentifikasi bunyi, ujaran dari vokal dan konsonan sesuai dengan
konteks LKS
2. Siswa dapat menyimpulkan keseluruhan maksud wacana dengan menjawab
pertanyaan pertanyaan yang terdapat dalam LKS
3. Siswa dapat menggunakan ungkapan benda-benda dalam kelas
pertanyaan pertanyaan yang di berikan guru
5. Siswa mampu menyampaikan informasi lisan dalam kalimat sederhana dengan
ungkapan ungkapan sesuai tema
39
C. Materi Pokok
Redemittel
- Was ist das?

- Das ist eine Tafel
- Das ein Tisch
- Das ist ein Bild
Wortschatz
- Nomen : ( Singular ) die Klasse, die Tafel, der Tisch, der Stuhl, die Tasche, der
Schwamm, der Kuli, der Bleistift, das Buch, die Blume, die Schuhe, der Radiergummi,
die Lampe, der Schrank, die Wanduhr, die Tür, das Fenster, da Hemd, das Lineal, das
Heft, das Kabel, das Tischtuch, die Abbil lung, die Armbahnuhr, der Bücherschrank,
das Mappschen. (Plural ) die Projektoren, die Tafeln, die Bücher, die Lehrer, die
Schüler, die Schülerinnen, die Sporttaschen, die Landkarten, die Poster, die Hefte, die
Bilder, die Schränke, die Taschen, die Vasen, die Stuhle, die Lampen
- Verben : ist, sind ( sein )
D. Metode Pembelajaran
Teknik permainan kata mengalir
E. Langkah Kegiatan Pembelajaran

Pertemuan 1
Pendahuluan (±15 menit)

Kegiatan pembelajaran Keterangan
1. Siswa melakukan pre test tentang benda benda di dalam ‫٭‬Terlaksana / Tidak
kelas.Siswa maju satu per satu,masing masing
mengambil satu gambar .Siswa mendapatkan ‫٭‬Terlaksana / Tidak
pertanyaan Was ist das?” Wie ist der/die/das ....?”
mengenai benda pada gambar tersebut
2. Penyamaan persepsi siswa melalui assoziogramm untuk
mengumpulkan kosakata yang berhubungan dengan
tema Gegenstände in der Klasse “ Was gibt es in der
Klasse?”
Inti (±50 menit)

1. Siswa diberi pertanyaan “Was ist das?”untuk mulai ‫ ٭‬Terlaksana / Tidak
mengumpulkan kosakata-kosakata sesuai tema
2. Siswa belajar mengidentifikasi bunyi kosa kata bahasa ‫ ٭‬Terlaksana / Tidak
Jerman (die Klasse,die Tafel,der Tisch,der Stuhl,die
Tasche ,der Schwamm,der Kuli,der bleistift,das
Buch,die Blume,die Schuhe,der Radiergummi,die
Lampe,der Schrank,die Wanduhr,die Tȕr,das
Fenster,das Lineal,das Heft,das Kabel,das
40
Tischtuch,die Abbildung,die Armbahnuhr,der
Bȕcherschrank,das Mappschen)
3. Siswa belajar melafalkan bunyi kosa kata bahasa ‫ ٭‬Terlaksana / Tidak
Jerman (ei,eu,ä,ȕ,ö,sc,spr)
4. Siswa membentuk 9 kelompok .Masing –masing ‫ ٭‬Terlaksana / Tidak
kelompok mendapat beberapa lembar kertas yang berisi
huruf.Tugas siswa menyusun huruf-huruf sehingga
membentuk sebuah kata bahasa Jerman .Permainan
dilakukan empat tahap masing masing 3 kelompok(die
Klasse,die Tafel,der Tisch,der Stuhl,die Tasche ,der
Schwamm,der Kuli,der bleistift,) ‫ ٭‬Terlaksana / Tidak
5. Mengorganisasi siswa dalam 9 kelompok belajar sesuai
teknik permainan info berantai engan cara memberi
kesempatan menyebutkan angka 1-4 dengan bahasa
jerman siswa yang mempunyai angka sama berkumpul
jadi satu kelompok
6. Guru memberikan kalimat sederhana kepada masing ‫ ٭‬Terlaksana / Tidak
masing siswa yang berdiri paling belakang dalam satu
kelompok (das ist ein Tisch,das ist ein Tafel,das ist ein
Bild)
7. Memberi waktu siswa membaca dan menghafal teks ‫ ٭‬Terlaksana / Tidak
tersebut .Kemudian siswa pling belakang membisikkan
teks tersebut ke siswa depannya dan seterusnya sampai
depan
8. Membimbing dan memberi waktu siswa untuk ‫ ٭‬Terlaksana / Tidak
menyelesaikan permainan info berantai
9. Memanggil siswa paling depan dari masing-masing
kelompok untuk mengulangi kalimat yang didengarnya ‫ ٭‬Terlaksana / Tidak
di depan kelas dan mencocokkan dengan siswa paling
belakang dari kelompoknya
10. Guru memberikan balikan dan seluruh kelompok di
minta menyempurnakan jawabannya
Penutup (±10 menit )

1. Siswa bersama guru merefleksi pelajaran yang telah ‫ ٭‬Terlaksana / Tidak
didapat hari ini
2. Memberikan penghargaan kepada tiap kelompok ‫ ٭‬Terlaksana / Tidak
F. Alat/Bahan/Sumber
Deutch ist einfach 1,Almaya UNESA 1
- Lembaran soal
- Lembaran huruf
Mengetahui Surabaya, Januari 2019
Kepala Sekolah Peneliti
41
LEMBAR KERJA SISWA
1. Siswa melakukan pre test tentang benda – benda didalam kelas. Siswa maju satu
persatu , masing – amsing mengambil satu gambar . siswa mendapatkan pertanyaan ,
was ist das ? dan ,, wie ist der/die/das....? mengenai benda pada gambar tersebut .
2. Siswa membentuk 9 kelompok . masing – masing kelompok menyusun huruf – huruf

sehingga membentuk sebuah kata bahasa jerman . Permainan dilakukan empat tahap ,
masing – masing kelompok
42
( die Klasse, die Tafel, der Tisch, der Stuhl, die Tasche, der Schwamm, die Blume, die
Schuhe )
3. Melakukan permainan info berantai . masing –masing kelompok mendapatkan tiga
kalimat yang terdiri dari tiga kata benda berartikel dir,die,das
a. Das ist ein Tisch . Das ist eine Tafel. Das Ist ein Bild
b. Dast ist ein Stuhl Das ist eine Blumme. Das ist ein Buch
c. Dsat ist ein Schwamm .Das ist eine Tasche. Das ist ein Bild
d. Das ist ein Kuli . das ist eine Tafel. Das ist ein Buch
e. Das ist ein Radiergummi . das ist eine Blume. Das ist ein Bild.
f. Das ist ein Bleistift. Das ist eine Tasche. Das ist ein Buch.
LEMBAR PENILAIAN
Standar penilaian berbicara level AI adalah sebagai berikut :
Kriterium 2 Punkte 1 Punkte 0 Punkte

1. Erfullung der Aufgabe gut Macht Fehler, Macht viele
Aufgabenstellung Erfullt, macht Dennoch ist die Fahler, die
Fast keine Aufgabe erfullt Aufgabe ist
Fehler Dadurch nicht
Erfullt
2. Aussprache Sehr gut Starke Wegwn
Verstandlich Schlechter
Mutetersprachliche Aussprache
Farbung, aber Kaum
Noch verstandlich verstandlich
Table 2.1 standar penilaian berbicara level A1
Kriteria 1
 Nilai 2 diperoleh jika yang telah ditentukan telah terpenuhi dan hampir tidak ada
kesalahan
 Nilai I diperoleh jika terdapat kesalahan, tetapi point yang ditentukan masih terpenuhi
 Nilai 0 diperoleh jika terdapat banyak kesalahan dan point yang sudah ditentukan
tidak terpenuhi
Kriteria 2
 Nilai 2 diperoleh jika pelafalan sangat dimengerti
 Nilai I diperoleh jika terdapat pelafalan bahasa ibu yang sangat mencolok , tetapi
masih dapat dimengerti
 Nilai 0 diperoleh jika pelafalan sangat buruk dan tidak dapat dimengerti
Nilai Akhir = Jumlah skor yang diperoleh

x 100
Jumlah skor maksimal
43
KUNCI JAWABAN LKS
1. - Was ist das ? Das ist ein Stuhl.

Wie ist der Stuhl ? Der Stuhl ist neu.
- Was ist das ? Das ist eine Wanduhr.
Wie ist die Wanduhr? Die Wanduhr ist teuer.
- Was ist das ? Das ist ein Buch.
Wie ist dast Buch ? Das Buch ist dick.
2. a. die Klasse
b. die Tafel
c. der Tisch
d. der Stuhl
e. die Tasche
f. der Schwamm
g. die Blume
h. die Schuhe
3. a. Das ist ein Tisch. Das ist eine Tafel. Das ist ein Bild
b.Das ist ein Stuhl. Das ist eine Blume. Das ist ein Buch
c. Das ist ein Schwamm. Das ist eine Tasche. Das ist ein Bild.
d. Das ist ein Kuli . Das ist eine Tafel. Das ist ein Buch
e. Das ist ein Radiergummi. Das ist eine Blume. Das ist ein Bild
f. Das ist ein Bleistift. Das ist eine Tasche. Das ist ein Buch.
44
Silabus ( p.2 )
Standart kompetensi : mengungkapkan informasi sederhana secara lisan dalam bentuk paparan atau dialog tentang Kehidupan Sekolah
Kompetensi dasar : 1.1 menyampaikan informasi secara lisan dalam kalimat sederhana sesuai konteks yang mencerminkan
Kecakapan berbahasa yang santun dan tepat
2.2 melakukan dialog sederhana dengan lancar yang mencerminkan kecakapan berkomunikasi dengan santun
dan tepat
Materi pokok / Materi Kegiatan indikator Penilaian Alokasi Sumber

Pembelajaran Pembelajaran / Waktu Belajar
Pengalaman Belajar
Siswa
Redemittel ◦Memahami bentuk Berbicara 2. Lem 2 x 45 Deutsch ist
Menanyakan dan dan tema wacana lisan 1.Kognitif produk bar menit einfach
menjawab barang barang ◦Menentukan ◦ Menentukan bunyi, penilaian 4. Almaya
yang ada dikelas informasi umum dari ujaran dari wacana lisan obyektif Unesa 1
wacana lisan ◦ Mengidentifikasi bunyi, 5. Lembar
- Was ist das ? ◦Menentukan ujaran dari wacana lisan soal
- Das ist eine Tafel informasi tertentu 6. Media
- Das ist ein Tisch ◦Menentukan kata ◦ Menentukan tema kotak suara
- Das ist ein Bild kunci dari wacana wacana lisan berisi lembar
- Wie ist die Tafel? lisan ◦ Menentukan informasi gambar
- Die Tafel ist sauber ◦Menafsirkan makna umum/tema dari wacana
Wortschatz kata / ungkapan sesuai lisan
- Nomen ( singular ) konteks ◦ Menentukan informasi
die Klasse, die Tafel, der ◦Menjawab tertentu/kata kunci dari
Tisch, der Stuhl, die pertanyaan mengenai wacana lisan
Tasche, der Schwamm, der informasi tertentu dari ◦ Menjawab pertanyaan
45
Kuli, der Bleistift, das wacana lisan tentang informasi rinci
Buch, die Blume, die ◦Menjawab informasi dari wacana lisan
Schuhe, der Radiergummi, rinci dari wacana lisan B Proses
die Lampe, der Schrank, ◦Melakukan teknik ◦ Mengenal bunyi,ujaran
die Wanduhr, die tür, das permainan berantai dari wacana lisan
Fenster, das Lineal, das ◦
Heft, das Kabel, das ◦ Menafsirkan makna kata
Tischtuch, die Abbildung, / ungkapan sesuai konteks
die Armbahnuhr, der ◦ Menjawab pertanyaan
Bücherschrank, das mengenai informasi
Mappschen ( plural ) , die tertentu dari wacana lisan
Projektoren, die Tafeln, die 4. Afektif
Bucher, die Lehrer, die - Karakter
Schüler, die Schülerinnen, ◦ Mampu melakukan
die Sporttaschen, die komunikasi dengan teman
Landkarten, die Poster, die sejawat sesuai tema
Hefte, die Bilder, die 5. Psikomotor
Schränke, die Taschen, die ◦ Mampu menyampaikan
Vasen, die Stühie, die informasi secara lisan
Lampen dalam kalimat sederhana
- Verben : ist ( sein ) bahasa jerman sesuai tema
- Adjektiv : schön, ◦ Melakukan dialog
schlect, kurz, lang, groβ, sederhana sesuai tema
klein, dick, dünn, sauber,
schmutzig, teuer, billig, alt,
neu
46

dan tepat
1.2 melakukan dialog sederhana dengan lancar yang mencerminkan
kecakapan berkomunikasi dengan santun dan tepat
A. Indikator
Berbicara
1Kognitif
a. Produk :
▪ Menentukan bunyi, ujaran dari wacana lisan
▪ Mengidentifikasi bunyi, ujaran dari wacana lisan
▪ Menentukan informasi umum/tema dari wacana lisan
▪ menentukan informasi tertentu/kata kunci dari wacana lisan
▪ menjawab pertanyaan tentang informasi rinci wacana lisan
b.Proses :
2.Afektif
a.Karakter
3.Psikomotor
▪ Mampu menyampaikan informasi secara lisan dalam kalimat sederhana
▪ Melakukan dialog dengan teman sesuai tema
B Tujuan Pembelajaran :
1. Siswa mampu mengidentifikasi bunyi,ujaran,dari vokal dan konsonan sesuai dengan
konteks LKS
pertanyaan – pertanyaan yang terdapat dalam LKS
3. Siswa dapat menggunakan ungkapan – ungkapan benda – benda dalam kelas
pertanyaan – pertanyaan yang diberikan guru
5. Siswa mampu melakukan dialog dengan teman sesuai tema
6. Siswa mampu berdialog dengan teman sesuai tema
47
C. Materi Pokok
Redemittel
- Was ist das?

- Das ein Tisch
- Das ist ein Bild
- Wie ist Tafel?
- Die Tafel ist sauber
- Wie ist der Tisch?
- Der Tisch ist alt
- Wie ist das Bild?
- Das Bild ist schön
48
Wortschatz
- Adjektiv : schön, schlect, kurz, lang, groβ, klein, dick, dünn, sauber, schmutzig, teuer,
billig, alt, neu
Teknik permainan info berantai dan dialog berpasangan

Pertemuan 1

1. Membahas kembali materi pada pertemuan sebelumnya ‫٭‬Terlaksana / Tidak
yaitu tema Gegenstände in der Klasse Was gibt es in
der Klasse?
2. Siswa di beri pertanyaan “was ist das?untuk mulai ‫٭‬Terlaksana / Tidak
mengumpulkan kosakata – kosakata sesuai dengan tema
Inti (±70 menit)

1.Siswa mengerjakan soal berbentuk wacana tulis tanpa spasi. ‫ ٭‬Terlaksana / Tidak
DasisteinTisch. DerTischistalt. Eristbillig. DasisteinStuhl.
DerStuhlistneu. Eristteuer. Dasisteinetafel. DieTafelistsauber.
Sieistlang. dasisteineBlume. DieBlumeistschn. Sieistteuer.
DasisteinBuch. DasBuchistdick. Esistschlecht. DasisteinBild.
DasBildistklein. Esistdunn.
2.Siswa mencocokkan hasil latihan soal wacan tulis tanpa spasi
‫ ٭‬Terlaksana / Tidak
dengan cara bertukar dengan teman sebangku
3.Siswa mengenali penulisan kata benda ,kata kerja dan kata
sifat bahasa jerman (kata benda di awali huruf besar ,kata ‫ ٭‬Terlaksana / Tidak
kerja dan kata sifat =huruf kecil)
4.Siswa menyebutkan kosakata baru dalam tes tulis yaitu kata
‫ ٭‬Terlaksana / Tidak
49
sifat(alt,billig,neu,teuer,sauber,lang,schön,dick,schlecht,klein,
dȕnn)
5.Siswa belajar melafalkan bunyi kosa kata bahasa jerman (ei,
eu, ie, β, ä, ü, ö, sch, spr) ‫ ٭‬Terlaksana / Tidak
6.Mengorganisasikan siswa ke dalam 9 kelompok belajar
sesuai teknik permainan kata mengalir dengan cara memberi ‫ ٭‬Terlaksana / Tidak
kesempatan memilih satu permen dari macam macam
permen siswa yang mempunyai permen sama berkumpul
menjadi satu kelompok
7. Guru memberikan kalimat sederhanakepada masing masing

siswa yang berdiri aling belakang dalam satu ‫ ٭‬Terlaksana / Tidak
kelompok .Masing masing kelompok 2 kalimat. Permainan
diakukan tiga kalimasing masing 2 kelompok2 kelompok
yang maju pertama yaitu kelompok A dan B .Kelompok A
mendapatkan 2 kalimat tanya (was ist das?dan wie ist der
Stuhl?)kelompok B mendapatkan 2 kalimat jawaban dari
kelompok A (das ist ein Stuhl dan der Stuhl ist teuer)
8.Memberi waktu siswa membaca dan menghafal teks
tersebut.Kemudian siswa paling belakang membisikkan teks ‫ ٭‬Terlaksana / Tidak
tersebut ke siswa depannya dan seterusnnya sampai paling
depan.
9,Membimbing dan memberi waktu siswa untuk
menyelesaikan permainan info berantai ‫ ٭‬Terlaksana / Tidak
10.Memanggil siswa paling depan dari masing masing
kelompok untuk mengulangi kalimat yang didengarnya di *Terlaksana / Tidak
depan kelas dan mencocokkan dengan siswa paling belakang
dari kelompoknya
11. Siswa dari kelompok A dan B melakukan dialog *Terlaksana / Tidak
berpasangan sesuai kalimat yang di dapat dari permainan info
berantai *Terlaksana / Tidak
12.Guru memberikan balikan dan seluruh kelompok diminta
menyempurnakan jawabannya

didapat hari ini
50
- Lembaran soal
Surabaya, Januari 2019

Mengetahui
51
LEMBAR KERJA SISWA
1. Siswa mengerjakan soal berbentuk wacana tulis tanpa spasi.

DasisteinTisch. DerTischistalt. Eristbillig. DasisteinStuhl. DerStuhlistneu.
Eristteuer. DasisteineTafel. DieTafelistsauber. Sieistlang.
DasisteineBlume. DieBlumeistsch□n. Sieistteuer. DasisteinBuch.
DasBuchistdick. Esistschlecht. DasisteinBild. DasBildistklein. Esistdünn.
2. Mengorganisasikan siswa ke dalam 9 kelompok belajar sesuai teknik permainan info
berantai dengan cara memberi kesempatan memilih satu permen dari macam-macam
permen. Siswa yang mempunyai permen yang sama berkumpul menjadi satu
kelompok. Guru memberikan kalimat sederhana kepda masing-masing siswa yang
berdiri paling belakang dalam satu kelompok. Masing-masing kelompok 2 kalimat.
Permainan dilakukan tiga kali. Masing-masing 2 kelompok. 2 kelompok yang maju
pertama yaitu kelompok A dan B kelompok A mendapatkan 2 kalimat tanya kelompok
B mendapatkan kalimat 2 kalimat jawaban dari kelompok A. Siswa paling depan
mencocokkan kalimat yang didapat dengan siswa paling belakang
1) A : was ist das? B : das ist ein Stuhl

: Wie ist der Stuhl? : der Stuhl ist teuer
2) A : was ist das? B : das ist eine Tafel

: Wie ist die Tafel? : die Tafel ist schmutzig
3) A : was ist das? B : das ist ein Buch

: wie ist das Buch? : das Buch ist groβ
3. Siswa dari kelompok A dan B melakukan dialog berpasangan sesuai kalimat yang
didapat dari permainan info berantai
A : was ist das? B : das ist ein Stuhl

: Wie ist der Stuhl : Der Stuhl ist teuer
A : was ist das? B : das ist eine Tafel

: Wie ist die Tafel? : die Tafel ist schmutzig
A : was ist das? B : das ist ein Buch

: Wie ist das Buch? : das Buch ist groβ
52
LEMBAR PENILAIAN
1. Jumlah skor maksimal = 18
Nilai Akhir = Jumlah skor yang diperoleh x 100

2. No. 2 dan no 3. Standar penilaian berbicara level A1 adalah sebagai berikut:
Standar penilaian berbicara level A1 adalah sebagai berikut:

1. Kriterium 2 punkte 1 punkte 0 punkte
Erfüllung der Aufgabe gut erfüllt, macht Fehler, macht viele Fehler,
Aufgabenstellung macht fast keine dennoch is die die Aufgabe ist
fehler Aufgabe erfüllt dadurch nicht
erfüllt
2. Aussprache Sehr gut Starke Wegen schlechter
verstandlich muttersprachliche Aussprache kaum
Färbung, aber verständlich
noch verständlich
Table 2.1 : standar penilaian berbicara level A 1\
Kriteria 1:
• Nilai 2 diperoleh jika point yang telah ditentukan telah terpenuhi dan hamper tidak ada
kesalahan
• Nilai 1 diperoleh jika terdapat kesalahan, tetapi point yang ditentukan masih terpenuhi
• Nilai 0 diperoleh jika terdapat banyak kesalahan dan point yang sudah ditentukan tidak
terpenuhi
Kriteria 2
• Nilai 2 diperoleh jika pelafalan sangat dimengerti
• Nilai 1 diperoleh jika terdapat pelafalan bahasa ibu yang sangat mencolok, tetapi masih
dapat dimengerti
• Nilai 0 diperoleh jika pelafalan sangat buruk dan tidak dapat dimengerti
• Nilai akhir = Jumlah skor yang diperoleh x 100

53
KUNCI JAWABAN LKS
1. Das ist ein Tisch. Der Tisch ish alt. Er ist billig. Das ist ein Stuhl. Der Stuhl ist neu . Er
ist teuer. Das ist eine Tafel. Die Tafel ist sauber. Sie ist lang. Das ist eine blume ist
sch□n. Sie ist teuer. Das ist ein Buch. Das Buch ist dick. Es ist schlect. Das ist ein bild.
Das Bild ist klein. Es ist dünn
2.
1) A : was ist das ? B : das ist ein stuhl
: Wie ist der stuhl ? : der stuhl ist teuer
2) A : was ist das ? B : das ist ein Stuhl

: wie ist der Stuhl ? : die tafel ist Schmutzig
3) A : was ist das ? B : das ist ein Buch
: Wie ist das Buch B : das buch ist groβ
3.
1) A : was ist das ? B : das ist ein Stuhl
: Wie ist der Stuhl : der Stuhl ist teuer
2) A : was ist das? B : das ist eine Tafel
: Wie ist die Tafel : die Tafel ist schmutzig
3) A : was ist das? B : das ist ein Buch
: Wie ist das Buch : das Buch ist groβ
54
Silabus ( p.3 )

Standart kompetensi : mengungkapkan informasi sederhana secara lisan dalam
bentuk paparan atau dialog tentang Kehidupan Sekolah
Kompetensi dasar : 1.1 menyampaikan informasi secara lisan dalam kalimat
sederhana sesuai konteks yang mencerminkan kecakapan berbahasa yang santun dan tepat
2.3 melakukan dialog sederhana dengan lancar yang
mencerminkan kecakapan berkomunikasi dengan santun
dan tepat
Materi Kegiatan Indikator Penilaian Alok Sumber

pokok / Pembelaj asi Belajar
Materi aran / Wakt
Pembelajar Pengalam u
an an
Belajar
Siswa
Redemittel ◦Memaha Berbicara 3. Lemb 2x
Menanyaka mi bentuk 1.Kognitif ar 45 Deutsch ist
n dan kata produk penilaian meni einfach
menjawab benda ◦ Menentukan obyektif t 7. Almay
barang plural dan bunyi, ujaran a Unesa 1
barang singular kosakata 8. Lemba
yang ada ◦Menentu bahasa r soal
dikelas kan Jerman 9. Media
bentuk ◦ kotak suara
- Was ist kata Mengidentifik berisi
das ? benda asi bunyi, lembar
- Das ist plural dan ujaran bahasa gambar
eine Tafel singular jerman
- Das ist ◦Memaha
ein Tisch mi cara
- Das ist pelafalan
ein Bild kosakata
- Wie ist bahasa
die Tafel? jerman
- Die ◦Melafalk
Tafelist an
sauber kosakata
- Wie ist bahasa
der Tisch? jerman
- Der ◦Menafsir ◦ Menentukan
Tisch ist alt kan informasi
55
- Wie ist makna tertentu
das Bild? kata / mengenai
- Das ungkapan kata benda
Bild ist sesuai plural dan
schön konteks singular
Wortschat ◦Melakuk ◦ Menjawab
z an teknik pertanyaan
- Nomen permaina tentang
( singular ) n kata informasi
die Klasse, mengalir rinci sesuai
die Tafel, tema b.
der Tisch, Proses:
der Stuhl, ◦ Mengenal
die Tasche, bunyi, ujaran
der dari wacana
Schwamm, lisan
der Kuli, ◦ Menafsirkan
der makna kata /
Bleistift, ungkapan
das Buch, sesuai
die Blume, konteks
die Schuhe, ◦ Menjawab
der pertanyaan
Radiergum mengenai
mi, die informasi
Lampe, der tertentu dari
Schrank, wacana lisan
die 6. Afektif
Wanduhr, - Karakter
die tür, das ◦ Mampu
Fenster, das melakukan
Lineal, das komunikasi
Heft, das dengan teman
Kabel, das sejawat sesuai
Tischtuch, tema
die 7. Psikomot
Abbildung, or
die ◦ Mampu
Armbahnuh menyampaika
r, der n informasi
Bücherschr secara lisan
ank, das dalam kalimat
Mappschen sederhana
( plural ) , bahasa
die jerman sesuai
Projektoren tema
, die Tafeln,
die Bucher,
die Lehrer,
die Schüler,
56
die
Schülerinne
n, die
Sporttasche
n, die
Landkarten,
die Poster,
die Hefte,
die Bilder,
die
Schränke,
die
Taschen,
die Vasen,
die Stühie,
die Lampen
- Verben
: ist ( sein )
- Adjekti
v : schön,
schlect,
kurz, lang,
groβ, klein,
dick, dünn,
sauber,
schmutzig,
teuer, billig,
alt, neu
57

dan tepat
1.2 melakukan dialog sederhana dengan lancar yang mencerminkan
kecakapan berkomunikasi dengan santun dan tepat
A. Indikator
Berbicara
1,Kognitif
a.Produk :
▪ Menentukan bunyi, ujaran kosakata bahasa jerman
▪ Mengidentifikasi bunyi, ujaran kosakata bahasa jerman
▪ Menentukan informasi tertentu mengenai kata benda plural dan singular
▪ menjawab pertanyaan tentang informasi rinci sesuai tema
b.Proses :
2.Afektif
a.Karakter
3.Psikomotor
▪ Mampu menyampaikan informasi secara lisan dalam kalimat sederhana bahasa
jerman
sesuai tema
1.Siswa mampu mengidentifikasi bunyi, ujaran dari vokal dan konsonan sesuai
dengan konteks LKS
2. Siswa dapat menggunakan ungkapan – ungkapan benda – benda dalam kelas
pertanyaan – pertanyaan yang diberikan guru
4. Siswa mampu menyampaikan informasi secara lisan dalam kalimat sederhana
dengan ungkapan – ungkapan sesuai tema
58
C. Materi Pokok
Redemittel
- Was ist das?

- Das ein Tisch
- Das ist ein Bild
- Wie ist die Tafel?
- Der Tisch ist alt
- Wie ist das Bild?
- Wie viele Bucherhaben Sie?
- Wie viele Bilder haben Sie?
- Wie viele Tafeln haben Sie?
Wortschatz
- Adjektiv : schön, schlect, kurz, lang, groβ, klein, dick, dünn, sauber, schmutzig, teuer,
billig, alt, neu

Pertemuan 1

1. Membahas kembali materi pada pertemuan sebelumnya ‫٭‬Terlaksana / Tidak
yaitu tema Gegenstände in der Klasse
2. Siswa menyampaikan kosakata – kosakata sesuai ‫٭‬Terlaksana / Tidak
dengan tema Gegenstände in der Klasse
Inti (±70 menit)
59
1. Wie viele Bȕcher haben Sie? ‫ ٭‬Terlaksana / Tidak
Wie viele Bilder haben Sie?
Wie viele Tafeln haben Sie?
2. Siswa di bagi menjadi 9 kelompok .Pembagian diatur ‫ ٭‬Terlaksana / Tidak
dengan masing masing siswa mendapatkan sebuah
kertas bertuliskan sebuah nomor dan dibaliknya
terdapat sebuah benda.Siswa yang mendapatkan nomor
yang sama berkumpul menjadi satu kelompok.Tugas
dari masing masing kelompok menentukan kata benda
yang tertulis di kertas masing masing siswadalam satu
kelompok.Jika yang didapat adalah kata benda singular
maka tugas siswa adalah mencari bentuk pluralnya dan
sebaliknya .Siswa di perbolehkan melihat kamus.
3. Siswa menempelkan kata benda dipapan tulis sesuai ‫ ٭‬Terlaksana / Tidak
kolom singular dan plural.Tabel seperti di bawah ini :
Singular Plural
Die Tafel
Die Tafeln
Das Bild
Die Bilder
…
...
....
...
4. Siswa mengenali bentuk kata benda singular dan ‫ ٭‬Terlaksana / Tidak
plural
5. Siswa melafalkan kosakata baru di papan tulis yang ‫ ٭‬Terlaksana / Tidak
berupa kata benda singular dan plural .
(singular) die Klasse, die Tafel, der Projektor, der
Tisch, der Stuhl, die Tasche, der Schwamm, der
Kuli, das Buch, die Blume, der Schuh, der Lehrer,
die Lampe, der Schuler, die Schulerin, der Schrank,
die Sporttasche, die Wanduhr, die Tȕr, das Lineal,
das Heft, die Abbidung, die Armbahnuhr, der
Bucherschrank, die Landkarte, das Bild, die Vase.
(plural) die Klassen, die Tafeln, die Projektoren, die
Tische, die Stȕhle, die Taschen, die Schwämme, die
Kulis, die Bȕcher, die Blumen, die Schuhe, die
Lehrer, die Lampen, die Schȕler, die Schȕlerinnen,
60
die Schränke, die Sporttaschen, die Wanduhren, die
Turen, die Lineale, die Hefte, die Abbildungen, die
Armbahnuhren, die Bucherschränke, die
Landkarten, die Bilder, die Vasen.
6.Siswa belajar melafalkan bunyi kosa kata bahasa jerman
(ei, eu, ie, β, ä, ü, ö, sch, spr) ‫ ٭‬Terlaksana / Tidak
7.Mengorganisasikan siswa ke dalam 6 kelompok belajar
sesuai teknik permainan kata mengalir dengan cara ‫ ٭‬Terlaksana / Tidak
memberi kesempatan menyebutkan angka 1-4. Siswa
yang mempunyai nomor sama berkumpul menjadi satu
kelompok
8.Masing – masing kelompok mendapatkan dua gambar.
Masing – masing anggota kelompok menyebutkan satu ‫ ٭‬Terlaksana / Tidak
kata dimulai dari siswa paling kanan sehingga menjadi
kalimat yang benar sesuai gambar. Ketua kelompok
bertugas mengajukan pertanyaan yang sesuai dengan
gambar.
9.Membimbing dan memberi waktu siswa untuk ‫ ٭‬Terlaksana / Tidak
menyelesaikan permainan kata mengalir
10.Guru memberikan balikan dan seluruh kelompok diminta *Terlaksana / Tidak
menyempurnakan jawabannya

didapat hari ini
- Lembaran soal
- Lembaran gambar
Mengetahui
61
LEMBAR KERJA SISWA
1. Siswa dibagi menjadi 9 kelompok. Pembagian kelompok diatur dengan masing-masing

siswa mendapatkan sebuah kertas bertuliskan sebuah nomor dan dibaliknya terdapat
sebuah kata benda. Siswa yang mendapatkan nomor yang sama berkumpul menjadi
satu kelompok. Tugas dari masing – masing kelompok adalah menentukan kata benda
yang tertulis dikertas masing – masing siswa dalam satu kelompok. Jika yang didapat
adalah kata benda singular maka tugas siswa dalah mencari bentuk pluralnya dan
sebaliknya. Kemudian kertasnya ditempel pada tabel. Siswa diperbolehkan melihat
kamus
(singular) die Klasse, die Tafel, der Tisch, der Stuhl, die Tasche, der Schwamm, der
Kuli, der Bleistift, das Buch, die Blume, die Schuhe, der Radiergummi, die Lampe, der
Schrank, die Uhr, die Tuer, dfas fenster, das Hemd, das Lineal, das Heft, das Kabel
(plural) die Projektoren, die Tafeln, die Bücher, die Lehrer, die Schüler, die
schülerinnen, die Sporttaschen, die Landkarten, die Poster, die Hefte, die Bilder, die
Bilder, die Schränke, die Taschen, die Vasen, die Stühle, die Lampen
Singular Plural
Die Tafeln
Die Tafel
Die Bilder
Das Bild
........... ..........
.......... ...........
2. Mengorganisasikan siswa ke dalam 9 kelompok belajar sesuai teknik permainan kata

mengalir dengan cara memberi kesempatan memilih satu permen dari macam – macam
permen . Siswa yang mempunyai permen yang sama berkumpul menjadi satu
kelompok masing –masing kelompok mendapatkan dua gambar. Masing-masing
anggota kelompok menyebutkan satu kata dimulai dari siswa paling kanan sehingga
menjadi kalimat yang benar sesuai gambar. Ketua kelompok bertugas mengajukan
pernyataan sesuai gambar
62
63
LEMBAR PENILAIAN

Erfüllung der Aufgabe gut macht Fehler, Macht viele
Aufgabenstellung erfüllt, macht dennoch is die Fehler, die
fast keine Aufgabe erfüllt Aufgabe ist
fehler dadurch nicht
erfüllt
2. Aussprache Sehr gut Starke Wegen
verstandlich muttersprachliche schlechter
Färbung, aber Aussprache
noch verständlich kaum
verständlich
Kriteria 1:
• Nilai 2 diperoleh jika point yang telah ditentukan telah terpenuhi dan hamper tidak ada
kesalahan
• Nilai 1 diperoleh jika terdapat kesalahan, tetapi point yang ditentukan masih terpenuhi
• Nilai 0 diperoleh jika terdapat banyak kesalahan dan point yang sudah ditentukan tidak
terpenuhi
Kriteria 2
• Nilai 1 diperoleh jika terdapat pelafalan bahasa ibu yang sangat mencolok, tetapi masih
dapat dimengerti

64
KUNCI JAWABAN LKS
1.
Singular Plural
Die Tafeln
Die Tafel
Die Bilder
Das Bild
Die Stuhl Die Stuhle
Die Tasche Die Taschen
2. Was ist das ? Wie ist der Tisch ?

a. Das ist ein Tisch. Der Tisch ist alt.
b. Das ist ein Stuhl. Der Stuhl ist neu
c. Das ist eine Tafel. Die Tafel ist sauber
d. Das ist Blumen. Die Blumen sind schön
e. Das ist ein Buch. Das Buch ist dick
f. Das ist Bilder . Die Bilder sind schlecht
65
Silabus ( p.4 )

Standart kompetensi : mengungkapkan informasi sederhana secara lisan dalam
bentuk paparan atau dialog tentang Kehidupan Sekolah
Kompetensi dasar : 1.1 menyampaikan informasi secara lisan dalam kalimat
sederhana sesuai konteks yang mencerminkan kecakapan berbahasa yang santun dan tepat
dan tepat
Materi Kegiatan indikator Penilaian Alok Sumber

pokok / Pembelaj asi Belajar
Materi aran / Wakt
Pembelajar Pengalam u
an an
Belajar
Siswa
Redemittel ◦Memaha Berbicara 4. Lemb 2x
Menanyaka mi kata 1.Kognitif ar 45 Deutsch ist
n dan ganti ( produk penilaian meni einfach
menjawab er, sie , es ◦ Menentukan obyektif t 10. Almay
barang ) bunyi, ujaran a Unesa 1
barang ◦Menentu kosakata 11. Lemba
yang ada kan kata bahasa r soal
dikelas ganti ( er, Jerman 12. Media
sie , es ) ◦ kotak suara
- Was ist ◦Memaha Mengidentifik berisi
das ? mi cara asi bunyi, lembar
- Das ist pelafalan ujaran bahasa gambar
eine Tafel kosakata jerman
- Das ist bahasa
ein Tisch jerman
- Das ist ◦Melafalk
ein Bild an
- Das kosakata
sind Tafeln bahasa
- Das jerman
sind Tische ◦Menafsir
- Das kan
sind Bilder makna
- Wie ist kata /
die Tafel ungkapan ◦ Menentukan
- Die sesuai informasi
66
Tafel ist konteks tertentu
sauber ◦Melakuk mengenai
- Sie ist an teknik kata ganti (
groβ permaina er, sie, es )
- Wie ist n kata ◦ Menjawab
der Tisch? mengalir pertanyaan
- Der ◦Melakuk tentang
Tisch ist alt an pos tes informasi
- Er ist berupa rinci sesuai
teuer dialog tema b.
- Wie ist dengan Proses:
das Bild? media ◦ Mengenal
- Das kotak bunyi, ujaran
Bild ist suara dari wacana
schön lisan
- Es ist ◦ Menafsirkan
klein makna kata /
Wortschat ungkapan
z sesuai
- Nomen konteks
( singular ) ◦ Menjawab
die Klasse, pertanyaan
die Tafel, mengenai
der Tisch, informasi
der Stuhl, tertentu dari
die Tasche, wacana lisan
der 8. Afektif
Schwamm, - Karakter
der Kuli, ◦ Mampu
der melakukan
Bleistift, komunikasi
das Buch, dengan teman
die Blume, sejawat sesuai
die Schuhe, tema
der 9. Psikomot
Radiergum or
mi, die ◦ Mampu
Lampe, der menyampaika
Schrank, n informasi
die secara lisan
Wanduhr, dalam kalimat
die tür, das sederhana
Fenster, das bahasa
Lineal, das jerman sesuai
Heft, das tema
Kabel, das ◦ Melakukan
Tischtuch, dialog
die sederhana
Abbildung, sesuai tema
die
67
Armbahnuh
r, der
Bücherschr
ank, das
Mappschen
( plural ) ,
die
Projektoren
, die Tafeln,
die Bucher,
die Lehrer,
die Schüler,
die
Schülerinne
n, die
Sporttasche
n, die
Landkarten,
die Poster,
die Hefte,
die Bilder,
die
Schränke,
die
Taschen,
die Vasen,
die Stühie,
die Lampen
- Verben
: ist ( sein )
- Adjekti
v : schön,
schlect,
kurz, lang,
groβ, klein,
dick, dünn,
sauber,
schmutzig,
teuer, billig,
alt, neu
68

Standar Kompetensi : mengungkapkan informasi sederhana secara lisan dalam
bentuk paparan atau dialog tentang kehidupan sekolah
Kompetensi Dasar ; 1.1 menyampaikan informasi secara lisan dalam kalimat
sederhana sesuai konteks yang mencerminkan kecakapan
berbahasa yang santun dan tepat
dan tepat
A. Indikator
Berbicara
1.Kognitif
a.Produk :
▪ Menentukan bunyi, ujaran kosakata bahasa jerman
▪ Mengidentifikasi bunyi, ujaran kosakata bahasa jerman
▪ Menentukan informasi tertunti mengenai kata ganti er, sie, es
▪ menjawab pertanyaan tentang informasi rinci sesuai tema
b.Proses :
2.Afektif
a.Karakter
3.Psikomotor
▪ Mampu menyampaikan informasi secara lisan dalam kalimat sederhana
bahasa jerman
sesuai tema
▪ Melakukan dialog sederhana sesuai tema
1.Siswa mampu mengidentifikasi bunyi, ujaran dari vokal dan
konsonan sesuai dengan konteks LKS
2.Siswa dapat menggunakan ungkapan – ungkapan benda – benda
dalam kelas
3.Siswa dapat menyimpulkan keseluruhan maksud wacana dengan
menjawab pertanyaan – pertanyaan yang diberikan guru
69
4.Siswa mampu menyampaikan informasi secara lisan dalam kalimat
sederhana dengan ungkapan – ungkapan sesuai tema
5. Siswa mampu melakukan dialog sederhana sesuai tema
C. Materi Pokok
Redemittel
- Was ist das?

- Das ein Tisch
- Das ist ein Bild
- Das sind Tafeln
- Das sind Tische
- Das sind Bilder
- Wie ist die Tafel
- Sie ist groβ
- Der Tisch ist alt
- Er ist teuer
- Wie ist das Bild?
- Es ist klein
Wortschatz
- Nomen : ( Singular ) die Klasse, die Tafel, der Tisch, der Stuhl, die
Tasche, der Schwamm, der Kuli, der Bleistift, das Buch, die Blume, die
Schuhe, der Radiergummi, die Lampe, der Schrank, die Wanduhr, die Tür,
das Fenster, da Hemd, das Lineal, das Heft, das Kabel, das Tischtuch, die
Abbil lung, die Armbahnuhr, der Bücherschrank, das Mappschen. (Plural
) die Projektoren, die Tafeln, die Bücher, die Lehrer, die Schüler, die
Schülerinnen, die Sporttaschen, die Landkarten, die Poster, die Hefte, die
- Adjektiv : schön, schlect, kurz, lang, groβ, klein, dick, dünn, sauber,
schmutzig, teuer, billig, alt, neu
70

Pertemuan 1

1.Membahas kembali materi pada pertemuan ‫٭‬Terlaksana / Tidak
sebelumnya yaitu tema Gegenstände in der Klasse
2.Siswa mengumpulkan kosakata – kosakata sesuai ‫٭‬Terlaksana / Tidak
dengan tema Gegenstände in der Klasse
Inti (±70 menit)

1.Siswa belajar penggunaan kata ganti er, sie, ‫ ٭‬Terlaksana / Tidak
es
• Das ist ein Tisch
Der Schrank ist alt
Er ist teuer
• Das ist eine Tafel
Die Tafel ist sauber
Sie ist groβ
• Das ist ein Bild
Das Bild ist schoen
Es ist klein
• Das sind Schränke
Die Schränke sind alt
Sie sind billig
2.Siswa melafalkan kosakata di papan tulis ‫ ٭‬Terlaksana / Tidak
3.Siswa belajar melafalkan bunyi kosa kata ‫ ٭‬Terlaksana / Tidak
bahasa jerman (ei, eu, ie, β, ä, ü, ö, sch, spr)
4.Mengorganisasikan siswa ke dalam 6 ‫ ٭‬Terlaksana / Tidak
kelompok belajar sesuai teknik permainan
kata mengalir dengan cara memberi
kesempatan menyebutkan angka 1-6. Siswa
yang mempunyai nomor sama berkumpul
menjadi satu kelompok
5.Masing – masing kelompok mendapatkan ‫ ٭‬Terlaksana / Tidak
dua gambar. Masing – masing anggota
kelompok menyebutkan satu kata dimulai
dari siswa paling kanan sehingga menjadi
kalimat yang benar sesuai gambar. Dengan
menggunkan kata ganti er, sie, es
6. Membimbing dan memberi waktu siswa ‫ ٭‬Terlaksana / Tidak
71
untuk menyelesaikan permainan kata
mengalir
7. Guru memberikan balikan dan seluruh ‫ ٭‬Terlaksana / Tidak
kelompok diminta menyempurnakan
jawabannya
8. Siswa melakukan pos tes berupa dialog ‫ ٭‬Terlaksana / Tidak
dengan teman Masing – masing siswa
mengambil satu gambar dari kotak suara
dan secara bergantian bertanya tentang
benda pada gambar tersebut
9. Membimbing dan memberi waktu siswa ‫ ٭‬Terlaksana / Tidak
untuk menyelesaikan dialog
10. Guru memberikan balikan dan seluruh Terlaksana / Tidak
kelompok diminta menyempurnakan
jawabannya

1.Siswa bersama guru merefleksi pelajaran yang ‫ ٭‬Terlaksana / Tidak
telah didapat hari ini
2.Memberikan penghargaan kepada tiap kelompok ‫ ٭‬Terlaksana / Tidak
- Lembaran soal
- Lembaran gambar pada kotak suara

Mengetahui
72
DAFTAR PUSTAKA
Afifuddin, dkk. 2009. Metodologi Penelitian Kualitatif. Bandung: Pustaka Setia.
Arikunto, Suharsimi, 2006. Prosedur Penelitian Penelitian Suatu Pendekatan

Praktek. Jakarta: Rineka Cipta.
Aufderstrabe, Hartmud dkk.2005. Themen neu Kursbuch 1. Jakarta: Katalis.
Goetz, Dieter dkk.2002. Langenscheidts Grosswoerterbuch Deutsch als

Fremdsprache. Germany: Graphischer Grossbetrieb Poessenck.
Harjono, Tini dkk. 2010. Kontakte Deutsch 1. Jakarta: Katalis.
Nurgiyantoro, Burhan. 1988. Penilaian dalam Pengajaran Bahasa dan Sastra.

Yogyakarta: BPFE
Sugiyanto T., Mayke. 1998. Bermain, Mainan dan Permainan. Jakarta:

Depdikbud.
Suyatno. 2004. Teknik Pembelajaran Bahasa dan Sastra. Surabaya: SIC
Syamsuddin. Prof.Dr.dkk.2007. Metode Penelitian Pendidikan Bahasa.

Bandung:Rosdakarya.
Tarigan, H.G.1984. Pengajaran Berbicara. Bandung: Angkasa
73
LEMBAR KERJA SISWA
1. Mengorganisasikan siswa ke dalam 9 kelompok belajar sesuai teknik

permainan kata mengalir dengan cara memberi kesempatan menyebutkan
angka mulai dari 1-4. Siswa yang mempunyai nomor sama berkumpul
menjadi satu kelompok. Masing – masing kelompok menyebutkan satu
kata dimulai dari siwa paling kanan sehingga menjadi kalimat yang benar
sesuai gambar
74
2. Siswa melakukan pos tes berupa dialog dengan teman. Masing – masing
siswa mengambil satu gambar dari kotak suara secara bergantian bertanya
tentang benda pada gambar tersebut
75
LEMBAR PENILAIAN

Erfüllung der Aufgabe gut macht Fehler, macht viele
Aufgabenstellung erfüllt, macht dennoch is die Fehler, die
fast keine fehler Aufgabe erfüllt Aufgabe ist
dadurch nicht
erfüllt
2. Aussprache Sehr gut Starke Wegen
verstandlich muttersprachliche schlechter
Färbung, aber Aussprache
noch verständlich kaum
verständlich
Kriteria 1:
• Nilai 2 diperoleh jika point yang telah ditentukan telah terpenuhi dan hamper
tidak ada kesalahan
• Nilai 1 diperoleh jika terdapat kesalahan, tetapi point yang ditentukan masih
terpenuhi
• Nilai 0 diperoleh jika terdapat banyak kesalahan dan point yang sudah
ditentukan tidak terpenuhi
Kriteria 2
• Nilai 1 diperoleh jika terdapat pelafalan bahasa ibu yang sangat mencolok, tetapi
masih dapat dimengerti

76
Kunci Jawab LKS
1. Was ist das? Wie ist der Tisch?

a. Das ist ein Tisch. Der Tisch ist alt. Er ist teuer.
b. Das ist ein Stuhl. Der Stuhl ist neu. Er ist klein.
c. Das ist eine Tafel. Die Tafel ist sauber. Sie ist grop.
Das ist Blumen. Die Blumen sind schön. Sie sind billig.
d. Das ist ein Buch. Das Buch ist dick. Es ist neu.
e. Das ist Bilder. Die Bilder sind schlecht. Sie sind billig.
2.
X : was ist das? Y : was ist das?

Y : das ist ein Schwamm. X : das ist ein
Radiargummi
X : wie ist der Schwamm? Y: wie ist
der
Radiergummi?
Y : der Schwamm ist neu. Er ist teuer. X: der
Radiergummi ist
klein. Er ist billig
77
Instrumen penelitian (bentuk soal pre-test dan post-test)
1. Pre-test
Siswa melakukan pre test tentang benda-benda di dalam kelas. Siswa
maju satu per satu, masing-masing mengambil satu gambar. Siswa
mendapatkan pertanyaan ,,, Was ist das?’’ dan ,,, Wie ist
der/die/das...........?’’ mengenai benda pada gambar tersebut.
78
2. Post-test
Siswa melakukan pos tes berupa dialog dengan teman. Masing-masing
siswa mengambil satu gambar dari kotak suara dan secara bergantian
bertanya tentang benda pada gambar tersebut. Siswa 1 = X, Siswa 2 =
Y
X : was ist das ? Y : was ist das?

Y : das ist ein Schwamm. X : das ist ein Radiargummi
X : wie ist der Schwamm? Y: wie ist der
Radiergummi?
Y : der Schwamm ist neu. Er ist teuer. X : der Radiergummi ist
klein.Er ist billig.
79
Transkrip pre-test dan post-test
A. Pre-test (kata bercetak miring = salah)

1. Alif
Was ist das? Das ist papan tulis (ein Tafel)
Wie ist die Tafel? -
2. Alvina
Was ist das? Das ist meja (der Tisch)
Was ist “meja”auf Deutsch? -
3. Amelia
Was ist das? Das ist ein Schwamm (dibaca
ein)
Wie ist der Schwamm? Kurs (kurz)
4. Amirah
Was ist das? Tasche
Wie ist die Tasche? -
5. Andi
Was ist das? Tisch
Wie ist der Tisch? -
6. Aninda
Was ist das? Dast ist buku
Was ist der Tisch? -
7. Archel.
Was ist das? Das ist ein Tisch. (dibaca ein)
Wie ist der Tisch? Der Tisch ist klein.(dibaca
klein)
8. Ath. Thaariq
Was ist das? Das ist penghapus pensil
Wie ist “penghapus pensil” auf Deutsch? -
9. Deo Aji
Was ist das? Das ist eine Blume (dibaca
eine)
Wie ist die Blume?
-
80
10. Devi
Was ist das? Lampe
Wie ist die Lampe? -
11. Ervina
Was ist das? Stuhl
Wie ist der Stuhl? -
12. Fardia
Was ist das? Das ist Radiergummi
Wie ist der Radiergummi? Neu
13. Farrel
Was ist das? Kuli
Wie ist der Kuli? -
14. Hervin
Was ist das? Das ist eine Blum (Blume)
Wie ist der Blume? schön
15. Ilham
Was ist das? Das ist ein Bleistift.
Wie ist der Bleistift? -
16. Ivan Saputra

Was ist das? Fenster
Wie ist die Lampe? -
17. Julio
Was ist das? Bild
Wie ist das Bild? -
18. Lintang
Was ist das? Das ist ein kuli (dibaca ein)
Wie ist der kuli? Der Kuli ist neu (dibaca neu)
19. Luqmanul
Was ist das? Stuhl
Wie ist der Stuhl? -
20. Muhammad Akbar

Was ist das? Die Tȕr (eine)
Wie ist die Tȕr/ Die Tuer schön (ist schön)
81
21. Nabila Imka
Was ist das? Das ist Tisch (ein Tisch)
Wie ist der Tisch? lang
22. Nabila Musyarofah

Was ist das? Eine Tasche
Wie ist die Klasse? Die Tasche eine ist schön
23. Nabila Wahyuni

Was ist das? Klasse
Wie ist die Klasse? -
24. Najwa Aliah

Was ist das? der Schrank (ein)
Wie ist der Schrank? alt
25. Natasha Alya

Was ist das? Das ist jam dinding
(Wanduhr)
Wie ist die Wanduhr? billig
26. Novandino Maliq

Was ist das? Ein Lineal
Wie ist das Lineal? Das Lineal ist mahal (teuer)
27. Okta Berlian.

Was ist das? Heft
Wie ist das Heft? -
28. Revano Maliq

Was ist das? Das ist Kabel (ein Kabel)
Wie ist das Kabel -
29. Reyhan Harry

Was ist das? Das ist ein taplak meja
(Tischtuch)
Wie ist das Tischtuch? -
30. Rio Nur

Was ist das? Abbildung
Wie ist die Abbildung? neu
82
31. Risky Dwi
Was ist das? Das ist meja
Wie ist “meja” auf Deutsch? -
32. Rizka Ayu

Was ist das? Das ist ein Schwamm (dibaca
ein)
Wie ist der Schwamm? Kurs (kurz)
33. Safriya Murni

Was ist das? Tasche
Wie ist der Tasche? -
34. Syaidatul Khumairah

Was ist das? Tisch
Wie ist der Tisch? -
35. Tiara Timur

Was ist das? Das ist buku
Was ist ‘buku’ auf Deutsch? -
36. Yesita
Was ist das? Das ist ein Kuli (dibaca ein)
Wie ist der Kuli? teuer (di baca teur)
83
B. Post-test ( kata bercetak miring = salah)
1. Alif dan Alvina

Was ist das? Das ist die Tafel (ein Tafel)
Wie ist die Tafel ? Die Tafel sauber (ist sauber)
Sie ist baru (neu)
Was ist das? Das ist die klase (die Klasse)

Wie ist die Klasse? Die Klasse schmutzig (dibaca
smutzig)
Sie ist tua (alt)
2. Amelia dan Amirah

Was ist das ? Das ist ein Scwamm
Wie ist der Schwamm? Der Schwamm ist neu ( dibaca neu)
Es ist teuer (er)
Was ist das? Das ist eine Tasche

Wie ist die Tasche ? Die Tasche ist groβ
Sie ist tener ( dibaca teur )
3. Andi A dan Aninda

Was ist das ? Tisch (ein Tisch )
Wie ist der schwamm ? Der Tisch ist teuer
Er ist alte ( alt )
Was ist das ? Das ist ein book (Buch )

Wie ist das der Buch ? Das Buch ist tebal (dick )
4. Archel dan Ath Thaariq

Was ist das ? Das ist em Bȕcher ( - )
Wie ist die Bȕcher ? Die Bȕcher ist klein ( di baca klein )
Was ist das ? Das ist Tafeln

Wie ist die Tafeln ? Die Tafeln ist neu
Sie sind teuir ( teuer )
5. Deo dan Devi

Was ist das ? Das ist eine Blume ( di baca eine )
Wie ist die Blume ? Schön
84
Was ist das ? lampen
Wie ist die lampe ? ( lampen ) Die Lampen ist murah ( billig )
Sie sind ........
6. Ervina.dan Fardia
Was ist das ? Das ist ein Stuhl
Wie ist das Stuhl ? ( der ) Der Stuhl ist gross
Er ist slech ( schlecht )
Was ist das ? Das ist Radiergummi

Wie ist der Radiergummi ? neu ( di baca neu )
7. Farrel dan Hervin

Was ist das ? Das ist ein Kuli
Wie ist der Kuli ? Der Kuli ist.....
Was ist das ? Das ist Blumen

Wie ist die blume ? (blumen ) Die Blumen schön ( sind )
8. Ilham dan Ivan

Was ist das ? Das ist ein Bleistift
Wie ist der Bleistift ? Der Bleistift ist kurz
Er ist billig ( dibaca billig )
Was ist das ? Das ist Schränke

Wie ist die Schränke ? Die Schränke ist.....
9. Julio. dan Lintang

Was ist das ? Bild
Wie ist das ? ( das Bild ) Das Bild ist sekon ( schön )

Wie ist der Kuli ? Der Kuli ist neu
Er ist billig
10. Muhammad Akbar dan Nabila Imka
85
Was ist das ? Das ist em Bȕcher ( - )
Wie ist die Bȕcher Die Bȕcher ist klein ( di baca klein )

11. Nabila Musyarifah dan Nabila Wahyuni

Wie ist der Kuli ? Der Kuli ist neu
Er ist billig
Was ist das ? Das ist ein Tisch

Wie ist der Tisch ? Tisch ist lang ( der Tisch )
Er ist dȕnn
12. Najwa. dan Natasha.

Was ist das ? Das ist Taschen
Wie ist die Taschen ? Die Taschen ist shon ( schön )
Sie sind teuer
Was ist das ? Das ist ein Bȕcher ( - )
Wie ist die Bȕcer ? (Bȕcher ) Die Buecher ist klein (dibaca
klein )
13. Novandino dan Okta

Was ist das ? Das ist eine Klasse
Wie ist die klase ? (Klasse ) Die klasse ist sauber
Sie ist shon ( schön )
Was ist das ? Dast ist Tefeln

Sie sind teuir (teuer )
14. Reyhan dan Rio

Was ist das ? Das ist ein Bȕcher ( - )
Wie ist die Bȕcher Die Bȕcher ist klein ( dibaca klein
)

Wie ist Tafeln Die Tafeln ist neu
86
15. Risky Dwi. dan Rizka
Was ist das ? Das ist ein Schwamm
Wie ist der Schwamm ? Der Schwamm ist neu ( dibaca
neu )
Es ist teuer ( teur )
Was ist das ? Das eine Tasche

Wie ist die Tasche Die Tasche ist groβ
Sie ist teuer ( dibaca teur )
16. Safriya dan Syaidatul

Was ist das ? Das ist ein Lineal
Wie ist – Lineal ? ( das ) Das Lineal ist teur ( teuer )
Es ist lang
Was ist das ? Das ist Heft ( ein Heft )

Wie das Heft ? Das Heft is dick
Es ist schön
17. Tiara dan Yesita.

Was ist das ? Das ist kabel ( ein kabel )
Wie ist das Kabel -
Was ist das Das ist ein Tischtuch

Wie ist der Tischtuch ? ( das ) Der Tischtuch is schön ( das )
18. Tiara dan Yesita

Was ist das ? Das ist eine Abbildung
Wie ist die Abbildung Die Abbildung ist.............
Was ist das ? Das ist eine Tȕr

Wie ist die Tȕr ? Die Tȕr ist alte ( alt )
87

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DOKUMEN KEGIATAN DISEMINASI

HASIL PENGEMBANGAN PROFESI GURU

PEMERINTAHAN PROVINSI JAWA TIMUR

PENERAPAN PERMAINAN INFO BERANTAI DAN KATA

Permainan Info Berantai

Permainan Kata Mengalir

Permainan ini menurut Suyatno (2004:42) dikatakan kata mengalir karena

Keterampilan berbahasa mempunyai empat komponen yaitu menyimak,

Tes Kemampuan Berbicara

ungkapan-ungkapan yang biasa dipergunakan dalam situasi pembicaraan tertentu,

Pertemuan Pertama (Pre-Test)

berupaya mengingat kembali mengenai kosakata benda-benda di dalam kelas dan

Gambar 1. Contoh Dialog Siswa pada Teknik Permainan Kata Mengalir

Selanjutnya siswa dibimbing dan diberi waktu untuk menyelesaikan

Gambar 2. Contoh Dialog Siswa

NO. NAMA SISWA NILAI SISWA

dibuktikan dengan adanya kenaikan hasil belajar siswa yang ditunjukkan

Goetz, Dieter dkk.2002. Langenscheidts Grosswoerterbuch Deutsch als

“PENERAPAN PERMAINAN INFO BERANTAI DAN KATA MENGALIR

Berdasarkan hasil review, artikel tersebut dinyatakan DITERIMA untuk dipublikasikan di

Demikian informasi ini disampaikan, atas kerjasamanya disampaikan terima kasih.

Masilva Raynox Mael, S.Pd., M.Pd.

Tim Penyusun Daftar Isi

Diterbitkan pertama kali oleh :

Percetakan & Pemasaran :

(c) Hak cipta dilindungi undang-undang

Sastra Inggris SMA Kelas X i

Surabaya, July 2020

ii Blossom English Supplementary Book

In this chapter we will learn how to :

Look at the pictures above and discuss with your partner!

1. What do you call this kind of form?

Bahasa & Sastra Inggris SMA Kelas X 3

A : Will you look at this 1) ______ ?

4 Blossom English Supplementary Book

Bahasa & Sastra Inggris SMA Kelas X 5

4. How to Complete a form

to learn more about Forms

b. fill in /fɪl ɪn/

6 Blossom English Supplementary Book

e. stand for /stænd fɔːr/

Watch and learn the addition vocabulary

Daisuke is filling out a form at the doctor’s office

Bahasa & Sastra Inggris SMA Kelas X 7

8 Blossom English Supplementary Book

Bahasa & Sastra Inggris SMA Kelas X 9

Eduardo Namoro Eremin Marry Smith

Languages Italian, Japanese English English,

USE BLOCK LETTERS

Family name : _________________ first name : _________________

Marital status (tick box): Married single

Number of children : ______________

Country of birth : _________________ Nationality : _________________

Languages spoken : ______________

10 Blossom English Supplementary Book

USE BLOCK LETTERS

Family name : _________________ first name : _________________

Family name : _ first name : _

Country of birth : _ Nationality : _

Family name : _ first name : _

Country of birth : _ Nationality : _

Family name : _ first name : _

Country of birth : _ Nationality : _